Microsoft
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Real Life
PRE-INTERMEDIATE
Programme
_____________________________
Area of Foreign Languages
English
Real Life Pre-intermediate Teaching Programme
UNIT 1: YOUR LIFE
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Compare information on any topic
- Listen to some interviews
- Talk about the things they usually do
- Describe themselves
- Talk about free time
- Greet people
BLOCK 2 - Reading and Writing
- Understand basic information from texts
- Understand instructions
- Read a text about time twins
- Write a description of themselves
- Read a quiz about being chilled or hyper
- Read a quiz about their world
- Read a text about talking teenagers
- Write a paragraph about themselves
- Read a form
- Fill in a form
- Write a description of themselves and their family
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Get to know people from other countries
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Present simple and continuous
- Questions and questions words
Lexical sets
- Social life
- Family and relationships
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using the present simple and the present continuous. To use questions and questions words
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 2-9).
EVALUATION
Assessment
Student’s book. Activestudy 1 page 18
Student’s book. Miniworkbook. (pages 100-101).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To compare information on any topic
- To listen to some interviews
- To talk about the things they usually do
- To describe themselves
- To talk about free time
- To greet people
BLOCK 2 – Reading and writing
- To understand basic information from texts
- To understand instructions
- To read a text about time twins
- To write a description of themselves
- To read a quiz about being chilled or hyper
- To read a quiz about their world
- To read a text about talking teenagers
- To write a paragraph about themselves
- To read a form
- To fill in a form
- To write a description of themselves and their family
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
- To write descriptions
Grammar
- To talk about thinks that usually happen
- To write sentences
- To ask questions
- To use questions words
- To use the present simple and the present continuous
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries.
UNIT 2: THE GREATS
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Talk about icons
- Understand instructions
- Listen to the pronunciation of regular past forms
- Ask about famous people
- Listen to a story
- Listen to information about an unknown character
- Listen to a life story
- Listen to a radio biography
- Exchange information
- Narrate past events
- Talk about famous people
- Talk about Marilyn Monroe
- Talk about Che Guevara
BLOCK 2 - Reading and Writing
- Understand basic information
- Understand instructions
- Read a text about Audrey Hepburn
- Read a text about Kurt Cobain
- Read a text about Muhammad Ali
- Read about the life of Joe Average
- Read a text about famous pairs
- Read a text about an unknown character
- Read an article about greatest Britons
- Write about past events
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Past simple
- Past simple and past continuous
Lexical sets
- Life events
- Famous people
- Personal characteristics
Pronunciation
- Identify and produce English sounds
- Pronunciation of ed /t//d//id/.
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using the past simple and the past continuous
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 10-15).
EVALUATION
Assessment
Student’s book. Activestudy 1 page 18
Student’s book. Miniworkbook. (pages 102-103).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about icons
- To understand instructions
- To listen to the pronunciation of regular past forms
- To ask about famous people
- To listen to a story
- To listen to information about an unknown character
- To listen to a life story
- To listen to a radio biography
- To exchange information
- To narrate past events
- To talk about famous people
- To talk about Marilyn Monroe
- To talk about Che Guevara
BLOCK 2 – Reading and writing
- To understand basic information
- To understand instructions
- To read a text about Audrey Hepburn
- To read a text about Kurt Cobain
- To read a text about Muhammad Ali
- To read about the life of Joe Average
- To read a text about famous pairs
- To read a text about an unknown character
- To read an article about greatest Britons
- To write about past events
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions in past simple.
- To write statements in the present simple and present continuous
- To order words to make sentences
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
- To pronounce ed at the end of words
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 3: YOUR STYLE
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Understand instructions
- Describe a place
- Listen to someone talking about his/her favourite coffee shop
- Talk about their favourite place to hang out.
