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To share information about oneself. To understand a simple conversation and use simple language to speak about oneself. To learn how to dictate names and numbers and to understand someone dictating back to you. To be able to say, write and understand numbers as used in ћnance and banking. To use speciћc vocabulary that one would pay for. To speak about different ways to pay for items. To learn through reading and speaking about managing money. CONTENTS LISTENING Listen and complete some dialogues 1-4 with the words in the box. Listen to a phone call and choose the best answer. Listen and complete sentences with words in box. Listen and tick the number you hear. Listen and complete this dialogue with the words in the box. Listen and and tick how many things the speaker pays for. SPEAKING Work in pairs practising the dialogues with your own names. Work in pairs and say where you’re from and the languages you speak. Work in pairs and practise a dialogue using your own name. Choose the correct answer and talk to your partner about choice made. Work in pairs taking turns asking and answering questions. Discuss questions. Use words to to complete dialogue. Take turns to ask and answer questions. READING Read and listen to an introductory dialogue. Read a grammar note about the use of the present simple of be. Read a list of countries, nationalities and their languages.. Read a dialogue with the correct country, nationality and language. Read a grammar note about the use of to have (present tense). Read a grammar note about the use of the present simple. Read a short article on advice on managing money. WRITING Complete some sentences with short dialogues. Write the missing countries, nationalities or languages. Complete the dialogue. Write the numbers in words. Write the numbers and amounts dictated by your partner. Write the vocabulary words used in Paying for things. Complete the sentences in the present simple. LANGUAGE KNOWLEDGE AND USE – Linguistic knowledge: Grammar. Present simple of verb To Be. Acronyms Have (Present Tense) Asking questions (with Do) Vocabulary. Nationalities, countries and languages. Numbers and currency symbols. Everyday things Words related to ћ nance (salary, income, pension, etc.) Pronunciation. Verb ending. /z/, /s/, or /iz/ British and American English  Learning reћection: Understanding basic introductions. Learning to introduce oneself. Learning the countries, nationalities and their languages. Reading and listening about names and numbers. Spelling numbers Learning functional language for meeting people. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS • To learn how to communicate with people of all nationalities . • Interest in learning about Personal ћnance. " Positive attitude towards working in pairs. " Willingness to discuss personal ћnance and learn through dialogues and personal experience. " Enjoyment in completing activities BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Introducing themselves to their partners. p. 4. 1.1 Evaluation criteria: Interest in learning about banking. 2. Mathematical competence: Students practise the number ins English. p. 7. 2.1 Evaluation criteria: To be able to use mathematical concepts in English. 3. Knowledge and interaction with the physical world: References to countries, cities and languages spoken. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to manage your money wisely. p.10. 4.1 Evaluation criteria: Be willing to learn about one s ћnances. 5. Cultural and artistic competence: References to countries and the languages they speak. p.5. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 1, p.11. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Maths: Paying for things • Using numbers and maths skills to communicate in English ATTITUDES AND VALUES • Politeness in the other language. • Effort with new vocabulary and structures. • Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. • Overcome mental blocking when meeting new people in the target language • Attentive-assertive listening • Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Listening, Course book, Unit 1. p. 4,6,7,8,9 Vocabulary Study, Course book, Unit 1.p. 5,7,8,10 Grammar Study, Course book , Unit 1.p. 5,8,9 Reading study, Course book, Unit 1. p.10 Writing study, Course book, Unit 1. p. 7 Speaking study, Course book, Unit 1. p. 4,5,6,9,10 Pronunciation study, Course book, Unit 1. p. 9 Review, Unit 1, Course book p. 11 Extension activities: CD-ROM Extension activities: Introducing yourself. PDF Saying names and numbers. PDF Asking and answering questions. PDF Discussing ways to manage money. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises • Review Unit 1 p. 11 Accumulative evaluation Self-evaluation 2. EVALUATION CRITERIA • Understand the general message of texts about personal information, and identify relevant details in oral messages related with them. " Express himself/herself with ћuency and using the correct pronunciation - intonation when using expressions for meeting people. " Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about personal ћnance. " Complete short dialogues using the appropriate structures, functions and vocabulary, such as writing numbers. " Use consciously his/her linguistic knowledge in order to listen to numbers. • Analyse social aspects of the Anglo-Saxon countries, by comparing how things are paid for (e.g. Cash, credit card or cheque) in those countries with the ones in their own country. • Identify learning strategies used to progress in the learning process by completing the Review for Unit 1. UNIT 2 JOBS IN BANKING OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversation about jobs in banking. To exchange information about your daily routine. To understand a simple conversation and use the present simple and adverbs of frequency to talk about your job. To learn adjectives and their use. To be able to say, write and understand different aspects of jobs in ћnance and