Citizen+Z+B2 TeachingProgramme ESO LOMCE 2016 Eng

Citizen Z
B2
Herbert Puchta, Jeff Stranks,
Peter Lewis-Jones
ESO
Teaching Programme
INDEX
1 Teaching Methodology
1.1 Theoretical Basis
1.2 What does Citizen Z offer?
1.3 Course Components
2 Objectives
3 Competences
3.1 Introduction
3.2 Citizen Z's contribution to acquiring competences
3.3 Competences in Citizen Z
3.4. Learning styles
4 Contents
4.1 Contents blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Citizen Z
6.4 Assessment tools in Citizen Z
6.5. Qualification criteria
7 Educational needs
Citizen Z B2 / ESO Teaching Programme - 2- Cambridge University Press 2016

7.1. Introduction to the concept of attention to diversity
7.2. Attention to diversity in Citizen Z

8 Development of teaching units
8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts
Linguistic knowledge
- Communication functions
- Vocabulary
- Syntactic-discursive contents
- Graphic patterns and sounds
- Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
8.2 Competences: Descriptors Activities

8.3 Social awareness
8.4 Inter-disciplinary focus
8.6 Contents - Assessment criteria - Competences
Annex - COMPETENCES EVALUATION FORM
Annex - STANDARDS CONTENTS CRITERIA COMPETENCES

1 INTRODUCTION TO THE METHOD
1.1 Theoretical Basis
Citizen Z is a method for teaching English designed for Secondary Education (ESO
Educacin Secundaria Obligatoria), achieving the objectives established by the
curriculum for and preparing pupils for the Cambridge First Certificate in English, level
B2 of the Common European Framework of Reference for Languages (CEFR). It is
essential to underline the practical orientation of the method's approach as this enables
pupils1 to conclude this stage of their education with enough knowledge to be able to
take an exam which is recognised and of great prestige internationally, Cambridge
English Language Assessment offering the most complete range of exams and
qualifications in English for both teachers and pupils world-wide. In this way, a
double objective is met: pupils receive training in strategies, skills and abilities which
are indispensable and in practising the process of learning a second language, with the
guarantee of training which has long been a success: preparing for First Certificate in
English.2
Citizen Z has been designed for studying for the official Cambridge exams and is
aimed at young people of between 12 and 18, depending on their degree of language
skill at any once time, allowing pupils to improve gradually over the six books in the
series.
Citizen Z is an entertaining general English course with ample preparation from the
official Cambridge exams integrally included. This flexible course includes all the tools
and technology needed in order to achieve the objectives set. Citizen Z is the only
official school method with exam contents for English language assessment both
produced and guaranteed by Cambridge. Its unique focus is designed to innovate
within linguistic research with regards to English vocabulary: English Vocabulary
Profile (EVP) is an online tool which provides pupils with detailed information about
words, sentences, phrasal verbs and idioms. The objective of the Cambridge
Learner Corpus (CLC) is to orientate pupils with regards to the exercises which will be
of greatest use to them, whether in the Student's Book or in the Workbook. So for both
learning English in general and for concentrating on exams, Citizen Z prepares you
and your pupils for what is to come: official Cambridge exams or real life.
Citizen Z is designed to cover both pupils' and teachers' needs in a complete,

dynamic, entertaining and rigorous fashion. The aim is not just to consolidate already
acquired knowledge but also to be aware of it practical use. In the same way, the
method has been written in such as way that pupils can understand and accept the fact
that learning a second language, in this case English, is a continual process to be
carried out over time, which is one of the Common European Framework of Reference
for Languages (CEFR)'s main principles. In addition, Citizen Z helps pupils to prepare
1
2
Throughout this programme, the terms teachers and pupils will be used as often as possible. En este mismo sentido, para
eludir las en ocasiones tediosas expresiones del tipo los alumnos y alumnas o los profesores y profesoras, predominar el
gnero masculino plural (profesores y alumnos), entendindose que hace referencia a ambos sexos.
2 The Common European Framework of Reference for Languages (CEFR) is the international standard which defines linguistic
ability. It is used world-wide to define pupils' language skills. CEFR has six levels which go from A1 (absolute beginner) to C2 (the
highest level of ability).

each exam strategy gradually and in depth, which allows them to develop a full,
rigorous view of the linguistic characteristics of English by using the four skills.
The fact that the teaching approach focuses on getting ready for the First Certificate in
English exam guarantees the learning, revision and consolidation of different facets of
spoken and written language with specific training using specific techniques and
strategies for this type of exam. This method provides teachers with the material they
need to help and direct pupils to obtain a consolidated intermediate level in line with
terms established by CEFR. Common European Framework of Reference for
Languages). One of the objectives is to contribute to the development of pupils'
language skills in general and broaden their knowledge about the English language,
always taking into account the characteristics of the First Certificate in English exam
model. In order to do this in a dynamic, attractive way, subjects of real interest are
used, connected with the pupils' surroundings by using different, interesting strategies,
activities and approaches.
Thanks to the method's methodological guidance, pupils will study the curricular
contents in a simple, effective and gradual way, following a clear structure and a variety
of activities which will consolidate practical as well as theoretical knowledge. The four
skill are developed in this method in such as way that pupils can understand and
assimilate contents not only to study for First Certificate in English but also to use
English in a practical way in real situations.
The method's most important facets include:
Clearly presenting objectives.

Attractive, motivating themes for pupils.
Practical, easy-to-use material.
Attention to diversity in the classroom.
Integration of skills in a natural, practical way.
Orientation towards pupils' autonomy in the learning process.
Practical, necessary suggestions and advice for focusing on knowledge
in a brief, concise way.
A deductive approach to grammar which helps pupils to think about it
and consolidate concepts studied in previous courses.
This method motivates, integrates and offers challenges.
It places pupils in real Cambridge exam situations.
It provides pupils with real life situations in stories about pupils of the
same age.
It offers provides teachers and pupils with many opportunities to
personalise their work sessions.
Citizen Z consists of an initial Welcome unit and 12 short units, dealing with a widest
range of topics for adolescents than is offered by other books. There is also a cultural
lesson after every other unit, and these encourage pupils to learn more about the world
around them. After every other unit there is a revision section for revising and
consolidating the contents of the previous two units by practising key language and
skills.
Citizen Z introduces new concepts in the English language in a natural, gradual way
and is based on the idea of continuity, giving what is learned a practical application and
a view to the future which allows pupils to see the importance of English as a second

language. But it aims to do more than just consolidate concepts which have already be
learned and present new facets of the English language: it also shows pupils the need
to learn the language in order to be able to use it in the future in professional and
personal contexts.
This method's objectives are to cover pupils' real, objective needs in terms of Common
European Framework of Reference for Languages (CEFR) parameters. The aim is to
stimulate continual, practical learning which will be useful to the pupils and enable them
to take the Cambridge First Certificate in English. This exam recognised
internationally in both academic and professional circles confirms practical
knowledge of English at a medium level. To be able to take this exam successfully,
candidates must show that they can start communication using appropriate vocabulary;
that they can defend a point of view; that they are able to use different styles of
communication, depending on each situation; that they are aware of the linguistic
conventions of the English language; and that they can distinguish between different
registers.
When studying for First Certificate in English , pupils are required to learn, revise and
consolidate different facets of oral and written language, as well as receiving training
about specific techniques for the type of exam they are going to sit. When used in
Secondary Education, Citizen Z guarantees ideal training for a real, functional and
practical basic level, helping and orientating Spanish pupils to develop language
abilities in general and increase their knowledge of English.
As well as preparing pupils to take First Certificate in English, Citizen Z also

teaches the material required when learning English in Secondary Education. This is
done by integrating the contents and objectives at each stage, in this way teaching
pupils with a double objective.
1.2 What does Citizen Z offer?
The materials in Citizen Z have been put together with the attitude that the pupils are
not mere language learners. The pupils are taken to be, at all times, explorers who are
investigating every facet of the process of learning.
Citizen Z is a method for teaching English which is eminently practical and is based on
two basic approaches in terms of method:
1. The communicative approach enables Secondary Education pupils to integrate

skills in a natural, progressive way.
2. Preparing for First Certificate in English.
To this end, the subjects have been painstakingly chosen, with a deductive approach to
linguistic questions, a variety of strategies and the method's uniform structure. During
the preparation of the method, the pupils' age and interests were taken into account, as
can be seen in the choice of texts, pictures and design, the type of activities, tactics for
enabling, improving and expanding study techniques, etc.
The objective of the texts is to develop linguistic ability in English as much as possible,
taking into account the diversity of the pupils' interests, their different rhythms of
learning and different aptitudes and expectations. To do this, the right choice of
contents and the organisation of learning has been fundamental in order to obtain the

most possible from the three class-hours of English each week. Furthermore, an
atmosphere for positive learning must be encouraged between teacher and pupils.
Citizen Z offers a clear, simple method with appropriate, varied contents, analysed
using interesting sources which encourage a balance between learning and
entertainment, taking differences between pupils into account.
The creation of a positive atmosphere for learning depends to a large degree on the
understanding between the teacher and the pupils, as well as the relationships that
pupils have with one another. The teacher must listen with empathy and genuine
interest and have certain psychological skills. Citizen Z makes it easy for the teacher to
create a positive learning experience using clearly defined tasks, a great number of
carefully designed exercises, opportunities for pupils to check their own work on a
regular basis, and a teaching process designed to guarantee that pupils learn to
express themselves both orally and in writing.
Citizen Z offers a greater number of productive activities with which pupils can develop
their competences with written and oral expression (speaking and writing
competences), as the same time as they continue developing their oral and reading
comprehension (reading and listening competences).
The teacher becomes a guide and facilitator for learning during work in pairs, groups
and role plays. This type of communication activities give pupils the chance to work
independently, without the teacher. During this type of activities, the teacher stays to
one side and only supervises and intervenes as necessary.
Citizen Z also pays special attention to cultural, linguistic and ethnic diversity at schools
in our country because of its importance and influence on learning English.
The method's characteristics are:
1. A focus on specific aims and progress: pupils know clearly what they can
do and how they should do it.
2. Language acquisition is genuine and significant. It is a matter of pupils

gradually acquiring mechanisms for learning and the necessary strategies
for becoming confident in English. To do this, current issues which are
closely connected with their interests have been selected. English is
practised in real contexts in the most natural, realistic was possible.
3. The learning process isdynamic and responsible. Throughout the course

pupils must learn and use different cognitive strategies which allow them to
be independent and reinforce and strengthen their skills. So they have to
deduce, connect, put in sequence and be aware of their mistakes and those
of their classmates.
With regards to how to use Citizen Z, we would like to underline the direct focus of
each unit, enabling pupils to make use of reason and then gradually use more specific
techniques, exercises and tasks. Skills, like contents, are dealt with from various
angles so that pupils can distinguish between different approaches to learning in a
dynamic way which they find interesting. The units are ordered in such as way that the
degree of difficulty increases until each structure, skill or competence is mastered. So
if, for example, the contents of a particular unit are grammatical, they are dealt with in
sequence, starting with the most basic facets, deducing how they are used by actually

using them, and using different activities which finally lead to the focus which the exam
places on these contents. The same is true for skill and the different techniques used.
In fact, Citizen Z offers sequential, deductive comprehension of the different facets of
English, continually involving pupils and making them responsible for their own
learning.
This course has been specifically drawn up for Spanish pupils, paying special
attention to the linguistic considerations where there is greatest interference with
their mother tongue, as well as frequent mistakes made by Spanish-speaking
candidates in the First Certificate in English. To this end, strategies for oral and written
production are gradually introduced in sequence. The method also allows an approach
which helps to avoid mistakes and, in this way, obtain the most positive result in both
academic and functional terms.
1.3 Course Components
Citizen Z includes a Student's Book, a Workbook with downloadable recordings) and a

Teachers Book with Teachers Resources online and a DVD CD.
The Pupil's Book has 160 full colour pages and is divided into 12 main units, each one
having 10 pages. At the end of every other unit there is a lesson about social skills or a
culture and literature page and after every two units there is a revision section.
There are also four videos with stories about adolescents which are included in the
Teacher's Book and on cards that go with them and which pupils can access online.
At the end of the Pupil's Book there is a section titled Extra materials with practise for
the First Certificate in English, pronunciation activities, various pages of grammar
reference (grammar reference) in which all the grammar in the Students Book is
revised, offering key exercises for grammar revision as well as small, attractive
grammar tables, which can be used in class or individually; and, lastly, a section titled
speaking activities with situations for practising in pairs.
The Activities Book with recordings has 128 pages to offer pupils more practice of
new vocabulary and grammar from the Students book and to enable pupils to work
thoroughly on developing all their skills. It can be used in class and at home. The
recordings which come with the book are MP3s in downloadable files available at
www.cambridge.org/elt/citizenz.
The Digital Students Book & Workbook includes 300 interactive activities as well
the photo-stories' recordings and videos.
The Teacher's Book includes:
Teaching notes for the Pupil's Book's 12 units including:
- each unit's objectives, which are shown in the Learning outcome at the start.
- Step-by-step notes for each activity

- Information about the exam tasks which are clearly referenced and what is
tested in the exam.
- A wide range of ideas for reinforcement activities with sections titled Mixed
ability, Optional extension for broadening knowledge, Fast finishers for
continuity, in this way taking the diversity of the activities in the Pupil's Book
into account.
- Sections of Background information which provide the teacher with more
extensive information about a cultural lesson or about the subject dealt with
in each unit.
- The solutions for the activities.
- Transcriptions of the recordings as well as underlined texts with keys to the
oral comprehension activities.
Dictated notes for the oral expression section (Language note).

Citizen Z also provides printable material for teachers such as literature
photocopies, grammar presentations, photocopies for videos, lists of
bilingual words.
The Test Generator enables teachers to create their own evaluation material
depending on the pupils' needs. They can choose specific activities in order to
evaluate vocabulary and grammar at any point of the course, teachers being
able to create specific or cumulative tests immediately. Tests with two levels of
difficulty are available: Standard and Extension. The Test Generator also
creates tests which have already been prepared about the contents of each unit
and each term and final tests, including mock Cambridge English Exams.
The class audio CDs have all the listening material needed for the Students book and
the Workbook.
2 OBJECTIVES
Organic Law 8/2013, for the Improvement of Educational Quality, defines the syllabus
as a series of objectives in each subject and educational stage; competences, or the
ability to activate and apply the contents of each subject and educational stage in an
integrated way, competences, or all the, abilities, competences and attitudes which
help achieve the objective of each subject and educational stage and the acquisition of
competences; didactic methodology, which includes the description of teaching
practices and the organization of teachers' work; gradable standards and learning
results ; and criteria of evaluation of the degree of competence acquisition and the
objectives of each subject and educational stage.
The general objectives for this level are connected with the competences which
students will have to use in all areas3:
3
Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and A Levels.

a) Accept duties with responsibility, be aware of and make use of rights in relation to
other people, be tolerant, cooperate and empathise with other people and groups,
dialogue and observe human rights and equality of treatment and opportunities
between men and women, the common values of a plural society and train to form part
of a democratic society.
b) Develop and consolidate disciplined habits, individual work and studying and
working in teams as necessities for effective learning and personal development.
c) Value and respect differences between the sexes and equal rights and opportunities.
Reject discrimination between people based on gender or any other personal or social
condition or circumstance. Reject stereotypes which lead to discrimination between
men and women and all types of violence against women.
d) Strengthen emotional competences in all personal areas and relationships with

others and reject violence, all types of prejudice and sexist behaviour, learning to solve
conflicts peacefully.
e) Develop basic skills for using sources of information in order to acquire new
knowledge using critical awareness. Obtain basic knowledge about technology,
especially information and communication technology.
f) Understanding scientific knowledge as integrated knowledge, which forms part of

different disciplines, and find out about and apply methods for identifying problems in
different areas of knowledge and experience.
g) Develop a spirit of enterprise and self-confidence, critical awareness, personal

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

3 COMPETENCES
3.1 Introduction
In line with European Parliament Recommendation 2006/962/EC about key

competences for continual learning, the Royal Decree4 which sets the basic curriculum
for Secondary Education is based on promoting learning by competences integrated in
the curriculum areas.
These competences are taken to be "know-how" in the context of any academic, social
or professional context. Learning using competences encourages learning and
motivates learning as overall procedures for learning about each subject are acquired.
Pupils have to develop basic competences throughout their compulsory education, in

both primary and secondary levels. These competences help them to fulfil their
potential, to become active citizens, become successful in their adult lives and enable
them to enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of
these competences. Because of this, working on certain areas makes it possible to
reach these objectives. They are not limited to particular subjects or levels. Some of
the indispensable factors for achieving success include: the way in which centres are
organised and managed; the style of teaching; the way in which key parts and players
in the educational community interact; the availability of extra-curricular and
complementary activities.
LOMCE uses the definitions of key competences established by the European Union5.
LC - Linguistic Communication.
MSCT - Mathematical competence and basic science and technology
competences.
DC - Digital competences
LL - Learning to Learn
SCC - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
The relation between contents, competences and evaluation criteria are described in
Order ECD/65/2015.
Citizen Z complies with the laws and instructions given by the authorities with
regards to education. The general approach is based on the acquisition of
practical knowledge. The objective is to enable pupils to develop thanks to
continual learning.
4
Royal Decree 1105/2014 sets the basic curriculum for Compulsory Secondary Education.
5
European Parliament and Council recommendations for key competences for continual learning, 18th December 2006
(2006/962/CE)

The great variety of activities included in Citizen Z help to integrate the learning of a
foreign language with other parts of the syllabus. The programme is also designed to
help with the overall development of the seven competences.
3.2 Citizen Z's contribution to acquiring Competences
Learning a foreign language leads to acquiring basic competences in the same way
that studying other subjects does. This acquisition process is equally intense
throughout the different levels which make up the education system which pupils follow.
Citizen Z contributes efficiently and systematically to acquiring each of the

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

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

their competences to express themselves orally and in writing. They develop this
competence by using the appropriate linguistic register and discourse in each situation
that they find themselves in.
Pupils' linguistic competences improve as they recognise and gradually master the
rules in the foreign language. To ask for help, they can use their own language and
reflect on the process of learning the new language.
The activities in Citizen Z allow pupils to acquire and develop the four competences
(oral comprehension, written comprehension, oral expression and written expression),
continually reinforcing the language with the underlying grammatical rules for learning
English.
Mathematical competence is connected with the ability to reason. This involves

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

events and phenomena. This involves making predictions based on what has been

heard or read about in connection with dietary habits, health and the environment, and
being responsible consumers in daily life.
Citizen Z offers a wide range of oral and written texts with clear, detailed contents
about these subjects, in this way encouraging pupils to understand events and
phenomena and predict their consequences. Pupils improve their competences in
English at the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital competences pupils must
know how to read, analyse and transmit the information they extract from all
types of texts in English. They must be able to choose and organise the
information which they hear and read. At the same time, this competence is
directly connected with the integration of multimedia resources in the learning
process.
Using interactive activities online (Online Workbook) material, Citizen Z helps pupils to
make better use of digital technology. There are also texts in which the handling of
information plays a crucial role, without this undermining other competences.
Learning to learn concentrates pupils' attention on what is expected of them in order

to learn English. Memory and self-evaluation competences are also dealt with. Both of
these competences are needed in all learning processes in which pupils form
hypotheses about language, using the wide variety of examples from real life which are
introduced in the text.
Citizen Z challenges pupils to get involved in an active way in the learning process
when dealing with linguistic contents. Linguistic roles are taught in a subtle way so that
pupils make their own deductions and hypotheses in a natural way, basing themselves
on the principles of "universal grammar" which are intrinsic to acquiring a language.
Additionally, there is a specific lesson every four units to revise what has been learned,
the course includes a continual process of self-evaluation, which also reinforces the
basic competence of Learning to Learn. Throughout the learning process, Citizen Z
continually encourages pupils to take part in cooperative learning, another pillar for
learning to learn and, in this way, English becomes an tool for thinking about,
interpreting and representing reality.
Social and civic competences consists of discovering and becoming familiar with the
different social and cultural bases which underlie English. Likewise, respect and other
values are reinforced by pair and group work.
Citizen Z teaches about cultural values - always taught in English - not only from
British society and customs but also from other English-speaking countries such as
Australia and the States. Respect and values are encouraged in a society which is
continually evolving, in which cultural diversity stands out as one of the principles for
the 21st Century. The contents of Citizen Z complement work carried out in the
education system to reinforce these values and, in this way, helps pupils to acquire
social and civic competences.
Sense of initiative and entrepreneurial spirit means being able to approach the
learning process in an autonomous way or, otherwise, in cooperation with others in
order to carry out whichever task is put forward.

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

English which is crucial: English is also the vehicular language used to give information
about other cultures and societies and their values. This also helps teachers to make
wider educational values become effective at their centres. Throughout the course, a
wide variety of cultural and artistic themes are dealt with using different activities.
In order to encourage cultural and social competences, Citizen Z offers activities

connected with the English-speaking world in which culture and art play an important
part.
The main objective of Citizen Z is the acquisition of English and its culture. The
language is used as a tool for making coherent value judgements about anything
expressed in English either orally or in writing. Thanks to the wide range of activities
offered in Citizen Z, the acquisition of competences is guaranteed.
3.3 Competences in Citizen Z
Competences are comprehensively developed throughout the fourteen units and in

revision. They are to be found in the Teaching units development section. (See
Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of
the competences, bearing in mind pupils of the age group's cognitive development and
competences and in connection with the characteristics of the material in this course.
The programme for each unit specifies the ACTIVITIES to be carried out and the
enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject and stage are:
Linguistic communication
Listen
Understanding oral messages, given out loud or using technical means, transactions and
daily tasks.
Understanding the gist and specific information from formal and informal conversations.

Identify the main ideas and relevant information in presentations, talks, exhibitions and
pieces of news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and identify what
they aim to communicate.
Talk / Converse
Give short, well-structured oral presentations and answering questions which can be
asked about their presentations.
Take part correctly in daily transactions and tasks.
Take part correctly in daily transactions and tasks providing relevant information.
Expressing yourself correctly in conversations you take part in, using well-defined
structures and clear pronunciation.
Reading
Identifying relevant information in instructions, warnings or rules.
Understanding the general meaning and specific details in texts in different formats.
Understanding messages and correspondence, formal and informal, in different formats.
Find specific information in reference and study material.
Understanding the general idea, essential information and relevant ideas in journalistic,
literary and fictional texts in different formats.
Valuing reading as a source of pleasure and knowledge.

Writing
Using production strategies for writing simple texts.
Filling in forms, questionnaires or printed pages with personal, academic or professional

information.
Writing notes, messages, adverts, posts and short, formal and informal correspondence.
Writing texts of different types using appropriate vocabulary, spelling, punctuation and
correct formats and correct structures.
Mathematical competences and basic science and technology competences.
Putting in order and classifying data following criteria.
Interpret and show simple statistical data on graphs and tables.
Solving puzzles, crosswords and guessing games.
Respect nature and animals in the environment.
Valuing and following healthy habits.

Identifying the most relevant environmental problems and connecting them with causes
and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and digital tools.
Studying and practising English on digital devices.
Using ITC for starting social relationships with pupils from other countries.
Social and Civic Competences.
Take part in activities pairs and groups with respect and interest.
Interacting politely and attention valuing and respecting classmates' opinions, tastes and
preferences.
Understanding and valuing the use of English for communicating with other people and to
find out about other cultures.
Taking an interest in and respecting the customs, rules and values of countries in which
foreign languages are spoken.
Cultural awareness and expressions.
Using artistic techniques and items to prepare and give presentations and projects.
Identifying cultural features of English-speaking countries and compare them with their
own, showing respect and interest.
Identifying different forms of cultural expression and showing an interest in widening

knowledge.
Learning to Learn
Identify, plan and apply objectives for carrying out tasks, activities and projects.
Using tools and resources for clearing up doubts, widening knowledge and correcting
mistakes.
Showing an interest in carrying out evaluations of your own progress and identify points
for improvement.
Identifying and using different strategies for learning individually.
Sense of initiative and entrepreneurial spirit.

Using the strategies needed for studying individually.
Have a positive, proactive attitude to reading texts by yourself.
Plan, organise and check your work to be able to present it properly.
Becoming aware of the consequences of your decisions.
Each unit's programme also includes connections between the unit's CONTENTS,
EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different descriptors set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each
unit or whenever appropriate throughout the school year.
3.4 Multiple Intelligences
In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Intelligences 6 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
pupils can acquire knowledge using their own, personal competences.
The resources used in Citizen Z allow pupils to develop their communication

competences in a natural way; in all units the seven competences are worked on in
order for their minds to work in a complete manner. Based on these seven
competences, different types of intelligence are developed. The activities in Citizen Z
have been prepared with the objective of stimulating different types of intelligence, so
there is always something of interest for every pupil.
Linguistic intelligence, sensitivity towards the written and spoken word and the ability
to learn languages are key parts of Citizen Z and it is combined with other forms of
intelligence.
Interpersonal intelligence- efficient communication with others - is a crucial factor in

learning languages. Communication activities contribute to developing interpersonal
competences and encourage pupils to work together and carry on developing
communication strategies.
Interpersonal intelligence, understanding oneself, intimate thoughts and feelings, is

an integral part of the learning process and is developed in each unit in Citizen Z, in
this way enabling pupils to be more aware of themselves and the world around them.
6
Gardner, H. (1994): Estructuras de the mente: the teora de the inteligencias mltiples, (Colombia, Fondo de Cultura
Econmica) and Gardner, H. (2001): La inteligencia reformulada: the teora de the inteligencias mltiples in the siglo
XXI, (Barcelona, Paids).

Citizen Z deals with Musical intelligence in every unit, appreciation for rhythm and
music through songs, chants and raps. As Howard Gardner points out, this intelligence
works almost in parallel with linguistic intelligence.
When working with secondary education pupils it is also very important to develop the
body and mind together, which means that movement (body kinaesthetic)
intelligence, coordination and connection with the whole body, is also taken into
account.
There is a series of activities for developing logical-mathematical intelligence. These

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

understood in two ways: working in teams or small groups and cooperative work in
itself. In both cases, the teacher will organise the classroom into small groups, but
different types of methods are used. With group work, normally each group will be
assigned a task and the result or final production will be evaluated; depending on each
tasks, roles will be defined which must be distributed amongst the group members
(spokesperson, coordinator) so that each one has something to contribute. On the
other hand, cooperative work has another nuance : the participation of each member of
the groups is needed for learning to take place: the contents to be studied are given out
amongst the team members and each member is responsible for preparing what
he/she has been given and passing the knowledge on to the others; so the better an
individual works, the more others learn too and, consequently, the team will be better
prepared to do the tasks or activities it will be faced with.

4 CONTENTS
4.1 Contents blocks
The basis syllabus in Secondary Education for First Foreign Language learning is
based around four blocks of activities as set out by the Common European Framework
of Reference for Languages:
1. Comprehension of oral texts

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

types of social norms, habits, values, beliefs and attitudes; non-verbal language.
Respecting classmates' opinions.
Respecting and complying with classroom rules.
Respecting habits, values and beliefs other than your own.
Reflect on the values of self-esteem such as the sense of purpose: evaluating
the positive and negative effects of trying new things.
Show an interest in developing social skills such setting yourself challenges in
order to develop new skills.
Reflect on the values such as learning about and understanding other cultures.
Interest in finding out about cultures other than your own: nomadic peoples.
Reflect on the values of self-esteem such as becoming independent and taking
our own decisions.
Show an interest in developing social skills such as respecting older people.