- Describe a person
- Talk about people in the photos
- Listen to a street survey fashion
- Express opinions
- Show agreement
- Talk about money
- Listen to people going shopping
- Talk about going shopping
- Listen to conversations
- Describe a picture
BLOCK 2 - Reading and Writing
- Understand basic information about someone’s bedroom
- Read a text about what a bedroom says about someone
- Read a quiz about the spending style
- Read an email about a bargain-aholic
- Read a text about business and a bedroom
- Read an e-mail letter home
- Read an internet blog
- Read a magazine interview
- Read a news article
- Write an email to a foreign friend
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Comparatives and superlatives
- Too, enough
Lexical sets
- Describing a place
- Describing personal style
- Money and spending
Pronunciation
- Identify and produce English sounds
- Intonation of the English Language
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using comparatives and superlatives; too, enough.
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 20- 27).
EVALUATION
Assessment
Student’s book. Activestudy 2 page 34
Student’s book. Miniworkbook. (pages 104-105).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand instructions
- To describe a place
- To listen to someone talking about his/her favourite coffee shop
- To talk about their favourite place to hang out.
- To describe a person
- To talk about people in the photos
- To listen to a street survey fashion
- To express opinions
- To show agreement
- To talk about money
- To listen to people going shopping
- To talk about going shopping
- To listen to conversations
- To describe a picture
BLOCK 2 – Reading and writing
- To understand basic information about someone’s bedroom
- To read a text about what a bedroom says about someone
- To read a quiz about the spending style
- To read an email about a bargain-aholic
- To read a text about business and a bedroom
- To read an e-mail letter home
- To read an internet blog
- To read a magazine interview
- To read a news article
- To write an email to a foreign friend
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the comparative and superlative of adjectives
- To order words to make sentences which include too, enough
- To write sentences
- To ask questions
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
- Reproduce correct English intonations
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 4: YOUR GOALS
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Listen to an interview about school life
- Express wishes and intentions
- Speak about the future
- Talk about jobs
- Describe a job
- Talk about being an au pair
- Discuss opinions
- Listen to a street survey
- Talk about the future career
BLOCK 2 - Reading and Writing
- Understand basic information about jobs in England
- Read a text about courses English and American students are choosing
- Read an interview
- Write about future plans and ambitions
- Read internet postings
- Read about getting a first job
- Read a text about a volunteer teacher
- Read about doing something different
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Wishes and intentions
- Gerunds and infinitives
Lexical sets
- Education
- Getting a job
- Describing jobs
Pronunciation
- Identify and produce English sounds
- Reproduce correct stress in English
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. To express wishes and intentions; to use gerunds and infinitives.
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 28 - 33).
EVALUATION
Assessment
Student’s book. Activestudy 2 page 34
Student’s book. Miniworkbook. (pages 106-107).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to an interview about school life
- To express wishes and intentions
- To speak about the future
- To talk about jobs
- To describe a job
- To talk about being an au pair
- To discuss opinions
- To listen to a street survey
- To talk about the future career
BLOCK 2 – Reading and writing
- To understand basic information about jobs in England
- To read a text about courses English and American students are choosing
- To read an interview
- To write about future plans and ambitions
- To read internet postings
- To read about getting a first job
- To read a text about a volunteer teacher
- To read about doing something different
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To express wishes and intentions
- To complete sentences with gerunds and infinitives
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 5: STAY WELL
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Listen for specific information
- Listen to a fitness expert
- Talk about food and drinks
- Make predictions
- Discuss customs
- Respond to someone using proper expressions
- Make arrangements
- Make suggestions
- Listen to a conversation
- Listen to a radio programme
- Give advice
- Generalize
- Listen to a telephone conversation
BLOCK 2 - Reading and Writing
- Understand basic information about food
- Read quiz about looking good and living longer
- Read a quiz about running
- Read a text about eating right
- Read a text about what British people really eat
- Read invitations
- Read mobile messages
- Write mobile messages
- Read about healthy lifestyles
- Read about food and drinks
- Read about meals and meal times
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Should
- Must
- Articles
Lexical sets
- Food
- Cooking
- Health
- Meals and mealtimes
Pronunciation
- Identify and produce English sounds
- Reproduce correct intonation in English
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using should, must; to use the articles.
