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English 2ºFPB

Programación de aula Francisco Artiles Luque

English 2ºFPB


Unit 1. Where do you work?

OBJECTIVES

a. To revise and practise vocabulary from previous level related to jobs.

b. To understand and correctly use new vocabulary related to jobs and work.

c. To understand and correctly use and form the past simple, in the affirmative,

negative and interrogative.

d. To practise the affirmative, negative, question and short answer forms of the present

simple.

e. To correctly use there is / there are to describe an office.

f. To correctly use individual words or several words together with the grammatical

structures presented in the unit.

g. To learn and practise expressions used in formal and informal introductions and to

exchange personal information in a work situation.

h. To read and show understanding of a job profile of a kitchen assistant.

i. To show understanding of the text by answering comprehension questions in the

present simple.

j. To identify general and specific information in a variety of oral texts through active

listening; in this case, an interview with two people from different professions.

k. To recognise and practise the pronunciation of words with silent letters.

l. To practise introductions and exchanges of personal information.

m. To use the present simple to talk about daily activities.

n. To write a description of a typical day.

o. To become aware of one’s own learning through completing the activities in the

Review section.

p. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Comprehension and practice of vocabulary related to jobs.

- Identification of specific information in a job profile to practise the unit

vocabulary.

- Understanding of the unit vocabulary by using it in a variety of meaningful

contexts.

GRAMMAR:

- Use of the present simple to give personal and professional information

using vocabulary from the unit.

- Asking and answering of questions using the present simple in the

affirmative, negative and short answers.

- Understanding of the correct use and form of the past simple.

- Use of the structure there is / there are in descriptions.

- Identification of information in a text and follow-up work to use this

information with the grammatical structures of the unit.

English 2ºFPB


- Understanding of how grammar tables work and how they can be used to

help complete activities.

READING:

- Reading of a job profile to identify specific information and to complete

activities using the unit vocabulary.

- Answering of comprehension questions about a text on jobs putting into

practise the present simple.

- Understanding of a text about a typical day at work and revision of verbs

related to everyday activities.

LISTENING:

- Listening to understand the general meaning of a message.

- Listening comprehension to practise the unit vocabulary and to identify

specific information related to jobs and work.

- Awareness of the pronunciation of words with silent letters through listening

to a recording.

SPEAKING:

- Listening comprehension of a simple conversation in a professional context

and answering questions to show comprehension.

- Listening to the recording again in order to reproduce the dialogue orally to

consolidate the vocabulary and structures used.

- Pairwork speaking tasks to revise the vocabulary and structures introduced

in the unit asking for and giving personal information.

WRITING:

- Description of a typical day at work following a model as support and using

the present simple and verbs related to everyday activities.

- Use of the vocabulary studied in the unit and connectors of sequence to

describe a typical day at work.

ICT:

- Realization of a project centred on creating a mind map following simple

guidelines, applying the model structure and presenting the results in class.

English 2ºFPB


LEARNING OUTCOMES AND ASSESSMENT CRITERIA

LO6. Uses strategies to communicate information in English orally, by giving short

and well-structured presentations based on everyday personal and professional

communicative situations.

Assessment criteria

a) Applies active listening strategies to fully understand messages, such as

understanding information related to jobs and everyday activities.

b) Identifies the communicative purpose of direct messages using a limited

repertoire of expressions, phrases, words and discourse markers (opening,

sustaining and closing).

c) Shows general understanding of oral texts that include sequenced and

progressive information in everyday predictable situations, such as a dialogue in

a work context.

d) Identifies general pronunciation and intonation which help to understand the

general meaning of the message with special attention given to words with silent

letters.

e) Carries out short oral presentations from personal and professional life,

following a short outline, applying the structure of a dialogue that involves

giving personal information.

f) Uses basic grammatical structures and a limited range of expressions, phrases,

words from common situations - verbs in the present simple and past simple,

structure there is / there are and vocabulary related to jobs.

g) Expresses him/herself with some clarity, using comprehensible intonation and

pronunciation, accepting pauses and frequent doubts.

h) Shows a reflective and critical attitude towards information which may require

some discriminatory analysis.

i) Identifies basic and standard social norms of the countries in which the foreign

language is spoken, for example, personal presentations.

j) Identifies customs and common activities of the community in which the foreign

language is spoken, for example, daily activities at work.

k) Identifies basic and standard social norms of the countries in which the foreign


y) Works in a group to carry out a project centred on creating a mind map

following simple guidelines, applying the model structure and presenting the

results in class.

English 2ºFPB


LO7. Takes part in conversations in English using simple and clear language in

everyday personal and professional situations, using basic communication

strategies.

Assessment criteria

l) Takes part in a highly structured conversation in frequently occurring,

predictable situations following a model of a personal introduction.

m) Maintains interaction using simple communication strategies by showing interest

and understanding when asking for and giving basic personal information.

n) Uses basic compensation strategies to make up for gaps in the foreign language.

o) Uses basic grammatical structures and an essential, limited repertoire of

expressions, phrases and words, such as verbs in the present simple and

vocabulary related to jobs and daily activities, according to the communicative

purpose of the text.

p) Expresses him/herself with some clarity, using comprehensible intonation and


LO8. Writes short and simple texts in English related to common and frequently

occurring personal and professional communications, applying reading

comprehension and structured writing strategies.

