What ideas and images do you associate with a healthy lifestyle? To what extent is this vision shaped by the media?

Critical Thinking:

The initial question allows students to critically examine complex global issues. Students will be asked to make notes of their conclusions and encouraged to do further research.

At the end of the unit students will be asked to reflect on their answers to the initial question:

- to what extent has their view

changed / remained the same?

- what new understandings about

the topic have they achieved?

- have they got any new questions about it?

Conceptual understandings:

Oral and written texts will be analysed in terms of audience,

context, meaning, purpose, and variation:

- How can the needs, interests or previous knowledge of the recipients of a text influence its production?

- How would the text change if the same message was communicated to a different audience?

- How does the situation / setting influence the production / reception of a text?

- How is the relationship between the producer and the recipient reflected in language use?

- What helps the recipient understand the intention of the person who produced the text?

Text types: a blog.

We will focus on reading, analysing and learning how to write a Blog: the definition of blog / types of blog / the importance of purpose and audience / key language features

Development of skills:

● Receptive skills. Students will be exposed to a variety of written and spoken authentic texts (personal, professional and mass media). They will also start reading The Sun is Also

a Star. Different reading and listening strategies will be practised: skimming and scanning; listening for gist / for specific information / for detailed understanding; integrating

prior knowledge and anticipating content; inferring meaning;

previewing; finding organizational patterns; detecting signpost language; the role of intonation and stress...

● Productive skills. Students present and develop their ideas and opinions both orally and in writing.

- Oral skills will be developed on a daily basis (interaction student- teacher, student-student), as well as by means of regular oral presentations.

- The final session of each topic will consist of a group task including a group presentation.

- As for the writing assignment, students will write a blog post. A rubric will used to correct the text. Students will be asked to carefully read the remarks / corrections so that they can write an improved version of the text. Great emphasis will be given to the planning (brainstorming and drafting techniques).

● Interactive skills. Sessions will regularly include role plays and debates based on the theme in question, in order to practise how to initiate, maintain and close oral exchanges. Students will also learn about strategies to negotiate meaning.

Vocabulary:

The vocabulary studied will be related to this theme and will be elicited from different target sources. Students will be encouraged to maintain a personal word bank.

Grammar:

Grammar topics will be reviewed according to the students' needs. An outline of the most challenging elements will be created, and activities for reinforcement and extra practise will be added to Moodle.

Research & Technology:

Students will be encouraged to broaden their knowledge of the themes. They will explore and use the internet as a source of information. They will also use Google Docs for collaborative tasks.

Literature:

The Sun is Also a Star. Students will be asked to keep a

diary (connections themes/topics and book).

How have you come to believe what

you believe? How are our actions determined by our beliefs and values?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text types: personal emails/letters:

We will focus on reading, analysing

and learning how to write personal

emails and letters: similarities and

differences / special occasions /

structure and formulae / key

language features...

Development of skills:

Same as above, except for the writing assignment: students will be asked to write an informal letter and an informal email.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature:

The Sun is Also a Star.

Are migration and immigration the same? To what extent is migration changing societies?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text types: Editorial / Opinion Column

We will focus on reading, analysing and learning how to write editorials and opinion columns: definition / structure / kickers / key language features / formal elements.

Development of skills:

Same as above, except for the writing assignment: students will be asked to write an editorial / opinion column.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Sun is Also a Star.

Why do people take unnecessary risks? How can you know what is dangerous?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: a diary

We will focus on reading, analysing and learning how to write a diary: definition / structure / style / key language features

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a diary.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Sun is Also a Star.

MOCK EXAM

How do technological developments influence our lives? Can they impact (in)equality?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: a review.

We will focus on reading, analysing and learning how to write a review: definition / structure / key language features.

Development of skills: Same as above, except for the

writing assignment: students will be asked to write a review.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Hunger Games.

Who decides what is art? Are there limits to what we can call art?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: brochure / leaflet /pamphlet.

We will focus on reading, analysing and learning how to write these three types of texts: similarities/differences / formal elements / key language features

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a brochure.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Hunger Games.

Overarching research questions:

What is our role in the community? Can local volunteering contribute to global changes?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: an essay.

We will focus on reading, analysing and learning how to write an essay:definition / key elements /

structure / key language features

Development of skills:

Same as above, except for the writing assignment: students will be asked to write an essay.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Hunger Games

How are globalisation and technology changing employment?

To what extend can this mark the end of society as we know it?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: a reader's letter.

We will focus on reading, analysing and learning how to write a reader's letter: definition of reader's letter / formal elements / structure / key language features

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a reader's letter.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Hunger Games

MOCK EXAM

Is climate change a fact or an opinion? Should environmental responsibility be placed on individuals, companies or governments?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: a report.

We will focus on reading, analysing and learning how to write a report: definition / types of reports / formal elements / key language features

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a report.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Hunger Games

Can violations of human rights ever be justified? Are human rights dependent on culture? Should we all have the same rights?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: a speech.

We will focus on reading, analysing and learning how to write a speech: definition / rhetorical devices / key

language features / useful phrases

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a speech.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Literature: The Hunger Games

MOCK EXAM

In what ways does language shape our identity? To what extend can language be a source of discrimination?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: a news report.

We will focus on reading, analysing and learning how to write a news report: definition / the 5 Ws and 1H / key language features.

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a news report.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

This recap will include:

● vocabulary

● links between theme and the 2 works of literature

● types of texts

● exam practise

● clearing up doubts

Can a gap year be considered a rite of passage? How can taking a gap year affect your world view?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: formal letters/emails: We will focus on reading, analysing and learning how to write formal letters /emails: differences / similarities, elements, formulae, key language features.

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a formal letter/email.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Overarching research questions:

How can development in science influence our lives? What limits, if any, should be placed on scientific development?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: guidelines.

We will focus on reading, analysing and learning how to write guidelines: definition / differences and similarities with instructions / elements and structure / key language features.

Development of skills:

Same as above, except for the writing assignment: students will be asked to write a guideline.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

MOCK EXAM

What role do rules and regulations play in the formation of a society? Should an unjust law be obeyed?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: other.

We will focus on reading andanalysing other text types students might encounter in the papers.

Development of skills:

Same as above, except for the writing assignment: students will be asked to focus on the text type they find most challenging.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

Is world peace possible? Is war ever justified?

Critical Thinking:

Same as above

Conceptual understandings:

Same as above

Text type: recap.

We will make a recap of all text types. Students will be encouraged to create their own summary / scheme with the main features.

Development of skills:

Same as above, except for the writing assignment: students will be asked to focus on the text type they find most challenging.

Vocabulary:

Same as above

Grammar:

Same as above

Research & Technology:

Same as above

MOCK EXAM