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 38 - 45).
EVALUATION
Assessment
Student’s book. Activestudy 3 page 50
Student’s book. Miniworkbook. (pages 108-109).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen for specific information
- To listen to a fitness expert
- To talk about food and drinks
- To make predictions
- To discuss customs
- To respond to someone using proper expressions
- To make arrangements
- To make suggestions
- To listen to a conversation
- To listen to a radio programme
- To give advice
- To generalize
- To listen to a telephone conversation
BLOCK 2 – Reading and writing
- To understand basic information about food
- To read quiz about looking good and living longer
- To read a quiz about running
- To read a text about eating right
- To read a text about what British people really eat
- To read invitations
- To read mobile messages
- To write mobile messages
- To read about healthy lifestyles
- To read about food and drinks
- To read about meals and meal times
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use should, must
- To complete sentences using the articles
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
- Identify intonation in a sentence
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 6: THE RULES
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Listen for gist
- Express obligation
- Ask for permission
- Understand instructions
- Listen to teenagers talking about their parents’ rules
- Talk about parents
- Express obligations and permission in the past
- Listen to Ivy describing when she was young
- Talk about domestic tasks
- Speak about society and law
- Discuss opinions
- Listen to three generations talking about their life
- Plan a camping trip
- Describe photos
BLOCK 2 - Reading and Writing
- Understand basic information
- Read a text about a camp
- Read a quiz about tasks in the family
- Write sentences about their family
- Read a text about law
- Write texts
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Obligation and permission in the present
- Obligation and permission in the past
Lexical sets
- Rules and behavior
- Domestic tasks
- Society and the law
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Expressing obligation and permission in the present and in the past.
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 46 - 51).
EVALUATION
Assessment
Student’s book. Activestudy 3 page 50
Student’s book. Miniworkbook. (pages 110-111).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen for gist
- To express obligation
- To ask for permission
- To understand instructions
- To listen to teenagers talking about their parents’ rules
- To talk about parents
- To express obligations and permission in the past
- To listen to Ivy describing when she was young
- To talk about domestic tasks
- To speak about society and law
- To discuss opinions
- To listen to three generations talking about their life
- To plan a camping trip
- To describe photos
BLOCK 2 – Reading and writing
- To understand basic information
- To read a text about a camp
- To read a quiz about tasks in the family
- To write sentences about their family
- To read a text about law
- To write texts
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To express obligation and permission in the present
- To express obligation and permission in the past
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 7: TIME OUT
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Talk about holidays
- Listen to someone talking to friends
- Make questions
- Listen to someone speaking about the airport
- Talk about things to do at an airport
- Listen to five announcements at an airport
- Listen to predictions
- Make predictions
- Describe holidays
- Show interest using the proper expressions and intonation
- Complain about something
- Guess meaning from context
- Listen to a conversation about a trip to Paris
- Listen to five people visiting their country
- Speculate about the future
- Understand instructions
BLOCK 2 - Reading and Writing
- Read a text about holidays and the family
- Read a text about cheap travel
- Read a text about the sea
- Read a postcard
- Read a letter
- Write a postcard
- Write a letter
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Future arrangements
- Will, may, might
Lexical sets
- Holidays
- Flying
- Describing holidays
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Expressing future arrangements; to use will, may and might
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 56-63).
EVALUATION
Assessment
Student’s book. Activestudy 4 page 66
Student’s book. Miniworkbook. (pages 112-113).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about holidays
- To listen to someone talking to friends
- To make questions
- To listen to someone speaking about the airport
- To talk about things to do at an airport
- To listen to five announcements at an airport
- To listen to predictions
- To make predictions
- To describe holidays
- To show interest using the proper expressions and intonation
- To complain about something
- To guess meaning from context
- To listen to a conversation about a trip to Paris
- To listen to five people visiting their country
- To speculate about the future
- To understand instructions
BLOCK 2 – Reading and writing
- To read a text about holidays and the family
- To read a text about cheap travel
- To read a text about the sea
- To read a postcard
- To read a letter
- To write a postcard
- To write a letter
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use will, may might
- To make future arrangements
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 8: JUST DO IT!