Reflect on the values such as knowing how to appreciate creative solutions.
Show an interest in developing social skills such as knowing how to help others.
An interest in finding alternative ways to see problems.
Reflect on the values of self-esteem such as learning from adults' experience.
Interest in finding out about cultural matters such as the history of the cinema.
Reflect on the values such as doing good.
Show an interest in developing social skills such as making the best of
undesired situations.
Reflect on the values of self-esteem such as overcoming negative feelings.
Show an interest in developing social skills such as being tactful.
An interest in learning to see things from another, optimistic perspective.
Reflect on the values such as the usefulness of drawing up lists.
An interest in developing values such as knowing what you want to achieve and
how to want to work towards it.
Interest in finding out about cultural matters such as the new seven wonders of
the world.
Reflect on the values of self-esteem such as tact in order not to upset other
people unnecessarily.
Show an interest in developing social skills such as self-discipline.
Reflect on whether it is worth publishing a story or not.
Show an interest in developing social skills such as laughing at yourself.
Reflect on the values of self-esteem such as choosing things which represent
us.
Interest in finding out about cultural matters about journeys in space.
Reflect on the values such as the effect of human activity on the natural world.
Show an interest in developing social skills such as bravery.
3. Communicative functions
Putting forward and accepting challenges.
Description of situations
Expressing feelings
Description of movement
Expressing surprise
Description of people and habits
Expressing emphasis
Description of
Expressing quantity
Expressing frustration
Describing personality
Expressing habits in the past
Expressing manner
Giving advice
Expressing obligation
Describing technological items
Expressing permission
Expressing prohibition
Expressing need and lack of need
Expressing ability in the past
Expressing comparison

Expressing contrast
Description of relationships
Expressing mood
Expressing the future
Expressing feelings
Talking about future events
Expressing statements
Expressing condition
Describing places
Expressing requests
Expressing desire
Talking about preferences
Expressing opinion
Expressing information
Expressing news
Expressing reported information
Describing past situations
Describing films
Expressing speculation
Expressing cause and effect
Expressing conviction
Talking about activities
Describing places
4. Syntactic-discursive contents
Verb patterns to + infinitive or gerund

Verbs + -ing and to + infinitive with different meanings: remember, try, stop,
regret, forget
Relative clauses (review)
Which to refer to a whole clause
Omitting relative pronouns
Reduced relative clauses
Quantifiers
so and such (review)
do and did for emphasis
be / get used to (doing) vs. used to (do)
Adverbs and adverbial phrases
Obligation, permission and prohibition (review)
Necessity: didnt need to / neednt have
Ability in the past (could, was / were able to, managed to, succeeded in)
Comparatives
Linkers of contrast
Ways of referring to the future (review)
Future continuous
Future perfect
Conditionals (review)
Mixed conditionals
I wish and If only
I would prefer to / I would prefer it if, Its time, Id rather / sooner

Reported speech (review)
Reported questions and requests
Speculating (past, present and future)
Cause and effect linkers
Passive report structures
The passive: verbs with two objects
5. Common oral vocabulary (reception)
Verbs of movement
Adjectives to describe uncomfortable feelings
Expressions with right
Groups of people
Phrasal verbs (1)
Costumes and uniforms
Bringing up children
Adjectives for personality
Common adverbial phrases
Expressions with good
Technology (nouns)
Technology (verbs)
Ways of speaking
Love and relationships
Phrases to talk about the future: about to, off to, on the point of
Feelings about future events
Expressions with so
Phrasal verbs (2)
Alternatives to if: suppose, provided, as long as, otherwise, unless
Lifes ups and downs
Work and education
Space idioms
Adjectives commonly used to describe films
Geographical features
Verb + noun collocations
6. Sound, accent, rhythm and intonation patterns

Recognising and correctly pronouncing diphthongs.
Recognising and pronouncing stress in phrasal verbs.
Recognising, comparing and pronouncing stress stress correctly.
Recognising and the correct pronunciation of words with 'gh'.
Recognising and pronouncing the sound 'schwa'.
Recognising and the correct pronunciation of words connected with /d/ and /t/.
Recognising, contrasting and the correct pronunciation of weak forms in
conditional sentences.
Recognising and the correct pronunciation of words connected with intrusive /w/
and /j/.
Recognising, contrasting and correct pronunciation of the sound /h/ in linked
words.

Recognising, contrasting and correct pronunciation of stress in modal verbs
expressing speculation.
Recognising and the correct pronunciation of words connected with an intrusive
/r/.
Block 2. Production of oral texts: expression and interaction
1. Production strategies
Planning
- Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
- Writing for the target reader, context and medium, using the appropriate
registers and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.
- Compensate for language deficits using linguistic, paralinguistic or paratextual
procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects, use deictics or carry out actions which clarify the
meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact, proxemics).
o Use extralinguistic sounds and conventional prosodic qualities.

our own decisions.

the world.
us.
Expressing feelings
Expressing surprise
Expressing emphasis
Description of
Expressing quantity
Expressing manner
Giving advice

Expressing contrast
Expressing mood
Expressing feelings
Describing places
Expressing requests
Expressing desire
Expressing opinion
Expressing news
Describing films
Describing places

regret, forget
Quantifiers
Comparatives
Linkers of contrast
Future continuous
Future perfect
Mixed conditionals
I wish and If only

5. Common oral vocabulary (reception)
Verbs of movement
Groups of people
Phrasal verbs (1)
Technology (nouns)
Technology (verbs)
Ways of speaking
Expressions with so
Phrasal verbs (2)
Lifes ups and downs
Work and education
Space idioms
6. Sound, accent, rhythm and intonation patterns

Recognising and pronouncing stress in phrasal verbs.
Recognising, comparing and pronouncing stress stress correctly.
Recognising and the correct pronunciation of words with 'gh'.
Recognising and pronouncing the sound 'schwa'.
Recognising, contrasting and the correct pronunciation of weak forms in
conditional sentences.
and /j/.

Recognising, contrasting and correct pronunciation of the sound /h/ in linked
words.
Recognising and the correct pronunciation of words connected with an
intrusive /r/.
1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
- Distinguishing types of comprehension (gist, essential information).
- Making hypotheses about contents and context.
- Inference and making hypotheses about meaning using comprehension of the main
points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.

our own decisions.

the world.
us.
Expressing feelings
Expressing surprise
Expressing emphasis
Description of
Expressing quantity
Expressing manner
Giving advice
Expressing contrast
Expressing mood
Expressing feelings
Describing places
Expressing requests
Expressing desire
Expressing opinion

Expressing news
Describing films
Describing places

regret, forget
Quantifiers
Comparatives
Linkers of contrast
Future continuous
Future perfect
Mixed conditionals
I wish and If only
5. Common written vocabulary (reception)
Verbs of movement
Groups of people
Phrasal verbs (1)

Technology (nouns)
Technology (verbs)
Ways of speaking
Expressions with so
Phrasal verbs (2)
Lifes ups and downs
Work and education
Space idioms
6. Chart patterns and spelling conventions

Recognising and using the main spelling norms.
Recognising and and using diphthongs correctly: alternative spelling.
Recognising and correct spelling of words with 'gh'.
Identifying and correctly spelling linked words in which /h/ is not pronounced.
Identifying and correctly spelling linked words in which there is an intrusive /r/.
Block 4. Production of written texts: expression and interaction
1. Production strategies
Planning
- Activate and coordinate general and communication competences in order to
carry the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.
Realization
- Communicate the message clearly using the models and patterns for each type
of text.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.


our own decisions.
the world.
us.
Expressing feelings
Expressing surprise
Expressing emphasis
Description of
Expressing quantity

Expressing manner
Giving advice
Expressing contrast
Expressing mood
Expressing feelings
Describing places
Expressing requests
Expressing desire
Expressing opinion
Expressing news
Describing films
Describing places

regret, forget
Quantifiers

Comparatives
Linkers of contrast
Future continuous
Future perfect
Mixed conditionals
I wish and If only
5. Common written vocabulary (reception)
Verbs of movement
Groups of people
Phrasal verbs (1)
Technology (nouns)
Technology (verbs)
Ways of speaking
Expressions with so
Phrasal verbs (2)
Lifes ups and downs
Work and education
Space idioms
6. Chart patterns and spelling conventions

Recognising and correct spelling of words with 'gh'.
Identifying and correctly spelling linked words in which /h/ is not pronounced.
Identifying and correctly spelling linked words in which there is an intrusive /r/.
4.2 Minimum contents
When evaluating, it is essential to establish minimum contents. These contents will be

a point of reference for the teacher and pupils when evaluating their progress in the
process of learning and be the basis for different types of evaluation. Mastering these
contents, which are backed up by different evaluation tools, confirms pupils' progress
and explains their positive results (at the end of the academic year or at the end of the
evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
5 LEARNING STANDARDS AND RESULTS
In order to grade the performance or achievement of each pupil during Secondary

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

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

and phase is set as follows for this programme:
LEARNING STANDARDS DESCRIPTORS

For this stage For this stage
Block 1. Comprehension of oral texts LISTEN
Understand the main points and relevant 1. Understanding oral messages, read
details from the messages recorded or read aloud or using technical means, daily
aloud. business and tasks.
Understanding what is said in daily, structured 2. Understanding the gist and specific
transactions and tasks. information from formal and informal
conversations.

Identifying the main ideas and relevant details 3. Identify the main ideas and relevant
of a conversation. information in presentations, talks,
explanations and pieces of news.
Understanding explications or justifications,
points of view and opinions in an informal
4. Distinguishing sounds, accent, rhythm
conversation.
and intonation in various contexts and
identify what they aim to communicate.
Understanding relevant information and usual
and predictable details in a formal
conversation or interview.
Distinguishing the main ideas and relevant

information in presentations and talks.
Identifying the gist and main features of

audiovisual contents.
Block 2. Production of oral texts TALK / CONVERSE
Give short, rehearsed presentations and reply 1. Give short, well-structured oral
to simple questions about their contents. presentations and answering questions
which can be asked about their
Pupils cope adequately in daily situations and presentations.
less usual ones and are polite.
2. Take part correctly in daily transactions
Take part in face-to-face informal and tasks.
conversations, or on the phone or by other
means, exchanging information, expressing
opinions and points of view.
3. Take part correctly in daily transactions
and tasks providing relevant information.
Taking part in a formal conversation, meeting
or interview. 4. Expressing yourself correctly in
conversations you take part in, using well-
defined structures and clear
pronunciation.
Block 3. Comprehension of written texts READING
Identifying relevant information in operating 1. Identifying relevant information in

instructions for devices or programs for instructions, warnings or rules.
carrying out activities, and safety rules.
2. Understanding the general meaning and
Understanding the gist, the main points and specific details in texts in different formats.
relevant information in adverts and
communications.
3. Understanding the main points of
messages and correspondence, formal and
Understanding personal correspondence in
informal, in different formats.
any format.
Understanding enough from formal 4. Find specific, essential information in

correspondence to be able to take action. reference and study material.
Finding the specific information in press texts 5. Understanding the general idea, essential
in any format. information and the most relevant ideas in
journalistic, literary and fictional texts in
Understanding specific information on different formats.
websites and other reference materials.
6. Valuing reading as a source of pleasure and

Understanding the general features and most knowledge.
relevant details of short literary and fictional
texts which are well-structured.
Block 4. Production of written texts WRITING
Filling in a detailed questionnaire with 1. Using production strategies for writing

personal, academic or professional simple texts.
information.
2. Filling in forms, questionnaires or printed
Write your curriculum vitae in electronic pages with personal, academic or professional
format, following a model. information.
Taking notes, messages and notes with

simple, relevant information.
3. Writing notes, messages, adverts, posts
and short, formal and informal
correspondence with simple, relevant
Writing notes, adverts, messages and information.
comments respecting conventions and rules of
politeness and netiquette.
4. Writing texts using appropriate vocabulary,
spelling, punctuation and correct formats
Write short, simple reports in conventional
and correct structures.
format with essential information.
Write personal correspondence and take part

in forums, blogs and chats.
Writing basic formal correspondence to send

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

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

follow individual pupil's progress taking into account different forms and rhythms of
learning in order to know exactly what teaching intervention each pupil needs.
Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the
fact that our approach aims to involve pupils in their own learning, it is reasonable that

they, too, should be involved in the evaluation process. What the pupils say about how
they see their own learning must be taken into account: the difficulties they find in the
process and, especially, their tastes and preferences with regards to how to learn
English.
Assessment is needed throughout the stages of learning:
At the beginning of the process, the starting point must be evaluated (what
pupils already know, what they do not and what they know imperfectly). This
evaluation allows us to anticipate problems and adapt the teaching programme.
This can be done at the start of the academic year, the term or even at the start
of each unit.
During the process, evaluation helps the teacher to take decisions about areas
where more work is needed, about extending, removing or reinforcing contents
about whether the programme should be altered in any way.
At the end of each educational stage, evaluation allows the teacher to see if
the results of the teaching-learning process match the objectives.
Assessment must consist of a diverse combination of tools which provide objective,

quantitative data in order to give information about the process and make it possible to
assess each pupil. Tools or assessment strategies include observation in class,
correctly monitoring parameters (tasks being carried out or not, greater or lesser
participation, greater or lesser interest in learning), written tests (with questions in
different formats: singular answers, short answers, multiple choice, association of ideas
or concepts), oral interaction, with the teacher or between pupils, and taking part in
team work and/or cooperative work and their results. Once more, the objective is to
have carefully collected data which gives a precise record of progress made with
learning and possible difficulties.
In all cases, the most important thing is to always choose the tool which gives the most
information about the teaching-learning process we want to find out about and deal
with.
Assessment criteria can be defined as reference norms which establish the type of
learning and also the extent to which each pupil can be expected to acquire knowledge
and competence.
These criteria allow us to establish and evaluate pupils' progress appropriately, both
individually and a group. The materials in Citizen Z are in line with the following
evaluation criteria and legislation about Compulsory Secondary Education: 7
- Identifying the gist, the essential information, the main points and most
relevant details in short oral texts or medium-length ones, clearly structured,
and read aloud or using technical means and read at medium speed, in a
7
Royal Decree 1105/2014, which sets the basic curriculum for Compulsory Secondary Education and baccalaureates.

formal, informal or neutral register, and which deal with specific or abstract
features of general subject, about everyday matter in usual or less usual
situations, or about their own interests in personal, public, educational and work
environments, with no acoustic distortion of the message and having the
possibility to listen to it again.
- Knowing and knowing how to use the appropriate strategies for understanding
general meaning, essential information, the main points and ideas or the most
relevant details in a text.
- Finding out about and using socio-cultural and socio-linguistic features of

daily life for understanding the text (work, study and leisure habits activities),
living conditions (surroundings, social structure), interpersonal relationships
(generational, between men and women, at work, at school, at public
institutions), behaviour (gestures, facial expressions, use of the voice, eye
contact), and social conventions (attitudes, values).
- Distinguishing the most relevant communication function or functions in the

text and a repertoire of their most common features, as well as frequently used
discursive models for organising and enlarging or restructuring the information
(eg. new compared with familiar; examples; summary).
- Making use of knowledge about frequent oral communication discourse and

syntactic models in order to understand texts and meanings associated with
them (eg. an interrogative structure for expressing surprise).
- Recognising commonly used oral vocabulary connected with daily matters and
general subjects or connected with their own interests, studies and jobs, and a
limited repertoire of frequently used expressions and modisms when context or
visual support aids comprehension.
- Distinguishing between frequently used sound patterns, accents, rhythms and

intonation and recognising general communicative meanings and intentions
connected with them.
- Produce short or medium-length texts, both in face-to-face conversations and

on the phone or using other technical media, in a formal, neutral or informal
register, in which pupils exchange information, ideas and opinions, explain in a
simple yet effective way the motives behind their activities and plans, and pupils
form hypotheses, although they sometimes doubt about which expressions to
use, pause to rephrase and organise what they are saying and may need to
repeat what they have said in order to help the person listening to them with
some details.
- Learn about and learn to use the best strategies for producing oral texts
monologues or short or medium-length dialogues with simple, clear
structures, making use of the resources they have and limiting expression to
those resources; using, amongst other things, procedures such as the simple
definition of things in order not to have to use precise words or starting again
with a new strategy when communication fails.

- Include socio-cultural and socio-linguistic knowledge about interpersonal
relationships and social conventions in personal, public, educational and work
environments in the production of the written text, choosing and contributing the
information necessary and relevant in a way appropriate to the receiver, the
communication aim, the subject and the text format, and expressing opinions
and points of view with the necessary politeness.
- Carry out the required functions for the communication aim, using a repertoire
of common features of those functions and usual discursive models and
concluding the text appropriately, organizing the information in a clear manner,
enlarging it with examples or summarising it.
- Show good control although influenced to an extent by first or other

languages of a wide repertoire of common syntactic structures, and select the
right features for textual coherence and cohesion for organising the discourse in
a simple yet effective way.
- Learn about and make use of commonly used oral vocabulary connected with
daily matters and general subjects or connected with their own interests,
studies and jobs, and a limited repertoire of frequently used expressions and
modisms.
- Pronounce and intone sentences in a clear, comprehensible way, even though

those listening may require repetitions if the words and structures used are not
common; there may be mistakes although these do not interrupt
communication.
- Use a rhythm of discourse with sufficient fluency to make the message

comprehensible when short or medium-length, although there may be pauses,
occasional doubts and rephrasing of the ideas to be expressed in less usual
situations or with longer messages.
- Interact in a simple yet effective way in clearly structured interactions, using

common formulae or instructions for speaking or letting other people speak,
although the other person's help may be needed.
- Identifying essential information, the most relevant points and important details
in texts, both printed and on digital devices, short or medium-length and well
structured, written in formal, informal or neutral registers, dealing with daily or
less common matters, relevant matters of interest for studying or work, which
include simple structures and commonly used vocabulary, both general and
more specific.
- Knowing and knowing how to use the most appropriate strategies for
understanding general meaning, essential information, the main points and
ideas or the most relevant details in a text.
- Learn about and use , for comprehending the text, socio-linguistic features
connected with daily life (study, work and leisure habits), living conditions
(habitat, socio-economic structure), interpersonal relationships (generational or
at school, work or in institutions), and social conventions (attitudes, values), as

well as general cultural features which enable comprehension of the information
and ideas in the text (eg. literary).
- Distinguishing the most relevant communication function or functions in the

text and a repertoire of their most common features, as well as frequently used
discursive models for organising and enlarging or restructuring the information
(eg. new compared with familiar; examples; summary).
- Recognising and using with text comprehension parts and the

organisation of frequently used syntactic structures in written communication,
as well as associated meanings (eg. interrogative structures for making
suggestions).
- Recognising common written vocabulary connected with daily matters and a

general subjects or connected with their own interests, studies and jobs, and a
limited repertoire of frequently used expressions and modisms when context or
visual support aids comprehension.
- Recognising the main spelling, writing and punctuation conventions as well as

commonly-used more specific abbreviations and symbols eg. &, ), and their
linked meanings.
- Writing, on paper or electronic format, short or medium-length texts which are

coherent and well-structured about subjects of personal interest, or daily or less
usual matters, with a formal, neutral or informal register, making proper use of
the most common resources for cohesion, spelling and punctuation
conventions, and demonstrating reasonable use of expressions, structures and
frequently used vocabulary, both general and specific.
- Learn about, choose and use the best strategies for writing short or medium-
length texts, eg. rephrasing structures from other texts with similar
characteristics and communication aims, or writing rough copies.
- Include socio-cultural and socio-linguistic knowledge about interpersonal

relationships and social conventions in personal, public, educational and work
environments in the production of the written text, choosing and contributing the
information necessary and relevant in a way appropriate to the receiver, the
communication aim, the subject and the text format, and expressing opinions
and points of view with the necessary politeness.
- Carry the required functions for the communication aim, a repertoire of

common features of these functions and common discursive models for starting
and finishing the text written appropriately, organising the information clearly,
enlarging it with examples or summarising it.
- Show good control although influenced to an extent by first or other

languages of a wide repertoire of common syntactic structures, and select the
right features for textual coherence and cohesion for organising the discourse in
a simple yet effective way.

- Learn about and use common written vocabulary connected with daily matters
and a general subjects or connected with their own interests, studies and jobs,
and a limited repertoire of frequently used expressions and modisms.
- Use spelling and punctuation conventions and more frequent formats in a

reasonably correct way so that the message is understood, although there may
be some influence from first or other languages; knowing how to make use of
the basic resources for processing texts in order to correct spelling mistakes in
electronic format, and adapt to common conventions about writing on the
Internet (eg. abbreviations and others in chats).
As we stated in the previous section, both evaluation criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these

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

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

orally in everyday situations. The comprehensibility of the message is particularly

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

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

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

with regards to correct contents, care taken with presentations and timely
completion of tasks.
9. Interest in learning. The aim is to check that pupils are interested in advancing in
their learning and curious to learn new things, if they pay attention in class, ask
questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether pupils respect their
classmates and teachers, listen to them without interrupting them, respecting turns
to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether
pupils are interested in finding out about culture in English-speaking countries, if
they pay attention when such subjects are talked about and if they ask questions in
order to widen their knowledge.
12. Using polite forms. The aim is to observe in order to check that pupils use the
polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw
up a double-entry table with a vertical list of the pupils and, horizontally, the numbers
for evaluation criteria. By marking the boxes using a colour code which shows to what
extent objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling pupils' innate energy
in the right direction, the teacher can avoid rebelliousness and discipline problems.
Many problems of this type arise when pupils get bored, when the level is beneath
them or when activities are too repetitive. Citizen Z has been designed to take into
account the very diverse needs and desires of different pupils and, thanks to this, it
includes a wide variety of activities for them to enjoy.

However, it is important for the teacher to mark the rules with regards to discipline in
the classroom, making sure that pupils know what is and what is not acceptable, and
treating all pupils alike. If clear, fair discipline parameters are established, a 'safe'
atmosphere will be created in the classroom and pupils will study freely and with
confidence.
In order to keep the interest of the smallest pupils, the teacher must find a balance
between their limitless energy and short span of concentration in order to avoid
boredom, restlessness and lack of motivation, things which lead to discipline problems.
6.4 Assessment tools in Citizen Z
The Test Generator enables teachers to create their own evaluation material
depending on the pupils' needs. They can choose specific activities in order to evaluate
vocabulary and grammar at any point of the course, teachers being able to create
specific or cumulative tests immediately. Tests with two levels of difficulty are available:
Standard and Extension. The Test Generator also creates tests which have already
been prepared about the contents of each unit and each term and final tests, including
mock Cambridge English Exams.
Every two units in the Pupil's Book there is a section called Get it right! which includes
three types of activities: additional vocabulary and grammar practice with specific
activities to support learning in areas of greater difficulty for pupils and where most
mistakes are made (Corpus challenge) and a pronunciation section: Say it right!
Every two units in the Pupil's Book there is also a self-assessment section called Test
Yourself for pupils to revise the vocabulary, grammar and functional language concepts
which they need to reinforce.
In the annex at the end of this document there is a COMPETENCES EVALUATION

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

Block 1. Oral Comprehension 15 60
2. Oral production 15
3. Written comprehension 15

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

disorders;
b) pupils with high intellectual capacity;
c) pupils who have joined our educational system late;
d) pupils with specific learning difficulties;
e) pupils with special educational needs due to personal conditions or school history.

Except for the group who have joined late, and because learning English is a principle
independent from the educational system, the rest of the pupils will, as we say, need
adjustments to deal with their individual characteristics. We will deal briefly with each
profile (taking into account the fact that the educational approach for pupils with more
than one problem will be more complex).
Pupils with educational needs due to disabilities or serious behaviour disorders.
Their disability may be physical (sensory or movement), intellectual or

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

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

When learning a language, learning disorders due to reading difficulties should
be taken into account (eg. dyslexia) or problems writing. In either case, the
teacher must find out exactly what the difficulties are and, as above, adapt the
syllabus and methods for improving the teaching-learning process.
Pupils with special education needs due to personal conditions or school

history.
This group has only recently been specified in legal terms and can be
interpreted in different ways. The Department of Orientation must determine
which pupils are to be included in the group (eg. pupils with epilepsy which
obstructs their learning) and decide how to deal with this educationally.
7.2. Attention to diversity in Citizen Z
Bearing in mind this range of possibilities, it should be said that Citizen Z pays
attention to diversity in its programme, structure and contents. As we have
mentioned earlier, the Citizen Z programme is flexible. It offers specific points and
general suggestions to help teachers to adapt the programme to their own context: the
centre, their classroom and each pupil.
The contents of Citizen Z, which have been carefully chosen, are attractively
presented in a stimulating way in order to deal with diversity. The course has a cyclical
structure which allows pupils to widen their knowledge starting from what they already
know and acquire more knowledge about cultural issues and new, more complex
linguistic subjects. At the same time, the complex evaluation process includes general
criteria which must be prepared and adapted for each group, setting specific objectives
depending on the context of each centre, teacher and class. Teachers have different
tools of evaluation and competences as well as specific tasks. It is also necessary to
set minimum contents according to the needs, abilities and rhythm at which the pupils
learn.
In fact, in able to address educational needs successfully attention must be paid to

the activities, materials and resources which Citizen Z offers. The great majority of
them can be used in a personalised way and are open so that each pupil can reply in a
different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be
used both with pupils who need extra help and with more able pupils who finish the
initial task early. Each pupil will need a different amount of time which will depend, to a
greater or lesser extent, on his/her motivation. Most of the activities are designed for
use in the classroom, but they can also be given as homework. As can be seen on the
table further on, the same material and/or resources can be used to reinforce the class
or widen knowledge; in other words, the objective can be changes as fits. For example,
a simple question about a text can be reinforcement for less advanced pupils and can
also serve as inspiration in an extension activity in which pupils are asked to say other
words in the same semantic area.
The teacher should take advantage of pupils' abilities in every way that arises. One
pupil may hate speaking but enjoying writing vocabulary on the board, while another
may be good at drawing or making posters.