banking. To use speciћc vocabulary to describe people and jobs in banking. To speak and use There is/There are to describe an ofћce. To learn through reading and speaking about jobs in banking. CONTENTS LISTENING Listen to someone s ћrst day on the job. Listen to Martin as he meets a work colleague for the ћ rst time. Listen to a conversation between work colleagues. Listen and tick what is talked about. Listen to people talking about their jobs. Listen and and complete the gaps. SPEAKING Work in pairs talking about what there is or isn t in your ofћce. Work in pairs asking and answering questions about your bank. Discuss which things you do every day. Use adverbs of frequency to talk about what you do every day and at the weekend.. Work in pairs and discuss different jobs in banking. Discuss questions related to various jobs in banking. READING Read and listen to a description of an ofћce. Read a grammar note about the use of There is/There are. Read part of the information sheet from a bank. Read a dialogue between Nabila and Martin. Read a grammar note about the use of the present simple. Read a grammar note about the use of the adverbs of frequency. Read a short article on jobs in banking. Read comments made my customers about the bank cashiers Read the tips given to cashiers on Customer Care. WRITING Complete the fact sheet. Write the missing words and expressions Put the words in order to make sentences. Write the adverbs of frequency. Write the words and expressions and match to their meanings. Complete the sentences with the jobs. Listen and ћll the gaps. Complete the tips for cashiers. LANGUAGE KNOWLEDGE AND USE  Linguistic knowledge: Grammar. There is/There are Singular/plural questions Present simple Adverbs of frequency Forming sentences Adjectives The imperative Vocabulary. Things in an ofћce Banking expressions Every day activities Companies/places of work Jobs in Banking Positive and negative adjectives Pronunciation. " British and American English  Learning reћection: Understanding a description. Learning to talk about daily routines. Learning positive and negative adjectives. Reading and listening about people s jobs in banking. Learning when and how to use adverbs of frequency. Learning functional language to speak about jobs in banking and their functions. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to communicate with people using speciћc banking vocabulary. Interest in learning about jobs in banking. Positive attitude towards working in pairs Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Describing an ofћce or talking about a daily routine. p. 12,15. 1.1 Evaluation criteria: Interest in learning about jobs in banking. 2. Mathematical competence: 2.1 Evaluation criteria: 3. Knowledge and interaction with the physical world: References people s jobs in banking around the world. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to treat customers with respect. p.16. 4.1 Evaluation criteria: Be willing to learn about customer care. 5. Cultural and artistic competence: References to how people work and live. p.14,15. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 2, p.19. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha) : The maturity which a student shows in his/her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Social competence: Customer care • Using tact and the correct vocabulary to communicate in English ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Listening Course book, Unit 2 p.12,14,13,17 Vocabulary Study, Course book, Unit 2. p.13,1618 Grammar Study, Course book , Unit 2.p. 12, 14,15, 18 Reading study, Unit 2 p.16,17 Writing study, Course book, Unit 2. p.12, 15 Speaking study, Course book, Unit 2. p. 12,13,14,15,17 Review, Unit 2, Course book, p. 19 Extension activities: CD-ROM Extension activities: Starting out. PDF What do you do every day?. PDF What’s your job?. PDF Customer care. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises • Review Unit 2 p. 19 Accumulative evaluation Self-evaluation 2. EVALUATION CRITERIA • To understand the general message of texts about daily routines, and identify relevant details in oral messages related with them. • Express himself/herself with ћuency and using the correct pronunciation - intonation when using adverbs to express what you in your daily life. " Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about jobs in banking. • Complete short dialogues using the appropriate structures, functions and vocabulary, such as using adjectives. • Use consciously his/her linguistic knowledge in order to listen to dialogues about daily routines in jobs in banking. • Analyse social aspects of the Anglo-Saxon countries, by comparing how people work in different areas of banking for in those countries with the ones in their own country. • Identify learning strategies used to progress in the learning process by completing the Review for Unit 2. UNIT 3 BANKING PRODUCTS AND SERVICES OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about banking products and services. To exchange information about the products and services you desire in a bank. To understand a simple conversation and using can/can’t to talk about the services your banks offer. To learn speciћc vocabulary related to products and services offered by banks. To be able to say, write and understand different aspects products and services in banking. To use comparative adjectives to discuss customer care offered by banks. To learn words and expressions used in banking. CONTENTS LISTENING Listen to someone talking to their colleague about products and services. Listen again and complete the sentences. Listen to a conversation between a teller and a customer. Listen and tick what is talked about. SPEAKING Think about banks and discuss what products and services they offer. Work in pairs taking turns to ask and answer questions. Discuss how banks attract new customers. Use can/can’t to talk about things you are able to do. Work in pairs and discuss where you can/can’t use your