PG My Life 4 - Microsoft
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My Life 4
Teaching Programme
Modern Foreign Languages
English
Starter Unit
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about their personality and that of their friends and other people who they do not know personality.
Ask questions to clarify and check information.
Understand basic information in which people present themselves and others, life, friends, family and preferences.
Understand basic information related to using public transport.
Understand a phone call and clarify when information is not clear.
BLOCK 2- Reading and writing
Understand semi-detailed information narrating events in the past.
Understand emails and texts in which people present themselves.
Understand facts and figures about the United Kingdom.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures
II. CONTENTS
Grammar
Present simple
Present continuous
Stative verbs
Wh- questions and other question words
Past simple
Past continuous
Time markers when, while... / ... as
Lexical sets
Personality adjectives
Jobs
Common verbs
Functions
Make and respond to requests.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about your personality and the personality of others along with other common personal information and asking for clarification when you do not understand.
Understand personal information in which people present themselves and others, travel plans and phone conversations.
Recognising and using the present simple and the present continuous, and the past simple and the past continuous, stative verbs and question words including (Wh- questions).
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Finding out about the rich ethnical mix in the UK
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning about one the UK’s leading animation artists.
Developing effective language-learning practices.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 4-9).
Extra Practice
Student's book (page 94).
v. Evaluation
Assessment
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about their personality and that of their friends.
To ask questions to clarify and check information.
To understand basic information in which people present themselves and others, life, friends, family and preferences.
To understand basic information related to using public transport.
To understand a phone call and clarify when information is not clear.
BLOCK 2- Reading and writing
To understand semi-detailed information narrating events in the past.
To understand emails and texts in which people present themselves.
To understand facts and figures about the United Kingdom.
BLOCK 3 – Knowledge of the language
Vocabulary
Recall adjectives of personality learned previously and classify them by their positive or negative connotation.
Write descriptive phrases using adjectives of personality.
Complete jobs vocabulary words.
Answer questions about different jobs.
Grammar
Complete phrases using the present simple and the present continuous.
Write an email with the correct form of the given verbs.
Write questions to match them with the given answers.
Complete a text using the correct past tense of the verbs given.
Complete a text using the correct past tense of the verbs given choosing between when, while and as, accordingly.
Talk about their family using when, while and as.
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 intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 1: Music and film
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer questions about musical preferences.
Talk about future arrangements.
Rate and express opinions about well-known films.
Understand an interview about a band.
BLOCK 2- Reading and writing
Understand an article about music.
Understand a conversation about future arrangements.
Understand a text about major music events.
Write a composition about films.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Going to and will for future plans, intentions, predictions and decisions
Present continuous for future arrangements
Comparative adjectives with much and (not) as ... as
Superlative adjectives
Lexical sets
Types of music and musical instruments
Adjectives of opinion
Functions
Make arrangements and invite, accept and refuse with excuses
Pronunciation
Identify and produce the sounds /εΒ/ and /aΒ/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Listen for key words.
Make an ideas map
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about your musical preferences and abilities, your appointments and arrangements and your opinions about well-know films.
Understanding information about people’s feelings about music and musical instruments, appointments and arrangements, opinions and comparisons and extended written information.
Recognising and using the use of going to and will for the future, the use of the present continuous for future arrangements, and comparative and superlatives adjectives including the constructions much + comparative and (not) as ... as.
Pronouncing the sounds /εΒ/ and /aΒ/ correctly.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Reading about macro charity events, including Band Aid, Live Aid, Live 8 and Live Earth.
Understanding how to make arrangements, invite, accept and refuse and give excuses appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to use titles, pictures and headings to help you read better.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 10-19).
Teacher's Resource File
Grammar and Vocabulary (pages 12-14).
Reading and Listening (pages 40-42).
Writing (page 68).
Motivator (page 77-82).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 1, 2 y 3 (page 34).
My Life 4 Student’s book. Extra practice. (page 95).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer questions about musical preferences.
To talk about future arrangements.
To rate and express opinions about well-known films.