Another crucial factor is the methodology used by the teacher with his/her own group
and, more specifically, with pupils with learning difficulties. The most important thing
with all types of task is to make sure that they have been correctly prepared
beforehand, pupils knowing all the words they are going to need and understanding the
activity's objectives. If pupils are given the right linguistic tools in order to carry out the
activity successfully, it is almost certain that they will find it sufficiently demanding and
interesting. Without the necessary preparation, pupils may have an experience of
negative learning, which will lead to them losing confidence and feeling frustrated with
an activity which demands a degree of competence which they do not have.
As said above, assessment and stimulation are essential for pupils, and even more so
for those with special needs. When doing an activity, you must guide them towards
finding the right answers rather than giving them to them. This will lead to pupils feeling
satisfied when they find the right answer. Whenever a pupil makes a mistake, you must
emphasise that making mistakes is part of the learning process and that they should
not be ashamed of making mistakes.
The extra activities in each lesson (optional extension, mixed ability y fast finisher) can
be used whenever the teacher feels that the pupils need to practise particular
vocabulary. The same activities can be used to extend more advanced pupils'
knowledge, although, in some cases, it may be necessary to change the instructions a
little; or adapt them for different levels, depending on each class.
It should not be forgotten that continual revision is another important part of the
learning process and that it is particularly helpful for pupils with special needs, as well
as for the rest of the group. Citizen Z is based on a system of continual revision, with
different games and techniques for revising the vocabulary learned in each unit and
each block of two units.
The Teacher's Resources, the interactive online activities and the DVD for the digital
designed to help teachers deal with different, specific needs in the classroom.
8 TEACHING UNITS DEVELOPMENT
As can be seen in the development of the teaching units, the contents have been
grouped in four main blocks:

In order to facilitate reading the programme, inter-disciplinary contents are specified

after each block's specific contents. The pupils are the following:
Communication functions
Vocabulary
Structures
Pronunciation and spelling
Classroom language
Learning strategies

Socio-cultural and socio-linguistic features
The contents of each unit are explained on the following pages.

UNIT 1 SURVIVAL
1 Contents
Listening to and understanding an extract from a radio programme.

Listening to and understanding an article about mountaineers.
Listening to and watching a video about a story connected with the unit theme: The
challenge.
Oral interaction about dangerous adventures.

Practise conversations talking about taking decisions in different situations.
Exchange questions and answers.
Exchange opinions.
Compare answers in pairs.
Do activities in pairs or groups.
Pupils discuss the questions raised in pairs.
Practise conversations about problems and advice about what to do.
Debate about adventure activities and about things which are relevant in the
activities.
Debate about what happens in the photo-story.
Communicative exchanges in pairs about challenges.
Reading an article about a problem in the mountains.

Reading an article about the last survivor.
Reading a photo-story: The Challenge.
Read information in the Get it right! boxes about frequent spelling mistakes.
Reading a story about a challenge.
Writing an e-mail about an experience.

Doing exercises for practising the grammar studied in the unit..
Producing sentences for practising the vocabulary presented in the unit.
Pupils answer the comprehension questions for the written and oral texts.
Producing short dialogues about challenges.
The following points are studied indirectly in the four previous blocks:
Communication functions:
Expressing feelings
Vocabulary:

Verbs of movement
Syntactic-discursive contents:
Verbs + -ing and to + infinitive with different meanings: remember, try, stop, regret,
forget
Graphic patterns and sounds:

Knowing about and correctly using basic spelling and punctuation rules when
writing sentences and texts.
Classroom language:
Can you explain what is?

Do you already know the meaning of ?
Read the questions and think about
Compare your answers with a partner.
Check your answers.
Think about the information you would expect...
Do this exercise in pairs.
Write three more questions about.
Discuss in pairs.
Check your partners use of
Learning strategies:
Review common mistakes and focus on the important information in the Get it right!
boxes.
Pupils predict the contents of a text using the pictures and titles to aid
comprehension.
Assimilate advice for planning and producing a written text.
Assimilate common expressions for improving fluency.
Explain key language in real situations using a photo-story and a video: The
challenge
Sociocultural and sociolinguistic aspects:

Reflect on the values of self-esteem such as the sense of purpose: evaluating the
positive and negative effects of trying new things.
Show an interest in developing social skills such setting yourself challenges in order
to develop new skills.

2 Basic Competences
Descriptors Activities
LISTEN
Understanding oral messages, given out loud Listening to an extract from a radio
or using technical means, transactions and programme.
daily tasks.
Understanding the gist and specific Watching a video about a story.
information from formal and informal
conversations.
Identify the main ideas and relevant Listening to and understanding an article
information in presentations, talks, exhibitions about mountaineers.
and pieces of news.
TALK / CONVERSE
Take part correctly in daily transactions and Communicative exchanges about problems
tasks providing relevant information. and advice about what to do; about
challenges.
Debate about adventure activities.
Expressing yourself correctly in conversations Practise conversations about dangerous
you take part in, using well-defined structures adventures, about taking decisions in
and clear pronunciation. different situations.
READING
Understanding the general idea, essential Reading an article about a problem in the
information and relevant ideas in journalistic, mountains; about the last survivor.
literary and fictional texts in different formats. Reading a story about a challenge and a
photo-story.
WRITING
Using production strategies for writing simple Reading an e-mail as a model.
texts.
Writing notes, messages, adverts, posts and Writing an e-mail about an experience.
short, formal and informal correspondence.
Writing texts of different types using Writing short dialogues about challenges.
appropriate vocabulary, spelling, punctuation
and correct formats and correct structures.
Mathematical competences and basic science and technology
competences.
Interpret and show simple statistical data on Interpreting concept maps about the
graphs and tables. vocabulary [WB].
Solving puzzles, crosswords and guessing Doing crosswords [WB].
games.
Respect nature and animals in the Reading about survival techniques
environment. respecting the environment and animals.
Digital competences

Obtaining information from the Internet for Do the exercises on
carrying out tasks in English. www.cambridge.org/elt/citizenz
Studying and practising English on digital Do the activities on

devices. www.cambridge.org/elt/citizenz
and access the videos and recordings using
Citizen Z Augmented Reality Web App.
Social and civic competences.
Take part in activities pairs and groups with Pupils compare their answers in pairs and
respect and interest. then review them with the whole class.
Pupils discuss in pairs and in small groups,
giving their ideas and opinions about the
issues brought up in the activities.
Interacting politely and attention valuing and Respect classmates' opinions and ideas
respecting classmates' opinions, tastes and when working on tasks.
preferences.
Learning to Learn
Identify, plan and apply objectives for carrying Do the exercises for the unit in the Workbook
out tasks, activities and projects. by yourself.
Using tools and resources for clearing up Use reference books and material as extra
doubts, widening knowledge and correcting extra material, practise for the Cambridge
mistakes. exams, pronunciation and grammar
reference at the end of the book and the Get
it right! pages every two units.
Showing an interest in carrying out evaluations Test yourself every two units checking the
of your own progress and identify points for consolidation of the knowledge acquired.
improvement.
Identifying and using different strategies for Do the activities in the extra material and in
learning individually. the resources available online.

Using the strategies needed for studying Do the activities in the Workbook, in the
individually. extra material and in the resources available
online.
Have a positive, proactive attitude to reading Do the reading activities in the Workbook
texts by yourself. individually.
Plan, organise and check your work to be able
to present it properly.

3 Social awareness
Moral and civic education
Show interest taking an active part in class and following the teacher's instructions
correctly.
Recognise the importance of being creative.
Accept other people's opinions and preferences.
Show interest in classmates' opinions and ideas.
Education for Equality
Show respect for other people's opinions, regardless of their gender.
Values
Reflect on the values of self-esteem: evaluating the positive and negative effects of
trying new things.
Work in pairs, as a group or cooperative work in the classroom
Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
4 Inter-disciplinary focus
At this level, themes tend to touch on other areas of the syllabus, subjects
continually overlapping.
5 Assessment criteria
Name, recognise and present vocabulary connected with verbs of movement,

adjectives for describing feelings and expressions with right.
Use Verb patterns to + infinitive or gerund, Verbs + -ing and to + infinitive with
different meanings: remember, try, stop, regret, forget.
Use the correct pronunciation and intonation of diphthongs.
Be familiar with and use basic socio-cultural and socio-linguistic features such as
setting yourself challenges in order to develop new skills.
Producing short, comprehensible oral texts which give, request and exchange
information: a conversation/role-play about different situations and the feelings we
have about them.
Write brief, simple texts and with clear structures: an e-mail about an experience.

6 Contents - Assessment criteria - Competences
Contents Assessment criteria Competences

Recognise and present vocabulary Recognise and use a limited
connected with verbs of movement, repertoire of frequently used LC
adjectives for describing feelings vocabulary about the family and
and expressions with right. feelings orally and in writing.
Practise the use and forms of Verb Understanding and using
patterns to + infinitive or gerund, functions and meanings
Verbs + -ing and to + infinitive with associated with basic syntactic
different meanings: remember, try, structures.
stop, regret, forget. LC
Distinguish and comply with SCC
habitual communication
functions: describing situations
and movements, expressing
feelings.
Practise pronunciation of Recognise and pronounce and
diphthongs. write correctly.
LC
Use correct pronunciation and
intonation.
Listening to everyday conversations Use the subject, general
about different situations. meaning and main information
and ideas from the text in short, LC
Reading articles, a photo-story and simple texts with visual and
a story. audio support.
Debate with classmates about trying Finding out about and using
out new things and evaluating their basic socio-cultural and socio- LC
positive and negative effects. linguistic features such as the SCC
spirit of adventure.
A conversation about different Producing short,
LC
situations and the feelings we have comprehensible oral texts which
SCC
about them. give, request and exchange SIE
information.
Preparing an e-mail about an Write brief, simple texts and
LC
experience. with clear structures about
SCC
everyday matters or subjects of SIE
interest.

UNIT 2 GOING PLACES
1 Contents
Listening to and understanding a radio interview.

Listening to and understanding an article about refugees.
Listening to and understanding an article about nomadic peoples.
Oral interaction about emigration.

Practise conversations comparing ideas about moving to another country.
Oral interaction about data and opinions.
Debate about animal migrations.
Oral interaction about surprising pieces of news.
Exchange opinions.
Contrast ideas about the difficulties of living abroad.
Debate about nomadic peoples.
Reading an article about refugees.

Reading a blog about the experience of studying abroad for a year.
Reading an article about nomadic peoples.
Read information in the Get it right! and Look! boxes about common spelling
mistakes.
Reading an informal e-mail.
Reading an extract from the novel My Antonia, by Willa Cather.
Producing an informal e-mail.

Expressing surprise
Vocabulary:

Groups of people
Phrasal verbs (1)
Recognising, contrasting and correct pronunciation of stress in phrasal verbs.

Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

2 Basic Competences
LISTEN
Understanding the gist and specific Listening to a radio interview.
conversations.
Identify the main ideas and relevant Listening to an article about refugees: about

information in presentations, talks, exhibitions nomadic peoples.
and pieces of news.
TALK / CONVERSE
Take part correctly in daily transactions and Communicative exchanges about emigration.
tasks providing relevant information. Debate about animal migrations.
Oral interaction about surprising pieces of
news.
Debate about nomadic peoples.
Expressing yourself correctly in conversations Producing conversations about moving to
you take part in, using well-defined structures another country; difficulties about living
and clear pronunciation. abroad.
READING
Understanding the general meaning and Reading a blog about the experience of
specific details of texts in different formats. studying abroad.
Understanding messages and Reading an informal e-mail.
correspondence, formal and informal, in
different formats.
Understanding the general idea, essential Reading an article about refugees: about
information and relevant ideas in journalistic, nomadic peoples.
literary and fictional texts in different formats. Reading a literary extract.
WRITING
Using production strategies for writing simple Reading a text as a model.
texts.
Writing notes, messages, adverts, posts and Producing an informal e-mail.
short, formal and informal correspondence.

competences.
games.
Respect nature and animals in the Study bird migration.
environment.
Digital competences


preferences.
Taking an interest in and respecting the Reading about the experience of studying
customs, rules and values of countries in abroad and adapting to and respecting
which foreign languages are spoken. customs.
Reading about nomadic peoples, respecting
their customs.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.
Values
Personal values - Learning about and respecting other cultures.

cooperative.
This unit is connected with language and literature. Pupils read an extract from a
novel by Willa Cather.
This unit is connected with history. Pupils read about nomadic peoples.
Name, recognise and present vocabulary connected with groups of people and
phrasal verbs.
Use relative clauses, which and pronouns correctly.
Use the correct pronunciation and intonation about stress in phrasal verbs.
Finding out about and using basic socio-cultural and socio-linguistic features such
as learning about and understanding other cultures.
information: a conversation/role-play about visiting places.
Write brief, simple texts and with clear structures: an informal e-mail.

Recognising and presenting Recognise and use a limited
vocabulary connected with groups repertoire of commonly used LC
of people and phrasal verbs. vocabulary about people and
places.
Practise the use and forms of Understanding and using
relative clauses, which and functions and meanings
pronouns. associated with basic syntactic
structures.
LC
Distinguish and comply with the SCC
habitual communication function
or functions: expressing
surprise, describing people and
habits.
Practice the pronunciation of stress Recognise and pronounce and
in phrasal verbs. write correctly.
LC
intonation.

Listen to everyday conversations Use the subject, general
about visiting places. meaning and main information
Reading an article, a blog, a cultural simple texts with visual and
text and a literary extract. audio support.
Debate with classmates about other Finding out about and using
cultures, nomadic peoples. basic socio-cultural and socio- LC
linguistic features such as other SCC
cultures.
Producing conversations about Producing short,
LC
nomadic peoples. comprehensible oral texts which
SCC
give, request and exchange SIE
information.
Preparing an informal e-mail. Write brief, simple texts and
LC
with clear structures about
SCC
interest.

UNIT 3 THE NEXT GENERATION
1 Contents
Listening to and understanding a presentation about obsessions about raising

children in different countries.
Oral interaction about what we learn from our parents.

Debate about questions about a blog about an unusual parent.
Practise conversations about changes in opinion.
Debate in pairs about work uniforms and suits.
Exchange opinions.
Debate about becoming independent.
Answering questions about some parents' strict norms.
Practise conversations about somebody's personality.
Debate about respecting older people.
Reading the introduction of a book about the experience of bringing children up in

the Chinese way.
Reading opinions in favour of and against the book Battle Hymn of the Tiger
Mother by Amy Chua.
Reading an extract from the story About a Boy by Nick Hornby.
mistakes.
Reading a post on a blog.
Reading opinions about respecting older people.
Producing an essay about bringing children up.

Producing a post expressing opinions about respecting older people.
Expressing emphasis
Description of

Expressing quantity
Vocabulary:
Quantifiers
Recognising, contrasting and the correct pronunciation stress in the sentences.

Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

Reflect on the values of self-esteem such as becoming independent and taking our
own decisions.

2 Basic Competences
LISTEN
Identify the main ideas and relevant Listening to and understanding a
information in presentations, talks, exhibitions presentation about obsessions about raising
and pieces of news. children in different countries.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about what we learn from our
tasks providing relevant information. parents.
Debate about questions about a blog about
an unusual parent.
Debate about uniforms and suits.
Debate about becoming independent.
Respecting older people.
Expressing yourself correctly in conversations Conversations about changes in opinion.
you take part in, using well-defined structures Answering questions about some parents'
and clear pronunciation. strict norms.
Conversations about personality.
READING
Understanding the general meaning and Reading the introduction of a book about the
specific details of texts in different formats. experience of bringing children up in the
Chinese way.
Reading opinions in favour of and against a
book. Two opinions about respecting older
people.
Understanding messages and Reading a post on a blog.
correspondence, formal and informal, in
different formats.
Understanding the general idea, essential Reading a literary extract.
information and relevant ideas in journalistic,
WRITING
Using production strategies for writing simple Reading an essay as a model to follow.
texts.
Writing notes, messages, adverts, posts and Producing a post expressing opinions about
short, formal and informal correspondence. respecting older people.
Writing texts of different types using Writing an essay about bringing children up.
competences.

Digital competences

preferences.
Taking an interest in and respecting the Interest in finding out about customs about
customs, rules and values of countries in bringing children up in different cultures.
which foreign languages are spoken.
Learning to Learn
improvement.

online.
3 Social awareness

correctly.
Values
Self-esteem Sense of identity: reflect on becoming independent and taking our

own decisions.
cooperative.
novel by Nick Hornby.
Name, recognise and present vocabulary connected with disguises and uniforms.
Use quantifiers, so and such, do / did for emphasis correctly.
Use correct pronunciation and intonation in stress in sentences.
as respecting older people.
information: a conversation/role-play about differences between generations.
Write brief, simple texts and with clear structures: an essay about bringing children
up.

connected with disguises and repertoire of frequently used LC
uniforms. vocabulary about clothes orally
and in writing.
Practise the use and forms of Understanding and using LC
quantifiers, so and such, do / did functions and meanings SCC
for emphasis. associated with basic syntactic MSCT
structures.

Distinguish and comply with the
emphasis, describing physical
appearance, expressing
quantity.
Practice the pronunciation of Recognise and pronounce and
emphasis in sentences. write correctly.
LC
intonation.
about the differences between meaning and main information
generations. and ideas from the text in short,
simple texts with visual and LC
Reading a blog, some short news audio support.
items and publicity about books, a
story and a literary extract.
Debate with classmates about the Finding out about and using
differences between generations. basic socio-cultural and socio- LC
linguistic features such as SCC
respecting older people.
Produce conversations about ways Producing short,
LC
of bringing children up. comprehensible oral texts which
SCC
information.
Prepare an essay about bringing Write brief, simple texts and
LC
children up. with clear structures about
SCC
interest.

UNIT 4 THINKING OUTSIDE THE BOX
1 Contents
Listen to and understand a conversation about being imaginative.

Listening to and watching a video about a story connected with the unit theme:
Writers block.
Oral interaction about creative ideas.

Swapping ideas about how to prevent the lions from eating the cows.
Oral interaction looking for solutions for different situations.
Describing people in pairs to find the adjective to define them.
Practise conversations talking about what happens in the photo-story.
Exchange opinions.
Practise conversations in which a problem is explained and supportive answers are
given.
Reading an article about the Maasai and their problem with lions.
Reading a post on a website about explaining a problem and its solution.
Reading a photo-story: Writers block.
mistakes.
Reading different situations and the possible answer for them.
Producing a story.
Expressing manner
Vocabulary:

Recognising, contrasting and correct pronunciation of words with 'gh'.

Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.
Explain key language in real situations using a photo-story and a video: Writers
block.


2 Basic Competences
LISTEN
Understanding the gist and specific Listen to a conversation about being
information from formal and informal imaginative.
conversations. Watching a video about a story.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about creative ideas.
tasks providing relevant information. Swapping ideas about how to prevent the
lions from eating the cows. Looking for
solutions for different situations.
Expressing yourself correctly in conversations Describing people. Conversation about what
you take part in, using well-defined structures happens in the photo-story.
and clear pronunciation. Conversations in which a problem is
explained and supportive answers are given.
READING
Understanding the general meaning and Reading a post on a website about
specific details of texts in different formats. explaining a problem and its solution.
Understanding the general idea, essential Reading an article about the Maasai and
information and relevant ideas in journalistic, their problem with lions.
literary and fictional texts in different formats. Reading a photo-story.
WRITING
Using production strategies for writing simple Reading an story as a model to follow.
texts.
Writing texts of different types using Producing a story.
competences.
games.
Respect nature and animals in the
environment.
Digital competences


preferences.
Taking an interest in and respecting the Interest in finding out about cultural matters
customs, rules and values of countries in about the Maasai.
which foreign languages are spoken.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.
Know how to help others.

Values
Social values - Knowing how to appreciate creative solutions.
cooperative.
Name, recognise and present vocabulary connected with adjectives about

personality, adverb expressions and expressions with good.
Use be / get used to (doing) vs. used to (do) and adverbs and adverbial phrases
correctly.
Use the correct pronunciation and intonation of words with 'gh'.
as knowing how to help others.
information: a conversation/role-play about personality.
Pupils write short, simple, well-structured texts: a story.

connected with adjectives about repertoire of frequently used LC
personality, adverb expressions and vocabulary about personality
expressions with good. orally and in writing.
Practise the use and forms of be / Understanding and using
get used to (doing) vs. used to (do) functions and meanings
and adverbs and adverbial phrases. associated with basic syntactic
structures.
LC
or functions: describing
personality, expressing habits in
the past and ways of doing
things.
Practise the pronunciation of words Recognise and pronounce and
with 'gh'. write correctly.
LC
intonation.

about personality. meaning and main information
Reading an article, a post, a photo- simple texts with visual and
story and a story. audio support.
Debate with classmates about Finding out about and using
providing creative solutions. basic socio-cultural and socio- LC
helping others.
LC
personality. comprehensible oral texts which
SCC
information.
Preparing a story. Write brief, simple texts and
LC
SCC
interest.

UNIT 5 SCREEN TIME
1 Contents
Listening to and understanding various texts about intelligent screens.

Listen to and understand a conversation about the use of screens.
Listening to and understanding a cultural text about the history of cinema.
Oral interaction about technology.

Debate about questions connected with the use of screens.
Practise conversations talking about strategies for taking decisions.
Exchange opinions.
Practise conversations about the use of new technology.
Debate about the Silver Surfer project and helping other people by using
technology.
Swapping ideas about learning from older people.
Pupils discuss in pairs the questions connected with the cinema.
Practise conversations about special effects in films.
Reading an article about the story of some adolescents teaching older people to
use the Internet.
Reading a cultural text about the history of cinema.
Reading some instructions about how to save a Word document.
mistakes.
Reading an extract from Wired Love by Ella Cheever Theyer.
Producing a summary about what you have learned from an older person.
Producing some instructions describing an IT process.
Giving advice

Vocabulary:
Technology (nouns)
Technology (verbs)
Recognising, contrasting and pronouncing the sound schwa.

Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.


2 Basic Competences
LISTEN
Understanding the gist and specific Listening to a conversation about intelligent
information from formal and informal screens.
conversations.
Identify the main ideas and relevant Listening to various texts about intelligent
information in presentations, talks, exhibitions screens.
and pieces of news. Reading a cultural text about the history of
cinema.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about technology. Debate
tasks providing relevant information. about the use of screens.
Debate about the Silver Surfer project.
Swapping ideas about learning from older
people.
Debate about questions connected with the
cinema.
Expressing yourself correctly in conversations Practise conversations talking about
you take part in, using well-defined structures strategies for taking decisions.
and clear pronunciation. Conversations about new technology. About
special effects in films.
READING
Identifying relevant information in instructions, Reading some instructions about how to
warnings or rules. save a Word document.
Understanding the general idea, essential Reading an article about the story of some
information and relevant ideas in journalistic, adolescents teaching older people to use the
literary and fictional texts in different formats. Internet.
Reading a cultural text about the history of
cinema.
A literary extract.
WRITING
Using production strategies for writing simple Reading instructions as a model to follow.
texts.
Writing texts of different types using Producing a summary about what you have
appropriate vocabulary, spelling, punctuation learned from an older person.
and correct formats and correct structures. Producing some instructions describing an IT
process.
competences.
games.

Digital competences

preferences.
Learning to Learn
improvement.

online.

3 Social awareness
correctly.
Values
Self-esteem Sense of purpose: learning from adults' experience.
cooperative.
novel by Ella Cheever Theyer.
This unit is connected with ICT. Pupils write instructions about an IT process.
Name, recognise and present vocabulary connected with technology.

Use modal verbs for expressing obligation, permission, prohibition, need and skill
correctly.
Use the correct pronunciation and intonation of words with the sound schwa.
as learning from adults' experience.
information: a conversation/role-play about technology.
Write brief, simple texts and with clear structures: some instructions.


vocabulary connected with repertoire of frequently used LC
technology. vocabulary about technology
orally and in writing.
Practise the use and forms of modal Understanding and using
verbs for expressing obligation, functions and meanings
permission, prohibition, need and associated with basic syntactic
skill. structures.
LC
or functions: expressing advice,
obligation, permission,
prohibition, need and skill.
with the sound schwa. write correctly.
LC
intonation.
about technology. meaning and main information
Reading a text, an article, a cultural simple texts with visual and
Debate with with classmates about Finding out about and using
the history of cinema. basic socio-cultural and socio-
LC
learning from adults'
experience.
Have conversations about Producing short,
LC
technology. comprehensible oral texts which
SCC
information.
Prepare some instructions. Write brief, simple texts and
LC
SCC
interest.

UNIT 6 BRING PEOPLE TOGETHER
1 Contents
Listening to and understanding a blog about a train journey.

Listening to and understanding a story from a radio programme.
Oral interaction about mass events.

Describing situations and people's feelings.
Practise conversations talking about situations in which people who do not know
each other speak.
Practise conversations when people are stuck in a lift.
Communicative exchange talking about a recent story in which something very
good or very bad happened.
Exchange opinions.
Communicative exchanges about the story of a famous couple.
Debate in pairs about the bucket of frozen water challenge.
Present a challenge for a piece of charity work.
Debate about how to resolve different situations.
Read a blog about a train journey.

Reading an article about the bucket of frozen water challenge for a piece of charity
work.
Reading an extract from the novel A kind of Loving by Stan Barstow.
mistakes.
Reading an essay about the use of social networks for raising money.
Reading an article about how to make the best of undesired situations.
Producing an essay about the use of social networks.

Expressing contrast

Vocabulary:
Ways of speaking
Comparatives
Linkers of contrast
Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

Show an interest in developing social skills such as making the best of undesired
situations.

2 Basic Competences
LISTEN
Understanding oral messages, given out loud Listening to a story from a radio programme.
or using technical means, transactions and
daily tasks.
Identify the main ideas and relevant Listening to a blog about a train journey.
information in presentations, talks, exhibitions
and pieces of news.
TALK / CONVERSE
Give short, well-structured oral presentations Present a challenge for a piece of charity
and answering questions which can be asked work.
about their presentations.
Take part correctly in daily transactions and Oral interaction about mass events.
tasks providing relevant information. Describing situations and people's feelings.
Producing a recent story in which something
very good or very bad happens.
Communicative exchanges about the story of
a famous couple.
Debate in pairs about the bucket of frozen
water challenge.
Debate about how to resolve different
situations.
Expressing yourself correctly in conversations Practise conversations talking about
you take part in, using well-defined structures situations in which people who do not know
and clear pronunciation. each other speak. Conversation about a
situation in which people are locked in a lift.
READING
Understanding the general meaning and Read a blog about a train journey.
specific details of texts in different formats. Reading an essay about the use of social
networks for raising money.
Understanding the general idea, essential Reading an article about the bucket of frozen
information and relevant ideas in journalistic, water challenge. Reading a literary extract.
literary and fictional texts in different formats. Reading an article about how to make the
best of undesired situations.
WRITING
texts.
Writing texts of different types using Producing an essay about the use of social
appropriate vocabulary, spelling, punctuation networks.
competences.

Digital competences

preferences.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.

Values
Social values - Reflect on doing good.
cooperative.
novel by Stan Barstow.
Name, recognise and present vocabulary connected with ways of talking, love and
relationships.
Use comparatives and connectors expressing contrast correctly.
Use the correct pronunciation and intonationof words connected with /d/ and /t/.
as doing good.
information: a conversation/role-play about using the Internet.
Write brief, simple texts and with clear structures: an essay about social networks.


Name, recognise and present Recognise and use a limited
vocabulary connected with ways of repertoire of frequently used
LC
talking, love and relationship. vocabulary about personal
relationships orally and in
writing.
comparatives and connectors functions and meanings
expressing contrast. associated with basic syntactic
structures.
LC
comparisons, contrast and
relationships.
connected with /d/ and /t/. write correctly.
LC
intonation.
about personal relationships. meaning and main information
Reading a blog, an article, a story simple texts with visual and
and a literary extract. audio support.
knowing how to make the best of basic socio-cultural and socio- LC
undesired situations. linguistic features such as doing SCC
good.
LC
using the Internet. comprehensible oral texts which
SCC
information.
Producing an essay about the use Write brief, simple texts and
LC
of social networks. with clear structures about
SCC
interest.