credit card. Discuss whether customer care or services is more important. READING Read the descriptions about products and services required. Read short sentences inserting suitable words or phrases. Read an article about customer care. Read sentences talking about customer care. Read a grammar note about the use can/can’t. Read Marwan and Peter’s conversation. Read a dialogue and number the sentences. Read a memo about customers sharing opinions on products and services provided by banks. Read a grammar note about the use of comparative adjectives. WRITING • Complete the sentences with the suitable words or phrases. • Write the missing word to complete the questions. • Complete the sentences with words and phrases to complete deћnitions. " Write can/can t to complete the sentences. " Write questions and short answers using can/can t. " Write three sentences about you and your partner can and can t do. " Write six questions from the customer survey. LANGUAGE KNOWLEDGE AND USE – Linguistic knowledge: Grammar. Verb opposites: Save/spend, borrow/lend Can/can’t Questions and short answers Word partnerships Can/can’t + present simple Comparative adjectives Vocabulary. Products and services (foreign exchange, insurance...) Advertising Online banking Products and services Customer surveys Pronunciation • British and American English – Learning reћection: Understanding what products and services are. Learning how banks attract new customers. Learning when to use can/can t. Reading and listening about what banks can offer their customers. Learning when and how to use comparative adjectives. Learning functional language to speak about customer care and banking services. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS " To learn how to discuss banking products and services using speciћc banking vocabulary. " Interest in learning about services and products offered by banks. • Positive attitude towards working in pairs. • Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. • Enjoyment in completing activities. BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Using speciћc vocabulary to discuss products and services offered by banks to their customers. p. 20,24,25,26. 1.1 Evaluation criteria: Interest in learning about jobs in banking. 2. Mathematical competence: 2.1 Evaluation criteria: 3. Knowledge and interaction with the physical world: References to banking and services in banks around the world. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how banks attract new customers. p.22. 4.1 Evaluation criteria: Be willing to learn about customer care. 5. Cultural and artistic competence: References to how people invest their money. p.20. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 3, p.27. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Social competence: banking products and services Using tact and the correct vocabulary to communicate in English ATTITUDES AND VALUES • Politeness in the other language. • Effort with new vocabulary and structures. • Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. • Overcome mental blocking when meeting new people in the target language • Attentive-assertive listening • Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Listening Course book, Unit 3 p. 24,25, Vocabulary Study, Course book, Unit 3. p.21,24 Grammar Study, Course book , Unit 3. p. 23, 26 Reading study, Unit 3 p. 20,22,24,25,26 Writing study, Course book, Unit 3. p.23,26 Speaking study, Course book, Unit 3. p. 21,22,23,25,26 Review, Unit 3, Course book, p. 27 Extension activities: CD-ROM Extension activities: Products and services. PDF What can you do? PDF What can banks give to customers? PDF Customer service. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises • Review Unit 3 p. 27 Accumulative evaluation Self-evaluation 2. EVALUATION CRITERIA • To understand the general message of texts about products and services offered by banks, and to identify relevant details in oral messages related with them. • Express himself/herself with ћuency and using the correct pronunciation - intonation when using can/can t to express what you in your daily life. " Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about products and services. • Complete short dialogues using the appropriate structures, functions and vocabulary, such as using comparative adjectives. • Use consciously his/her linguistic knowledge in order to listen to dialogues about customer services offered by banks. • Analyse social aspects of the Anglo-Saxon countries, by comparing how banks work in those countries compared with the ones in their own country. • Identify learning strategies used to progress in the learning process by completing the Review for Unit 3. UNIT 4 BANK TRANSACTIONS OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations using formal language. To exchange information about banking transactions. To understand a simple conversation and to use the present continuous to talk about something that is happening at the moment. To learn different world currencies to be able to discuss bank transactions. To be able to say, write and understand the process of bank transactions. To use Wh- question words to ask and answer questions about banks. To learn countable and uncountable nouns to discuss bank related issues. CONTENTS LISTENING Listen and match each dialogue to a transaction. Listen again and complete dialogues. Listen and underline the stressed words in each sentence. Listen to Sam talking about a business trip. Listen and write the currencies he needs. Listen to Sam at the foreign exchange currency counter. Listen again and answer the questions. SPEAKING Study a picture and talk abut what you see. Talk about what the people in the bank are doing. Work in pairs. Role play the customer and cashier. Use different ideas to speak about customer and cashier roles in banking. Work in pairs and discuss the questions posed. In pairs quiz each other on countries and their currencies. Use Wh- question words to quiz your partner. READING