Assessment criteria

q) Reads and understands a job profile, recognising its basic features and showing

understanding of its general meaning.

r) Identifies the main ideas and the basic communicative purpose of a text.

s) Identifies basic grammatical structures and a limited repertoire of expressions,

phrases, words, such as verbs in the present simple and past simple, and

vocabulary related to jobs and nationalities, in common predictable situations.

t) Completes and orders phrases and sentences, showing an understanding of the

communicative purpose and basic grammatical rules.

u) Writes short texts, appropriate to the communicative purpose, following

structured models, for example a description of a typical day at work.

v) Uses essential and appropriate vocabulary in common personal and professional

situations.

w) Shows interest in presenting texts clearly, following rules governing grammar,

spelling and writing and uses simple revision techniques.

x) Uses printed and online dictionaries and word processor spelling correctors

when writing texts.

y) Reflects on the work being done and shows awareness of discrimination.

English 2ºFPB


Unit 2. What are you doing now?

OBJECTIVES

a. To understand and correctly use vocabulary related to free-time activities.

b. To understand and correctly use the present continuous in the affirmative, negative

and short answers.

c. To revise the use of the present simple and present continuous.

d. To correctly use individual words or several words together with the grammatical

structures presented in the unit.

a. To learn and practice vocabulary related to free-time activities and hobbies in

real communicative situations.

b. To read authentic texts from the internet, such as a forum about computer

games, demonstrating a general understanding of these.

e. To demonstrate active listening to identify general and specific information when

listening to a wide variety of spoken texts such as an interview to students about

free-time activities.

f. To recognise and practise the pronunciation of the sound /v/.

g. To do speaking tasks to practise the vocabulary and structures from the unit by

asking and answering questions related to the cinema.

h. To write a blog entry using the present simple and present continuous.

c. To become aware of one’s own learning through completing the activities in the

Review section, practising the main vocabulary and grammar.

d. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to free time activities.

- Revision of contents of previous levels, for example, frequency adverbs,

together with new vocabulary and structures.

- Showing understanding of the unit vocabulary by using it in a variety of

meaningful contexts.

- Completion of a short personalization activity to show understanding and the

appropriate use of new vocabulary.

GRAMMAR:

- Practice of the present continuous in affirmative and negative using

vocabulary related to free-time activities.

- Revision of the present simple and frequency adverbs to talk about routines.

- Contrast of the use of the present continuous and present simple, and

practice to show understanding of their differences.

- Revision of the formation of the –ing forms when using the present

continuous.

English 2ºFPB


- Identification of specific information in an online chat to practise the

grammar and vocabulary of the unit.

- Understanding of how grammar tables work and how they can be used to

help complete activities.

READING:

- Reading of an internet forum about computer games, assimilating the new

vocabulary.

- Showing understanding of a text and the structures studied by answering

questions correctly using the present simple and present continuous.

- Practice of the use and form of the gerunds: infinitive + ing.

LISTENING:

- Listening comprehension to identify specific information about free-time

activities.

- Learning of new vocabulary related to hobbies trough the active listening to

a real-world situation.

- Awareness of the pronunciation of the sound /v/ through listening to a

recording.

SPEAKING:

- Listening comprehension of a simple conversation asking for and giving

information about a cinema.

- Correct use of expressions to make questions and answer politely.

- Pairwork speaking tasks to revise the vocabulary and grammatical structures

introduced in the unit.

WRITING:

- Reading comprehension of an Internet blog paying attention to the

differences between the present simple and present continuous.

- Making questions about free-time activities using the vocabulary and

grammatical structures studied in the unit.

- Writing a blog entry following a model as support, reusing the expressions

from the reading task, and the grammatical structures and vocabulary studied

in the unit.

ICT:

- Realization of a project centred on recording a podcast following simple


English 2ºFPB






Assessment criteria

a) Applies active listening strategies for precise understanding of messages

received, such as grasping information about free-time and leisure activities and

polite ways of asking and giving thanks.





progressive information in everyday predictable situations, such as a dialogue at

a cinema ticket box.


general meaning of the message with special attention given to the sound /v/.

e) Carries out a role play with a partner following a short outline, applying the

structure of a dialogue and vocabulary related to buying cinema tickets.


words from common situations: present simple and present continuous.






language is spoken, for example, using please and thank you.


language is spoken, for example, to buy a ticket to the cinema.

y) Works in a group to carry out a project centred on recording a podcast following

simple guidelines, applying the model structure and presenting the results in

class.

English 2ºFPB




strategies.

