Performance 1
General Programme
of Contents
______
Area of Foreign Languages:
English
UNIT 1 – New countries, new lives
I. OBJECTIVES
CONTENT BLOCK 1 – Oral communication: listening, speaking and conversing
· To understand the gist and the most relevant specific information in oral texts in different communication contexts related to the contents of the unit:
- The experiences of three people who are living in a new country.
- A text about Japan and an interview with someone who lives in the country as an immigrant.
· To practice a range of listening comprehension skills; Listening Tip: Taking notes.
· To express oneself fluently and accurately using the appropriate strategies and skills for each communicative situation:
- Function: Describing photos.
- Useful language: useful expressions for describing potos / pictures; making guesses / deductions; describing similarities / differences.
CONTENT BLOCK 2 – Written communication: reading and writing
· To understand the gist and the most relevant specific information in reading texts in different contexts linked to the topic of the unit:
- Three texts about the experiences of people who are living in a new country.
- An adapted text about the United Kingdom immigration (The changing face of Britain).
· To practice a range of reading skills and specific aspects of effective reading according to the type of text:
- Reading Tip: Dealing with unknown words.
- Language in context: False friends, words in the text preview, grammar preview.
· To practice different types of composition, with the aid of clear writing models and step-by-step instructions; in this unit: An informal email.
· To practice and acquire the necessary writing skills to write effectively; Writing Tip: Plan what to say before you write.
· To use appropriate resources of cohesion and coherence in a text (Language work): Adverbs of degree, conjunctions of cause and effect.
CONTENT BLOCK 3 – Understanding of the language
3.1 Linguistic knowledge
Grammar
· To Understand and use the grammatical structures learnt in the unit correctly, providing a relatively high degree of cognitive challenge:
- Reviewing the present: present simple present continuous, present perfect simple, present perfect continuous, for / since, verb + gerund / infinitive.
Vocabulary
· To learn and use a range of vocabulary that is genuinely useful for expressing ideas:
- Topic vocabulary review: living in a new country / Immigration.
- Word building: nouns, verbs, adjectives.
- Words in the text: earn / win.
Phonetics
· To improve pronunciation through the use of the phonetic alphabet and the recognition and production of basic patterns of of rhythm, intonation and stress in words and sentences. In this unit:
- Stress in phrases (Pronunciation workshop).
3.2 Reflection on learning
· To think about the strategies used to improve and self-correct the oral and written productions (Reading Tips, Listening Tips, Speaking Tips, Writing Tips).
· To implement strategies to revise, organise, consolidate and remember the vocabulary and language structures: Round-up, Language in context, Word building, Words in the text.
· To practice basic language and vocabulary structures and functions of the foreign language in real and specific everyday communication contexts. These are highlighted as: Have your say! Let’s Listen!, Say it right!
· To consolidate the strategies of assessment and self-assessment in the learning process while giving students’ ample preparation and practice in the techniques and strategies of the examinations.
CONTENT BLOCK 4 – Socio-cultural features and intercultural awareness
Immersion in the language, tradition and culture of the English-speaking world and also recognition and appreciation of the foreign language as an instrument of communication and learning, whilst showing a positive attitude towards people who speak another language and have a different culture to the students’ own.
CONTENT BLOCK 5 – Literary education
To enjoy literature through the reading of chosen texts and those of other, audiovisual, artistic genres (theatre, cinema, radio, television...), in order to gain an understanding of the world and of the human condition, to enrich ones language and to develop aesthetic awareness.
II. CONTENTS
CONTENT BLOCK 1 – Oral communication: listening, speaking and conversing
· Listen to and read about the experiences of three people who are living in a new country and practice the listening comprehension activities (Focus on the topic Students’ Book, page 5).
· Dictation (Let’s listen!, Students’ Book, page 7).
· Listen to a text to carry ouy an exercise completing it with the appropriate words and expressions in order to practice the vocabulary and grammar section of the unit in a real communication context (Round-up, Students’ Book, page 9).
· Discuss what they know about Japan (mini-documentary) and answer some questions. Listen to and check the answers (Students’ Book, page 10).
· Listen to an interview about a North American living in Japan and practice the listening comprehension activities (Students’ Book, page 10).
· Listen to and read a model dialogue which presents the language functions needed in this unit: describing and contrasting photos. Then do the speaking practice activities (Students’ Book, page 11, Speaking reference page 144).
· Oral communication talking about what they hear in a text and giving opinions about it (Have your say!, Students’ Book, page 10).