Read the grammar note about the present continuous. Read the dialogue between a customer and a bank cashier. Read a grammar note about polite language. Read the questions and answers made by the cashier. Read an article on travelling abroad and exchanging money. Read the grammar note on Wh-question words. Read the questions using the Wh-question words.. Read a grammar note on countable and uncountable nouns. WRITING Write sentences comparing the present simple to the present continuous.. Write each expression in the box. Listen and complete the dialogues. Using the given vocabulary, ћll in the gaps. Complete the questions with the Wh-question words. Choose the correct noun in italics. LANGUAGE KNOWLEDGE AND USE  Linguistic knowledge: Grammar. Present continuous Polite language Word stress Wh-questions Wh-questions words Countable and uncountable nouns Vocabulary. Time expressions Transactions Foreign exchange Currencies Singular and plural nouns Pronunciation " British and American English  Learning reћection: Understanding how bank transactions work. Learning when and how to use the present continuous versus the present simple. Learning when and how to use polite language in the banking business. Reading and listening about foreign currencies. Learning when and how Wh-question words. Learning functional language to speak using countable and uncountable nouns in banking transactions. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to use polite language to express yourself. Interest in learning about foreign countries and their currencies. Positive attitude towards working in pairs. Willingness to discuss how bank transactions work learning through dialogues and personal experience. Enjoyment in completing activities. BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Using speciћc vocabulary to discuss bank transactions offered by banks to customers. p. 28,29,30,34. 1.1 Evaluation criteria: Interest in learning how banks function. 2. Mathematical competence: Commissions and exchange rates. p. 32,33. 2.1 Evaluation criteria: Interest in learning about countries and the exchange rate and comission on their national currency. 3. Knowledge and interaction with the physical world: References to countries and their national currencies. p.32,33 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to use polite language in banking transactions p.16. 4.1 Evaluation criteria: To be willing to learn about customer care. 5. Cultural and artistic competence: References to people and their national currency, how banking transactions work around the globe. p.30,31,32,33,. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 4, p.35. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Social competence: Foreign Currency Using maths skills to understand exchange rates, commissions and world currencies. Using tact and the correct vocabulary to communicate in English ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Listening Course book, Unit 4 p. 30,31,32, Vocabulary Study, Course book, Unit 4. p. 33 Grammar Study, Course book , Unit 4. p. 28,30,34 Reading study, Unit 4 p. 33 Writing study, Course book, Unit 4. p. 29,31, Speaking study, Course book, Unit 4. p. 28,31,32, Review, Unit 4, Course book, p. 35 Extension activities: CD-ROM Extension activities: What are they doing?/How can I help you? PDF Foreign currency/Asking questions. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises Accumulative evaluation Self-evaluation • Review Unit 4 p. 35 2. EVALUATION CRITERIA To understand the general message of texts about social interaction between customer and bank employees using polite language, and to identify relevant details in oral messages related with them. Express himself/herself with ћuency and using the correct pronunciation - intonation when using Wh-questions to ask questions related to banking. Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about foreign currencies. Complete short dialogues using the appropriate structures, functions and vocabulary, such as using the present continuous. Use consciously his/her linguistic knowledge in order to listen to dialogues about foreign currencies. Analyse social aspects of the Anglo-Saxon countries, by comparing how banks work in those countries compared with the ones in their own country. Identify learning strategies used to progress in the learning process by completing the Review for Unit 4. UNIT 5 INVESTMENT OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about investing money. To exchange information about investment portfolios. To understand a simple conversation and use simple language to talk about arranging an appointment. To learn about the stock markets and examples of stock market indices around the world. To be able to say, write and understand the use of the present continuous. To use speciћc vocabulary to talk about investment portfolios. To speak about different ways to invest your money. To learn through reading and speaking about investment . CONTENTS LISTENING Listen to a ћ nancial adviser. Read and listen to what people say about their ћnancial needs. Listen and check your answers. SPEAKING Work in pairs and discuss different types of investment. Talk about how you diversify $100,000. Work in small groups and discuss your portfolio. Discuss how you keep a record of your appointments. Look at Mark’s diary and answer questions. Take turns to ask each other about your appointments. READING Read a text about Investing your money. Read the text again to see if the statements are true or false. Read a saying and talk about its meaning. Read this article about investment portfolios. Read it again and complete the sentences with the words in the box. Read the text and talk about the difference between a stock exchange and a stock market index. Read about Mark Hunter’s appointments. WRITING Complete these sentences with the words and expressions. Read the article. Complete these sentences with the words and expressions. Look at Mark’s diary and answer these questions. Write your own diary for next week. LANGUAGE KNOWLEDGE AND USE – Linguistic knowledge: Grammar. Investment expressions Investment portfolios Plurals Present continuous Prepositions of time Vocabulary. Expressions Investment types Stock exchanges Stock indices Appointments Pronunciation. " British and American English  Learning reћection: Understanding basic ways to invest money. Learning basic vocabulary for an investment portfolio. Learning about stock markets. Reading and listening about arrangements and appointments. Learning functional language to talk about what you are doing right now. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to communicate with people of all socio-economic backgrounds. Interest in learning about investment portfolios. Positive attitude towards working in pairs. Willingness to discuss investments and to learn through dialogues and personal experience. Enjoyment in completing activities BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Discuss your investment portfolio. p. 39. 1.1 Evaluation criteria: Interest in learning about banking. 2. Mathematical competence: Students learn about the stock market. p. 40. 2.1 Evaluation criteria: To be able to use mathematical concepts in English. 3. Knowledge and interaction with the physical world: References to countries and their stock markets. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to make an appointment. p.41. 4.1 Evaluation criteria: Be willing to learn how to correctly use the present continuous. 5. Cultural and artistic competence: References to countries and their stock markets and stock market index. p.41. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 5, p.43. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: • Listening Course book, Unit 5 p. 37,42 • Vocabulary Study, Course book, Unit 5. p. 37, • Grammar Study, Course book , Unit 5. p. 41,42 • Reading study, Unit 5 p. 36,38,40,41 CROSS-CURRICULAR ITEMS Finances: Spreading the risk • Learning how investment portfolios work. ATTITUDES AND VALUES • Writing study, Course book, Unit 5. p. 42 • Speaking study, Course book, Unit 5. p. 36,39,41,42 • Review, Unit 5, Course book, p. 43 Extension activities: CD-ROM Extension activities: The stock market. PDF Investing money. PDF Spreading the risk. PDF Arrangements and appointments. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises Accumulative evaluation Self-evaluation • Review Unit 5 p. 51 2. EVALUATION CRITERIA Understand the general message of texts about types of investment, and identify relevant details in oral messages related with them. Express himself/herself with ћuency and using the correct pronunciation - intonation when using the present continuous to talk about arrangements and appointments. Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about investment portfolios. Complete short dialogues using the appropriate structures, functions and vocabulary, such as writing prepositions of time. Use consciously his/her linguistic knowledge in order to listen to people s ћ nancial needs. Analyse social aspects of the Anglo-Saxon countries, by comparing how investment banking works in those countries with the ones in their own country. Identify learning strategies used to progress in the learning process by completing the Review for Unit 5. UNIT 6 A CAREER IN ACCOUNTANCY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversation about accountancy profession. To talk about future intentions. To understand a simple conversation about jobs in accountancy with an emphasis on speciћc vocabulary related to this job. To learn adjectives and their opposites. To be able to say, write and understand different aspects of accountancy. To use speciћc vocabulary to describe people who work in accountancy. To speak and use be going to and will. To learn through reading and speaking about accountancy. CONTENTS LISTENING Listen to Bob and Callum’s dialogue at the gym. Complete the sentences with the words in the box and check your answers by listening to the audio. Listen and check your answers. Match and listen to check your answers. SPEAKING Work and pairs and discuss this statement. Work in small groups and discuss these questions. Which of these things do you think an accountants do? Discuss answer you wrote previously. Discuss what qualities you ћnd important for an account. READING Read the text. Read the text again and tick the correct statement. Choose the best explanation for each statement. Find the words in the text. Study a grammar note about the difference between be going to and will. Complete the sentences and dialogues. Read an information sheet. Read a memo. Read part of a questionnaire. Read the answers to the questions in the listening. WRITING Write the vocabulary words given. Complete the sentences with be going to or will. Complete the memo with the vocabulary words. Match the accountancy jobs in the box with the description. Complete the sentences with suitable words or phrases. Write your own answers to the questions in 6. Complete the sentences with some adjectives from the box. Complete the information. Make a list of qualities you need for your job. LANGUAGE KNOWLEDGE AND USE – Linguistic knowledge: Grammar. Adjectives Be going to Will Matching verbs to noun phrases Negative preћxes Opposite meanings of adjectives Vocabulary. Careers in accountancy Financial statements Opposites of nouns Accountancy jobs Job qualities Job prescriptions Pronunciation. " British and American English  Learning reћection: Understanding the job an account performs. Learning to talk about the future. Learning adjectives and their opposites. Reading and listening about people’s jobs in accountancy. Learning functional language to speak about jobs in accountancy and their function. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to communicate with people using speciћc accounting vocabulary. Interest in learning about jobs in accounting. Positive attitude towards working in pairs. Willingness to discuss jobs in banking and learn through dialogues and personal experience. Enjoyment in completing activities BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Describing an ofћce or talking about a daily routine. p. 12,15. 