Assessment criteria

k) Takes part in a highly structured conversation in frequently occurring,

predictable situations following a model to buy a ticket to the cinema.

l) Maintains interaction using simple communication strategies by showing interest

and understanding in greetings and farewell.

m) Uses basic compensation strategies to make up for gaps in the foreign language.

n) Uses basic grammatical structures and an essential, limited repertoire of

expressions, phrases and words, such as the present simple and present

continuous and vocabulary related to free-time activities, according to the

communicative purpose of the text.

o) Expresses him/herself with some clarity, using comprehensible intonation and





Assessment criteria

p) Reads and understands a text from an online forum, recognising its basic

features and showing understanding of its general meaning.

q) Identifies the main ideas and the basic communicative purpose of a text.

r) Identifies basic grammatical structures and a limited repertoire of expressions,

phrases and words, such as the present simple and present continuous, and

vocabulary related to free-time activities and hobbies, in common predictable

situations.

s) Completes and orders phrases and sentences, showing an understanding of the


t) Writes short texts, appropriate to the communicative purpose, following

structured models, for example a blog post.

u) Uses essential and appropriate vocabulary in everyday personal and professional

situations.

v) Shows interest in presenting texts clearly, following rules governing grammar,

spelling and writing and using simple revision techniques.

w) Uses printed and online dictionaries and word processor spelling correctors

when writing texts.

x) Shows a reflective and critical attitude towards information which may require


English 2ºFPB


Unit 3. Let´s go shopping

OBJECTIVES

a. To understand and correctly use vocabulary related to clothes and shopping.

b. To put into practise vocabulary related to using the present simple.

a. To understand and correctly use some, any, much, many and a lot of with

countable and uncountable nouns.

b. To use the interrogative forms How many / much? in relation to countable and

uncountable nouns accurately.

c. To identify general and specific information when reading a text.

d. To become aware of the construction of the comparative and superlative forms

of adjectives from examples in a text.

e. To learn and practice vocabulary related to shopping in a real-world

communicative situation.

c. To demonstrate active listening to identify general and specific information

when listening to a wide variety of spoken texts such as the instructions of a video

camera.

d. To recognise and practise the pronunciation of the sound /s/, especially at the

beginning of a word.

e. To ask and answer questions using the present continuous and the present

simple.

f. To use the grammatical structures and unit vocabulary related to shopping in a

real-world situation, for example in a shop.

g. To write a text about shopping in their city using some, any, much, many and a

lot of and the unit vocabulary related to shopping.

h. To write a presentation following a model and using the grammatical structures

and vocabulary studied in the unit.

f. To become aware of one’s own learning through completing the activities in the

Review section.

g. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to shopping in different

contexts.

- Identification of words which can be nouns or verbs.

- Practice to form comparative and superlative adjectives correctly.

- Listening activity to correctly identify and practise the pronunciation of the

target vocabulary.

GRAMMAR:

English 2ºFPB


- Understanding and correct use of any, much, many and a lot of with

countable and uncountable nouns.

- Learning and practice of the interrogative forms How many/much and the

short answers: Not much, Not many and A lot.

- Use of the present simple and present continuous in a meaningful context

when talking about shopping.

- Use of reference material as support when completing activities, in this case,

learning to learn with grammatical tables.

READING:

- Reading comprehension of a text about online shopping that contextualizes

the vocabulary of the unit.

- Comprehension of the new vocabulary in context and the construction on the

comparative and superlative form of certain adjectives.

- Showing understanding of the text by answering true/false questions.

LISTENING:

- Listening comprehension of instructions for a video camera.

- Showing understanding of the text by answering different questions.

- Listening comprehension of a simple conversation between a customer and a

shop assistant.

- Focus on the pronunciation of the sounds /s/ y /K/ in initial and middle

positions.

SPEAKING:

- Use of the new vocabulary in situations similar to those in the recording.

- Identification and practice of common expressions for asking and giving

information in a shop, for instance Can I…, Would you…?. How…?


in the unit.

WRITING:

- Understanding of a short presentation writing the missing words in the

sentences.

- Writing a presentation about shopping in their city using some, any, much,

many and a lot of and the vocabulary learnt in the unit.

ICT:

- Realization of a project centred on creating an infographic following simple


English 2ºFPB






Assessment criteria

a) Applies active listening strategies to fully understand messages, such as the

instructions for using a video camera.





progressive information in everyday predictable situations, such as a dialogue in

which someone buys a video camera.


general meaning of the message with special attention given to the sounds /s/

and /k/.


structure of a dialogue and the vocabulary of shopping.


words from common situations: a lot. any, much, many and a lot of, quantifiers

How many/much and short answers Not much, Not many and A lot.






language is spoken, for example, using the Can I…? to ask for things or

information.


language is spoken, for example, shopping habits amongst teenagers in the UK.

y) Works in a group to carry out a project centred on creating an infographic


results in class.



strategies.

Assessment criteria

k) Takes part in a highly structured conversation in frequently occurring,

predictable situations following a model dialogue between a customer and a

shop assistant.