· Oral communication to practice the language functions learned in the unit using the useful expressions provided (Useful language). Controlled and free practice (Students’ Book, page 11 and 146; Speaking reference, page 144).
CONTENT BLOCK 2 – Written communication: reading and writing
· Read three texts about the experiences of people who are living in a new country and complete the comprehension exercises (Focus on the topic - Students’ Book, page 5)
· Read an adapted text about United Kingdom immigration and answer the comprehension questions (The changing face of Britain, Students’ Book, pages 6 and 7).
· After reading the text, students complete a range of vocabulary and grammar exercises through a variety of questions types in the Language in context section (Reading): false friends, words in the text preview and grammar preview (Students’ Book pages 6 and 7).
· Read the formal email (writing composition model) and follow the step-by-step instructions: Analysis of the ideas, structure and language of the model text. Use the Writing Tip to acquire the necessary skills for writing effectively (Plan what to say before you write - Students’ Book, page 12).
· Practice the key language used in the model text (Language work: adverbs of degree, conjunctions of cause and effect (Students’ Book, page 13).
· Punctuation practice (Students’ Book, page 13, Punctuation reference, page 126)
· Write an informal email to a friend, telling him about the experience of spending the whole summer in a different country; following the text model and the step-by-step instructions (Plan, write, check, Students’ Book pages 12-13; Students’ Book, Writing Reference, page 153).
CONTENT BLOCK 3 – Undestanding of the language
3.1 Linguistic knowledge
Grammar
· Exercises that provide practice of the grammar points (Students’ Book, pages 8-9; Students’ Book, Grammar Reference, page 98).
· Exercises that provide practice of the grammar points in real communication contexts (Round-up, Students’ Book, pages 8 and 9).
Vocabulary
· Exercises that provide practice of the unit vocabulary: Topic vocabulary review (living in a new country; inmigración), Word building (nouns, verbs, adjectives) Words in the text (earn / win), verb + gerund / infinitive (Students’ Book, page 9; Wordlist, page 128).
Phonetics
· Exercises that provide pronunciation practice: stress in phrases (Pronunciation workshop, Students’ Book, page 11).
3.2. Reflection on learning
· Practice and think about the language skills needed to improve written and oral English:
- Reading Tip: Dealing with unknown words (Students’ Book, page 10).
- Listening Tip: Taking notes (Students’ Book, page 10).
- Writing Tip: Plan what to say before you write (Students’ Book, page 10).
· Implement strategies to practice, revise, extend and consolidate vocabulary and grammar:
- Language in context (Students’ Book, page 7).
- Grammar reference, (Students’ Book, page 98).
- Round-up (Students’ Book, pages 8 and 9).
- Topic vocabulary review (living in other countries) Word building (nouns, verbs, adjectives) Words in the text (earn / win), verb + gerund / infinitive (Students’ Book, page 9; Wordlist, page 128).
· Understanding of the varieties of language use, differences in register and between written and spoken language.
· Autonomous use of different learning resources, computer-based, digital or print, such as bilingual and monolingual dictionaries or other reference books.
· Analysis of the use and meaning of grammatical structures through comparison and contrast with the mother tongue.
· Students see how well they can use the gramar, vocabulary and writing skills taught in the unit (Review Unit 1, Students’ Book, page 14) and (Essentials, Workbook page 9 – Challenge, Workbook page 10).
CONTENT BLOCK 4 – Socio-cultural features and intercultural awareness
· Focus on the Topic: this unit explores the idea of living in other countries; beliefs, yearnings, hopes and dreams of immigrants (Students’ Book, page 5).
· Quote information: Discuss what the students think the unit quote means, having a whole-class discussion and talk about the author (Jimmy Carter) (Students’ Book, page 5).
· The United Kingdom immigration (Reading, Students’ Book, pages 6 and 7).
CONTENT BLOCK 5 – Literary education
Genres:
· Jimmy Carter’s quote at the beginning of the unit (Students’ Book, page 5).
· Three files about the experiences of three people who are living in a new country (Students’ Book, page 5).
· An educational text about British inmigration (The changing face of Britain). (Students’ Book, page 6).
Production of oral and written texts:
· Reproduction of dialogues, Unit 1
· An informal email (Students’ Book, page 12)
III. MIXED ABILITY ACTIVITIES
Consolidation and Revision Activities
§ Workbook activities (Unit 1)
· Topic vocabulary (Students’ Book, page 128).