1.1 Evaluation criteria: Interest in learning about jobs in banking. 2. Mathematical competence: 2.1 Evaluation criteria: 3. Knowledge and interaction with the physical world: References people’s jobs in banking around the world. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to treat customers with respect. p.16. 4.1 Evaluation criteria: Be willing to learn about customer care. 5. Cultural and artistic competence: References to how people work and live. p.14,15. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 2, p.19. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Social competence: Customer care • Using tact and the correct vocabulary to communicate in English ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Listening Course book, Unit 6 p. 46,48,49, Vocabulary Study, Course book, Unit 6. p. 45,47,48 Grammar Study, Course book , Unit 6. p.50 Reading study, Unit 6 p. 44,47,48 Writing study, Course book, Unit 6. p. 49 Speaking study, Course book, Unit 6. p. 44,45,46,50 Review, Unit 6, Course book, p. 51 Extension activities: CD-ROM Extension activities: Who needs accountants?. PDF What do accountants do?. PDF Jobs in accountancy. PDF What makes a good accountant?. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises • Review Unit 6 p. 51 Accumulative evaluation Self-evaluation 2. EVALUATION CRITERIA • To understand the general message of texts about daily routines, and identify relevant details in oral messages related with them. " Express himself/herself with ћuency and using the correct pronunciation - intonation when using adverbs to express the future. " Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about jobs in accountancy. " Complete short dialogues using the appropriate structures, functions and vocabulary, such as using negative preћxes to form adjectives. " Use consciously his/her linguistic knowledge in order to listen to dialogues about the job an accountant does. • Analyse social aspects of the Anglo-Saxon countries, by comparing how people use accountancy in different areas of banking in those countries compared with the ones in their own country. • Identify learning strategies used to progress in the learning process by completing the Review for Unit 6. UNIT 7 AN ACCOUNTANTДS LIFE OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations about the past. To exchange information about the stages in your career. To understand a simple conversation using the past simple to talk about things you did and didn t do. To learn speciћc vocabulary related to making calculations. To be able to say, write and understand different aspects of working as an accountant. To use the negative past simple to talk about actions in the past. To learn words and expressions used in making calculations and talking in the past. CONTENTS LISTENING Listen to George talking about his conference. Listen again and mark which statements are true or false. Listen and number the calculations. Practise saying the calculations, listen and check. Listen to a conversation and tick the jobs she ћnished. Listen again and write what she didn t do. Listen and check your answers. Listen and repeat the verbs. Listen to a dialogue. Listen again and answer questions. SPEAKING Discuss conferences you attend. Likes and dislikes. Work in pairs exchanging information about calculations. Read out calculations and write them down. Practise saying large numbers. Work in pairs and compare sentences with your partner. Take turns asking and answering questions. Work in pairs discussing the dates in your table. In pairs take turns asking and answering about what George did. Read George’s letter and discuss a set of questions. READING • Read the list of things George comments on. • Read the grammar note on the past simple of be. • Read and complete the dialogue with the past of be. " Read the adjectives and ћll the gaps. " Read a list of jobs. " Read a grammar note on the past simple of regular verbs. " Read and complete information about George s career. 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+hz№hр8X5B*CJ\aJmH ph!sH 1hz№hр8X56B*CJ\]aJmH ph!sH hр8X5B*CJ\aJph!hр8X5B*CJ\aJph!hр8XB*CJaJph!%hz№hр8XB*CJaJmH ph!sH hр8XB*CJaJph!)p?@0@\@Й@н@о@ё@ђ@bBdB№BђB,C.CbCdCD DяяяяяэсиЯЯЦЦННДДЋЋ „1„M„И & „м„o„ѓ& „1„„m & „м„'„‚& „1„U„p!& „1„U„d#& $„т„9„X &a$ & F„1„ƒ„8#&gdр8X D‡DˆDнDоD!E"EyEzEЙEКE FFVFWFнFоFNGOGHііээффллввЩЩРРЗЗЎЎЅ „1„U0„\ & „м„-„g& „1„=*„z& „м„^(„& „1„ѕ&„Њ& „м„%„т& „1„­#„& „м„Ю!„я& „1„e „& „м„„H&HHHH‹HЁHХHђHJI”IДIжIзI J8JjJ JПJэJ%KIKJK§єынЭЭЭЭЭЭ§ОЎЎЎЎЎЎЎ§ & F„1„7„&gdр8X$dh„Q„~„E &a$ & F„1„ „J &gdр8X $$„Q„З„ &a$ #„1„S8„ & "„Q„–5„e&&HHH‹HЁH•IДIзI№I J7J8JiJjJŸJ JОJПJьJэJ$K%KHKJKaK~KK€K“KцгСгЕгœц†г†г†гwЕ†г†г†гцaNгЕ%hz№hр8XB*CJaJmH ph!sH +hz№hр8X5B*CJ\aJmH ph!sH hр8X6B*CJ]aJph!+hz№hр8X6B*CJ]aJmH ph!sH 1hz№hр8XB*CJOJQJ^JaJmH ph!sH hр8XB*CJaJph!#hр8XB*CJOJQJ^JaJph!%hz№hр8XB*CJaJmH ph!sH 1hz№hр8XB*CJOJQJ^JaJmH ph!sH JKaKK“KДKЬKсKтKюKLLbL’LЉLЊLгLѓчззззеЩНБЁЁ’еƒ$dр„„B0„ы &a$$„E„64„Т &a$gdz№ & F„1„-„ж&gdр8X $„„’+„ &a$ $„A„Ь)„ќ&a$ $„Q„ў'„G&a$ & F„1„[!„‡&gdр8X $„„к„Ћ&a$ $„A„Œ„Ъ &a$“K”KДKЕKтKюKLLLcL’LЉLЊLвLгLьLNNROTOќQRRRямяаОЌ‘ма…t‘Ќмамам^мK%hz№hр8XB*CJaJmH ph!sH +hz№hр8X5B*CJ\aJmH ph!sH  hz№hр8X>*B*CJaJph!hz№B*CJaJph!hр8XB*CJaJph!hр8X5B*CJ\aJph!#hр8XB*CJOJQJ^JaJph!#hр8XB*CJOJQJ^JaJph!hр8XB*CJaJph!%hz№hр8XB*CJaJmH ph!sH hz№B*CJaJmH ph!sH гLыLьLrMшN P{PєPЂQR6RBR‘RѓъоаФИЌ ”†zn $„1„ „c&a$ $„Q„З„Н&a$ !$$„ „3„…&a$ $„1„Ў„!&a$ $„1„т„!"&a$ $„1„„™!&a$ $„1„C „‰ &a$ $„1„s „s!&a$ $$„1„Ѓ„ "&a$ $„1„л7„l!&a$ „1„Ѓ„!"& $„A„t6„с &a$ RRR6RBRшRщRqSzS›SœSTTV$V%V/V W WWТWЫWX#XzX{XƒXьйьР­­‡­­{­iWE­WE­‡­‡­WE#hр8XB*CJOJQJ^JaJph!#hр8XB*CJOJQJ^JaJph!#hр8XB*CJOJQJ^JaJph!hр8XB*CJaJph!