To understand an interview about a band.
BLOCK 2- Reading and writing
Understand an article about music.
Understand a conversation about future arrangements.
Understand a text about major music events.
Write a composition about films.
BLOCK 3 – Knowledge of the language
Vocabulary
Recall the different types of music they know.
Using pictures to identify different musical instruments.
Have a conversation with a peer about music.
Relate the vocabulary of adjectives of opinion with the related vocabulary.
Grammar
Complete sentences using will and going to.
Complete and interview and some phrases using will or going to, accordingly.
Write sentences about a girl’s plan using the present continuous.
Write comparative phrases using as many comparative adjectives as possible and superlative phrases.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Identify and produce the sounds /εΒ/ and /aΒ/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 2: Life experiences
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk and express opinions about household.
Talk about actions in the past and specify clearly when they took place.
Talk about things which are stressful and what they can do to combat stress.
Express their opinions about the best course of action in a difficult situation.
Understand someone talking about stress-related problems.
BLOCK 2- Reading and writing
Understand and answer a quiz.
Understand a conversation about personal plans.
Understand a magazine article about stress-busting tips.
Understand a webpage about problems and suggested solutions.
Write an article about a perfect party.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Present perfect simple with time adverbials ever, never, already, just and yet
Present perfect contrasted with past simple.
Time adverbials
Defining relative clauses with who, which, that, whose and where and the omission of Relative pronoun
Lexical sets
Household jobs
Common irregular verbs
Relationships
Family
Functions
Talk about problems and respond with suggestions and advice.
Pronunciation
Identify and produce the sounds /⎯/ and /a:/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Take every opportunity to practice and join conversations.
Use commas.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about what household jobs you do, relationships and special events in your life, detailed family descriptions and opinions about the best course of action to take.
Understanding a variety of text types including quizzes, articles, scripts and blogs and spoken advice for common problems.
Recognising and using the present perfect simple with time adverbials ever, never, already, just and yet; the contrast between the present perfect and the past simple, time adverbials and defining clauses with con who, which, that, whose and where.
Pronouncing the sounds /⎯/ and /a:/ correctly.
Data processing and digital competence
Write an article about a web page.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Evaluating different courses of action in a problematic situation.
Understanding how to ask about problems and respond with appropriate suggestions and advice.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to speak as much as possible and take advantage of opportunities.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 20-29).
Teacher's Resource File
Grammar and Vocabulary (pages 15-17).
Reading and Listening (pages 43-45).
Writing (page 69).
Motivator (pages 83-87).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 1, 2 and 3 (page 34).
My Life 4 Student’s book. Extra practice. (page 96).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk and express opinions about household.
To talk about actions in the past and specify clearly when they took place.
To talk about things which are stressful and what they can do to combat stress.
To express their opinions about the best course of action in a difficult situation.
To understand someone talking about stress-related problems.
BLOCK 2- Reading and writing
To understand and answer a quiz.
To understand a conversation about personal plans.
To understand a magazine article about stress-busting tips.
To understand a webpage about problems and suggested solutions.
To write an article about a perfect party.
BLOCK 3 – Knowledge of the language
Vocabulary
Review and complete sentences using the household vocabulary.
Talk about themselves and the jobs they do in their house
Write a romantic movie script using the vocabulary about personal relations.
Recall all the words they know about family.
Write sentences to describe the different links in their family.
Grammar
Complete phrases applying the rules of the present perfect simple.
Write sentences using the present perfect simple and just, yet, already or never, accordingly.
Order phrases with just, yet, already or never.
Complete phrases applying the rules of the present perfect and the past simple.
Write sentences using the past tense of the time adverbials correctly.
Write a sentence in present perfect or past simple accordingly.
Write sentences applying the rules of the defining relative clauses.
Write sentences using relative defining clauses with who, which, that, whose and where following the instructions given.
Detect the possibility to write a second phrases with omission of the relative pronoun.
Write phrase using the defining relative clauses.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Identify and produce the sounds /⎯/ and /a:/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 3: Now and then
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about themselves and their lives experiences.