§ Grammar Reference (Students’ Book, page 98), (Workbook, page 88-94).
§ Wordlist (Students’ Book, page 128), (Workbook, page 120)
§ Speaking reference (Students’ Book, page 144).
§ Punctuation reference (Students’ Book, page 126).
§ Writing reference (Students’ Book, page 153), Writing Templates (Workbook, 128)
§ Visit MyEnglishLab (Workbook)
Extension activities
· Teacher’s Guide: Optional activities, Additional activities, Extra help, Extra challenge, Optional exercises, Tips.
· Teacher’s Resource File:
- Extra Reading Practice 1 (page 106).
- Grammar Worksheets 1A and 1B (pages 64-65).
- Vocabulary Worksheets 1A and 1B (pages 80-81).
- Extra Listening Practice 1 (page 116).
- Extra Speaking Practice 1 (page 126).
- Writing Worksheets 1 (page 96).
- Writing Template 1 (page 136).
· Workbook:
- Extra Reading Practice 1 (page 66).
- Extra Listening Practice 1 (page 74).
- Extra Speaking Practice 1 (page 82).
§ Visit web pages to expand knowledge of the topic of the unit: www.bbc.uk/new/uk-12362464.
IV. ASSESSMENT
Assessment tools
Formative assessment
· Students’ Book, Review 1, page 14.
· Teacher’s Resource File:
- Extra Reading Practice 1 (page 106).
- Grammar Worksheets 1A and 1B (pages 64-65).
- Vocabulary Worksheets 1A and 1B (pages 80-81).
- Extra Listening Practice 1 (page 116).
- Extra Speaking Practice 1 (page 126).
- Writing Worksheets 1 (page 96).
- Writing Template 1 (page 136).
· Workbook:
- Extra Reading Practice 1 (page 66).
- Extra Listening Practice 1 (page 74).
- Extra Speaking Practice 1 (page 82).
Summative assessment
· Teacher’s Resource File:
- Mixed-ability end-of-unit Test 1A and 1B (pages 6-9).
Self-assessment
- Essentials, Unit 1, Workbook, page 9.
- Challenge, Unit 1, Workbook, page 10.
Assessment criteria
CONTENT BLOCK 1 – Oral communication: listening, speaking and conversing
· Understand the gist and the most relevant specific information in oral texts in different communication contexts related to the contents of the unit:
- A radio programme and an interview (Extra Listening Practice 1, Teacher’s Resource File, p.116)
· Express oneself and interact correctly and fluently in different communicative situations:
- Describe photos / Information exchange / Role-play / Discussion (Extra Speaking Practice 1, Teacher’s Resource File, page 126).
CONTENT BLOCK 2 – Written communication: reading and writing
· Understand the information contained in written texts from various sources:
- Mixed ability end-of-unit Test 1, level A and B, Reading, Teacher’s Resource File, pages 6-7 and 8-9.
- A text, The smartphone revolution (Extra Reading Practice 1, Teacher’s Resource File, page 106).
· Write clear and detailed texts with different objectives and using various media: an informal email to a friend.
- An informal email (Worksheets & Skills Work-Writing 1, Teacher’s Resource File, page 96).
- Informal email (Writing Template 1, Teacher’s Resource File, page 136).
CONTENT BLOCK 3 – Understanding of the language
3.1. Knowledge of the language
· Understand and use the grammatical structures learnt in the unit correctly: present simple present continuous, present perfect simple, present perfect continuous, for / since, verb + gerund / infinitive.
- Mixed ability end-of-unit Test 1, level A and B, Grammar, Teacher’s Resource File, pages 6-7 and 8-9.
- Worksheets & Skills Work-Grammar Worksheet 1 Level A/B, Teacher’s Resource File, page 64-65.
· Learn and extend vocabulary: living in a new country; inmigración, nouns, verbs, adjectives, (earn / win), verb + gerund / infinitive.
- Mixed ability end-of-unit Test 1, level A and B, Vocabulary, Teacher’s Resource File, pages 6-7 and 8-9.
- Worksheets & Skills Work-Vocabulary Worksheet 1 Level A/B, Teacher’s Resource File, page 80-81.
3.2. Reflection on learning
Identify and use basic learning strategies and skills.
CONTENT BLOCK 4 – Socio-cultural features and intercultural awareness
Show interest in learning and curiosity about the foreign language and recognize linguistic diversity as an enriching element, whilst valuing an understanding of the culture of the countries which speak that language.