UNIT 7 ALWAYS LOOK ON THE BRIGHT SIDE?
1 Contents
Listening to and understanding a blog about a change of attitude and being

positive.
Listening to and understanding a radio programme.
Listening to and watching a video about a story connected with the unit theme: The
competition.
Oral interaction about being optimistic.

Debate about different reactions to the same situation.
Practise conversations talking about complicated situations from a different
perspective.
Exchange opinions.
Describing situations and looking for optimistic solutions.
Debate about historical characters' quotations for different situations.
Debate about reactions to situations, saying which is most tactful.
Read a blog about a story about a change of attitude.

Reading two short texts about how to see things from another point of view.
Reading a website about subjects they are concerned about and quotations which
address their worries.
Reading a photo-story: The competition.
mistakes.
Reading different situations and the possible answers for them.
Producing a short story.

Expressing mood

Expressing feelings
Vocabulary:
Expressions with so
Future continuous
Future perfect
Recognising, contrasting and the correct pronunciation of the unit vocabulary and
expressions.
Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.
Explain key language in real situations using a photo-story and a video: The
competition.


2 Basic Competences
LISTEN
Understanding oral messages, given out loud Listening to a radio programme.
or using technical means, transactions and
daily tasks.
Identify the main ideas and relevant Listening to a blog about a change of attitude
information in presentations, talks, exhibitions and being positive.
and pieces of news. Watching a video about a story.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about being optimistic.
tasks providing relevant information. Debate about reactions to a single situation.
Swapping ideas about optimistic solutions for
different situations.
Debate about historical characters'
quotations for different situations.
Debate about being tactful in different
situations.
Expressing yourself correctly in conversations Practise conversations about using different
you take part in, using well-defined structures perspectives in complicated situations.
and clear pronunciation.
READING
Understanding the general meaning and Read a blog about a story about a change of
specific details of texts in different formats. attitude. Reading a website about subjects
they are concerned about and quotations
which address their worries.
Understanding messages and Reading two short texts about how to see
correspondence, formal and informal, in things from another point of view.
different formats.
Understanding the general idea, essential Reading a photo-story.
information and relevant ideas in journalistic,
WRITING
Using production strategies for writing simple Reading an story as a model to follow.
texts.
Writing texts of different types using Producing a story.
competences.
Digital competences


preferences.
Learning to Learn
improvement.

online.

3 Social awareness
correctly.
Values
Self-esteem Sense of identity: reflecting on overcoming negative feelings.
cooperative.
Name, recognise and present vocabulary connected with expressions about the
future, feelings about future events and expressions with so.
Use future tenses (future continuous, future perfect) correctly.
Use correct pronunciation and intonation.
as being tactful.
information: a conversation/role-play about optimism.
Pupils write short, simple, well-structured texts: a story.

connected with expressions about repertoire of frequently used LC
the future, feelings about future vocabulary about the future and
events and expressions with so. feelings orally and in writing.
Practise the use and forms of future Understanding and using LC
tenses: continuous and perfect. functions and meanings SCC

associated with basic syntactic
structures.
Distinguish and comply with

functions: describing plans,
talking about events, expressing
events in the future.
Practice the pronunciation of the Recognise and pronounce and
vocabulary and expressions studied write correctly.
LC
in the unit.
intonation.
about being positive. meaning and main information
Reading an blog, a website, a simple texts with visual and
photo-story and a story. audio support.
overcoming negative feelings. basic socio-cultural and socio- LC
linguistic features such as being SCC
tactful.
LC
being optimistic. comprehensible oral texts which
SCC
information.
Preparing a story. Write brief, simple texts and
LC
SCC
interest.

UNIT 8 MAKING LISTS
1 Contents
Listening to and understanding a short news item about the book The Checklist
Manifesto.
Listening to and understanding an interview with a social psychologist.
Listening to and understanding an article about the new seven wonders of the
world.
Oral interaction about making lists.

Practise conversations talking about different types of jobs and check-lists.
Contrast ideas about a proposed list of objectives.
Exchange opinions.
Practise conversations about different lists.
Pupils act out conversations about different situations.
Oral interaction about one of the seven wonders of the world they would like to visit.
Reading a short news item about the book The Checklist Manifesto.
Read a blog about the best ten lists.
Reading an article about the new seven wonders of the world.
mistakes.
Reading an essay about a wonder of the modern world.
Reading an extract from the novel the Backward Fall by Jason Hellmandollar.
Producing an essay about a wonder of the modern world.

Describing places

Vocabulary:
Phrasal verbs (2)
Mixed conditionals
Recognising, contrasting and the correct pronunciation of weak forms in conditional

sentences.
Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

Interest in finding out about cultural matters such as the new seven wonders of the
world.

2 Basic Competences
LISTEN
Understanding the gist and specific Listening to an interview with a social
information from formal and informal psychologist.
conversations.
Identify the main ideas and relevant Listening to a short news item about a book.
information in presentations, talks, exhibitions Listening to an article about the new seven
and pieces of news. wonders of the world.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about making lists. Contrast
tasks providing relevant information. ideas about a proposed list of objectives.
Communicative exchanges about one of the
seven wonders of the world they would like
to visit.
Expressing yourself correctly in conversations Practise conversations about making lists in
you take part in, using well-defined structures different jobs.
and clear pronunciation. Conversations about different lists.
READING
Understanding the general meaning and Reading a short news item about a book.
specific details of texts in different formats. Read a blog about the best ten lists.
Reading an essay about a wonder of the
modern world.
Understanding the general idea, essential Reading an article about the new seven
information and relevant ideas in journalistic, wonders of the world.
literary and fictional texts in different formats. Reading a literary extract.
WRITING
texts.
Writing texts of different types using Producing an essay about a wonder of the
appropriate vocabulary, spelling, punctuation modern world.
competences.
Digital competences


preferences.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.
Values
Personal values - appreciating the usefulness of making lists.

cooperative.
Name, recognise and present vocabulary connected with phrasal verbs and
alternatives to if (suppose, provided, as long as, otherwise, unless).
Use mixed conditional sentences correctly.
Use the correct pronunciation and intonation of weak forms in conditional
sentences.
knowing what you want to achieve and how you want to work towards it.
information: a conversation/role-play about making lists.
Write short, simple, well-structured texts: an essay about one of the wonders of the
modern world.

connected with phrasal verbs and repertoire of frequently used LC
alternatives to if (suppose, provided, vocabulary about suppositions
as long as, otherwise, unless). orally and in writing.
Practise the use and forms of mixed Understanding and using
conditional sentences. functions and meanings
structures.
LC
statements, conditions and
describing places.
Practise the pronunciation of weak Recognise and pronounce and
forms in additional sentences. write correctly.
LC
intonation.
Listen to everyday conversations Use the subject, general LC
about making lists. meaning and main information
and ideas from the text in short,

Reading a short news item, a blog, simple texts with visual and
a cultural text and a literary extract. audio support.
usefulness of making lists. basic socio-cultural and socio-
LC
knowing what you want to
achieve.
LC
making lists. comprehensible oral texts which
SCC
information.
Preparing an essay about a wonder Write brief, simple texts and
LC
of the modern world. with clear structures about
SCC
interest.

UNIT 9 BE YOUR OWN LIFE COACH
1 Contents
Listen to and understand a presentation about how to be your own personal

mentor.
Listening to and understanding a radio programme about choices in life.
Oral interaction about what they most and least like to do.
Swapping advice in different situations for improving their lives.
Practise conversations talking about the hurried conclusions they have heard about
adolescents.
Exchange opinions.
Debate in groups about education and work experience.
Swapping ideas about the best way to deal with different situations.
Reading a presentation about how to be your own personal mentor.

Reading a survey about having control.
Reading an extract from the novel The Remains of the Day by Kazuo Ishiguro.
mistakes.
Reading an online article about gaining work experience before going to university.
Reading a post on a blog about self-discipline.
Producing a short conversation between a passenger and a driver in which there is

a polite request for a change of attitude.
Producing an article for a magazine.
Expressing requests
Expressing desire
Expressing opinion

Vocabulary:
Lifes ups and downs
Work and education
I wish and If only
and /j/.
Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

Reflect on the values of self-esteem such as tact in order not to upset other people
unnecessarily.

2 Basic Competences
LISTEN
Understanding oral messages, given out loud Listening to a radio programme about
or using technical means, transactions and choices in life.
daily tasks.
Identify the main ideas and relevant Listening to a presentation about how to be
information in presentations, talks, exhibitions your own personal mentor.
and pieces of news.
TALK / CONVERSE
Take part correctly in daily transactions and Communicative exchanges about what they
tasks providing relevant information. most and least like to do. Swapping advice
for improving life.
Debate about education and work
experience.
Swapping ideas about the best way to deal
with different situations.
Expressing yourself correctly in conversations Practise conversations about hurried
you take part in, using well-defined structures conclusions about adolescents.
and clear pronunciation.
READING
Understanding the general meaning and Reading a presentation about how to be your
specific details of texts in different formats. own personal mentor.
Reading a survey about having control.
Reading a post on a blog about self-
discipline.
Understanding the general idea, essential Reading a literary extract. Reading an online
information and relevant ideas in journalistic, article about gaining work experience before
literary and fictional texts in different formats. going to university.
WRITING
Using production strategies for writing simple Reading an article as a model to follow.
texts.
Writing texts of different types using Producing a short conversation between a
appropriate vocabulary, spelling, punctuation passenger and a driver in which there is a
and correct formats and correct structures. polite request for a change of attitude.
Producing an article for a magazine.
competences.
Digital competences

preferences.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.

Values
Self-esteem Sense of purpose: reflect on being tactful, not upsetting people

unnecessarily.
cooperative.
novel by Jason Hellmandollar.
Name, recognise and present vocabulary connected with life, work and education's
ups and downs.
Use I wish and If only, I would prefer to / I would prefer it if, Its time, Id rather /
sooner correctly.
Use the correct pronunciation and intonationof words connected with intrusive /w/
and /j/.
as tact in order not to upset other people unnecessarily.
information: a conversation/role-play about choices in life.
Pupils write short, simple, well-structured texts: an article for the school magazine.

vocabulary connected with life, work repertoire of frequently used LC
and education's ups and downs. vocabulary about life, education
and work orally and in writing.
Practise the use of I wish and If Understanding and using LC
only, I would prefer to / I would functions and meanings SCC
prefer it if, Its time, Id rather / associated with basic syntactic
sooner. structures.

requests, desire, preference,

opinion.

connected with intrusive /w/ and /j/. write correctly.
LC
intonation.
about choices in life. meaning and main information
and ideas from the text in short,
LC
Reading a presentation, a simple texts with visual and
questionnaire, a story and a literary audio support.
extract.
Debate with classmates about self- Finding out about and using
LC
discipline. basic socio-cultural and socio- SCC
linguistic features such as tact.
Producing everyday conversations Producing short,
LC
about choices in life. comprehensible oral texts which
SCC
information.
Preparing an article for the school Write brief, simple texts and
LC
magazine. with clear structures about
SCC
interest.

UNIT 10 SPREADING THE NEWS
1 Contents
Listening to and understanding a magazine article about using Twitter.

Listening to and understanding two editors' opinions about a possible piece of
news.
Watching a video about a story connected with the unit theme: The news clip.
Oral interaction about famous characters and the news.

Practise conversations talking about the advantages and disadvantages of different
ways of sharing news.
Practise conversations about obtaining news and the use of Twitter.
Exchange opinions.
Pupils act out an interview with a well-known person.
Debate about different methods used by journalists.
Swapping ideas about whether they would publish different stories or not.
Oral interaction swapping surprising pieces of news.
Oral interaction about different situations in which people laugh about themselves.
Reading an article about the use of Twitter.

Reading an article about methods used by journalists.
Reading a photo-story: The News Clip.
mistakes.
Reading different stories for laughing at yourself.
Producing a magazine article about an interview.

Writing questions to ask in an interview.
Expressing news

Vocabulary:
Sharing news
Reporting verbs
Expressions with way
Recognising, contrasting and correct pronunciation of the sound /h/ in linked words.
Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.
Explain key language in real situations using a photo-story and a video: The news
clip.


2 Basic Competences
LISTEN
Understanding the gist and specific Watching a video about a story.
conversations.
Identify the main ideas and relevant Listening to a magazine article about using
information in presentations, talks, exhibitions Twitter.
and pieces of news. Listening to two editors' opinions about a
possible piece of news.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about famous characters and
tasks providing relevant information. the news.
Debate about different methods used by
journalists.
Swapping ideas about whether they would
publish different stories or not.
Swapping surprising pieces of news.
Different situations in which people laugh
about themselves.
Expressing yourself correctly in conversations Practise conversations about the advantages
you take part in, using well-defined structures and disadvantages of different ways of
and clear pronunciation. sharing news. About obtaining news and the
use of Twitter. Pupils act out an interview
with a well-known person.
READING
Understanding the general meaning and Reading different stories for laughing at
specific details of texts in different formats. yourself.
Understanding the general idea, essential Reading an article about the use of Twitter.
information and relevant ideas in journalistic, An article about methods used by journalists.
literary and fictional texts in different formats. Reading a photo-story.
WRITING
Using production strategies for writing simple Reading an article as a model to follow.
texts.
Writing texts of different types using Producing a magazine article about an
appropriate vocabulary, spelling, punctuation interview.
and correct formats and correct structures. Writing questions to ask in an interview.
competences.
Digital competences


preferences.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.

Values
Social values - Reflect on whether it is worth publishing a story or not.
cooperative.
novel by Kazuo Ishiguro.
This unit is connected with ICT. Pupils read about Twitter and its uses.
Name, recognise and present vocabulary connected with news and verbs for
reporting information, expressions with way.
Use reported speech (questions and requests) correctly.
Use the correct pronunciation and intonation, omitting the sound /h/ in linked words.
as knowing how to laugh at yourself.
information: a conversation/role-play about news.
Pupils write short, simple, well-structured texts: an interview for a magazine.

connected with news and verbs for repertoire of frequently used LC
reporting information, expressions vocabulary about news orally
with way. and in writing.
reported speech. functions and meanings
structures.
LC
SCC
Distinguish and comply with
functions: expressing
information, news and reports.
Practise the pronunciation of words Recognise and pronounce and LC

with the sound /h/. write correctly.

intonation.
about news. meaning and main information
Reading two articles, a photo-story simple texts with visual and
and a story. audio support.
whether it is worth publishing a basic socio-cultural and socio- LC
story or not. linguistic features such as SCC
ethics in pieces of news.
Producing conversations about the Producing short,
LC
news. comprehensible oral texts which
SCC
information.
Preparing an article about an Write brief, simple texts and
LC
interview for a magazine. with clear structures about
SCC
interest.

UNIT 11 SPACE AND BEYOND
1 Contents
Listening to and understanding an article about the universe.

Listening to and understanding a recording about the Voyager space mission.
Listening to and understanding an article about astronauts.
Oral interaction about space travel.

Practise conversations telling stories and showing empathy.
Exchange opinions.
Oral interaction about what aliens would learn about humans.
Swapping ideas about what to include in the next Voyager mission.
Practise conversations about films about space.
Debate about types of films.
Debate about life in a space station.
Reading an article about Stephen Hawking's opinion about the universe.

Read a blog about films about space.
Reading an article about astronauts.
mistakes.
Reading a report about a problem on a space mission.
Reading an extract from the science fiction story Theyre made out of meat by Terry
Bisson.
Producing a report about a problem on a school trip.

Describing films

Vocabulary:
Space idioms

Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

Reflect on the values of self-esteem such as choosing things which represent us.

2 Basic Competences
LISTEN
Understanding oral messages, given out loud Listening to a recording about the Voyager
or using technical means, transactions and space mission.
daily tasks.
Identify the main ideas and relevant Listening to an article about the universe.
information in presentations, talks, exhibitions Listening to an article about astronauts.
and pieces of news.
TALK / CONVERSE
Take part correctly in daily transactions and Oral interaction about space travel. Oral
tasks providing relevant information. interaction about what aliens would learn
about humans.
Swapping ideas about what to send on the
next Voyager mission.
Debate about types of films.
Debate about life in a space station.
Expressing yourself correctly in conversations Practise conversations telling stories and
you take part in, using well-defined structures showing empathy. Conversations about films
and clear pronunciation. about space.
READING
Understanding the general meaning and Read a blog about films about space.
specific details of texts in different formats. Reading a report about a problem on a
space mission.
Understanding the general idea, essential Reading an article about Stephen Hawking's
information and relevant ideas in journalistic, opinion about the universe.
literary and fictional texts in different formats. Reading an article about astronauts.
Reading a literary extract.
WRITING
Using production strategies for writing simple Reading a report as a model to follow.
texts.
Writing texts of different types using Producing a report about a problem on a
appropriate vocabulary, spelling, punctuation school trip.
competences.
games.
Digital competences

preferences.
Learning to Learn
improvement.

online.
3 Social awareness
correctly.

Values
Self-esteem Sense of identity: choose things which represent us.
cooperative.
novel by Terry Bisson.
Name, recognise and present vocabulary connected with modisms about space
and adjectives for describing films.
Use the verbs for expressing speculation (present, past and future) and connectors
about cause and effect correctly.
Use the correct pronunciation and intonation of stress in modal verbs expressing
speculation.
as choosing things which represent us.
information: a conversation/role-play about space trips.
Writing short, simple, well-structured texts: a report about a problem on a school
trip.

connected with modisms about repertoire of frequently used LC
space and adjectives for describing vocabulary about space orally
films. and in writing.
Practice using verbs for expressing Understanding and using LC
speculation (present, past and functions and meanings SCC
future) and connectors about cause associated with basic syntactic
and effect. structures.

or functions: describing
situations in the past, films,

speculation, cause and effect.
Practice the pronunciation of stress Recognise and pronounce and

in modal verbs expressing write correctly.
LC
speculation.
intonation.
about space trips. meaning and main information
Reading an article, a blog, a cultural simple texts with visual and
space trips. basic socio-cultural and socio-
LC
choosing things which represent
us.
LC
space trips. comprehensible oral texts which
SCC
information.
Producing a report about a problem Write brief, simple texts and
LC
on a school trip. with clear structures about
SCC
interest.

UNIT 12 MORE TO EXPLORE
1 Contents
Listening to and understanding an article about new discoveries.

Listening to and understanding a talk about new species of animals in Papua New
Guinea.
Oral interaction about extreme journeys.

Debate about places on Earth relatively recently discovered.
Explain a presentation about the effect of human activity on the natural world.
Oral interaction about the building of roads, railways and telephone lines in your
country.
Exchange opinions.
Debate about being brave.
Reading an article on a website about new discoveries.

Reading an article about Cndido Rondon's constructions and expeditions.
mistakes.
Reading an extract from the novel The Lost World by Arthur Conan Doyle.
Reading the biography of Oliver Tambo.
Reading and understanding an article about bravery.
Producing a biography.
Describing places
Vocabulary:

Recognising and the correct pronunciation of words connected with an intrusive /r/.
Classroom language:

Check your answers.
Discuss in pairs.
boxes.
comprehension.

2 Basic Competences
LISTEN
Identify the main ideas and relevant Listening to an article about new discoveries.
information in presentations, talks, exhibitions Listening to a talk about new species of
and pieces of news. animals in Papua New Guinea.
TALK / CONVERSE
Give short, well-structured oral presentations Explain a presentation about the effect of
and answering questions which can be asked human activity on the natural world.
about their presentations.

Take part correctly in daily transactions and Oral interaction about extreme journeys.
tasks providing relevant information. Debate about places on Earth relatively
recently discovered.
Communicative exchanges about the
building of roads, railways and telephone
lines in your country.
Debate about being brave.
READING
Find specific information in reference and Reading the biography of Oliver Tambo.
study material.
Understanding the general idea, essential Reading an article on a website about new
information and relevant ideas in journalistic, discoveries. An article about Cndido
literary and fictional texts in different formats. Rondon's constructions and expeditions.
Reading a literary extract.
Reading and understanding an article about
bravery.
WRITING
Using production strategies for writing simple Reading a biography as a model to follow.
texts.
Writing texts of different types using Producing a biography.
competences.
games.
Digital competences

preferences.
Learning to Learn

improvement.

online.
3 Social awareness
correctly.
Values
Social values - Reflect on the effect of human activity on the natural world.
cooperative.

novel by Arthur Conan Doyle.
Name, recognise and present vocabulary connected with geographical

characteristics and collocations (verb + noun).
Use the passive voice correctly (structures and verbs with two objects).
Use the correct pronunciation and intonationof words connected with intrusive /r/.
the effect of human activity on the natural world.
information: a conversation/role-play about discoveries.
Pupils write short, simple, well-structured texts: a biography.

connected with geographical repertoire of frequently used LC
characteristics and. vocabulary about geography
orally and in writing.
Practise the use and forms of the Understanding and using
passive voice: structure and verbs functions and meanings
with two objects. associated with basic syntactic
structures.
LC
conviction, talking about
activities, describing places.
connected with intrusive /r/. write correctly.
LC
intonation.
about discoveries. meaning and main information
Reading two articles, a story and a simple texts with visual and
literary extract. audio support.

effect of human activity on the basic socio-cultural and socio-
LC
natural world. linguistic features such as the SCC
conservation of the natural
world.
LC
discoveries. comprehensible oral texts which
SCC
information.
Preparing a biography. Write brief, simple texts and
LC
SCC
interest.

ANNEX - COMPETENCES EVALUATION FORM
Excellent
Very good
Good
Not good
Average
LISTEN
Understanding oral messages, given out loud or using technical means,

transactions and daily tasks.
Understanding the gist and specific information from formal and informal
conversations.
Identify the main ideas and relevant information in presentations, talks,

exhibitions and pieces of news.
Distinguishing sounds, accent, rhythm and intonation in various contexts and

identify what they aim to communicate.
TALK / CONVERSE
Give short, well-structured oral presentations and answering questions which

can be asked about their presentations.
Take part correctly in daily transactions and tasks.
Take part correctly in daily transactions and tasks providing relevant

information.
Expressing yourself correctly in conversations you take part in, using well-
defined structures and clear pronunciation.
READING
Identifying relevant information in instructions, warnings or rules.
Understanding the general meaning and specific details in texts in different

formats.
Understanding messages and correspondence, formal and informal, in

different formats.
Find specific information in reference and study material.
Understanding the general idea, essential information and relevant ideas in

journalistic, literary and fictional texts in different formats.
Valuing reading as a source of pleasure and knowledge.

Excellent
Very good
Good
Not good
Average
WRITING
Using production strategies for writing simple texts.
Filling in forms, questionnaires or printed pages with personal, academic or

professional information.
Writing notes, messages, adverts, posts and short, formal and informal
correspondence.
Writing texts of different types using appropriate vocabulary, spelling,

punctuation and correct formats and correct structures.

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

with causes and possible effects.
Apply strategies using methods from scientific research.
Digital competences
Obtaining information from the Internet for carrying out tasks in English.
Give short presentations and projects in English using different formats and
digital tools.
Studying and practising English on digital devices.
Using ITC for starting social relationships with pupils from other countries.