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Listen to a quiz about sports
- Listen to an interview with Jo-Anne
- Talk about the things they have done
- Describe sports equipment
- Give a presentation about sports
- Describe photos
- Describe people’s achievements
BLOCK 2 - Reading and Writing
- Read a text about the champions tomorrow awards
- Write a description of a sport
- Read a website
- Read a text about unfit kids
- Read a text about champions about the odds
- Read a text about Kelly Holmes
- Describe a sport
- Describe a sporting hero
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Present perfect with ever and never
- Present perfect with just, already, yet
Lexical sets
- Sports
- Sports equipment
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use present perfect with ever, never; use present perfect with just, already, might
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 64 - 69).
EVALUATION
Assessment
Student’s book. Activestudy 4 page 66
Student’s book. Miniworkbook. (pages 114-115).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to a quiz about sports
- To listen to an interview with Jo-Anne
- To talk about the things they have done
- To describe sports equipment
- To give a presentation about sports
- To describe photos
- To describe people’s achievements
BLOCK 2 – Reading and writing
- To read a text about the champions tomorrow awards
- To write a description of a sport
- To read a website
- To read a text about unfit kids
- To read a text about champions about the odds
- To read a text about Kelly Holmes
- To describe a sport
- To describe a sporting hero
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the present perfect with ever, never
- To use the present perfect with just, already, yet
- To complete sentences with ever, never, just, already, yet
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 9: COOL TECH
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Describe a machine
- Give instructions
- Talk about inventions
- Make predictions
- Listen about gadgets
- Give an opinion
- Listen to numbers
- Listen to dates
- Listen to predictions
- Complain about something
- Listen to a conversation
- Listen to a radio phone-in
- Describe pictures
- Say numbers
- Talk about TV
- Understand instructions
BLOCK 2 - Reading and Writing
- Read a text about companies that sell green alternatives
- Write about the most important possessions
- Read about mobile phones
- Read a text about TV and other screens
- Read a letter of complaint
- Write a letter of complaint
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Defining relative clauses
- First conditional
- Future time clauses
Lexical sets
- Machines
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using defining relative clauses, first conditional and future time clauses
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 74 - 81).
EVALUATION
Assessment
Student’s book. Activestudy 5 page 82
Student’s book. Miniworkbook. (pages 116-117).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To describe a machine
- To give instructions
- To talk about inventions
- To make predictions
- To listen about gadgets
- To give an opinion
- To listen to numbers
- To listen to dates
- To listen to predictions
- To complain about something
- To listen to a conversation
- To listen to a radio phone-in
- To describe pictures
- To say numbers
- To talk about TV
- To understand instructions
BLOCK 2 – Reading and writing
- To read a text about companies that sell green alternatives
- To write about the most important possessions
- To read about mobile phones
- To read a text about TV and other screens
- To read a letter of complaint
- To write a letter of complaint
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use defining relative clayses
- To use the first conditional
- To use future time clauses
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 10: OUT THERE
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Talk about the natural world
- Tell the class about their childhood
- Tell the class about the places they used to visit
- Talk about the global warming
- Listen to a radio programme about the Carteret Islands
- Discuss about problems
- Predict something
- Tell a story
- Describe how they felt
- Respond to something with interest
- Interview someone
- Understand instructions
BLOCK 2 - Reading and Writing
- Read fantastic facts about the Earth
- Read Hannah’s memories
- Write the description of a place
- Read a text about the global warming
- Read three diary extracts, written more than 120 years ago
- Describe a place
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Used to
- Present perfect with for, since
Lexical sets
- Natural world
- Global warming
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use used to. Use present perfect with for, since
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 82-87).