English 2ºFPB


l) Maintains interaction using simple communication strategies by showing interest

and understanding, and asks for information, greets and says farewell correctly.

m) Uses basic compensation strategies to make up for gaps in the foreign language.

n) Uses basic grammatical structures and an essential, limited repertoire of

expressions, phrases and words, such as the present simple and the present

continuous and a lot. any, much, many and vocabulary related to shopping,

according to the communicative purpose of the text.

o) Expresses him/herself with some clarity, using comprehensible intonation and





Assessment criteria

p) Reads and understands different types of text, recognising its basic features and

showing understanding of its general meaning.

q) Identifies the main ideas and the basic communicative purpose of a text.

r) Identifies basic grammatical structures and a limited repertoire of expressions,

phrases, words, such as verbs in the present simple and present continuous and

vocabulary related to shopping, in commonly occurring, predictable situations.

s) Completes and orders phrases and sentences, showing an understanding of the


t) Writes short texts, appropriate to the communicative purpose, following

structured models, for example a text message.

u) Uses essential and appropriate vocabulary in everyday personal and professional

situations.

v) Shows interest in presenting texts clearly, following rules governing grammar,


w) Uses printed and online dictionaries and word processor spelling correctors

when writing texts.

x) Shows a reflective and critical attitude towards information which may require


English 2ºFPB


Unit 4. When did you go on holiday?

OBJECTIVES

a. To understand and correctly use vocabulary related to travel and tourism.

b. To answer questions about travelling to consolidate the new vocabulary.

c. To understand and correctly use could, in the affirmative, negative and

interrogative.

a. To learn and use the past simple of regular and irregular verbs correctly.

b. To revise and practise the past simple of the verb to be - was/were.

c. To read a magazine article about a tour guide paying special attention to the use

of the unit vocabulary.

d. To identify general and specific information a holiday brochure about

Edinburgh.

e. To identify general and specific information when listening to three people

talking about their holidays.

f. To practise the vocabulary and structures from the unit to talk about travel plans

g. To recognise and practise the pronunciation of the sounds /t/, /d/ and /ɪd/ in the

–ed ending

h. To write a travel review using the past simple and the unit vocabulary.

d. To become aware of one’s own learning through completing the activities in the


e. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to travel and tourism.

- Use of the unit vocabulary in questions about travel and tourism.

- Assimilation of vocabulary related to transport and travelling through

writing personalised sentences.

GRAMMAR:

- Practice of the past simple of regular and irregular verbs in the affirmative,

negative and interrogative and short answers.

- Identification and practice of the past simple of regular and irregular verbs in

the affirmative form.

- Identification and practice of time expressions used with the past simple.

- Understanding of a text which includes different forms of the past simple

and showing this understanding.

- Use of reference material as support when completing activities.

English 2ºFPB


READING:

- Reading of an extract from a newspaper about Edinburgh and identification

of general and specific information.

- Answering of comprehension questions using the present simple and past

simple.

- Reading of a text and identification of the differences between was and were.

LISTENING:

- Listening comprehension to identify specific information to answer multiple

choice questions.

- Active listening to identify words related to the semantic field of travel and

tourism.

- Identification of the use of could when listening to three people describing

their holidays.

- Awareness of the pronunciation of the sounds /t/, /d/ and /ɪd/ in the –ed

endings of regular past simple verbs.

SPEAKING:

- Learning and practice of expressions to talk about making travel plans.

- Asking and answering of questions about travel plans in the present simple.

- Role play speaking tasks in pairs to revise the vocabulary and structures

introduced in the unit.

WRITING:

- Understanding of a text about a journey and focus on the use of the past

simple to talk about past actions and experiences.

- Writing a composition about a trip or a holiday from a given model, using

the past simple and could / couldn’t.

ICT:

- Realization of a project centred on creating a tourist information poster


results in class.

English 2ºFPB






Assessment criteria

a) Applies active listening strategies to fully understand and grasp the meaning of

information about travel and tourism.





progressive information in everyday predictable situations, such as people

describing their holidays.


general meaning of the message with special attention given to the sounds /ɪd/,

/t/, and /d/ in –ed endings.


structure of a dialogue to talk about travel plans.


words from common situations – regular and irregular verbs in the past simple.






language is spoken, and greeting others and saying goodbye correctly.


language is spoken, for example, tourism in Edinburgh.

k) Identifies the main professional attitudes and behavioural norms in the typical

kinds of communication which take place in a professional environment

y) Works in a group to carry out a project centred on creating a tourist information

poster following simple guidelines, applying the model structure and presenting

the results in class.



strategies.

Assessment criteria

l) Takes part in a highly structured conversation, following a model to talk about

travel plans.