Excellent
Very good
Good
Not good
Average
Take part in activities pairs and groups with respect and interest.
Interacting politely and attention valuing and respecting classmates'

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

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

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

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

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

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

ANNEX Learning Standards Contents Evaluation Criteria Competences
Unit 1 - SURVIVAL
LEARNING ASSESSMENT DESCRIPTORS

CONTENTS
STANDARDS CRITERIA COMPETENCES
BLOCK 1. COMPREHENSION OF ORAL TEXTS

The pupil understands the main Comprehension strategies: Identifying the gist, the essential LC LC- Understanding oral messages, read
points and relevant details of - Understand the general idea, sentences and information, the main points and most MSCT aloud or using technical means, daily
recorded messages, or directly expressions connected with music. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understanding interaction in conversations about medium-length ones, clearly structured, SCC
LC- Understanding the gist and specific
instructions and other information, different situations and reactions to them. and read aloud or using technical means CCE information from formal and informal
even technical information (for - Understand and extract the main information from and read at medium speed, in a formal, LL conversations.
instance, on automatic answering recordings (listening, photo story, video). informal or neutral register, and which deal SIE
machines or about how to carry with specific or abstract features of general LC- Identify the main ideas and relevant
out experiments in class or use a Sociocultural and sociolinguistic aspects: subject, about everyday matter in usual or information in presentations, talks,
machine or device in a work - Respecting classmates' opinions. less usual situations, or about their own explanations and pieces of news.
- Respecting and complying with classroom rules.
context). interests in personal, public, educational
- Respecting habits, values and beliefs other than your LC- Distinguishing sounds, accent, rhythm
The pupils understands what is and work environments, with no acoustic and intonation in various contexts and
own.
said during daily, well-structured - Reflect on the values of self-esteem such as the sense distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for of purpose: evaluating the positive and negative effects possibility to listen to it again.
instance, in banks, shops, hotels, Knowing and knowing how to use the MSCT- Putting in order and classifying
of trying new things.
restaurants, on public transport, at appropriate strategies for understanding data following criteria.
- Show an interest in developing social skills such setting
educational centres, at places of yourself challenges in order to develop new skills. general meaning, essential information,
MSCT- Obtaining information from the
work), or in less usual places (for the main points and ideas or the most Internet for carrying out tasks in English.
instance, at a chemist's, a Communication functions: relevant details in a text.
hospital, a police station or a - Putting forward and accepting challenges. Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Description of situations and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing feelings understanding the text (work, study and digital tools.
Pupils identify the main ideas and - Description of movement leisure habits activities), living conditions
DC- Using ITC for starting social
relevant details in formal and (surroundings, social structure),
relationships with pupils in other countries.
informal conversations of a certain Syntactic-discursive contents: interpersonal relationships (generational,
length, which take place in front of - Verb patterns to + infinitive or gerund between men and women, at work, at SCC- Take part in activities pairs and
- Verbs + -ing and to + infinitive with different meanings:

CONTENTS
them and are between two or remember, try, stop, regret, forget school, at public institutions), behaviour groups with respect and interest.
more speakers, dealing with (gestures, facial expressions, use of the
familiar or general, everyday voice, eye contact), and social conventions SCC- Interacting politely and attention
Vocabulary:
valuing and respecting classmates'
subjects, when the discourse is - Verbs of movement (attitudes, values).
clear and is in a standard variety - Adjectives to describe uncomfortable feelings Distinguishing the most relevant
of the language. - Expressions with right communication function or functions in the
In informal conversations they text and a repertoire of their most common CCE- Identifying cultural features of
take part in, pupils understand Sound, accent, rhythm and intonation patterns: features, as well as frequently used English-speaking countries and compare
explanations and justifications of - Recognising and correctly pronouncing diphthongs. discursive models for organising and them with their own, showing respect and
points of view and opinions about enlarging or restructuring the information interest.
diverse matters of personal (eg. new compared with familiar;
CCE- Identifying different forms of cultural
interest, whether everyday issues examples; summary). expression and showing an interest in
or less usual, as well as forming Making use of knowledge about frequent widening knowledge.
hypotheses, expressing feelings oral communication discourse and
and describing abstract facets of syntactic models in order to understand LL- Identify, plan and apply objectives for
subjects such as music, cinema, texts and meanings associated with them carrying out tasks, activities and projects.
literature and current affairs. (eg. an interrogative structure for
LL- Using tools and resources for clearing
In formal conversations or expressing surprise). up doubts, widening knowledge and
interviews in which they take part Recognising commonly used oral correcting mistakes.
(for instance, at educational vocabulary connected with daily matters
centres or places of work), pupils and general subjects or connected with LL- Showing an interest in carrying out
understand relevant information their own interests, studies and jobs, and a evaluations of your own progress and
and details about practical issues limited repertoire of frequently used identify points for improvement.
connected with usual or expressions and modisms when context or
LL- Identifying and using different
predictable academic or work visual support aids comprehension. strategies for learning individually.
activities as long as they can ask Distinguishing between frequently used
people to repeat, or rephrase, sound patterns, accents, rhythms and SIE- Using the strategies needed for
clarify or explain further. intonation and recognising general studying individually.
Pupils distinguish, using visual or communicative meanings and intentions
written help, the main ideas and connected with them. SIE- Have a positive, proactive attitude to
relevant information in reading texts by yourself.
presentations or talks which are
SIE- Plan, organise and check your work to
well-structured, and in clear be able to present it properly.
presentations about familiar
subjects or matters they are

CONTENTS
interested in (for instance, an
academic subject or scientific
teaching, or talks about
professional training in other
countries).
Pupils identify the main idea and
significant parts of television news
stories which are clearly stated,
when there is visual aid which
complements the discourse, and
the main information in
advertisements, in a standard
variety of the language, and when
there are pictures to aid
comprehension.
BLOCK 2. PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION

Give short, well-structured, Production strategies: Produce short or medium-length texts, LC LC- Give short, rehearsed oral
previously rehearsed - Take part in short conversations in everyday contexts both in face-to-face conversations and on MSCT presentations, and reply to simple
presentations with visual support about situations and what they make us feel. the phone or using other technical media, CD questions which can be asked about your
- Pupils discuss practical issues connected with the unit. presentations.
(eg. PowerPoint) about specific in a formal, neutral or informal register, in SCC
facets of academic or work issues - Expressing agreement or disagreement with which pupils exchange information, ideas CCE LC- Take part correctly in daily
which they are interested in, classmates' opinions. and opinions, explain in a simple yet LL transactions and tasks.
- Asking for and giving personal information.
organising basic information in a effective way the motives behind their SIE
- Giving / following instructions / directions.
coherent way, explaining the main activities and plans, and pupils form LC- Take part correctly in daily
- Exchanging limited information about issues connected
ideas briefly and clearly, hypotheses, although they sometimes transactions and tasks providing relevant
with survival. information.
answering simple questions from - Basic description of activities and experiences. doubt about which expressions to use,
the listeners asked in a clear way - Using descriptive language to make short statements. pause to rephrase and organise what they
LC- Expressing yourself correctly in
and at medium-speed. - Assimilating expressions for making and accepting are saying and may need to repeat what conversations you take part in, using well-
The pupil copes well in daily challenges. they have said in order to help the person defined structures and clear
situations and in less usual listening to them with some details. pronunciation.
situations which can arise during Sociocultural and sociolinguistic aspects: Learn about and learn to use the best
journeys or stays in other - Respecting classmates' opinions. strategies for producing oral texts MSCT- Putting in order and classifying
- Respecting and complying with classroom rules. data following criteria.
countries for personal, monologues or short or medium-length
educational or work reasons - Respecting habits, values and beliefs other than your dialogues with simple, clear structures, MSCT- Obtaining information from the

CONTENTS
(transport, accommodation, food, own. making use of the resources they have Internet for carrying out tasks in English.
shopping, studying, work, contact - Reflect on the values of self-esteem such as the sense and limiting expression to those resources;
with the authorities, health, of purpose: evaluating the positive and negative effects using, amongst other things, procedures DC- Give short presentations and projects
of trying new things. in English using different formats and
leisure) and knows how to ask for such as the simple definition of things in
- Show an interest in developing social skills such setting digital tools.
assistance, information, help and order not to have to use precise words or
explanations, and how to make a yourself challenges in order to develop new skills. starting again with a new strategy when DC- Using ITC for starting social
complaint or do paperwork in a communication fails. relationships with pupils in other
simple but correct and appropriate Communication functions: Include socio-cultural and socio-linguistic countries.
way. - Putting forward and accepting challenges. knowledge about interpersonal
- Description of situations SCC- Take part in activities pairs and
The pupil takes place in informal relationships and social conventions in
- Expressing feelings groups with respect and interest.
face-to-face or telephone - Description of movement personal, public, educational and work
conversations, or conversations environments in the production of the SCC- Interacting politely and attention
held using other media, about written text, choosing and contributing the valuing and respecting classmates'
daily or less usual matters, in information necessary and relevant in a opinions, tastes and preferences.
- Verb patterns to + infinitive or gerund
which information is exchanged - Verbs + -ing and to + infinitive with different meanings: way appropriate to the receiver, the
and expressed and opinions and remember, try, stop, regret, forget communication aim, the subject and the
points of view are briefly text format, and expressing opinions and CCE- Identifying cultural features of
English-speaking countries and compare
exchanged; the pupil talks about points of view with the necessary
Vocabulary: them with their own, showing respect and
and describes events from the politeness. interest.
- Verbs of movement
past and plans for the future, - Adjectives to describe uncomfortable feelings Carry out the required functions for the
whether real or invented, in a - Expressions with right communication aim, using a repertoire of CCE- Identifying different forms of cultural
coherent manner; asks for and common features of those functions and expression and showing an interest in
gives instructions and directions in usual discursive models and concluding widening knowledge.
Sound, accent, rhythm and intonation patterns:
some detail; expresses and - Recognising and correctly pronouncing diphthongs. the text appropriately, organizing the
LL- Identify, plan and apply objectives for
explains feelings; describes information in a clear manner, enlarging it carrying out tasks, activities and projects.
specific and abstract facets of with examples or summarising it.
subjects such as music, cinema, Show good control although influenced LL- Using tools and resources for clearing
literature and current affairs. to an extent by first or other languages of up doubts, widening knowledge and
The pupil takes part in formal a wide repertoire of common syntactic correcting mistakes.
conversations, academic or work structures, and select the right features for
LL- Showing an interest in carrying out
interviews and meetings about textual coherence and cohesion for evaluations of your own progress and
usual issues in such contexts, organising the discourse in a simple yet identify points for improvement.
exchanging relevant information effective way.
about specific matters, asking for Learn about and make use of commonly LL- Identifying and using different
and giving instructions about and used oral vocabulary connected with daily strategies for learning individually.

CONTENTS
solutions to practical problems, matters and general subjects or connected
explaining points of view in a with their own interests, studies and jobs, SIE- Using the strategies needed for
simple way and clearly, giving and a limited repertoire of frequently used studying individually.
reasons and giving brief, clear expressions and modisms.
explanations about actions, Pronounce and intone sentences in a SIE- Have a positive, proactive attitude to
reading texts by yourself.
opinions and plans. clear, comprehensible way, even though
those listening may require repetitions if SIE- Plan, organise and check your work
the words and structures used are not to be able to present it properly.
common; there may be mistakes although
these do not interrupt communication.
Use a rhythm of discourse with sufficient
fluency to make the message
comprehensible when short or medium-
length, although there may be pauses,
occasional doubts and rephrasing of the
ideas to be expressed in less usual
Interact in a simple yet effective way in
clearly structured interactions, using
common formulae or instructions for
speaking or letting other people speak,
although the other person's help may be
needed.
BLOCK 3. COMPREHENSION OF WRITTEN TEXTS

The pupil identifies relevant Comprehension strategies: Identifying essential information, the most LC LC- Identifying relevant information in
information in detailed instructions - Identifying specific information in simple material such relevant points and important details in MSCT instructions, warnings or rules.
about the use of equipment, as two articles, a photo-story, a story. texts, both printed and on digital devices, CD
- Identifying the type of text. LC- Understanding the general meaning
devices and IT programs, and short or medium-length and well CCE
- Predict the contents of the text by its title or pictures. and specific details in texts in different
how to carry out activities and structured, written in formal, informal or LL formats.
- Deduce the meaning of unknown words by their
how to comply with security and neutral registers, dealing with daily or less SIE
context.
communal norms (eg. at a cultural common matters, relevant matters of LC- Find specific, essential information in
- Identifying the subject and contents of each paragraph.
event, at a students' residence or interest for studying or work, which include reference and study material.
in a work context). simple structures and commonly used

CONTENTS
The pupil understands the general - Respecting classmates' opinions. vocabulary, both general and more LC- Understanding the general idea,
meaning, the main points and - Respecting and complying with classroom rules. specific. essential information and the most
relevant information in - Respecting habits, values and beliefs other than your Knowing and knowing how to use the most relevant ideas in journalistic, literary and
own. fictional texts in different formats.
advertisements and public, appropriate strategies for understanding
- Reflect on the values of self-esteem such as the sense
institutional and corporative general meaning, essential information, LC- Valuing reading as a source of
of purpose: evaluating the positive and negative effects
communications which are well the main points and ideas or the most pleasure and knowledge.
of trying new things.
structured, connected with relevant details in a text.
- Show an interest in developing social skills such setting
matters of personal, academic or Learn about and use , for comprehending MSCT- Putting in order and classifying
yourself challenges in order to develop new skills.
work interest (eg. leisure, courses, the text, socio-linguistic features data following criteria.
grants, job offers). connected with daily life (study, work and
The pupil understands personal leisure habits), living conditions (habitat, MSCT- Obtaining information from the
- Putting forward and accepting challenges.
correspondence on any format, socio-economic structure), interpersonal Internet for carrying out tasks in English.
- Description of situations
including online forums or blogs, - Expressing feelings relationships (generational or at school,
DC- Give short presentations and projects
in which there is detailed - Description of movement work or in institutions), and social
in English using different formats and
description of experiences, conventions (attitudes, values), as well as digital tools.
impressions and feelings; events Syntactic-discursive contents: general cultural features which enable
and experiences, whether real or - Verb patterns to + infinitive or gerund comprehension of the information and DC- Using ITC for starting social
imaginary, are explained; - Verbs + -ing and to + infinitive with different meanings: ideas in the text (eg. literary). relationships with pupils in other
information, ideas and opinions remember, try, stop, regret, forget Distinguishing the most relevant countries.
about both abstract and specific communication function or functions in the
SCC- Take part in activities pairs and
facets of general issues which are Vocabulary: text and a repertoire of their most common
groups with respect and interest.
familiar or of personal interest are - Verbs of movement features, as well as frequently used
exchanged. - Adjectives to describe uncomfortable feelings discursive models for organising and SCC- Interacting politely and attention
The pupil understands enough - Expressions with right enlarging or restructuring the information valuing and respecting classmates'
about formal, official and (eg. new compared with familiar; opinions, tastes and preferences.
institutional letters, faxes and e- Chart patterns and spelling conventions: examples; summary).
- Knowing about and correctly using basic spelling and CCE- Identifying cultural features of
mails to be able to react to them Recognising and using with text
punctuation rules when writing sentences and texts. English-speaking countries and compare
(eg. if asked for documents for a comprehension parts and the
- Recognising and and using diphthongs correctly: them with their own, showing respect and
study trip abroad). organisation of frequently used syntactic interest.
The pupil easily finds specific alternative spelling. structures in written communication, as
information in journalistic texts in well as associated meanings (eg. CCE- Identifying different forms of cultural
any format which are well- interrogative structures for making expression and showing an interest in
structured and of medium-length, suggestions). widening knowledge.
such as summarised news items; Recognising common written vocabulary
recognises important ideas in connected with daily matters and a general carrying out tasks, activities and projects.

CONTENTS
simple informative articles and subjects or connected with their own
identifies the main conclusions of interests, studies and jobs, and a limited LL- Using tools and resources for clearing
texts which are clearly repertoire of frequently used expressions up doubts, widening knowledge and
argumentative as long as the and modisms when context or visual
difficult passages can be re-read. support aids comprehension. LL- Showing an interest in carrying out
The pupil understands specific Recognising the main spelling, writing and evaluations of your own progress and
information from websites and punctuation conventions as well as identify points for improvement.
other reference materials which is commonly-used more specific
clearly structured (eg. abbreviations and symbols eg. &, ), and LL- Identifying and using different
encyclopaedias, dictionaries, their linked meanings. strategies for learning individually.
monographs, presentations) about
academic and work issues SIE- Using the strategies needed for
studying individually.
connected with the pupil's
specialised area or interests. SIE- Have a positive, proactive attitude to
The pupil understands the general reading texts by yourself.
facets and most relevant details of
short contemporary fictional and SIE- Plan, organise and check your work
literary texts, well-structured and to be able to present it properly.
in a standard variety of the
language, in which the arguments
are lineal and can be followed
without difficulty, and the
characters and their relationships
can be described in a clear,
simple way.
BLOCK 4. PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

Fill in a questionnaire with Production strategies: Writing, on paper or electronic format, LC LC- Using production strategies for writing
personal, academic or work - Write notes with key information about the text they are short or medium-length texts which are MSCT simple texts.
information (for instance, to going to write. coherent and well-structured about CD
- Use their knowledge of grammar and vocabulary to LC- Filling in forms, questionnaires or
become a member of an subjects of personal interest, or daily or SCC
printed pages with personal, academic or
association or request a grant). write short descriptions, stories, experiences. less usual matters, with a formal, neutral CCE professional information.
Write your curriculum vitae in - Use connectors to link simple sentences and or informal register, making proper use of LL
electronic format, following a expressions to tell a story or describe an event. the most common resources for cohesion, SIE
- Read and analyse a text to use it as a model when LC- Writing notes, messages, adverts,
model, for example Europass. spelling and punctuation conventions, and posts and short, formal and informal

CONTENTS
Take notes and messages about writing your own work: an e-mail about an experience. demonstrating reasonable use of correspondence.
simple, relevant information about expressions, structures and frequently
usual matters and specific facts Sociocultural and sociolinguistic aspects: used vocabulary, both general and LC- Writing texts of different genres using
appropriate vocabulary, spelling,
about personal, academic and - Respecting classmates' opinions. specific.
punctuation and correct formats and
work life within a speciality or area - Respecting and complying with classroom rules. Learn about, choose and use the best correct structures.
of interest. - Respecting habits, values and beliefs other than your strategies for writing short or medium-
The pupil writes short notes, own. length texts, eg. rephrasing structures from MSCT- Putting in order and classifying
- Reflect on the values of self-esteem such as the sense data following criteria.
advertisements and comments, other texts with similar characteristics and
of purpose: evaluating the positive and negative effects
using any format, asking for and communication aims, or writing rough
of trying new things. MSCT- Obtaining information from the
giving information and simple copies.
- Show an interest in developing social skills such setting Internet for carrying out tasks in English.
opinions underlining facets he/she Include socio-cultural and socio-linguistic
yourself challenges in order to develop new skills.
thinks important (eg. on a website knowledge about interpersonal DC- Give short presentations and projects
or a youth magazine, or for a relationships and social conventions in in English using different formats and
teacher or classmate), respecting personal, public, educational and work digital tools.
- Putting forward and accepting challenges.
conventions and rules of - Description of situations environments in the production of the
politeness and netiquette. written text, choosing and contributing the DC- Using ITC for starting social
- Expressing feelings
relationships with pupils in other
The pupil, using a conventional - Description of movement information necessary and relevant in a
countries.
format, writes short, simple way appropriate to the receiver, the
reports giving essential Syntactic-discursive contents: communication aim, the subject and the SCC- Take part in activities pairs and
information about an academic, - Verb patterns to + infinitive or gerund text format, and expressing opinions and groups with respect and interest.
work or less usual subject (eg. an - Verbs + -ing and to + infinitive with different meanings: points of view with the necessary
accident), briefly describing remember, try, stop, regret, forget politeness. SCC- Interacting politely and attention
situations, people, objects and Carry the required functions for the valuing and respecting classmates'
places; describing events in a Vocabulary: communication aim, a repertoire of
clear, lineal way and giving simple - Verbs of movement common features of these functions and CCE- Identifying cultural features of
explanations for the reasons - Adjectives to describe uncomfortable feelings common discursive models for starting and English-speaking countries and compare
behind certain actions. - Expressions with right finishing the text written appropriately, them with their own, showing respect and
The pupil writes personal organising the information clearly, interest.
correspondence and takes part in Chart patterns and spelling conventions: enlarging it with examples or summarising
- Knowing about and correctly using basic spelling and CCE- Identifying different forms of cultural
forums, blogs and chats it.
punctuation rules when writing sentences and texts. expression and showing an interest in
describing experiences, Show good control although influenced widening knowledge.
impressions and feelings; he/she - Recognising and and using diphthongs correctly: to an extent by first or other languages of
writes, in a lineal and coherent alternative spelling. a wide repertoire of common syntactic LL- Identify, plan and apply objectives for
way, about events connected with structures, and select the right features for carrying out tasks, activities and projects.
his/her area of interest, activities textual coherence and cohesion for

CONTENTS
and past experiences (eg. about a organising the discourse in a simple yet LL- Using tools and resources for clearing
journey, best holidays ever, an effective way. up doubts, widening knowledge and
important event, a book, a film) or Learn about and use common written correcting mistakes.
imaginary events; he/she vocabulary connected with daily matters
LL- Showing an interest in carrying out
exchanges information and ideas and a general subjects or connected with evaluations of your own progress and
about specific matters, pointing their own interests, studies and jobs, and a identify points for improvement.
out facets which seem important limited repertoire of frequently used
and giving a short justification for expressions and modisms. LL- Identifying and using different
his/her opinions about this. Use spelling and punctuation conventions strategies for learning individually.
The pupil writes basic formal and more frequent formats in a reasonably
correspondence to public and correct way so that the message is SIE- Using the strategies needed for
private institutions or commercial studying individually.
understood, although there may be some
organizations, basically to ask for influence from first or other languages; SIE- Have a positive, proactive attitude to
or give information, request a knowing how to make use of the basic reading texts by yourself.
service or make a complaint or resources for processing texts in order to
deal with some other simple correct spelling mistakes in electronic SIE- Plan, organise and check your work
issue, taking into account formal format, and adapt to common conventions to be able to present it properly.
conventions and rules of courtesy about writing on the Internet (eg.
usual in this type of text. abbreviations and others in chats).

Unit 2 - GOING PLACES

CONTENTS

recorded messages, or directly expressions connected with visiting places. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understand interaction in conversations about nomadic medium-length ones, clearly structured, SCC
instructions and other information, peoples. and read aloud or using technical means CCE information from formal and informal
instance, on automatic answering recordings (listening). informal or neutral register, and which deal SIE
own.
said during daily, well-structured - Reflect on the values such as learning about and distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for understanding other cultures. possibility to listen to it again.
instance, in banks, shops, hotels, - Interest in finding out about cultures other than your Knowing and knowing how to use the MSCT- Putting in order and classifying
own: nomadic peoples.
educational centres, at places of general meaning, essential information,
work), or in less usual places (for Communication functions: the main points and ideas or the most Internet for carrying out tasks in English.
instance, at a chemist's, a - Expressing surprise relevant details in a text.
hospital, a police station or a - Description of people and habits Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can and socio-linguistic features of daily life for in English using different formats and
confirm certain details. Syntactic-discursive contents: understanding the text (work, study and digital tools.
Pupils identify the main ideas and - Relative clauses (review) leisure habits activities), living conditions
relevant details in formal and - Which to refer to a whole clause (surroundings, social structure),
informal conversations of a certain - Omitting relative pronouns interpersonal relationships (generational,
length, which take place in front of - Reduced relative clauses between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or school, at public institutions), behaviour groups with respect and interest.
more speakers, dealing with Vocabulary: (gestures, facial expressions, use of the
familiar or general, everyday - Groups of people voice, eye contact), and social conventions SCC- Interacting politely and attention

CONTENTS
subjects, when the discourse is - Phrasal verbs (1) (attitudes, values). valuing and respecting classmates'
clear and is in a standard variety Distinguishing the most relevant opinions, tastes and preferences.
of the language. Sound, accent, rhythm and intonation patterns: communication function or functions in the
In informal conversations they - Recognising, contrasting and correct pronunciation of text and a repertoire of their most common
CCE- Identifying cultural features of
take part in, pupils understand stress in phrasal verbs. features, as well as frequently used English-speaking countries and compare
explanations and justifications of discursive models for organising and them with their own, showing respect and
interest, whether everyday issues examples; summary). CCE- Identifying different forms of cultural
or less usual, as well as forming Making use of knowledge about frequent expression and showing an interest in
widening knowledge.
In formal conversations or expressing surprise). LL- Using tools and resources for clearing
interviews in which they take part Recognising commonly used oral up doubts, widening knowledge and
predictable academic or work visual support aids comprehension. LL- Identifying and using different
activities as long as they can ask strategies for learning individually.
Distinguishing between frequently used
people to repeat, or rephrase, sound patterns, accents, rhythms and
clarify or explain further. SIE- Using the strategies needed for
intonation and recognising general
well-structured, and in clear SIE- Plan, organise and check your work to
presentations about familiar be able to present it properly.

CONTENTS
countries).
comprehension.

presentations with visual support about nomadic peoples. the phone or using other technical media, CD questions which can be asked about your
with visiting places. information.
and at medium-speed. - Assimilating expressions for showing surprise. are saying and may need to repeat what conversations you take part in, using well-
The pupil copes well in daily they have said in order to help the person defined structures and clear
situations and in less usual Sociocultural and sociolinguistic aspects: listening to them with some details. pronunciation.
situations which can arise during - Respecting classmates' opinions. Learn about and learn to use the best
journeys or stays in other - Respecting and complying with classroom rules. strategies for producing oral texts MSCT- Putting in order and classifying
- Respecting habits, values and beliefs other than your data following criteria.
educational or work reasons own. dialogues with simple, clear structures,
- Reflect on the values such as learning about and MSCT- Obtaining information from the
(transport, accommodation, food, making use of the resources they have Internet for carrying out tasks in English.
understanding other cultures.
shopping, studying, work, contact and limiting expression to those resources;
- Interest in finding out about cultures other than your
with the authorities, health, using, amongst other things, procedures DC- Give short presentations and projects

CONTENTS
leisure) and knows how to ask for own: nomadic peoples. such as the simple definition of things in in English using different formats and
assistance, information, help and order not to have to use precise words or digital tools.
explanations, and how to make a Communication functions: starting again with a new strategy when
complaint or do paperwork in a - Expressing surprise communication fails.
simple but correct and appropriate - Description of people and habits Include socio-cultural and socio-linguistic countries.
way. knowledge about interpersonal
The pupil takes place in informal Syntactic-discursive contents: relationships and social conventions in SCC- Take part in activities pairs and
face-to-face or telephone - Relative clauses (review) personal, public, educational and work groups with respect and interest.
conversations, or conversations - Which to refer to a whole clause environments in the production of the
held using other media, about - Omitting relative pronouns written text, choosing and contributing the SCC- Interacting politely and attention
- Reduced relative clauses valuing and respecting classmates'
daily or less usual matters, in information necessary and relevant in a
which information is exchanged way appropriate to the receiver, the
and expressed and opinions and Vocabulary: communication aim, the subject and the
points of view are briefly - Groups of people text format, and expressing opinions and CCE- Identifying cultural features of
- Phrasal verbs (1) English-speaking countries and compare
and describes events from the politeness. them with their own, showing respect and
Sound, accent, rhythm and intonation patterns: interest.
past and plans for the future, Carry out the required functions for the
whether real or invented, in a - Recognising, contrasting and correct pronunciation of communication aim, using a repertoire of
stress in phrasal verbs. CCE- Identifying different forms of cultural
some detail; expresses and the text appropriately, organizing the
explains feelings; describes information in a clear manner, enlarging it LL- Identify, plan and apply objectives for
specific and abstract facets of with examples or summarising it. carrying out tasks, activities and projects.
subjects such as music, cinema, Show good control although influenced
interviews and meetings about textual coherence and cohesion for LL- Showing an interest in carrying out
usual issues in such contexts, organising the discourse in a simple yet evaluations of your own progress and
exchanging relevant information identify points for improvement.
effective way.

CONTENTS
opinions and plans. clear, comprehensible way, even though reading texts by yourself.
those listening may require repetitions if
SIE- Plan, organise and check your work
needed.

about the use of equipment, as an article, a blog, a cultural text, a literary extract. texts, both printed and on digital devices, CD
context.
Sociocultural and sociolinguistic aspects: LC- Understanding the general idea,
The pupil understands the general vocabulary, both general and more
- Respecting classmates' opinions. essential information and the most
meaning, the main points and - Respecting and complying with classroom rules. specific.
relevant ideas in journalistic, literary and
relevant information in - Respecting habits, values and beliefs other than your Knowing and knowing how to use the most fictional texts in different formats.

CONTENTS
advertisements and public, own. appropriate strategies for understanding
institutional and corporative - Reflect on the values such as learning about and general meaning, essential information, LC- Valuing reading as a source of
communications which are well understanding other cultures. the main points and ideas or the most pleasure and knowledge.
structured, connected with - Interest in finding out about cultures other than your relevant details in a text.
matters of personal, academic or own: nomadic peoples. Learn about and use , for comprehending MSCT- Putting in order and classifying
grants, job offers). Communication functions: connected with daily life (study, work and
- Expressing surprise MSCT- Obtaining information from the
The pupil understands personal leisure habits), living conditions (habitat,
- Description of people and habits Internet for carrying out tasks in English.
correspondence on any format, socio-economic structure), interpersonal
including online forums or blogs, relationships (generational or at school, DC- Give short presentations and projects
in which there is detailed Syntactic-discursive contents: work or in institutions), and social in English using different formats and
description of experiences, - Relative clauses (review) conventions (attitudes, values), as well as digital tools.
- Which to refer to a whole clause
impressions and feelings; events general cultural features which enable
- Omitting relative pronouns DC- Using ITC for starting social
and experiences, whether real or - Reduced relative clauses comprehension of the information and
imaginary, are explained; ideas in the text (eg. literary).
countries.
information, ideas and opinions Distinguishing the most relevant
Vocabulary:
about both abstract and specific communication function or functions in the SCC- Take part in activities pairs and
- Groups of people
facets of general issues which are - Phrasal verbs (1) text and a repertoire of their most common groups with respect and interest.
familiar or of personal interest are features, as well as frequently used
exchanged. discursive models for organising and SCC- Interacting politely and attention
Chart patterns and spelling conventions: valuing and respecting classmates'
The pupil understands enough - Knowing about and correctly using basic spelling and enlarging or restructuring the information
about formal, official and punctuation rules when writing sentences and texts. (eg. new compared with familiar;
institutional letters, faxes and e- examples; summary). CCE- Identifying cultural features of
mails to be able to react to them Recognising and using with text English-speaking countries and compare
(eg. if asked for documents for a comprehension parts and the them with their own, showing respect and
The pupil easily finds specific structures in written communication, as
information in journalistic texts in well as associated meanings (eg.
expression and showing an interest in
any format which are well- interrogative structures for making widening knowledge.
structured and of medium-length, suggestions).
such as summarised news items; Recognising common written vocabulary LL- Identify, plan and apply objectives for
identifies the main conclusions of interests, studies and jobs, and a limited
up doubts, widening knowledge and
texts which are clearly repertoire of frequently used expressions correcting mistakes.