+hz№hр8X6B*CJ]aJmH ph!sH hz№B*CJaJmH ph!sH %hz№hр8XB*CJaJmH ph!sH 1hz№hр8XB*CJOJQJ^JaJmH ph!sH %hz№hр8XB*CJaJmH ph!sH %hz№hр8XB*CJaJmH ph!sH ‘RщRєRCSœSЊS„T>UвUVV/V{VІVтV W WW[W”WяпяяпяяяянбССССнЕЅЅ & F„1„ѓ„0&gdр8X $„A„Œ„a&a$ & F„1„s„у&gdр8X %$„Q„Ж„Т&a$„а„1„s „3"&`„аgdz№ & F„1„s „3"&gdр8X”WОWіW;XyXzXƒXСX§X$YRYYЉYеY0ZoZpZyZzZИZяяяяэсбббббббббэХМА &$„1„Ы8„&a$ „1„Ѓ„я& $„A„d7„Z&a$ & F„1„C*„U$&gdр8X $„A„м(„>&a$ & F„1„ѓ„0&gdр8XƒXuY~YpZqZzZ\\&\:\Ц\и\Ь]Ю]^^$^%^6^N^O^P^Z^^Ž^˜^Ф^а^б^щ^ _ _U_c_ьжьНЄь˜ьжьжьНЄН‰˜ьжьsd˜Ud˜‰˜ьжь˜‰hz№6B*CJ]aJph!hр8X6B*CJ]aJph!+h†@5hz№6B*CJ]aJmH ph!sH hр8X5B*CJ\aJph!hр8XB*CJaJph!1hz№hр8XB*CJOJQJ^JaJmH ph!sH 1hz№hр8XB*CJOJQJ^JaJmH ph!sH +hz№hр8X6B*CJ]aJmH ph!sH %hz№hр8XB*CJaJmH ph!sH !ИZэZ\r\о\j]Ь]^^%^O^[^y^^Њ^ѓхйЭСЕЉ‘ & F„1„G„Ѓ&gdр8X $„A„п„+&a$ $„A„„ &a$ $„A„œ„=&a$ $„1„C „”&a$ $„1„л „Р&a$ $„1„o „8&a$ $„1„„U&a$ $$„1„Ѓ„&a$ &$„1„3:„ &a$Њ^У^Ф^б^ __)_A_T_U_d_„_`t`Ь`a˜abЊbяэсбббббэХЙ­ & F „1„Ы)„• &gdр8X $„A„d(„\ &a$ $„1„‚&„&a$ $„A„%„Œ&a$ & F„1„—„&gdр8X $„A„.„В&a$ & F„1„G„Ѓ&gdр8Xc_„_`ј` aЌbЎbЖbИbccœcžcєdѕdee0effдfќfZg’gžgШgЬgh`hѓсЮИЮЂŒЂŒyЮѓЮЂŒy`ЮѓЮJЮ`ЮJЮ`Ю+hz№hр8X5B*CJ\aJmH ph!sH 1hz№hр8X56B*CJ\]aJmH ph!sH %hz№hр8XB*CJaJmH ph!sH +hz№hр8X5B*CJ\aJmH ph!sH +hz№hр8X5B*CJ\aJmH ph!sH 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George and complete with the words from the box. WRITING Fill in the gaps with the past simple of be. Use stronger adjectives to complete the dialogues. Read some calculations and write them down. Write ћve sentences about what you did and didn t do. Complete the information about George s career. Write the verbs in the box in the correct column. Make a table of yourself using dates and past simple verbs. Write the verbs in the past simple. Write ћve sentences using the past simple. Complete the tax return letter with the words in the box. LANGUAGE KNOWLEDGE AND USE  Linguistic knowledge: Grammar. Past simple of verb to be Stronger adjectives Calculations Past simple of regular verbs Past simple Pronunciation Past simple of irregular verbs Vocabulary. Business and travel Calculation symbols Large numbers Tasks Careers A  to do list Tax returns Pronunciation " British and American English  Learning reћection: Understanding large numbers and mathematical calculations. Learning how the past simple works. Learning an example of a speciћc career in ћnance. Reading and listening about the day in the life of an accountant. Learning when and how to use the regular and irregular past simple. Learning functional language to explain calculations and actions in the past. SOCIO-CULTURAL ASPECTS AND INTERCULTURAL AWARENESS To learn how to discuss actions in the past using speciћc banking vocabulary. Interest in learning about a speciћc job in banking. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Using the past simple to describe a person’s life in accountancy. p. 52,53,55,56,57. 1.1 Evaluation criteria: Interest in learning about jobs in banking. 2. Mathematical competence: Learning about making calculations using large numbers. 2.1 Evaluation criteria: To be able to use mathematical concepts in English. 3. Knowledge and interaction with the physical world: References people’s jobs in accountancy around the world. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to treat people with respect. p.53. 4.1 Evaluation criteria: Be willing to learn how to be tactful with our choice of adjectives. 5. Cultural and artistic competence: References to how people work and live. p.52,55,56,57. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 7, p.59. 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Maths competence: Calculations • Learning how to use large numbers and symbols to communicate in English. ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Listening Course book, Unit 7 p. 52,54,55,56,58 Vocabulary Study, Course book, Unit 7. p. 53,54,56,58 Grammar Study, Course book , Unit 7. p. 53,54,55,57 Reading study, Unit 7 p. 57 Writing study, Course book, Unit 7. p. 55,56,57 Speaking study, Course book, Unit 7. p. 52,54,55,56,57,58 Review, Unit 7, Course book, p. 59 Extension activities: CD-ROM Extension activities: Calculations. PDF She worked hard yesterday. PDF Was it a good conference? PDF He ћnished school in 1994/He became an account. PDF A tax return. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises Accumulative evaluation Self-evaluation • Review Unit 7 p. 59 2. EVALUATION CRITERIA To understand the general message of texts about the life of an accountant, and to identify relevant details in oral messages related with them. Express himself/herself with ћuency and using the correct pronunciation - intonation when using the past simple to express what an accountant does in his daily life. Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about an accountant’s life. Complete short dialogues using the appropriate structures, functions and vocabulary, such as the irregular past simple. Use consciously his/her linguistic knowledge in order to listen to dialogues about what someone did or didn’t do. Analyse social aspects of the Anglo-Saxon countries, by comparing how people work in accountanncy in those countries compared with people in their own country. Identify learning strategies used to progress in the learning process by completing the Review for Unit 7. UNIT 8 THE ECONOMY OBJECTIVES Throughout this unit, the student will be able to achieve the following aims: To develop speaking and understanding through conversations using the future. To exchange information about the economy. To understand a simple conversation and to use the future to talk about future predictions. To learn speciћc vocabulary to talk about the economy. To be able to say, write and understand economic indicators. To use correct expressions, either negative or positive to talk about the economy. To learn how to make predictions about the economy using Will for future predictions. CONTENTS LISTENING Listen and repeat the numbers. Listen and tick the numbers you hear. Listen to a radio interview. Listen again and ћll the gaps. Listen and check your answers. SPEAKING Work in pairs and discuss these questions. Say the percentages. Look at the words and discuss with your partner. Make predictions about the price