English 2ºFPB


m) Maintains interaction using simple communication strategies by showing interest


n) Uses basic compensation strategies to make up for gaps in the foreign language.

o) Uses basic grammatical structures and an essential, limited repertoire of

expressions, phrases and words, such as verbs in the past simple and vocabulary

related to travel and holidays, according to the communicative purpose of the

text.

p) Expresses him/herself with some clarity, using comprehensible intonation and





Assessment criteria

q) Reads and understands holiday brochure, recognising its basic features and

showing understanding of its general meaning.

r) Identifies the main ideas and the basic communicative purpose of a text.

s) Identifies basic grammatical structures and a limited repertoire of expressions,

phrases, words, such as verbs in the past simple, could and vocabulary related to

travel and tourism, in common predictable situations.

t) Completes and orders phrases and sentences, showing an understanding of the


u) Writes short texts, appropriate to the communicative purpose, following

structured models, for example a description of a travel experience in the past.

v) Uses essential and appropriate vocabulary in everyday personal and professional

situations

w) Shows interest in presenting texts clearly, following rules governing grammar,


x) Uses printed and online dictionaries and word processor spelling correctors

when writing texts.

y) Shows a reflective and critical attitude towards information which may require


English 2ºFPB


Unit 5. What were you doing when I called?

OBJECTIVES

a. To understand and correctly use vocabulary related to communication.

b. To understand and correctly use grammatical structures such as the past

continuous, in the affirmative, negative and interrogative.

c. To practise the past continuous in sentences with when and while.

d. To read a social media status update about a technology problem and identify

general and specific information.

e. To correctly use individual words or several words together with the

grammatical structures presented in the unit and in previous units.

f. To read a report about teenagers’ use of technology to communicate.

g. To listen to a classroom discussion about the best way to communicate.

h. To practise answering the phone following a model dialogue.

i. To recognise and practise the pronunciation of the sound /ŋ/ in –ing endings.

j. To write an email to a mobile phone repair service using the past continuous.

a. To become aware of one’s own learning through completing the activities in the


b. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to communication.

- Practice of the new vocabulary by classifying different ways of

communicating and completing sentences.

- Proof of knowledge of the unit vocabulary through its use completing

sentences.

GRAMMAR:

- Practice of the past continuous in the affirmative, negative, interrogative and

short answers.

- Practice of the past simple of regular and irregular verbs in the affirmative.

- Understanding of the use of when and while in sentences combining the past

continuous and past simple to talk about things that happened in the past.

READING:

- Identification of general and specific information when reading a text about

teenagers’ use of technology to communicate.

- Observation of the use of the new vocabulary in the unit through reading and

listening to a report about the use of technology.

- Showing understanding of the text by answering true/false questions.

English 2ºFPB


LISTENING:

- Listening comprehension to identify specific information about teenagers’

use of technology.

- Identification of the new vocabulary and structures in a classroom discussion

about the best way to communicate.

- Identification and practice of the pronunciation of the sound /ŋ/ in –ing

endings.

SPEAKING:

- Practice of a phone conversation following a model dialogue.

- Asking and answering of questions in the present continuous paying special

attention to the sound of the –ing ending.


in the unit following a model dialogue of a phone call.

WRITING:

- Understanding a formal email and awareness of the use of the past simple

and past continuous when explaining events.

- Assimilation of the structures and vocabulary required to write a formal

email.

- Writing an email to a telephone company’s customer service department

using polite expressions along with the past simple and past continuous

tenses.

ICT:

- Realization of a project centred on making word cards following simple






Assessment criteria


information about communication.





progressive information in everyday predictable situations, such as a class

debate.

English 2ºFPB



general meaning of the message with special attention given to the sound /ŋ/ in -

ing endings.


structure of a dialogue to a phone call.


words from common situations – verbs in the past continuous and past simple.








language is spoken, for example, to be polite in claims and complains.


kinds of communication which take place in a professional environment.

l) Works in a group to carry out a project centred on making word cards following


class.



strategies.

Assessment criteria

m) Takes part in a highly structured conversation in frequently occurring,

predictable situations following a model for a phone call.

n) Maintains interaction using simple communication strategies by showing interest


o) Uses basic compensation strategies to make up for gaps in the foreign language.

p) Uses basic grammatical structures and an essential, limited repertoire of

expressions, phrases and words, such as verbs in the past continuous and past

simple.

q) Expresses him/herself with some clarity, using comprehensible intonation and


English 2ºFPB





Assessment criteria

r) Reads and understands a report about teenagers’ use of technology to

communicate, recognising its basic features and showing understanding of its

general meaning.

s) Identifies the main ideas and the basic communicative purpose of a text.

t) Identifies basic grammatical structures and a limited repertoire of expressions,

phrases, words, such as verbs in the past simple and continuous and vocabulary

related to communication, in common predictable situations.

u) Completes and orders phrases and sentences, showing an understanding of the


v) Writes short texts, appropriate to the communicative purpose, following

structured models, for example a formal email to a telephone company.

w) Uses essential and appropriate vocabulary in everyday personal and professional

situations.

x) Shows interest in presenting texts clearly, following rules governing grammar,


y) Uses printed and online dictionaries and word processor spelling correctors

when writing texts.

z) Shows a reflective and critical attitude towards information which may require


English 2ºFPB


Unit 6. I´m applying for a job

OBJECTIVES

a. To understand and correctly use vocabulary related to personal qualities.

b. To revise vocabulary learnt in previous units, paying special attention to

vocabulary related to jobs.

c. To understand and correctly use grammatical structures such as should /

shouldn’t and must / mustn’t.