CONTENTS
information from websites and punctuation conventions as well as
other reference materials which is commonly-used more specific LL- Identifying and using different
clearly structured (eg. abbreviations and symbols eg. &, ), and strategies for learning individually.
encyclopaedias, dictionaries, their linked meanings.
monographs, presentations) about SIE- Using the strategies needed for
academic and work issues studying individually.
The pupil understands the general
facets and most relevant details of SIE- Plan, organise and check your work
short contemporary fictional and to be able to present it properly.
literary texts, well-structured and
simple way.

writing your own work: an informal e-mail.
Take notes and messages about demonstrating reasonable use of correspondence.
Sociocultural and sociolinguistic aspects: LC- Writing texts of different genres using
usual matters and specific facts used vocabulary, both general and

CONTENTS
about personal, academic and - Respecting classmates' opinions. specific. appropriate vocabulary, spelling,
work life within a speciality or area - Respecting and complying with classroom rules. Learn about, choose and use the best punctuation and correct formats and
of interest. - Respecting habits, values and beliefs other than your strategies for writing short or medium- correct structures.
The pupil writes short notes, own. length texts, eg. rephrasing structures from
- Reflect on the values such as learning about and MSCT- Putting in order and classifying
advertisements and comments, other texts with similar characteristics and data following criteria.
understanding other cultures.
- Interest in finding out about cultures other than your
giving information and simple copies. MSCT- Obtaining information from the
own: nomadic peoples.
opinions underlining facets he/she Include socio-cultural and socio-linguistic Internet for carrying out tasks in English.
thinks important (eg. on a website knowledge about interpersonal
Communication functions: DC- Give short presentations and projects
or a youth magazine, or for a relationships and social conventions in
- Expressing surprise in English using different formats and
teacher or classmate), respecting - Description of people and habits personal, public, educational and work digital tools.
conventions and rules of environments in the production of the
The pupil, using a conventional information necessary and relevant in a relationships with pupils in other
- Relative clauses (review)
format, writes short, simple way appropriate to the receiver, the countries.
- Which to refer to a whole clause
reports giving essential - Omitting relative pronouns communication aim, the subject and the
information about an academic, - Reduced relative clauses text format, and expressing opinions and
work or less usual subject (eg. an points of view with the necessary
accident), briefly describing Vocabulary: politeness. SCC- Interacting politely and attention
situations, people, objects and - Groups of people Carry the required functions for the valuing and respecting classmates'
places; describing events in a - Phrasal verbs (1) communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple common features of these functions and
explanations for the reasons Chart patterns and spelling conventions: common discursive models for starting and CCE- Identifying cultural features of
behind certain actions. - Knowing about and correctly using basic spelling and finishing the text written appropriately,
them with their own, showing respect and
The pupil writes personal punctuation rules when writing sentences and texts. organising the information clearly, interest.
correspondence and takes part in enlarging it with examples or summarising
forums, blogs and chats it. CCE- Identifying different forms of cultural
describing experiences, Show good control although influenced expression and showing an interest in
impressions and feelings; he/she to an extent by first or other languages of widening knowledge.
writes, in a lineal and coherent a wide repertoire of common syntactic

CONTENTS
exchanges information and ideas and a general subjects or connected with LL- Showing an interest in carrying out
about specific matters, pointing their own interests, studies and jobs, and a evaluations of your own progress and
private institutions or commercial understood, although there may be some studying individually.
organizations, basically to ask for influence from first or other languages;
or give information, request a knowing how to make use of the basic SIE- Have a positive, proactive attitude to
service or make a complaint or resources for processing texts in order to reading texts by yourself.

Unit 3 - THE NEXT GENERATION

CONTENTS

recorded messages, or directly expressions connected with differences between relevant details in short oral texts or CD business and tasks.
spoken messages, which include generations. medium-length ones, clearly structured, SCC
instructions and other information, - Understanding interaction in conversations about ways and read aloud or using technical means CCE information from formal and informal
even technical information (for of bringing children up. and read at medium speed, in a formal, LL conversations.
instance, on automatic answering - Understand and extract the main information from informal or neutral register, and which deal SIE
machines or about how to carry recordings (listening). with specific or abstract features of general LC- Identify the main ideas and relevant
out experiments in class or use a subject, about everyday matter in usual or information in presentations, talks,
machine or device in a work Sociocultural and sociolinguistic aspects: less usual situations, or about their own explanations and pieces of news.
context). - Respecting classmates' opinions. interests in personal, public, educational
- Respecting and complying with classroom rules. LC- Distinguishing sounds, accent, rhythm
- Respecting habits, values and beliefs other than your
said during daily, well-structured distortion of the message and having the identify what they aim to communicate.
own.
transactions and exchanges (for - Reflect on the values of self-esteem such as becoming possibility to listen to it again.
instance, in banks, shops, hotels, Knowing and knowing how to use the MSCT- Putting in order and classifying
independent and taking our own decisions.
- Show an interest in developing social skills such as
educational centres, at places of respecting older people. general meaning, essential information,
hospital, a police station or a - Expressing emphasis Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Description of and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing quantity understanding the text (work, study and digital tools.
Pupils identify the main ideas and leisure habits activities), living conditions
relevant details in formal and Syntactic-discursive contents: (surroundings, social structure),
informal conversations of a certain - Quantifiers interpersonal relationships (generational,
length, which take place in front of - so and such (review) between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or - do and did for emphasis school, at public institutions), behaviour groups with respect and interest.
familiar or general, everyday Vocabulary: voice, eye contact), and social conventions SCC- Interacting politely and attention

CONTENTS
subjects, when the discourse is - Costumes and uniforms (attitudes, values). valuing and respecting classmates'
clear and is in a standard variety - Bringing up children Distinguishing the most relevant opinions, tastes and preferences.
of the language. communication function or functions in the
In informal conversations they Sound, accent, rhythm and intonation patterns: text and a repertoire of their most common
take part in, pupils understand - Recognising, comparing and pronouncing stress stress features, as well as frequently used English-speaking countries and compare
explanations and justifications of correctly. discursive models for organising and them with their own, showing respect and
widening knowledge.

CONTENTS
countries).
comprehension.

Give short, well-structured, Production strategies:
Produce short or medium-length texts,
LC LC- Give short, rehearsed oral
previously rehearsed - Take part in short conversations in everyday contexts MSCT presentations, and reply to simple
both in face-to-face conversations and on questions which can be asked about your
presentations with visual support about ways of bringing children up. CD
- Pupils discuss practical issues connected with the unit. the phone or using other technical media, presentations.
(eg. PowerPoint) about specific SCC
- Expressing agreement or disagreement with in a formal, neutral or informal register, in
facets of academic or work issues CCE LC- Take part correctly in daily
classmates' opinions. which pupils exchange information, ideas
which they are interested in, LL transactions and tasks.
- Asking for and giving personal information. and opinions, explain in a simple yet
organising basic information in a SIE
- Giving / following instructions / directions. effective way the motives behind their
coherent way, explaining the main LC- Take part correctly in daily
- Exchanging limited information about issues connected activities and plans, and pupils form
ideas briefly and clearly, transactions and tasks providing relevant
with differences between generations. hypotheses, although they sometimes information.
the listeners asked in a clear way - Using descriptive language to make short statements.
pause to rephrase and organise what they LC- Expressing yourself correctly in
and at medium-speed. - Assimilating expressions for giving emphasis. conversations you take part in, using well-
are saying and may need to repeat what
The pupil copes well in daily defined structures and clear
they have said in order to help the person
situations and in less usual Sociocultural and sociolinguistic aspects: pronunciation.
listening to them with some details.
situations which can arise during - Respecting classmates' opinions.
Learn about and learn to use the best MSCT- Putting in order and classifying
journeys or stays in other - Respecting and complying with classroom rules.
- Respecting habits, values and beliefs other than your strategies for producing oral texts data following criteria.
countries for personal,
own. monologues or short or medium-length
educational or work reasons MSCT- Obtaining information from the
- Reflect on the values of self-esteem such as becoming dialogues with simple, clear structures,
(transport, accommodation, food, Internet for carrying out tasks in English.
independent and taking our own decisions. making use of the resources they have
shopping, studying, work, contact
- Show an interest in developing social skills such as and limiting expression to those resources;
with the authorities, health, DC- Give short presentations and projects

CONTENTS
leisure) and knows how to ask for respecting older people. using, amongst other things, procedures in English using different formats and
assistance, information, help and such as the simple definition of things in digital tools.
explanations, and how to make a Communication functions: order not to have to use precise words or
complaint or do paperwork in a - Expressing emphasis starting again with a new strategy when
simple but correct and appropriate - Description of communication fails. countries.
way. - Expressing quantity Include socio-cultural and socio-linguistic
The pupil takes place in informal knowledge about interpersonal SCC- Take part in activities pairs and
face-to-face or telephone Syntactic-discursive contents: relationships and social conventions in groups with respect and interest.
conversations, or conversations - Quantifiers personal, public, educational and work
held using other media, about - so and such (review) environments in the production of the SCC- Interacting politely and attention
- do and did for emphasis valuing and respecting classmates'
daily or less usual matters, in written text, choosing and contributing the
which information is exchanged information necessary and relevant in a
and expressed and opinions and Vocabulary: way appropriate to the receiver, the
points of view are briefly - Costumes and uniforms communication aim, the subject and the CCE- Identifying cultural features of
- Bringing up children English-speaking countries and compare
exchanged; the pupil talks about text format, and expressing opinions and
and describes events from the points of view with the necessary them with their own, showing respect and
past and plans for the future, Sound, accent, rhythm and intonation patterns: politeness. interest.
whether real or invented, in a - Recognising, comparing and pronouncing stress stress Carry out the required functions for the
correctly. CCE- Identifying different forms of cultural
coherent manner; asks for and communication aim, using a repertoire of expression and showing an interest in
gives instructions and directions in common features of those functions and widening knowledge.
some detail; expresses and usual discursive models and concluding
explains feelings; describes the text appropriately, organizing the LL- Identify, plan and apply objectives for
specific and abstract facets of information in a clear manner, enlarging it carrying out tasks, activities and projects.
subjects such as music, cinema, with examples or summarising it.
literature and current affairs. Show good control although influenced up doubts, widening knowledge and
The pupil takes part in formal to an extent by first or other languages of correcting mistakes.
conversations, academic or work a wide repertoire of common syntactic
interviews and meetings about structures, and select the right features for LL- Showing an interest in carrying out
usual issues in such contexts, textual coherence and cohesion for evaluations of your own progress and
organising the discourse in a simple yet
about specific matters, asking for effective way. LL- Identifying and using different
and giving instructions about and Learn about and make use of commonly strategies for learning individually.
solutions to practical problems, used oral vocabulary connected with daily
explaining points of view in a matters and general subjects or connected SIE- Using the strategies needed for
simple way and clearly, giving with their own interests, studies and jobs, studying individually.

CONTENTS
reasons and giving brief, clear and a limited repertoire of frequently used
explanations about actions, expressions and modisms. SIE- Have a positive, proactive attitude to
opinions and plans. Pronounce and intone sentences in a reading texts by yourself.
clear, comprehensible way, even though
those listening may require repetitions if to be able to present it properly.
the words and structures used are not
needed.

about the use of equipment, as a blog, short news items and publicity about books, texts, both printed and on digital devices, CD
LC- Understanding the general meaning
devices and IT programs, and a story and a literary extract. short or medium-length and well CCE
and specific details in texts in different
how to carry out activities and - Identifying the type of text. structured, written in formal, informal or LL formats.
how to comply with security and - Predict the contents of the text by its title or pictures. neutral registers, dealing with daily or less SIE
context. reference and study material.
event, at a students' residence or interest for studying or work, which include
The pupil understands the general vocabulary, both general and more LC- Understanding the general idea,
Sociocultural and sociolinguistic aspects: essential information and the most
meaning, the main points and specific.
- Respecting classmates' opinions. relevant ideas in journalistic, literary and

CONTENTS
relevant information in - Respecting and complying with classroom rules. Knowing and knowing how to use the most fictional texts in different formats.
advertisements and public, - Respecting habits, values and beliefs other than your appropriate strategies for understanding
institutional and corporative own. general meaning, essential information, LC- Valuing reading as a source of
communications which are well - Reflect on the values of self-esteem such as becoming the main points and ideas or the most pleasure and knowledge.
structured, connected with independent and taking our own decisions. relevant details in a text.
- Show an interest in developing social skills such as MSCT- Putting in order and classifying
matters of personal, academic or Learn about and use , for comprehending
respecting older people. data following criteria.
work interest (eg. leisure, courses, the text, socio-linguistic features
Communication functions: MSCT- Obtaining information from the
The pupil understands personal leisure habits), living conditions (habitat, Internet for carrying out tasks in English.
- Expressing emphasis
- Description of
including online forums or blogs, - Expressing quantity relationships (generational or at school, DC- Give short presentations and projects
in which there is detailed work or in institutions), and social in English using different formats and
- Quantifiers DC- Using ITC for starting social
and experiences, whether real or - so and such (review) comprehension of the information and relationships with pupils in other
imaginary, are explained; - do and did for emphasis ideas in the text (eg. literary). countries.
about both abstract and specific Vocabulary: communication function or functions in the SCC- Take part in activities pairs and
facets of general issues which are text and a repertoire of their most common groups with respect and interest.
- Costumes and uniforms
familiar or of personal interest are - Bringing up children features, as well as frequently used
exchanged. SCC- Interacting politely and attention
discursive models for organising and
The pupil understands enough Chart patterns and spelling conventions: enlarging or restructuring the information opinions, tastes and preferences.
about formal, official and - Knowing about and correctly using basic spelling and (eg. new compared with familiar;
institutional letters, faxes and e- punctuation rules when writing sentences and texts. examples; summary). CCE- Identifying cultural features of
study trip abroad). interest.
organisation of frequently used syntactic
The pupil easily finds specific structures in written communication, as CCE- Identifying different forms of cultural
information in journalistic texts in well as associated meanings (eg. expression and showing an interest in
identifies the main conclusions of interests, studies and jobs, and a limited up doubts, widening knowledge and

CONTENTS
evaluations of your own progress and
The pupil understands specific Recognising the main spelling, writing and
simple way.

writing your own work: an an essay about bringing
children up.

CONTENTS
usual matters and specific facts used vocabulary, both general and LC- Writing texts of different genres using
about personal, academic and Sociocultural and sociolinguistic aspects: specific. appropriate vocabulary, spelling,
work life within a speciality or area - Respecting classmates' opinions. Learn about, choose and use the best punctuation and correct formats and
- Respecting and complying with classroom rules. correct structures.
of interest. strategies for writing short or medium-
The pupil writes short notes, - Respecting habits, values and beliefs other than your length texts, eg. rephrasing structures from MSCT- Putting in order and classifying
advertisements and comments, own. other texts with similar characteristics and data following criteria.
- Reflect on the values of self-esteem such as becoming
independent and taking our own decisions. MSCT- Obtaining information from the
giving information and simple copies.
- Show an interest in developing social skills such as Internet for carrying out tasks in English.
respecting older people.
DC- Give short presentations and projects
Communication functions: in English using different formats and
- Expressing emphasis
conventions and rules of - Description of environments in the production of the
politeness and netiquette. - Expressing quantity written text, choosing and contributing the DC- Using ITC for starting social
reports giving essential - Quantifiers communication aim, the subject and the
information about an academic, - so and such (review) text format, and expressing opinions and groups with respect and interest.
work or less usual subject (eg. an - do and did for emphasis points of view with the necessary
accident), briefly describing politeness. SCC- Interacting politely and attention
situations, people, objects and Vocabulary: Carry the required functions for the valuing and respecting classmates'
places; describing events in a - Costumes and uniforms communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple - Bringing up children common features of these functions and
explanations for the reasons common discursive models for starting and
behind certain actions. Chart patterns and spelling conventions: finishing the text written appropriately, them with their own, showing respect and
The pupil writes personal - Knowing about and correctly using basic spelling and organising the information clearly, interest.
correspondence and takes part in punctuation rules when writing sentences and texts. enlarging it with examples or summarising
widening knowledge.
impressions and feelings; he/she to an extent by first or other languages of
writes, in a lineal and coherent a wide repertoire of common syntactic LL- Identify, plan and apply objectives for

CONTENTS
about specific matters, pointing their own interests, studies and jobs, and a
or give information, request a SIE- Have a positive, proactive attitude to
knowing how to make use of the basic

Unit 4 - THINKING OUTSIDE THE BOX

CONTENTS

recorded messages, or directly expressions connected with personality. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understand interaction in conversations about medium-length ones, clearly structured, SCC
instructions and other information, personality. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values such as knowing how to distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for appreciate creative solutions. possibility to listen to it again.
instance, in banks, shops, hotels, - Show an interest in developing social skills such as Knowing and knowing how to use the MSCT- Putting in order and classifying
knowing how to help others.
educational centres, at places of - An interest in finding alternative ways to see problems. general meaning, essential information,
hospital, a police station or a - Expressing frustration Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Describing personality and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing habits in the past understanding the text (work, study and digital tools.
- Expressing manner
Syntactic-discursive contents: relationships with pupils in other countries.
informal conversations of a certain interpersonal relationships (generational,
length, which take place in front of - be / get used to (doing) vs. used to (do) between men and women, at work, at SCC- Take part in activities pairs and
- Adverbs and adverbial phrases

CONTENTS
subjects, when the discourse is - Adjectives for personality (attitudes, values). valuing and respecting classmates'
clear and is in a standard variety - Common adverbial phrases Distinguishing the most relevant opinions, tastes and preferences.
of the language. - Expressions with good communication function or functions in the
In informal conversations they text and a repertoire of their most common
explanations and justifications of - Recognising, contrasting and correct pronunciation of discursive models for organising and them with their own, showing respect and
points of view and opinions about words with 'gh'. enlarging or restructuring the information interest.
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about personality. the phone or using other technical media, CD questions which can be asked about your
with personality. information.
and at medium-speed. - Assimilating expressions for showing frustration. are saying and may need to repeat what conversations you take part in, using well-
- Reflect on the values such as knowing how to MSCT- Obtaining information from the
appreciate creative solutions.

CONTENTS
leisure) and knows how to ask for knowing how to help others. such as the simple definition of things in in English using different formats and
assistance, information, help and - An interest in finding alternative ways to see problems. order not to have to use precise words or digital tools.
explanations, and how to make a starting again with a new strategy when
Communication functions: DC- Using ITC for starting social
complaint or do paperwork in a communication fails.
simple but correct and appropriate - Expressing frustration Include socio-cultural and socio-linguistic countries.
way. - Describing personality knowledge about interpersonal
- Expressing habits in the past
The pupil takes place in informal relationships and social conventions in SCC- Take part in activities pairs and
- Expressing manner
face-to-face or telephone personal, public, educational and work groups with respect and interest.
conversations, or conversations environments in the production of the
Syntactic-discursive contents: SCC- Interacting politely and attention
held using other media, about written text, choosing and contributing the
- be / get used to (doing) vs. used to (do) valuing and respecting classmates'
- Adverbs and adverbial phrases opinions, tastes and preferences.
and expressed and opinions and communication aim, the subject and the
Vocabulary:
- Adjectives for personality English-speaking countries and compare
- Common adverbial phrases them with their own, showing respect and
and describes events from the - Expressions with good politeness.
interest.
whether real or invented, in a communication aim, using a repertoire of
Sound, accent, rhythm and intonation patterns: CCE- Identifying different forms of cultural
- Recognising, contrasting and correct pronunciation of
words with 'gh'.
effective way.

CONTENTS
needed.

about the use of equipment, as an article, a post on a website, a photo-story, a story. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on the values such as knowing how to general meaning, essential information, LC- Valuing reading as a source of
communications which are well appreciate creative solutions. the main points and ideas or the most pleasure and knowledge.
structured, connected with - Show an interest in developing social skills such as relevant details in a text.
matters of personal, academic or knowing how to help others. Learn about and use , for comprehending MSCT- Putting in order and classifying
- An interest in finding alternative ways to see problems. data following criteria.
- Expressing frustration Internet for carrying out tasks in English.
- Describing personality
including online forums or blogs, - Expressing habits in the past relationships (generational or at school, DC- Give short presentations and projects
in which there is detailed - Expressing manner work or in institutions), and social in English using different formats and
impressions and feelings; events Syntactic-discursive contents: general cultural features which enable
and experiences, whether real or comprehension of the information and DC- Using ITC for starting social
- be / get used to (doing) vs. used to (do) relationships with pupils in other
imaginary, are explained; - Adverbs and adverbial phrases ideas in the text (eg. literary).
countries.
about both abstract and specific Vocabulary: communication function or functions in the SCC- Take part in activities pairs and
facets of general issues which are - Adjectives for personality text and a repertoire of their most common groups with respect and interest.
familiar or of personal interest are - Common adverbial phrases features, as well as frequently used
exchanged. - Expressions with good discursive models for organising and SCC- Interacting politely and attention
The pupil understands enough enlarging or restructuring the information
about formal, official and Chart patterns and spelling conventions: (eg. new compared with familiar;
institutional letters, faxes and e- - Knowing about and correctly using basic spelling and examples; summary). CCE- Identifying cultural features of
mails to be able to react to them punctuation rules when writing sentences and texts. Recognising and using with text English-speaking countries and compare
(eg. if asked for documents for a - Recognising and correct spelling of words with 'gh'. comprehension parts and the them with their own, showing respect and

CONTENTS
simple way.

writing your own work: a story.

CONTENTS
- Reflect on the values such as knowing how to MSCT- Putting in order and classifying
appreciate creative solutions.
knowing how to help others.
- An interest in finding alternative ways to see problems.
or a youth magazine, or for a DC- Give short presentations and projects
Communication functions: relationships and social conventions in
teacher or classmate), respecting - Expressing frustration personal, public, educational and work digital tools.
conventions and rules of - Describing personality environments in the production of the
politeness and netiquette. - Expressing habits in the past written text, choosing and contributing the DC- Using ITC for starting social
The pupil, using a conventional - Expressing manner information necessary and relevant in a relationships with pupils in other
reports giving essential Syntactic-discursive contents: communication aim, the subject and the
information about an academic, - be / get used to (doing) vs. used to (do) text format, and expressing opinions and
work or less usual subject (eg. an - Adverbs and adverbial phrases points of view with the necessary
places; describing events in a - Adjectives for personality communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple - Common adverbial phrases common features of these functions and
explanations for the reasons - Expressions with good common discursive models for starting and CCE- Identifying cultural features of
behind certain actions. finishing the text written appropriately,
Chart patterns and spelling conventions: them with their own, showing respect and
correspondence and takes part in - Knowing about and correctly using basic spelling and enlarging it with examples or summarising
forums, blogs and chats punctuation rules when writing sentences and texts. it. CCE- Identifying different forms of cultural
- Recognising and correct spelling of words with 'gh'. expression and showing an interest in
describing experiences, Show good control although influenced

CONTENTS

Unit 5 - SCREEN TIME

CONTENTS

recorded messages, or directly expressions connected with technology. relevant details in short oral texts or CD business and tasks.
instructions and other information, technology. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values of self-esteem such as learning distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for from adults' experience. possibility to listen to it again.
instance, in banks, shops, hotels, - Interest in finding out about cultural matters such as the Knowing and knowing how to use the MSCT- Putting in order and classifying
history of the cinema.
instance, at a chemist's, a - Giving advice relevant details in a text.
hospital, a police station or a - Expressing obligation Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Describing technological items and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing permission understanding the text (work, study and digital tools.
- Expressing prohibition
- Expressing need and lack of need DC- Using ITC for starting social
relevant details in formal and - Expressing ability in the past (surroundings, social structure),
length, which take place in front of between men and women, at work, at SCC- Take part in activities pairs and
- Obligation, permission and prohibition (review)
more speakers, dealing with - Necessity: didnt need to / neednt have (gestures, facial expressions, use of the
familiar or general, everyday voice, eye contact), and social conventions SCC- Interacting politely and attention
- Ability in the past (could, was / were able to, managed

CONTENTS
subjects, when the discourse is to, succeeded in) (attitudes, values). valuing and respecting classmates'
of the language. Vocabulary: communication function or functions in the
In informal conversations they - Technology (nouns) text and a repertoire of their most common
take part in, pupils understand - Technology (verbs) features, as well as frequently used English-speaking countries and compare
points of view and opinions about Sound, accent, rhythm and intonation patterns: enlarging or restructuring the information interest.
diverse matters of personal - Recognising, contrasting and pronouncing the sound (eg. new compared with familiar;
interest, whether everyday issues schwa. examples; summary). CCE- Identifying different forms of cultural
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about rules. the phone or using other technical media, CD questions which can be asked about your
with technology. information.
and at medium-speed. - Assimilating expressions for giving advice and are saying and may need to repeat what conversations you take part in, using well-
The pupil copes well in daily expressing obligation. they have said in order to help the person defined structures and clear
- Reflect on the values of self-esteem such as learning
from adults' experience. DC- Give short presentations and projects
with the authorities, health, using, amongst other things, procedures

CONTENTS
leisure) and knows how to ask for - Interest in finding out about cultural matters such as the such as the simple definition of things in in English using different formats and
assistance, information, help and history of the cinema. order not to have to use precise words or digital tools.
complaint or do paperwork in a Communication functions: communication fails.
simple but correct and appropriate - Giving advice Include socio-cultural and socio-linguistic countries.
way. - Expressing obligation knowledge about interpersonal
The pupil takes place in informal - Describing technological items relationships and social conventions in SCC- Take part in activities pairs and
- Expressing permission groups with respect and interest.
face-to-face or telephone personal, public, educational and work
- Expressing prohibition
conversations, or conversations - Expressing need and lack of need environments in the production of the
held using other media, about written text, choosing and contributing the SCC- Interacting politely and attention
- Expressing ability in the past valuing and respecting classmates'
which information is exchanged Syntactic-discursive contents: way appropriate to the receiver, the
and expressed and opinions and - Obligation, permission and prohibition (review) communication aim, the subject and the
points of view are briefly - Necessity: didnt need to / neednt have text format, and expressing opinions and CCE- Identifying cultural features of
exchanged; the pupil talks about - Ability in the past (could, was / were able to, managed points of view with the necessary English-speaking countries and compare
and describes events from the to, succeeded in) politeness. them with their own, showing respect and
interest.
whether real or invented, in a Vocabulary: communication aim, using a repertoire of CCE- Identifying different forms of cultural
coherent manner; asks for and - Technology (nouns) common features of those functions and expression and showing an interest in
gives instructions and directions in - Technology (verbs) usual discursive models and concluding widening knowledge.
explains feelings; describes Sound, accent, rhythm and intonation patterns: information in a clear manner, enlarging it LL- Identify, plan and apply objectives for
- Recognising, contrasting and pronouncing the sound
subjects such as music, cinema, schwa. Show good control although influenced
effective way.