EVALUATION
Assessment
Student’s book. Activestudy 5 page 82
Student’s book. Miniworkbook. (pages 118-119).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about the natural world
- To tell the class about their childhood
- To tell the class about the places they used to visit
- To talk about the global warming
- To listen to a radio programme about the Carteret Islands
- To discuss about problems
- To predict something
- To tell a story
- To describe how they felt
- To respond to something with interest
- To interview someone
- To understand instructions
BLOCK 2 – Reading and writing
- To read fantastic facts about the Earth
- To read Hannah’s memories
- To write the description of a place
- To read a text about the global warming
- To read three diary extracts, written more than 120 years ago
- To describe a place
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use used to
- To use the present perfect with for and since
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 11: MUST SEE
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Talk about films
- Listen to a description of how a film is made
- Listen to extracts from TV programmes
- Talk about TV
- Listen to a phone call
- Listen to voicemail messages
- Describe how films are made
- Talk about favourite types of films
BLOCK 2 - Reading and Writing
- Read a text about subbed or dubbed films
- Read a text about TV programmes
- Read a text about a book I’ve read recently
- Write the review of a book or film
- Describe a book or film
- Read adverts
- Read notices
- Read phone messages
- Read the introduction of the book About a boy
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Present simple passive
- Past simple and present perfect passive
Lexical sets
- Making a film
- TV programmes
- What we read
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use present simple passive. Use past simple and present perfect passive.
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 92 - 99).
EVALUATION
Assessment
Student’s book. Activestudy 6 page 98
Student’s book. Miniworkbook. (pages 120-121).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about films
- To listen to a description of how a film is made
- To listen to extracts from TV programmes
- To talk about TV
- To listen to a phone call
- To listen to voicemail messages
- To describe how films are made
- To talk about favourite types of films
BLOCK 2 – Reading and writing
- To read a text about subbed or dubbed films
- To read a text about TV programmes
- To read a text about a book I’ve read recently
- To write the review of a book or film
- To describe a book or film
- To read adverts
- To read notices
- To read phone messages
- To read the introduction of the book About a boy
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the present simple passive
- To use the past simple and present perfect passive
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
UNIT 12: STAY SAFE
OBJECTIVES
BLOCK 1 – Listening, speaking and conversation
- Listen to four teenagers
- Ask the partner to do five things
- Tell the partner to do five things
- Listen to a radio phone-in about teenagers and crime
- Describe photos
- Report a crime
- Repeat what other people have said
- Understand instructions
BLOCK 2 - Reading and Writing
- Read the opinions of some teenagers
- Read a quiz about honesty
- Read three articles about crimes
- Read an article about teenage victims of crime
- Read an advice about how to avoid crime
- Read a newspaper article
- Read a letter to the editor
- Read an article about pensioner fear “hoodies”
- Read a letter to an editor
- Write a letter responding to an article
- Read a text about crimes that went wrong
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their own.
- Show a receptive attitude towards others’ life and people from another countries
CONTENTS
Grammar
- Second conditional
- Reported requests and commands
Lexical sets
- Crimes
- Adjectives ending in ed, ing
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension skills.
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using the second conditional, reported requests and commands
- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 100 - 105).
EVALUATION
Assessment
Student’s book. Activestudy 6 page 98
Student’s book. Miniworkbook. (pages 122-123).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to four teenagers
- To ask the partner to do five things
- To tell the partner to do five things
- To listen to a radio phone-in about teenagers and crime
- To describe photos
- To report a crime
- To repeat what other people have said
- To understand instructions
BLOCK 2 – Reading and writing
- To read the opinions of some teenagers
- To read a quiz about honesty
- To read three articles about crimes
- To read an article about teenage victims of crime
- To read an advice about how to avoid crime
- To read a newspaper article
- To read a letter to the editor
- To read an article about pensioner fear “hoodies”
- To read a letter to an editor
- To write a letter responding to an article
- To read a text about crimes that went wrong
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the second conditional
- To use reported requests and commands
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking countries
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