a. To identify how to form the opposite of some adjectives by adding a prefix at

the beginning of the word.

b. To read different text types, such as instant messages and job adverts in order to

identify global and specific information.

c. To complete different types of activities to show understanding of the reading

texts.

d. To become familiar with the use of the interrogative form What is she / he like?

to ask about someone’s physical appearance.

e. To identify the vocabulary and main grammatical structures of the unit through

active listening of a recording in which different people in a work setting are

described.

f. To practise the unit vocabulary related to abilities, asking about the qualities

required to do a particular job.

g. To ask and answer questions about job applications using should and must.

h. To recognise and practise the pronunciation of the sound /Ɵ/.

i. To write a personal profile for a job networking site following a model.

j. To become aware of one’s own learning through completing the activities in the


k. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to personal qualities.

- Understanding that we can form the opposite of some adjectives by adding

the prefix un-, im- and dis-.

- Revision of the vocabulary studied in previous units, such as jobs.

- Understanding of the unit vocabulary by using it in a variety of meaningful

contexts.

GRAMMAR:

- Identification of the differences between the verbs should / shouldn’t and

must / mustn’t

English 2ºFPB


- Practice of should / shouldn’t and must / mustn’t in the affirmative, negative

and interrogative in the context of a job interview.


a grammar table.

READING:

- Reading comprehension of text messages paying special attention to the use

of the structures studied in the unit.

- Understanding of general and specific information in two job adverts.

- Demonstration of reading comprehension and understanding of the

structures studied by answering true/false questions correctly.

LISTENING:

- Identification of specific information in a listening about personal

descriptions from someone’s work experience, paying special attention to

the vocabulary studied in the unit.

- Identification and practice of the use of the interrogative What is she / he

like? to ask about someone’s appearance.

- Identification and practice of the pronunciation of the sound / Ɵ/.

SPEAKING:

- Active listening to a dialogue enquiring about a job, serving as a model to

practise the vocabulary and structures of the unit.

- Asking for information in an appropriate way and identification of what the

speaker requires in the context of applying for a job.


introduced in the unit, following a model dialogue and asking and answering

of questions about job applications using should and must.

WRITING:

- Reading a personal profile for a job networking site, and using it as model to

later create one’s own profile.

- Assimilation of the vocabulary and structures of the unit through reading of

the aforementioned profile, and familiarization with web pages advertising

employment offers.

- Writing of a personal profile following a model and recycling the

expressions, grammar and vocabulary learnt in the unit.

ICT:

- Realization of a project centred on planning of a schoolwork task following


class.

English 2ºFPB






Assessment criteria


information about personal qualities.





progressive information in everyday predictable situations, such as enquiring

about a job.


general meaning of the message with special attention given to the sound / Ɵ/.


structure of a dialogue enquiring about a job.


words from common situations: should / shouldn’t y must / mustn’t, What is she

/ he like?, and the right expressions to communicating what he/she wants and

asking the other person what they want.








language is spoken, for example, making polite enquiries.



l) Works in a group to carry out a project about planning their schoolwork tasks


results in class.



strategies.

Assessment criteria

English 2ºFPB


m) Participates in a dialogue, using a well structured script from a given model,

communicating what he / she wants and asking the other person what they want.





expressions, phrases and words, such as should / shouldn’t and must / mustn’t,

the question What is she / he like? and vocabulary related to personal qualities,







Assessment criteria

r) Reads and understands a personal profile for a job networking site, recognising

its basic features and showing understanding of its general meaning.



phrases, words, such as should / shouldn’t and must / mustn’t, the question What

is she / he like? and vocabulary related to personal qualities, in common

predictable situations.




structured models, for a personal profile for a job networking site.


situations.




when writing texts.



English 2ºFPB


Unit 7. I’ll get some qualifications

OBJECTIVES

a. To understand and correctly use vocabulary related to managing money.

b. To understand and correctly use will/won/t and be going to in the affirmative,

negative and interrogative.

c. To understand the differences between will and be going to and to use them

correctly in different activities.

d. To understand that some words can be both nouns and verbs.

e. To read a text about future plans paying attention to the use of be going to.

f. To correctly use individual words or several words together with the

grammatical structures presented in the unit.

g. To identify general and specific information in a careers leaflet about

apprenticeships in agriculture.

h. To carry out active listening to listen for general meaning and detailed

information in an interview with a careers advisor.

i. To put into practice different ways of asking for information, using the

vocabulary and structures from the unit in the context of an office.

a. To recognise and practise the pronunciation of the sound / ʃ/.

b. To write an informal email to a friend, telling them about your plans to earn money

over the summer and using be going to, from a given model.

q. To become aware of one’s own learning through completing the activities in the

Review section.

r. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Familiarization with the new vocabulary related to managing money, and

recognition of vocabulary related to academic matters.

- Understanding the use of some words which can be both nouns and verbs.

- Practice of the new vocabulary through different activities, such as fill in the

gaps exercises, and review of time expressions.