CONTENTS
needed.

about the use of equipment, as a text, an article, a cultural text, a literary extract. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on the values of self-esteem such as learning general meaning, essential information, LC- Valuing reading as a source of
communications which are well from adults' experience. the main points and ideas or the most pleasure and knowledge.
structured, connected with - Interest in finding out about cultural matters such as the relevant details in a text.
matters of personal, academic or history of the cinema. Learn about and use , for comprehending MSCT- Putting in order and classifying
- Giving advice MSCT- Obtaining information from the
- Expressing obligation Internet for carrying out tasks in English.
- Describing technological items
including online forums or blogs, - Expressing permission relationships (generational or at school, DC- Give short presentations and projects
in which there is detailed - Expressing prohibition work or in institutions), and social in English using different formats and
description of experiences, - Expressing need and lack of need conventions (attitudes, values), as well as digital tools.
impressions and feelings; events - Expressing ability in the past general cultural features which enable
imaginary, are explained; Syntactic-discursive contents: ideas in the text (eg. literary).
countries.
information, ideas and opinions - Obligation, permission and prohibition (review) Distinguishing the most relevant
about both abstract and specific - Necessity: didnt need to / neednt have communication function or functions in the SCC- Take part in activities pairs and
facets of general issues which are - Ability in the past (could, was / were able to, managed text and a repertoire of their most common groups with respect and interest.
familiar or of personal interest are to, succeeded in) features, as well as frequently used
Vocabulary: valuing and respecting classmates'
about formal, official and - Technology (nouns) (eg. new compared with familiar;
institutional letters, faxes and e- - Technology (verbs) examples; summary). CCE- Identifying cultural features of
(eg. if asked for documents for a Chart patterns and spelling conventions: comprehension parts and the them with their own, showing respect and
study trip abroad). - Knowing about and correctly using basic spelling and organisation of frequently used syntactic interest.
The pupil easily finds specific punctuation rules when writing sentences and texts. structures in written communication, as

CONTENTS
simple way.

writing your own work: some instructions.

CONTENTS
- Reflect on the values of self-esteem such as learning MSCT- Putting in order and classifying
from adults' experience.
- Interest in finding out about cultural matters such as the
history of the cinema.
- Giving advice in English using different formats and
teacher or classmate), respecting - Expressing obligation personal, public, educational and work digital tools.
conventions and rules of - Describing technological items environments in the production of the
politeness and netiquette. - Expressing permission written text, choosing and contributing the DC- Using ITC for starting social
The pupil, using a conventional - Expressing prohibition information necessary and relevant in a relationships with pupils in other
format, writes short, simple - Expressing need and lack of need way appropriate to the receiver, the countries.
- Expressing ability in the past
reports giving essential communication aim, the subject and the
information about an academic, text format, and expressing opinions and
Syntactic-discursive contents: groups with respect and interest.
work or less usual subject (eg. an points of view with the necessary
accident), briefly describing - Obligation, permission and prohibition (review) politeness. SCC- Interacting politely and attention
- Necessity: didnt need to / neednt have
- Ability in the past (could, was / were able to, managed
places; describing events in a communication aim, a repertoire of opinions, tastes and preferences.
to, succeeded in)
clear, lineal way and giving simple common features of these functions and
explanations for the reasons common discursive models for starting and CCE- Identifying cultural features of
Vocabulary: English-speaking countries and compare
- Technology (nouns) them with their own, showing respect and
- Technology (verbs)
Chart patterns and spelling conventions:
- Knowing about and correctly using basic spelling and widening knowledge.
punctuation rules when writing sentences and texts.

CONTENTS

Unit 6 - BRING PEOPLE TOGETHER

CONTENTS

The pupil understands the main Comprehension strategies:
Identifying the gist, the essential
LC LC- Understanding oral messages, read
points and relevant details of - Understand the general idea, sentences and MSCT aloud or using technical means, daily
information, the main points and most business and tasks.
recorded messages, or directly expressions connected with personal relationships. CD
- Understand interaction in conversations about the use relevant details in short oral texts or
spoken messages, which include SCC
medium-length ones, clearly structured, LC- Understanding the gist and specific
instructions and other information, of the Internet. CCE
and read aloud or using technical means information from formal and informal
even technical information (for - Understand and extract the main information from LL
and read at medium speed, in a formal, conversations.
instance, on automatic answering recordings (listening). SIE
informal or neutral register, and which deal
machines or about how to carry LC- Identify the main ideas and relevant
Sociocultural and sociolinguistic aspects: with specific or abstract features of general information in presentations, talks,
out experiments in class or use a
- Respecting classmates' opinions. subject, about everyday matter in usual or explanations and pieces of news.
machine or device in a work
- Respecting and complying with classroom rules. less usual situations, or about their own
context).
- Respecting habits, values and beliefs other than your interests in personal, public, educational LC- Distinguishing sounds, accent, rhythm
The pupils understands what is and intonation in various contexts and
own. and work environments, with no acoustic
said during daily, well-structured - Reflect on the values such as doing good. identify what they aim to communicate.
distortion of the message and having the
transactions and exchanges (for - Show an interest in developing social skills such as possibility to listen to it again.
instance, in banks, shops, hotels, making the best of undesired situations. MSCT- Putting in order and classifying
Knowing and knowing how to use the data following criteria.
restaurants, on public transport, at
appropriate strategies for understanding
educational centres, at places of Communication functions: general meaning, essential information, MSCT- Obtaining information from the
work), or in less usual places (for - Expressing comparison Internet for carrying out tasks in English.
the main points and ideas or the most
instance, at a chemist's, a - Expressing contrast
relevant details in a text.
hospital, a police station or a - Description of relationships DC- Give short presentations and projects
Finding out about and using socio-cultural
public institution) if they can in English using different formats and
and socio-linguistic features of daily life for digital tools.
confirm certain details. Syntactic-discursive contents:
understanding the text (work, study and
Pupils identify the main ideas and - Comparatives
- Linkers of contrast leisure habits activities), living conditions DC- Using ITC for starting social
relevant details in formal and
(surroundings, social structure), relationships with pupils in other countries.
informal conversations of a certain
interpersonal relationships (generational,
length, which take place in front of Vocabulary: SCC- Take part in activities pairs and
between men and women, at work, at
them and are between two or - Ways of speaking groups with respect and interest.
school, at public institutions), behaviour
more speakers, dealing with - Love and relationships
(gestures, facial expressions, use of the SCC- Interacting politely and attention
familiar or general, everyday
voice, eye contact), and social conventions

CONTENTS
subjects, when the discourse is (attitudes, values). valuing and respecting classmates'
clear and is in a standard variety Sound, accent, rhythm and intonation patterns: Distinguishing the most relevant opinions, tastes and preferences.
of the language. - Recognising, contrasting and correct pronunciation of communication function or functions in the
In informal conversations they words linked with /d/ and /t/. text and a repertoire of their most common
take part in, pupils understand features, as well as frequently used English-speaking countries and compare
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about the use of the Internet. CD
with personal relationships. hypotheses, although they sometimes information.
and at medium-speed. - Assimilating expressions for intensifying comparisons. conversations you take part in, using well-
The pupil copes well in daily - Role-play about a situation in a lift. defined structures and clear
situations and in less usual pronunciation.
situations which can arise during Sociocultural and sociolinguistic aspects:
journeys or stays in other - Respecting classmates' opinions.
strategies for producing oral texts data following criteria.
countries for personal, - Respecting and complying with classroom rules.
- Respecting habits, values and beliefs other than your monologues or short or medium-length
own. dialogues with simple, clear structures,
- Reflect on the values such as doing good. making use of the resources they have

CONTENTS
leisure) and knows how to ask for making the best of undesired situations. using, amongst other things, procedures in English using different formats and
complaint or do paperwork in a - Expressing comparison starting again with a new strategy when
simple but correct and appropriate - Expressing contrast communication fails. countries.
way. - Description of relationships Include socio-cultural and socio-linguistic
conversations, or conversations - Comparatives personal, public, educational and work
held using other media, about - Linkers of contrast environments in the production of the SCC- Interacting politely and attention
which information is exchanged Vocabulary: information necessary and relevant in a
and expressed and opinions and - Ways of speaking way appropriate to the receiver, the
points of view are briefly - Love and relationships communication aim, the subject and the CCE- Identifying cultural features of
exchanged; the pupil talks about text format, and expressing opinions and English-speaking countries and compare
and describes events from the Sound, accent, rhythm and intonation patterns: points of view with the necessary them with their own, showing respect and
past and plans for the future, - Recognising, contrasting and correct pronunciation of politeness. interest.
whether real or invented, in a words linked with /d/ and /t/. Carry out the required functions for the CCE- Identifying different forms of cultural

CONTENTS
needed.

about the use of equipment, as a blog, an article, a story and a literary extract. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on the values such as doing good. general meaning, essential information, LC- Valuing reading as a source of
communications which are well - Show an interest in developing social skills such as the main points and ideas or the most pleasure and knowledge.
structured, connected with making the best of undesired situations. relevant details in a text.
Communication functions: data following criteria.
grants, job offers). - Expressing comparison connected with daily life (study, work and
- Expressing contrast MSCT- Obtaining information from the
- Description of relationships
Syntactic-discursive contents: in English using different formats and
in which there is detailed work or in institutions), and social
- Comparatives digital tools.
description of experiences, conventions (attitudes, values), as well as
- Linkers of contrast
and experiences, whether real or comprehension of the information and
Vocabulary: relationships with pupils in other
imaginary, are explained; ideas in the text (eg. literary). countries.
- Ways of speaking
- Love and relationships
Chart patterns and spelling conventions:
- Knowing about and correctly using basic spelling and SCC- Interacting politely and attention
exchanged. discursive models for organising and
punctuation rules when writing sentences and texts. valuing and respecting classmates'
The pupil understands enough enlarging or restructuring the information opinions, tastes and preferences.
about formal, official and (eg. new compared with familiar;

CONTENTS
simple way.

writing your own work: an essay about social networks.

CONTENTS
- Respecting habits, values and beliefs other than your correct structures.
- Reflect on the values such as doing good. MSCT- Putting in order and classifying
making the best of undesired situations.
- Expressing comparison DC- Give short presentations and projects
or a youth magazine, or for a - Expressing contrast relationships and social conventions in in English using different formats and
teacher or classmate), respecting - Description of relationships personal, public, educational and work digital tools.
politeness and netiquette. Syntactic-discursive contents: written text, choosing and contributing the DC- Using ITC for starting social
- Comparatives
- Linkers of contrast
information about an academic, Vocabulary: text format, and expressing opinions and groups with respect and interest.
work or less usual subject (eg. an - Ways of speaking points of view with the necessary
accident), briefly describing - Love and relationships politeness. SCC- Interacting politely and attention
places; describing events in a Chart patterns and spelling conventions: communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple - Knowing about and correctly using basic spelling and common features of these functions and
explanations for the reasons punctuation rules when writing sentences and texts. common discursive models for starting and
behind certain actions. finishing the text written appropriately, them with their own, showing respect and
widening knowledge.

CONTENTS

Unit 7 - ALWAYS LOOK ON THE BRIGHT SIDE?

CONTENTS

recorded messages, or directly expressions connected with being positive. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understand interaction in conversations about being medium-length ones, clearly structured, SCC
instructions and other information, optimistic. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values of self-esteem such as distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for overcoming negative feelings. possibility to listen to it again.
being tactful.
educational centres, at places of - An interest in learning to see things from another, general meaning, essential information,
work), or in less usual places (for optimistic perspective. the main points and ideas or the most Internet for carrying out tasks in English.
instance, at a chemist's, a relevant details in a text.
hospital, a police station or a Communication functions: Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Expressing mood and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing the future understanding the text (work, study and digital tools.
Pupils identify the main ideas and - Expressing feelings leisure habits activities), living conditions
- Talking about future events DC- Using ITC for starting social
length, which take place in front of Syntactic-discursive contents: between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or - Ways of referring to the future (review) school, at public institutions), behaviour groups with respect and interest.
- Future continuous
- Future perfect SCC- Interacting politely and attention
familiar or general, everyday voice, eye contact), and social conventions

CONTENTS
clear and is in a standard variety Vocabulary: Distinguishing the most relevant opinions, tastes and preferences.
of the language. - Phrases to talk about the future: about to, off to, on the communication function or functions in the
In informal conversations they point of text and a repertoire of their most common
take part in, pupils understand - Feelings about future events features, as well as frequently used English-speaking countries and compare
explanations and justifications of - Expressions with so discursive models for organising and them with their own, showing respect and
diverse matters of personal Sound, accent, rhythm and intonation patterns: (eg. new compared with familiar;
interest, whether everyday issues - Recognising, contrasting and the correct pronunciation examples; summary). CCE- Identifying different forms of cultural
or less usual, as well as forming of the unit vocabulary and expressions. Making use of knowledge about frequent expression and showing an interest in
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about being optimistic. the phone or using other technical media, CD questions which can be asked about your
with optimism. information.
and at medium-speed. - Assimilating expressions for encouraging somebody. are saying and may need to repeat what conversations you take part in, using well-
- Reflect on the values of self-esteem such as MSCT- Obtaining information from the
overcoming negative feelings.

CONTENTS
leisure) and knows how to ask for being tactful. such as the simple definition of things in in English using different formats and
assistance, information, help and - An interest in learning to see things from another, order not to have to use precise words or digital tools.
explanations, and how to make a optimistic perspective. starting again with a new strategy when
simple but correct and appropriate Communication functions: Include socio-cultural and socio-linguistic countries.
way. - Expressing mood knowledge about interpersonal
The pupil takes place in informal - Expressing the future relationships and social conventions in SCC- Take part in activities pairs and
- Expressing feelings groups with respect and interest.
- Talking about future events
Syntactic-discursive contents: valuing and respecting classmates'
- Ways of referring to the future (review) opinions, tastes and preferences.
- Future continuous
and expressed and opinions and - Future perfect communication aim, the subject and the
exchanged; the pupil talks about points of view with the necessary English-speaking countries and compare
Vocabulary: them with their own, showing respect and
and describes events from the politeness.
- Phrases to talk about the future: about to, off to, on the interest.
point of
whether real or invented, in a - Feelings about future events communication aim, using a repertoire of CCE- Identifying different forms of cultural
coherent manner; asks for and - Expressions with so common features of those functions and expression and showing an interest in
some detail; expresses and Sound, accent, rhythm and intonation patterns: the text appropriately, organizing the
- Recognising, contrasting and the correct pronunciation
of the unit vocabulary and expressions.
effective way.

CONTENTS
needed.

about the use of equipment, as a blog, a website, a photo-story, a story. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on the values of self-esteem such as general meaning, essential information, LC- Valuing reading as a source of
communications which are well overcoming negative feelings. the main points and ideas or the most pleasure and knowledge.
matters of personal, academic or being tactful. Learn about and use , for comprehending MSCT- Putting in order and classifying
- An interest in learning to see things from another, data following criteria.
optimistic perspective.
Communication functions: Internet for carrying out tasks in English.
- Expressing mood
- Expressing the future
in which there is detailed - Expressing feelings work or in institutions), and social in English using different formats and
description of experiences, - Talking about future events conventions (attitudes, values), as well as digital tools.
Syntactic-discursive contents: relationships with pupils in other
imaginary, are explained; - Ways of referring to the future (review) ideas in the text (eg. literary).
countries.
information, ideas and opinions - Future continuous Distinguishing the most relevant
about both abstract and specific - Future perfect communication function or functions in the SCC- Take part in activities pairs and
familiar or of personal interest are Vocabulary: features, as well as frequently used
- Phrases to talk about the future: about to, off to, on the
The pupil understands enough point of enlarging or restructuring the information
about formal, official and - Feelings about future events (eg. new compared with familiar;
institutional letters, faxes and e- - Expressions with so examples; summary). CCE- Identifying cultural features of
(eg. if asked for documents for a Chart patterns and spelling conventions: comprehension parts and the them with their own, showing respect and
study trip abroad). - Knowing about and correctly using basic spelling and organisation of frequently used syntactic interest.
The pupil easily finds specific punctuation rules when writing sentences and texts. structures in written communication, as

CONTENTS
simple way.

Fill in a questionnaire with Production strategies:
Writing, on paper or electronic format,
LC LC- Using production strategies for writing
personal, academic or work - Write notes with key information about the text they are MSCT simple texts.
short or medium-length texts which are
information (for instance, to going to write. CD
- Use their knowledge of grammar and vocabulary to coherent and well-structured about LC- Filling in forms, questionnaires or
become a member of an SCC
subjects of personal interest, or daily or printed pages with personal, academic or
association or request a grant). write short descriptions, stories, experiences. CCE
less usual matters, with a formal, neutral professional information.
Write your curriculum vitae in - Use connectors to link simple sentences and LL
expressions to tell a story or describe an event. or informal register, making proper use of
electronic format, following a SIE LC- Writing notes, messages, adverts,
- Read and analyse a text to use it as a model when the most common resources for cohesion,
model, for example Europass. posts and short, formal and informal
writing your own work: a story. spelling and punctuation conventions, and
Take notes and messages about correspondence.
demonstrating reasonable use of
usual matters and specific facts

CONTENTS
about personal, academic and - Respecting classmates' opinions. used vocabulary, both general and appropriate vocabulary, spelling,
work life within a speciality or area - Respecting and complying with classroom rules. specific. punctuation and correct formats and
of interest. - Respecting habits, values and beliefs other than your Learn about, choose and use the best correct structures.
The pupil writes short notes, own. strategies for writing short or medium-
- Reflect on the values of self-esteem such as MSCT- Putting in order and classifying
advertisements and comments, length texts, eg. rephrasing structures from data following criteria.
overcoming negative feelings.
using any format, asking for and other texts with similar characteristics and
giving information and simple communication aims, or writing rough MSCT- Obtaining information from the
being tactful.
opinions underlining facets he/she copies. Internet for carrying out tasks in English.
- An interest in learning to see things from another,
thinks important (eg. on a website optimistic perspective. Include socio-cultural and socio-linguistic
knowledge about interpersonal
teacher or classmate), respecting Communication functions: relationships and social conventions in digital tools.
conventions and rules of - Expressing mood personal, public, educational and work
politeness and netiquette. - Expressing the future environments in the production of the DC- Using ITC for starting social
The pupil, using a conventional - Expressing feelings written text, choosing and contributing the relationships with pupils in other
format, writes short, simple - Talking about future events information necessary and relevant in a countries.
reports giving essential way appropriate to the receiver, the
information about an academic, Syntactic-discursive contents: communication aim, the subject and the
work or less usual subject (eg. an - Ways of referring to the future (review) text format, and expressing opinions and
accident), briefly describing - Future continuous points of view with the necessary SCC- Interacting politely and attention
situations, people, objects and - Future perfect politeness. valuing and respecting classmates'
places; describing events in a Carry the required functions for the opinions, tastes and preferences.
clear, lineal way and giving simple Vocabulary: communication aim, a repertoire of
explanations for the reasons - Phrases to talk about the future: about to, off to, on the common features of these functions and CCE- Identifying cultural features of
point of English-speaking countries and compare
behind certain actions. common discursive models for starting and
- Feelings about future events them with their own, showing respect and
The pupil writes personal finishing the text written appropriately, interest.
- Expressions with so
correspondence and takes part in organising the information clearly,
forums, blogs and chats enlarging it with examples or summarising CCE- Identifying different forms of cultural
Chart patterns and spelling conventions: expression and showing an interest in
describing experiences, it.
- Knowing about and correctly using basic spelling and widening knowledge.
impressions and feelings; he/she Show good control although influenced
writes, in a lineal and coherent to an extent by first or other languages of
way, about events connected with a wide repertoire of common syntactic carrying out tasks, activities and projects.
his/her area of interest, activities structures, and select the right features for
and past experiences (eg. about a textual coherence and cohesion for LL- Using tools and resources for clearing
journey, best holidays ever, an organising the discourse in a simple yet up doubts, widening knowledge and
important event, a book, a film) or effective way. correcting mistakes.

CONTENTS
imaginary events; he/she Learn about and use common written
exchanges information and ideas vocabulary connected with daily matters LL- Showing an interest in carrying out
about specific matters, pointing and a general subjects or connected with evaluations of your own progress and
out facets which seem important their own interests, studies and jobs, and a
and giving a short justification for limited repertoire of frequently used LL- Identifying and using different
his/her opinions about this. expressions and modisms. strategies for learning individually.
The pupil writes basic formal Use spelling and punctuation conventions
correspondence to public and and more frequent formats in a reasonably SIE- Using the strategies needed for
private institutions or commercial correct way so that the message is studying individually.
organizations, basically to ask for understood, although there may be some
or give information, request a influence from first or other languages; SIE- Have a positive, proactive attitude to
service or make a complaint or reading texts by yourself.
deal with some other simple resources for processing texts in order to SIE- Plan, organise and check your work
issue, taking into account formal correct spelling mistakes in electronic to be able to present it properly.
conventions and rules of courtesy format, and adapt to common conventions
usual in this type of text. about writing on the Internet (eg.
abbreviations and others in chats).

Unit 8 - MAKING LISTS

CONTENTS

recorded messages, or directly expressions connected with making lists. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understand interaction in conversations about the medium-length ones, clearly structured, SCC
instructions and other information, wonders of the world. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values such as the usefulness of drawing distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for up lists. possibility to listen to it again.
instance, in banks, shops, hotels, - An interest in developing values such as knowing what Knowing and knowing how to use the MSCT- Putting in order and classifying
you want to achieve and how to want to work towards it.
educational centres, at places of - Interest in finding out about cultural matters such as the general meaning, essential information,
work), or in less usual places (for new seven wonders of the world. the main points and ideas or the most Internet for carrying out tasks in English.
instance, at a chemist's, a relevant details in a text.
hospital, a police station or a Communication functions: Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Expressing statements and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing condition understanding the text (work, study and digital tools.
Pupils identify the main ideas and - Describing places leisure habits activities), living conditions
informal conversations of a certain Syntactic-discursive contents: interpersonal relationships (generational,
length, which take place in front of - Conditionals (review) between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or - Mixed conditionals school, at public institutions), behaviour groups with respect and interest.

CONTENTS
subjects, when the discourse is - Phrasal verbs (2) (attitudes, values). valuing and respecting classmates'
clear and is in a standard variety - Alternatives to if: suppose, provided, as long as, Distinguishing the most relevant opinions, tastes and preferences.
of the language. otherwise, unless communication function or functions in the
In informal conversations they text and a repertoire of their most common
explanations and justifications of - Recognising, contrasting and the correct pronunciation discursive models for organising and them with their own, showing respect and
points of view and opinions about of weak forms in conditional sentences. enlarging or restructuring the information interest.
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about making lists. the phone or using other technical media, CD questions which can be asked about your
with the wonders of the world. information.
and at medium-speed. - Assimilating expressions for confirming and adding are saying and may need to repeat what conversations you take part in, using well-
The pupil copes well in daily conditions. they have said in order to help the person defined structures and clear
- Reflect on the values such as the usefulness of drawing
up lists. DC- Give short presentations and projects

CONTENTS
leisure) and knows how to ask for - An interest in developing values such as knowing what such as the simple definition of things in in English using different formats and
assistance, information, help and you want to achieve and how to want to work towards it. order not to have to use precise words or digital tools.
explanations, and how to make a - Interest in finding out about cultural matters such as the starting again with a new strategy when
new seven wonders of the world. DC- Using ITC for starting social
simple but correct and appropriate Include socio-cultural and socio-linguistic countries.
way. Communication functions: knowledge about interpersonal
The pupil takes place in informal - Expressing statements relationships and social conventions in SCC- Take part in activities pairs and
face-to-face or telephone - Expressing condition personal, public, educational and work groups with respect and interest.
- Describing places
Syntactic-discursive contents: valuing and respecting classmates'
- Conditionals (review) opinions, tastes and preferences.
- Mixed conditionals
exchanged; the pupil talks about Vocabulary: points of view with the necessary English-speaking countries and compare
and describes events from the - Phrasal verbs (2) politeness. them with their own, showing respect and
- Alternatives to if: suppose, provided, as long as, interest.
otherwise, unless
whether real or invented, in a communication aim, using a repertoire of CCE- Identifying different forms of cultural
gives instructions and directions in Sound, accent, rhythm and intonation patterns: usual discursive models and concluding widening knowledge.
some detail; expresses and - Recognising, contrasting and the correct pronunciation the text appropriately, organizing the
explains feelings; describes of weak forms in conditional sentences. information in a clear manner, enlarging it LL- Identify, plan and apply objectives for
effective way.

CONTENTS
needed.

about the use of equipment, as a literary short news item, a blog, a cultural text, a texts, both printed and on digital devices, CD
devices and IT programs, and literary extract. short or medium-length and well CCE

CONTENTS
communications which are well - Reflect on the values such as the usefulness of drawing the main points and ideas or the most pleasure and knowledge.
structured, connected with up lists. relevant details in a text.
matters of personal, academic or - An interest in developing values such as knowing what Learn about and use , for comprehending MSCT- Putting in order and classifying
work interest (eg. leisure, courses, you want to achieve and how to want to work towards it. the text, socio-linguistic features data following criteria.
- Interest in finding out about cultural matters such as the
new seven wonders of the world. MSCT- Obtaining information from the
Internet for carrying out tasks in English.
- Expressing statements
- Expressing condition
- Describing places
Syntactic-discursive contents: relationships with pupils in other
- Conditionals (review) countries.
information, ideas and opinions - Mixed conditionals Distinguishing the most relevant
Vocabulary:
- Phrasal verbs (2) SCC- Interacting politely and attention
exchanged. - Alternatives to if: suppose, provided, as long as, discursive models for organising and
The pupil understands enough otherwise, unless enlarging or restructuring the information
about formal, official and (eg. new compared with familiar;
institutional letters, faxes and e- Chart patterns and spelling conventions: examples; summary). CCE- Identifying cultural features of
mails to be able to react to them - Knowing about and correctly using basic spelling and Recognising and using with text English-speaking countries and compare
(eg. if asked for documents for a punctuation rules when writing sentences and texts. comprehension parts and the them with their own, showing respect and

CONTENTS
simple way.

writing your own work: an essay about one of the
wonders of the modern world.