of things. Discuss two positive and negative aspects about the economy. READING Read and check meaning of words in dictionary. Read th text and ћll th gaps. Read sentences using speciћc vocabulary about the economy. Read a grammar note on 0. Read the grammar note on Will for future predictions. Read the listening dialogue. Read a quiz on the Bank of England. Read a news brieћng. Read positive and negative expressions. WRITING • Write the vocabulary using economic indicators. • Match and write the economic indicators with their meanings. • Look at the graphs and complete the sentences. • Make a presentation about two countries and their economic activities. • Complete the sentences with the words given. • Write down your ideas on names and location of central banks. • Write the expressions you underlined. LANGUAGE KNOWLEDGE AND USE – Linguistic knowledge: Grammar. Synonyms Economic descriptors The number 0 Will for future predictions A news brieћng Vocabulary. Economic indicators Decimal numbers Percentages Bank of England Positive and negative expressions Pronunciation. " British and American English  Learning reћection: Understanding what economic indicators are. Learning how to say the 0 in different ways. Learning when to use Will for future predictions. Reading and listening about predictions in the economy. Learning when and how to use give positive and negative news. Learning functional language to speak about trends in the economy. 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Interest in learning about the economy. Positive attitude towards working in pairs. Willingness to discuss how banks work and what they offer, learning through dialogues and personal experience. Enjoyment in completing activities. BASIC COMPETENCES 1. Linguistic communicative competence: All the activities of the unit use the language as an instrument of communication. Ex. Using speciћc vocabulary to discuss predictions about the future. p. 64. 1.1 Evaluation criteria: Interest in learning about the economy. 2. Mathematical competence: Learning about the number 0. 2.1 Evaluation criteria: To be able to use mathematicalconcepts in English. 3. Knowledge and interaction with the physical world: References to world economies and their central banks. 3.1 Evaluation criteria: Curiosity in learning about geography, social facts about foreign countries. 4. Social and civil competence: To learn how to use the appropriate positive and negative expressions to give good and bad news. 4.1 Evaluation criteria: Be willing to be tactful in the expressing good or bad news. 5. Cultural and artistic competence: References to world economies. p. 62,63. 5.1 Evaluation criteria: Pleasure in learning cultural facts. 6. Competence of learning to learn: Students complete the Review in Unit 8, p.67 6.1 Evaluation criteria: Interest in learning how to learn in English. 7. Personal autonomy and initiative competence: Initiative to work in pairs to complete dialogues and speakings throughout the unit. 7.1 Evaluation criteria: To enjoy one on one participation. To be willing to listen and interact with others. 8. The emotional competence: (Castilla la Mancha): The maturity which a student shows in his/ her actions, both with others and with him/herself, above all when resolving everyday problems. CROSS-CURRICULAR ITEMS Maths competence: • Learning how to express oneself correctly using different ways of saying the number 0. ATTITUDES AND VALUES Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc. Overcome mental blocking when meeting new people in the target language Attentive-assertive listening Use of target language in class MIXED-ABILITY ACTIVITIES Consolidation activities: Extension activities: CD-ROM Extension activities: Predictions PDF The Central Bank PDF Economic Indicators PDF Trends and numbers PDF Good news, bad news. PDF EVALUATION 1. EVALUATION RESOURCES Formative evaluation Classroom observation to check both individual and global progress Skills: reading, writing, listening exercises • Review Unit 8 p. 67 Listening Course book, Unit 8 p. 63,65 Vocabulary Study, Course book, Unit 8. p. 61,62, Grammar Study, Course book , Unit 8. p. 63,64 Reading study, Unit 8 p. 60,65,66 Writing study, Course book, Unit 8. p. 63 Speaking study, Course book, Unit 8. p. 61,63,64,66 Review, Unit 8, Course book, p. 67 Accumulative evaluation Self-evaluation 2. EVALUATION CRITERIA • To understand the general message about economic indicators and trends in the economy, and to identify relevant details in oral messages related with them. " Express himself/herself with ћuency and using the correct pronunciation - intonation when using Will for future predictions to express what you believe will happen. " Recognise the general idea and be able to get speciћc information of written texts coming from different sources that talk about the economy. " Complete short dialogues using the appropriate structures, functions and vocabulary, such as trends and numbers. 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tр 6””ж0џџџџџџіL,5жL,4ж e4ytљTA†7œJ@ёџJ Normal dЄШCJ_HaJmH sH tH NA@ђџЁN Fuente de pсrrafo predeter.Ri@ѓџГR  Tabla normalі4ж l4жaі ,kєџС, Sin lista `ўOёџђ` Default1$7$8$H$)B*CJOJQJ_HaJmH phsH tH ,ўOёђ, CM1 B*phџ.ўOёђ. CM45 B*phџ,ўOёђ, CM2 B*phџ.ўOёђ. CM46 B*phџ,ўOёђ, CM3 B*phџ,ўOёђ, CM5 B*phџ.ўOёђ. CM51 B*phџ2ўOёђ2 CM8dh B*phџ2ўOёђ2 CM6dh B*phџ2ўOёђ2 CM9dh B*phџ4ўOёђ4 CM10dh B*phџ,ўOёђ, CM4 B*phџ4ўOёђ4 CM11dh B*phџ.ўOёђ. CM12 B*phџ4ўOёђ4 CM13dр B*phџ4ўOёђ4 CM14dр B*phџ4ўOёђ4 CM15 dh B*phџ.ўOёђ. CM47! B*phџ4ўOёђ4 CM20"dh B*phџ4ўOёђ4 CM17#dh B*phџ4ўOёђ4 CM21$dh B*phџ4ўOёђ4 CM23%dh B*phџ4ўOёђ4 CM24&dh B*phџ.ўOёђ. CM26' B*phџ4ўOёђ4 CM27(dh B*phџ.ўOёђ. CM31) B*phџ.ўOёђ. CM32* B*phџ4ўOёђ4 CM35+dh B*phџ2ўOёђ2 CM7,dh B*phџ.ўOёђ. 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LopezЄf                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e ўџр…ŸђљOhЋ‘+'Гй0ˆ˜МШиф№ $ D P \hpx€фEnglish 1 version 2.inddestherNormalLuis J. 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