GRAMMAR:

- Practice of will/won’t to talk about predictions in the affirmative, negative

and interrogative.

- Understanding of the use of be going to to talk about future plans, in the

negative, affirmative and interrogative form.

- Identification of the differences of use between will/won’t and be going to.

- Identification and practice of time expressions frequently used with will /

won’t and be going to.

English 2ºFPB


- Use of reference material as support when completing activities.

READING

- Reading comprehension of a magazine article about predictions paying

special attention to the use of will and going to.

- Identifying general and specific information in a text about apprenticeships

in agriculture.

- Answering true / false questions to show understanding of the text.

LISTENING:

- Identification of global and detailed information in an interview with a

careers advisor.

- Awareness of specific vocabulary related to academic matters when listening

to the recording for a second time.

- Answering true/false questions to show comprehension of the dialogue.

- Identification and practice of the pronunciation of the / ʃ/ sound.

SPEAKING:

- Carrying out activities based on a dialogue about requests made in an office

context, and checking answers through a recording.

- Correct use of the structures Can / Could and Will to make and reply to

requests.


introduced in the unit, following a model dialogue.

WRITING:

- Understanding of an email and focus on the use of will and be going to to

talk about predictions and future plans.

- Identification of the differences in formal and informal writing, for instance

such as the use of the expression Hi…how are you? In informal messages.

- Writing of an email about their predictions and plans using will / won’t and

be going to.

ICT:

- Realization of a project centred on creating a storyboard following simple


English 2ºFPB






Assessment criteria

a) Applies active listening strategies to fully understand messages and to identify

specific vocabulary, for instance, related to money or to academic and

professional matters.





progressive information in everyday predictable situations, such as a dialogue

making requests in the context of an office.


general meaning of the message with special attention given to the sound / ʃ/.

e) Carries out short oral presentations from personal and professional life,

following a short outline, making requests using the vocabulary and structures

learnt in the.


words from common situations: will/won’t and be going to and expressions for

making formal requests.







j) Identifies basic and standard social norms of the countries in which the foreign

language is spoken, for example, making polite requests and learning about

academic matters.



l) Works in a group to carry out a project centred on creating a storyboard,

applying the model structure and presenting the results in class.

English 2ºFPB




strategies.

Assessment criteria

m) Takes part in a highly structured conversation in frequently occurring,

predictable situations following a model to make requests.


and understanding how to make and answer to requests.



expressions, phrases and words, such as will/won’t and be going to, vocabulary

for managing money and expressions for formal requests according to the

communicative purpose of the text.






Assessment criteria

r) Reads and understands a text about future plans and predictions and a careers

leaflet, and identifies its main characteristics.



phrases, words, such as will/won’t and be going to, and vocabulary related to

managing money and making requests, in common predictable situations.




structured models, for example an informal email.


situations.




when writing texts.



English 2ºFPB


Unit 8. What have you done today?

OBJECTIVES

a. To understand and correctly use vocabulary related to ICT (Information and

Communication Technology).

a. To assimilate that some words can be verbs and nouns.

b. To understand and correctly use the present perfect in the affirmative, negative and

interrogative, and short answers.

b. To understand the use of time expressions and the use of ever/never with the

present perfect.

c. To read a website about computers and identify in context vocabulary and

structures from the unit.

c. To identify general and specific information when reading an interview to an

apprentice electrician.

d. To show reading comprehension by completing different tasks, for instance

matching questions and answers.

e. To identify general and specific information and the unit vocabulary in a

presentation by an apprentice electrician about his apprenticeship.

f. To practise the language for making complaints and the ICT-related vocabulary in

authentic contexts, such as a dialogue about an electronic tablet between a consumer

and a customer service department representative.

g. To recognise and practise the pronunciation of the sounds /ɒ/ and /ɔ:/.

h. To write about an apprenticeship or work experience using the present perfect.

s. To become aware of one’s own learning through completing the activities in the


t. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to ICT.

- Use of time expressions ever/never with the present perfect in different

contexts.

- Identification of words which can be both verbs and nouns, such as copy and

scan.

- Consolidation of the unit vocabulary by asking and answering questions.

GRAMMAR:

- Identification of the use of the present perfect in real contexts, such as a web

about computers.

- Use of the present perfect in meaningful contexts in the affirmative, negative

and interrogative.

English 2ºFPB


- Correct use of time expressions and adverbs never/ever with the present

perfect.


a grammar table and a glossary.

READING:

- Identification of general and specific information in an interview with an

aerial installer.

- Demonstration of reading comprehension by completing different type of

tasks correctly, such as matching activities.

LISTENING:

- Listening comprehension of a presentation by an apprentice electrician about

his apprenticeship to identify global and detailed information and to identify

the expressions such as by himself or without any help.

- Assimilation of the unit vocabulary related to ICT, as well as vocabulary

related to academic matters, and familiarization with vocational training in

the UK.

- Identification and practice of the pronunciation of the sounds /ɒ/ and /ɔ:/.

SPEAKING:

- Active listening to a dialogue between a consumer and a customer service

department representative about an electronic tablet.