CONTENTS
of interest. - Respecting and complying with classroom rules. strategies for writing short or medium- correct structures.
The pupil writes short notes, - Respecting habits, values and beliefs other than your length texts, eg. rephrasing structures from
own. MSCT- Putting in order and classifying
- Reflect on the values such as the usefulness of drawing
up lists.
- An interest in developing values such as knowing what
you want to achieve and how to want to work towards it.
thinks important (eg. on a website - Interest in finding out about cultural matters such as the knowledge about interpersonal
new seven wonders of the world. relationships and social conventions in
conventions and rules of Communication functions: environments in the production of the
politeness and netiquette. - Expressing statements written text, choosing and contributing the DC- Using ITC for starting social
The pupil, using a conventional - Expressing condition information necessary and relevant in a relationships with pupils in other
format, writes short, simple - Describing places way appropriate to the receiver, the countries.
information about an academic, Syntactic-discursive contents: text format, and expressing opinions and
work or less usual subject (eg. an - Conditionals (review) points of view with the necessary
accident), briefly describing - Mixed conditionals politeness. SCC- Interacting politely and attention
places; describing events in a Vocabulary: communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple - Phrasal verbs (2) common features of these functions and
explanations for the reasons - Alternatives to if: suppose, provided, as long as, common discursive models for starting and CCE- Identifying cultural features of
behind certain actions. otherwise, unless finishing the text written appropriately,
correspondence and takes part in Chart patterns and spelling conventions: enlarging it with examples or summarising
forums, blogs and chats - Knowing about and correctly using basic spelling and it. CCE- Identifying different forms of cultural
describing experiences, punctuation rules when writing sentences and texts. Show good control although influenced expression and showing an interest in

CONTENTS

Unit 9 - BE YOUR OWN LIFE COACH

CONTENTS

recorded messages, or directly expressions connected with choices in life. relevant details in short oral texts or CD business and tasks.
instructions and other information, education and experience. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values of self-esteem such as tact in distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for order not to upset other people unnecessarily. possibility to listen to it again.
self-discipline.
instance, at a chemist's, a - Expressing requests relevant details in a text.
hospital, a police station or a - Expressing desire Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Talking about preferences and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing opinion understanding the text (work, study and digital tools.
Syntactic-discursive contents: DC- Using ITC for starting social
informal conversations of a certain - I wish and If only interpersonal relationships (generational,
length, which take place in front of - I would prefer to / I would prefer it if, Its time, Id between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or rather / sooner school, at public institutions), behaviour groups with respect and interest.

CONTENTS
subjects, when the discourse is - Lifes ups and downs (attitudes, values). valuing and respecting classmates'
clear and is in a standard variety - Work and education Distinguishing the most relevant opinions, tastes and preferences.
of the language. communication function or functions in the
In informal conversations they Sound, accent, rhythm and intonation patterns: text and a repertoire of their most common
take part in, pupils understand - Recognising and the correct pronunciation of words features, as well as frequently used English-speaking countries and compare
explanations and justifications of connected with intrusive /w/ and /j/. discursive models for organising and them with their own, showing respect and
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about choices in life. the phone or using other technical media, CD questions which can be asked about your
with education and work experience. information.
and at medium-speed. - Assimilating expressions for asking somebody politely are saying and may need to repeat what conversations you take part in, using well-
The pupil copes well in daily to change their behaviour. they have said in order to help the person defined structures and clear
- Reflect on the values of self-esteem such as tact in
order not to upset other people unnecessarily. DC- Give short presentations and projects

CONTENTS
leisure) and knows how to ask for - Show an interest in developing social skills such as such as the simple definition of things in in English using different formats and
assistance, information, help and self-discipline. order not to have to use precise words or digital tools.
simple but correct and appropriate - Expressing requests Include socio-cultural and socio-linguistic countries.
way. - Expressing desire knowledge about interpersonal
The pupil takes place in informal - Talking about preferences relationships and social conventions in SCC- Take part in activities pairs and
- Expressing opinion groups with respect and interest.
held using other media, about Syntactic-discursive contents: written text, choosing and contributing the SCC- Interacting politely and attention
- I wish and If only valuing and respecting classmates'
- I would prefer to / I would prefer it if, Its time, Id opinions, tastes and preferences.
rather / sooner
exchanged; the pupil talks about Vocabulary: points of view with the necessary English-speaking countries and compare
and describes events from the - Lifes ups and downs politeness. them with their own, showing respect and
- Work and education interest.
whether real or invented, in a communication aim, using a repertoire of
Sound, accent, rhythm and intonation patterns: CCE- Identifying different forms of cultural
gives instructions and directions in - Recognising and the correct pronunciation of words usual discursive models and concluding widening knowledge.
some detail; expresses and connected with intrusive /w/ and /j/. the text appropriately, organizing the
effective way.

CONTENTS
needed.

about the use of equipment, as a presentation, a questionnaire, a story and a literary texts, both printed and on digital devices, CD
devices and IT programs, and extract. short or medium-length and well CCE

CONTENTS
communications which are well - Reflect on the values of self-esteem such as tact in the main points and ideas or the most pleasure and knowledge.
structured, connected with order not to upset other people unnecessarily. relevant details in a text.
matters of personal, academic or - Show an interest in developing social skills such as Learn about and use , for comprehending MSCT- Putting in order and classifying
work interest (eg. leisure, courses, self-discipline. the text, socio-linguistic features data following criteria.
- Expressing requests Internet for carrying out tasks in English.
- Expressing desire
- Talking about preferences
in which there is detailed - Expressing opinion work or in institutions), and social in English using different formats and
and experiences, whether real or comprehension of the information and
- I wish and If only relationships with pupils in other
imaginary, are explained; - I would prefer to / I would prefer it if, Its time, Id ideas in the text (eg. literary).
countries.
information, ideas and opinions rather / sooner Distinguishing the most relevant
Vocabulary:
- Lifes ups and downs SCC- Interacting politely and attention
exchanged. - Work and education discursive models for organising and
about formal, official and Chart patterns and spelling conventions: (eg. new compared with familiar;
institutional letters, faxes and e- - Knowing about and correctly using basic spelling and examples; summary). CCE- Identifying cultural features of
mails to be able to react to them punctuation rules when writing sentences and texts. Recognising and using with text English-speaking countries and compare

CONTENTS
simple way.

writing your own work: an article for the school
magazine.

CONTENTS
- Reflect on the values of self-esteem such as tact in
order not to upset other people unnecessarily.
self-discipline.
relationships and social conventions in
teacher or classmate), respecting personal, public, educational and work
- Expressing requests digital tools.
conventions and rules of - Expressing desire environments in the production of the
politeness and netiquette. - Talking about preferences written text, choosing and contributing the DC- Using ITC for starting social
The pupil, using a conventional - Expressing opinion information necessary and relevant in a relationships with pupils in other
information about an academic, - I wish and If only text format, and expressing opinions and
work or less usual subject (eg. an - I would prefer to / I would prefer it if, Its time, Id points of view with the necessary
accident), briefly describing rather / sooner politeness. SCC- Interacting politely and attention
places; describing events in a Vocabulary: communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple - Lifes ups and downs common features of these functions and
explanations for the reasons - Work and education common discursive models for starting and CCE- Identifying cultural features of
The pupil writes personal Chart patterns and spelling conventions: organising the information clearly, interest.
correspondence and takes part in - Knowing about and correctly using basic spelling and enlarging it with examples or summarising
forums, blogs and chats punctuation rules when writing sentences and texts. it. CCE- Identifying different forms of cultural

CONTENTS

Unit 10 - SPREADING THE NEWS

CONTENTS

recorded messages, or directly expressions connected with the news. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understand interaction in conversations about news medium-length ones, clearly structured, SCC
instructions and other information, and ethics. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on whether it is worth publishing a story or not. distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for - Show an interest in developing social skills such as possibility to listen to it again.
instance, in banks, shops, hotels, laughing at yourself. Knowing and knowing how to use the MSCT- Putting in order and classifying
educational centres, at places of Communication functions: general meaning, essential information,
work), or in less usual places (for - Expressing information the main points and ideas or the most Internet for carrying out tasks in English.
instance, at a chemist's, a - Expressing news relevant details in a text.
hospital, a police station or a - Expressing reported information Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can and socio-linguistic features of daily life for in English using different formats and
confirm certain details. Syntactic-discursive contents: understanding the text (work, study and digital tools.
Pupils identify the main ideas and - Reported speech (review) leisure habits activities), living conditions
- Reported questions and requests DC- Using ITC for starting social
length, which take place in front of Vocabulary: between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or - Sharing news school, at public institutions), behaviour groups with respect and interest.
more speakers, dealing with - Reporting verbs (gestures, facial expressions, use of the
familiar or general, everyday - Expressions with way voice, eye contact), and social conventions SCC- Interacting politely and attention

CONTENTS
of the language. - Recognising, contrasting and correct pronunciation of communication function or functions in the
In informal conversations they the sound /h/ in linked words. text and a repertoire of their most common
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about pieces of news. the phone or using other technical media, CD questions which can be asked about your
with the news and ethics. information.
and at medium-speed. - Assimilating expressions for making observations. are saying and may need to repeat what conversations you take part in, using well-
- Reflect on whether it is worth publishing a story or not. MSCT- Obtaining information from the
laughing at yourself.

CONTENTS
leisure) and knows how to ask for such as the simple definition of things in in English using different formats and
assistance, information, help and Communication functions: order not to have to use precise words or digital tools.
explanations, and how to make a - Expressing information starting again with a new strategy when
- Expressing news DC- Using ITC for starting social
- Expressing reported information relationships with pupils in other
simple but correct and appropriate Include socio-cultural and socio-linguistic countries.
way. knowledge about interpersonal
The pupil takes place in informal Syntactic-discursive contents: relationships and social conventions in SCC- Take part in activities pairs and
face-to-face or telephone - Reported speech (review) personal, public, educational and work groups with respect and interest.
conversations, or conversations - Reported questions and requests environments in the production of the
Vocabulary: valuing and respecting classmates'
which information is exchanged - Sharing news way appropriate to the receiver, the
and expressed and opinions and - Reporting verbs communication aim, the subject and the
- Expressions with way
exchanged; the pupil talks about points of view with the necessary English-speaking countries and compare
and describes events from the Sound, accent, rhythm and intonation patterns: politeness. them with their own, showing respect and
- Recognising, contrasting and correct pronunciation of interest.
whether real or invented, in a the sound /h/ in linked words. communication aim, using a repertoire of CCE- Identifying different forms of cultural
effective way.

CONTENTS
needed.

about the use of equipment, as two articles, a photo-story and a story. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on whether it is worth publishing a story or not. general meaning, essential information, LC- Valuing reading as a source of
communications which are well - Show an interest in developing social skills such as the main points and ideas or the most pleasure and knowledge.
structured, connected with laughing at yourself. relevant details in a text.
work interest (eg. leisure, courses, Communication functions: the text, socio-linguistic features data following criteria.
grants, job offers). - Expressing information connected with daily life (study, work and
- Expressing news MSCT- Obtaining information from the
- Expressing reported information Internet for carrying out tasks in English.
- Reported speech (review) digital tools.
- Reported questions and requests
Vocabulary: relationships with pupils in other
- Sharing news countries.
- Reporting verbs
about both abstract and specific - Expressions with way communication function or functions in the SCC- Take part in activities pairs and
familiar or of personal interest are Chart patterns and spelling conventions: features, as well as frequently used
- Knowing about and correctly using basic spelling and valuing and respecting classmates'
The pupil understands enough punctuation rules when writing sentences and texts. enlarging or restructuring the information
about formal, official and - Identifying and correctly spelling linked words in (eg. new compared with familiar;
institutional letters, faxes and e- which /h/ is not pronounced. examples; summary). CCE- Identifying cultural features of

CONTENTS
simple way.

writing your own work: an article for a magazine.

CONTENTS
- Reflect on whether it is worth publishing a story or not. MSCT- Putting in order and classifying
laughing at yourself.
- Expressing information DC- Give short presentations and projects
or a youth magazine, or for a - Expressing news relationships and social conventions in
teacher or classmate), respecting - Expressing reported information personal, public, educational and work digital tools.
politeness and netiquette. Syntactic-discursive contents: written text, choosing and contributing the DC- Using ITC for starting social
The pupil, using a conventional - Reported speech (review) information necessary and relevant in a relationships with pupils in other
format, writes short, simple - Reported questions and requests way appropriate to the receiver, the countries.
information about an academic, Vocabulary: text format, and expressing opinions and
work or less usual subject (eg. an - Sharing news points of view with the necessary
accident), briefly describing - Reporting verbs politeness. SCC- Interacting politely and attention
situations, people, objects and - Expressions with way Carry the required functions for the valuing and respecting classmates'
clear, lineal way and giving simple Chart patterns and spelling conventions: common features of these functions and
explanations for the reasons - Knowing about and correctly using basic spelling and common discursive models for starting and CCE- Identifying cultural features of
behind certain actions. punctuation rules when writing sentences and texts. finishing the text written appropriately,
The pupil writes personal - Identifying and correctly spelling linked words in organising the information clearly, interest.
correspondence and takes part in which /h/ is not pronounced. enlarging it with examples or summarising

CONTENTS

Unit 11 - SPACE AND BEYOND

CONTENTS

recorded messages, or directly expressions connected with space trips. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understand interaction in conversations about life in medium-length ones, clearly structured, SCC
instructions and other information, space. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values of self-esteem such as choosing distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for things which represent us. possibility to listen to it again.
instance, in banks, shops, hotels, - Interest in finding out about cultural matters about Knowing and knowing how to use the MSCT- Putting in order and classifying
journeys in space.
instance, at a chemist's, a - Describing past situations relevant details in a text.
hospital, a police station or a - Describing films Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Expressing speculation and socio-linguistic features of daily life for in English using different formats and
confirm certain details. - Expressing cause and effect understanding the text (work, study and digital tools.
informal conversations of a certain - Speculating (past, present and future) interpersonal relationships (generational,
length, which take place in front of - Cause and effect linkers between men and women, at work, at SCC- Take part in activities pairs and
more speakers, dealing with Vocabulary: (gestures, facial expressions, use of the
familiar or general, everyday - Space idioms voice, eye contact), and social conventions SCC- Interacting politely and attention

CONTENTS
subjects, when the discourse is - Adjectives commonly used to describe films (attitudes, values). valuing and respecting classmates'
of the language. Sound, accent, rhythm and intonation patterns: communication function or functions in the
In informal conversations they - Recognising, contrasting and correct pronunciation of text and a repertoire of their most common
take part in, pupils understand stress in modal verbs expressing speculation. features, as well as frequently used English-speaking countries and compare
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about space trips. the phone or using other technical media, CD questions which can be asked about your
with space. information.
and at medium-speed. - Assimilating expressions for empathising about past are saying and may need to repeat what conversations you take part in, using well-
The pupil copes well in daily situations. they have said in order to help the person defined structures and clear
- Reflect on the values of self-esteem such as choosing
things which represent us. DC- Give short presentations and projects

CONTENTS
leisure) and knows how to ask for - Interest in finding out about cultural matters about such as the simple definition of things in in English using different formats and
assistance, information, help and journeys in space. order not to have to use precise words or digital tools.
simple but correct and appropriate - Describing past situations Include socio-cultural and socio-linguistic countries.
way. - Describing films knowledge about interpersonal
The pupil takes place in informal - Expressing speculation relationships and social conventions in SCC- Take part in activities pairs and
- Expressing cause and effect groups with respect and interest.
held using other media, about Syntactic-discursive contents: written text, choosing and contributing the SCC- Interacting politely and attention
- Speculating (past, present and future) valuing and respecting classmates'
- Cause and effect linkers opinions, tastes and preferences.
points of view are briefly Vocabulary: text format, and expressing opinions and CCE- Identifying cultural features of
exchanged; the pupil talks about - Space idioms points of view with the necessary English-speaking countries and compare
- Adjectives commonly used to describe films them with their own, showing respect and
and describes events from the politeness.
interest.
whether real or invented, in a Sound, accent, rhythm and intonation patterns: communication aim, using a repertoire of
- Recognising, contrasting and correct pronunciation of CCE- Identifying different forms of cultural
gives instructions and directions in stress in modal verbs expressing speculation. usual discursive models and concluding widening knowledge.
effective way.

CONTENTS
needed.

about the use of equipment, as an article, a blog, a cultural text, a literary extract. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on the values of self-esteem such as choosing general meaning, essential information, LC- Valuing reading as a source of
communications which are well things which represent us. the main points and ideas or the most pleasure and knowledge.
structured, connected with - Interest in finding out about cultural matters about relevant details in a text.
matters of personal, academic or journeys in space. Learn about and use , for comprehending MSCT- Putting in order and classifying
- Describing past situations MSCT- Obtaining information from the
- Describing films Internet for carrying out tasks in English.
- Expressing speculation
including online forums or blogs, - Expressing cause and effect relationships (generational or at school, DC- Give short presentations and projects
- Speculating (past, present and future) DC- Using ITC for starting social
and experiences, whether real or - Cause and effect linkers comprehension of the information and
countries.
Vocabulary:
- Space idioms
facets of general issues which are - Adjectives commonly used to describe films text and a repertoire of their most common groups with respect and interest.
Chart patterns and spelling conventions: valuing and respecting classmates'
The pupil understands enough - Knowing about and correctly using basic spelling and enlarging or restructuring the information
about formal, official and punctuation rules when writing sentences and texts. (eg. new compared with familiar;

CONTENTS
simple way.

writing your own work: a report about a problem on a
school trip.

CONTENTS
- Reflect on the values of self-esteem such as choosing
things which represent us.
- Interest in finding out about cultural matters about
journeys in space.
relationships and social conventions in
teacher or classmate), respecting personal, public, educational and work
- Describing past situations digital tools.
conventions and rules of - Describing films environments in the production of the
politeness and netiquette. - Expressing speculation written text, choosing and contributing the DC- Using ITC for starting social
The pupil, using a conventional - Expressing cause and effect information necessary and relevant in a relationships with pupils in other
information about an academic, - Speculating (past, present and future) text format, and expressing opinions and
work or less usual subject (eg. an - Cause and effect linkers points of view with the necessary
places; describing events in a - Space idioms communication aim, a repertoire of opinions, tastes and preferences.
clear, lineal way and giving simple - Adjectives commonly used to describe films common features of these functions and
explanations for the reasons common discursive models for starting and CCE- Identifying cultural features of
behind certain actions. Chart patterns and spelling conventions: finishing the text written appropriately,
The pupil writes personal - Knowing about and correctly using basic spelling and organising the information clearly, interest.
correspondence and takes part in punctuation rules when writing sentences and texts. enlarging it with examples or summarising

CONTENTS

Unit 12 - MORE TO EXPLORE

CONTENTS

recorded messages, or directly expressions connected with sport. relevant details in short oral texts or CD business and tasks.
spoken messages, which include - Understanding interaction in conversations about the medium-length ones, clearly structured, SCC
instructions and other information, effect of human actions on nature. and read aloud or using technical means CCE information from formal and informal
own.
said during daily, well-structured - Reflect on the values such as the effect of human distortion of the message and having the identify what they aim to communicate.
transactions and exchanges (for activity on the natural world. possibility to listen to it again.
bravery.
instance, at a chemist's, a - Expressing conviction relevant details in a text.
hospital, a police station or a - Talking about activities Finding out about and using socio-cultural DC- Give short presentations and projects
public institution) if they can - Describing places and socio-linguistic features of daily life for in English using different formats and
confirm certain details. understanding the text (work, study and digital tools.
Pupils identify the main ideas and Syntactic-discursive contents: leisure habits activities), living conditions
relevant details in formal and - Passive report structures (surroundings, social structure),
informal conversations of a certain - The passive: verbs with two objects interpersonal relationships (generational,
length, which take place in front of between men and women, at work, at SCC- Take part in activities pairs and
them and are between two or Vocabulary: school, at public institutions), behaviour groups with respect and interest.
more speakers, dealing with - Geographical features (gestures, facial expressions, use of the
familiar or general, everyday - Verb + noun collocations voice, eye contact), and social conventions SCC- Interacting politely and attention

CONTENTS
of the language. - Recognising and the correct pronunciation of words communication function or functions in the
In informal conversations they connected with an intrusive /r/. text and a repertoire of their most common
widening knowledge.

CONTENTS
countries).
comprehension.

presentations with visual support about discoveries. CD
with the effect of human actions on nature. hypotheses, although they sometimes information.
and at medium-speed. - Assimilating expressions for talking persuasively. conversations you take part in, using well-
The pupil copes well in daily defined structures and clear
situations and in less usual Sociocultural and sociolinguistic aspects: pronunciation.
situations which can arise during - Respecting classmates' opinions.
journeys or stays in other - Respecting and complying with classroom rules.
- Respecting habits, values and beliefs other than your strategies for producing oral texts data following criteria.
countries for personal,
own. monologues or short or medium-length
- Reflect on the values such as the effect of human dialogues with simple, clear structures,
activity on the natural world. making use of the resources they have

CONTENTS
leisure) and knows how to ask for bravery. using, amongst other things, procedures in English using different formats and
complaint or do paperwork in a - Expressing conviction starting again with a new strategy when
simple but correct and appropriate - Talking about activities communication fails. countries.
way. - Describing places Include socio-cultural and socio-linguistic
conversations, or conversations - Passive report structures personal, public, educational and work
held using other media, about - The passive: verbs with two objects environments in the production of the SCC- Interacting politely and attention
which information is exchanged Vocabulary: information necessary and relevant in a
and expressed and opinions and - Geographical features way appropriate to the receiver, the
points of view are briefly - Verb + noun collocations communication aim, the subject and the CCE- Identifying cultural features of
exchanged; the pupil talks about text format, and expressing opinions and English-speaking countries and compare
and describes events from the Sound, accent, rhythm and intonation patterns: points of view with the necessary them with their own, showing respect and
past and plans for the future, - Recognising and the correct pronunciation of words politeness. interest.
whether real or invented, in a connected with an intrusive /r/. Carry out the required functions for the CCE- Identifying different forms of cultural

CONTENTS
needed.

about the use of equipment, as two articles, a story and a literary extract. texts, both printed and on digital devices, CD
context.

CONTENTS
institutional and corporative - Reflect on the values such as the effect of human general meaning, essential information, LC- Valuing reading as a source of
communications which are well activity on the natural world. the main points and ideas or the most pleasure and knowledge.
matters of personal, academic or bravery. Learn about and use , for comprehending MSCT- Putting in order and classifying
data following criteria.
- Expressing conviction MSCT- Obtaining information from the
- Talking about activities
- Describing places
Syntactic-discursive contents: digital tools.
- Passive report structures
- The passive: verbs with two objects DC- Using ITC for starting social
and experiences, whether real or comprehension of the information and relationships with pupils in other
imaginary, are explained; ideas in the text (eg. literary). countries.
Vocabulary:
- Geographical features
- Verb + noun collocations
Chart patterns and spelling conventions: SCC- Interacting politely and attention
exchanged. discursive models for organising and
- Knowing about and correctly using basic spelling and valuing and respecting classmates'
The pupil understands enough enlarging or restructuring the information opinions, tastes and preferences.
about formal, official and - Identifying and correctly spelling linked words in which (eg. new compared with familiar;
institutional letters, faxes and e- there is an intrusive /r/. examples; summary). CCE- Identifying cultural features of

CONTENTS
simple way.

writing your own work: a biography.

CONTENTS
- Respecting habits, values and beliefs other than your correct structures.
- Reflect on the values such as the effect of human MSCT- Putting in order and classifying
activity on the natural world.
bravery. Internet for carrying out tasks in English.
- Expressing conviction in English using different formats and
teacher or classmate), respecting - Talking about activities personal, public, educational and work digital tools.
conventions and rules of - Describing places environments in the production of the
- Passive report structures
reports giving essential - The passive: verbs with two objects communication aim, the subject and the
information about an academic, text format, and expressing opinions and groups with respect and interest.
work or less usual subject (eg. an Vocabulary: points of view with the necessary
accident), briefly describing - Geographical features politeness. SCC- Interacting politely and attention
situations, people, objects and - Verb + noun collocations Carry the required functions for the valuing and respecting classmates'
clear, lineal way and giving simple Chart patterns and spelling conventions: common features of these functions and
explanations for the reasons - Knowing about and correctly using basic spelling and common discursive models for starting and
behind certain actions. punctuation rules when writing sentences and texts. finishing the text written appropriately, them with their own, showing respect and
The pupil writes personal - Identifying and correctly spelling linked words in which organising the information clearly, interest.
correspondence and takes part in there is an intrusive /r/. enlarging it with examples or summarising
widening knowledge.

CONTENTS

Citizen+Z+B2 TeachingProgramme ESO LOMCE 2016 Eng

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Citizen Z

Citizen Z B2 / ESO Teaching Programme - 2- Cambridge University Press 2016

Citizen Z B2 / ESO Teaching Programme - 3- Cambridge University Press 2016

8.2 Competences: Descriptors Activities

Annex - COMPETENCES EVALUATION FORM

Annex - STANDARDS CONTENTS CRITERIA COMPETENCES

Citizen Z B2 / ESO Teaching Programme - 4- Cambridge University Press 2016

1.1 Theoretical Basis

Citizen Z is designed to cover both pupils' and teachers' needs in a complete,

Citizen Z B2 / ESO Teaching Programme - 5- Cambridge University Press 2016

The method's most important facets include:

Clearly presenting objectives.

Citizen Z B2 / ESO Teaching Programme - 6- Cambridge University Press 2016

As well as preparing pupils to take First Certificate in English, Citizen Z also

1.2 What does Citizen Z offer?

1. The communicative approach enables Secondary Education pupils to integrate

2. Preparing for First Certificate in English.

Citizen Z B2 / ESO Teaching Programme - 7- Cambridge University Press 2016

The method's characteristics are:

2. Language acquisition is genuine and significant. It is a matter of pupils

3. The learning process isdynamic and responsible. Throughout the course

Citizen Z B2 / ESO Teaching Programme - 8- Cambridge University Press 2016

1.3 Course Components

Citizen Z includes a Student's Book, a Workbook with downloadable recordings) and a

The Teacher's Book includes:

Teaching notes for the Pupil's Book's 12 units including:

Citizen Z B2 / ESO Teaching Programme - 9- Cambridge University Press 2016

Dictated notes for the oral expression section (Language note).

Citizen Z B2 / ESO Teaching Programme - 10- Cambridge University Press 2016

d) Strengthen emotional competences in all personal areas and relationships with

f) Understanding scientific knowledge as integrated knowledge, which forms part of

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

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

Citizen Z B2 / ESO Teaching Programme - 11- Cambridge University Press 2016

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

Pupils have to develop basic competences throughout their compulsory education, in

Citizen Z B2 / ESO Teaching Programme - 12- Cambridge University Press 2016

3.2 Citizen Z's contribution to acquiring Competences

Citizen Z contributes efficiently and systematically to acquiring each of the

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

Developing this competence by studying a foreign language leads to pupils improving

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

Basic competences in science and technology involve being able to understand

Citizen Z B2 / ESO Teaching Programme - 13- Cambridge University Press 2016

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

Citizen Z B2 / ESO Teaching Programme - 14- Cambridge University Press 2016

Citizen Z's methodological approach is interactive and it is not only communication in

In order to encourage cultural and social competences, Citizen Z offers activities

3.3 Competences in Citizen Z

Competences are comprehensively developed throughout the fourteen units and in

Citizen Z B2 / ESO Teaching Programme - 15- Cambridge University Press 2016

Take part correctly in daily transactions and tasks.

Identifying relevant information in instructions, warnings or rules.

Understanding messages and correspondence, formal and informal, in different formats.

Find specific information in reference and study material.

Valuing reading as a source of pleasure and knowledge.

Using production strategies for writing simple texts.

Filling in forms, questionnaires or printed pages with personal, academic or professional

Mathematical competences and basic science and technology competences.

Putting in order and classifying data following criteria.

Interpret and show simple statistical data on graphs and tables.

Solving puzzles, crosswords and guessing games.

Respect nature and animals in the environment.