- Use of expressions such as would like for making complaints, the unit

vocabulary and the present perfect accurately.


introduced in the unit following a model.

WRITING:

- Reading comprehension of a text about a work experience and focus on the

use of the present perfect.

- Writing of a presentation about an apprenticeship or work experience using

the present perfect and the expressions learnt in the unit following a model.

ICT:

- Realization of a project centred on creating a flip book following simple


English 2ºFPB






Assessment criteria


information about a presentation about an apprenticeship experience.





progressive information in everyday predictable situations, such as a dialogue at

a customer service desk.


general meaning of the message with special attention given to the pronunciation

of the sounds /ɒ/ and /ɔ:/.


structure of a dialogue at a customer service desk.


words from common situations: the present perfect, time expressions and

adverbs.








language is spoken, for example, apprenticeships.



l) Works in a group to carry out a project centred on creating a flip book following


class.

English 2ºFPB




strategies.

Assessment criteria

m) Takes part in a highly structured conversation following a model to make

complaints.





expressions, phrases and words, the present perfect, time expressions, the

expressions by himself or without any help, and vocabulary related to ITC,







Assessment criteria

r) Reads and understands texts about ICT problems, and professions, recognising

its basic features and showing understanding of its general meaning.



phrases, words , the present perfect, time expressions, the expressions by himself

o without any help, in common predictable situations.




structured models, for example a presentation about an apprenticeship

experience.


situations.




when writing texts.



English 2ºFPB


Unit 9. How important is safety at work?

OBJECTIVES

a. To understand and correctly use vocabulary related to health and safety.

a. To review verb tenses studied during the course through different types of activities.

b. To identify general and specific information in a blog by a trainee fireman.

c. To understand a text about safety regulations in the workplace to revise the grammar

learnt during the course and to practise the unit vocabulary.

d. To listen actively to a recording about safety regulations in the workplace and to

recycle previously learnt vocabulary and verb tenses.

e. To practise giving health and safety instructions following a model dialogue.

f. To identify and practise the sound /nt/.

g. To write a report about safety at work putting into practice the vocabulary and

grammar studied during the course.

h. To become aware of one’s own learning through completing the activities in the

Review section, practising the unit vocabulary and the grammar studied during the

course.

i. To develop the ability to work in a team by carrying out a collaborative project

(ICT).

CONTENTS

VOCABULARY:

- Understanding and practice of vocabulary related to health and safety

through different activities.

- Assimilation of new vocabulary by asking and answering questions about

health and safety including personal information.

GRAMMAR:

- Reading of a blog by a trainee fireman and identification of the grammatical

structures studied during the course.

- Revision and practice of the affirmative, negative and question forms of the

tenses presented in previous units through meaningful contexts.

-+READING:

- Reading comprehension of a website about safety in the workplace.

- Demonstration of reading comprehension by completing different types of

activities, for example true/false questions.

- Revision of must / mustn’t and should / shouldn’t by writing rules and advice

about school.

- Revision of vocabulary and grammatical structures studied in previous units.

English 2ºFPB


LISTENING:

- Listening comprehension to identify specific information in a recording, in

this case, about safety in the workplace.

- Revision of vocabulary and expressions studied to date in a meaningful

context.

- Identification and practice of the sound /nt/.

SPEAKING:

- General comprehension of a dialogue giving health and safety instructions

and identification of useful expressions.

- Practice of questions related to safety in the workplace using the vocabulary

and expressions learnt throughout the unit.

- Responding to questions related to the workplace and safety, recycling

previously learnt vocabulary and structures.

- Correct use of formal expressions to ask for information when listening to

instructions, etc.


introduced in the unit following a model.

WRITING:

- Understanding of a report about safety at work.

- Learning and practice of connectors, such as also, to add information.

- Writing a report about safety at work following a model and using different

tenses presented in previous units.

ICT:

- Realization of a project centred on the creation of a timeline following


class.

English 2ºFPB






Assessment criteria


information about health and safety instructions in the workplace.





progressive information in everyday predictable situations, such as giving safety

instructions.


general meaning of the message with special attention given to the sound /nt/.


structure of a dialogue giving instructions.


words from common situations: review verb tenses in the affirmative, negative,

interrogative and other contents studied during the course.








language is spoken, for example, health and safety measures in English-speaking

countries.



l) Works in a group to carry out a project centred on the creation of a timeline


results in class.



strategies.

Assessment criteria

m) Takes part in a highly structured conversation following a model to give safety

instructions in the workplace.

English 2ºFPB






expressions, phrases and words, as well as the grammatical structures and

vocabulary seen in the course, according to the communicative purpose of the

text.






Assessment criteria

r) Reads and understands texts about work experiences and health and safety rules

recognising its basic features and showing understanding of its general meaning.



phrases, words, vocabulary and structures studied during the course, in common

predictable situations.




structured models, for example, safety instructions in the workplace.


situations.




when writing texts.



english 2ºfpb programación de aula francisco artiles luque€¦ · programación de aula...

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