Ask and answer questions about school and their hobbies.
Understanding and informal interview about someone’s life including when specific actions happened or started.
BLOCK 2- Reading and writing
Understand a personal blog.
Understand a conversation about people’s recent activities.
Understand a conversation about preparing food for a party.
Write a personal profile of themselves.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Present perfect simple
Present perfect continuous
Present perfect simple contrasted with present perfect continuous.
For and since.
Lexical sets
Collocations with make and do
Phrasal verbs with look
Food and drink
Cooking verbs
Functions
Make offers, accept or refuse and persuade others.
Pronunciation
Pronouncing the sounds /ΒΕ/ ανδ /εΕ/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Guess the meaning of words from the context.
Write paragraphs and topic sentences.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about your life and interests both in the past and in the present.
Understanding a variety of text types, including blogs, scripts and postcards, high frequency expressions with make and do, and people talking about their lives up until the time of speaking.
Recognising and using both the present perfect simple as the present perfect continuous with for and since, and phrasal verbs with the same verb (look) and different particles.
Pronouncing the sounds /ΒΕ/ ψ /εΕ/ correctly.
Competence in knowledge and interaction with the physical world
▪ Learning about trips to space, the planets and life in space.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Learning how to make offers and accept, refuse and persuade others appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to guess the meaning of new words from context and grammar.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 30-39).
Teacher's Resource File
Grammar and Vocabulary (pages 18-20).
Reading and Listening (pages 46-48).
Writing (page 70).
Motivator (pages 88-92).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 1, 2 and 3 (page 34).
My Life 4 Student’s book. Extra practice. (page 97).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about themselves and their lives experiences.
To ask and answer questions about school and their hobbies.
To understanding and informal interview about someone’s life including when specific actions happened or started.
BLOCK 2- Reading and writing
To understand a personal blog.
To understand a conversation about people’s recent activities.
To understand a conversation about preparing food for a party.
To write a personal profile of themselves.
BLOCK 3 – Knowledge of the language
Vocabulary
Complete expressions using make or do, accordingly.
Complete phrases using phrasal verbs with the verb look.
Using pictures to identify food and drink vocabulary.
Write sentences using food and drink vocabulary and the cooking verbs.
Grammar
Complete phrases using the correct use of for and since.
Classify expressions of time using for or since.
Write sentences using the present perfect with for or since.
Complete a letter using the present perfect continuous.
Write phrases using the present perfect simple or present perfect continuous and for or since, accordingly.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Identify and produce the sounds οσ σονιδοσ /ΒΕ/ ψ /εΕ/.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
To Make a project: Work together to create a class blog (pages.36-37)
Unit 4: Memories
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about how their life was when they were younger.
Retell a story using past narrative tenses.
Improvise a conversation based on a past story.
Talk about funny events which happened to them.
Express opinions about an ethical issue.
Understand a semi-detailed past narrative.
Understand a conversation talking about a problem and possible solutions.
BLOCK 2- Reading and writing
Understand a dialogue about past habits and situations.
Follow a story told in the past about children’s miraculous abilities.
Understand a newspaper article about a documentary.
Understand a text about an ethical issue.
Write about changes which have happened in their lives.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Used to
Echo questions
Could and was /were able to for past ability
Past perfect simple
Lexical sets
Verbs of action
Collocations with lose.
Functions
Show interest
Pronunciation
Show interest by using appropriate rising intonation.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Understand the task to prepare notes.
Use sequencing words before, after, when and then.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about yourself and your family and your past habits, retelling stories which you have been told, role play situations and giving and justifying opinions.
Understanding a variety of text types including scripts, complex past narratives, articles and case studies, and people talking about problems and possible solutions and narrative past events.
Recognising and using used to, echo questions, could and was /were able to for past ability and the past perfect simple.
Using rising information correctly to show interest.
Competence in knowledge and interaction with the physical world
Reading about a miraculous case of survival on a desert island.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Evaluating different courses of action in a problematic situation.
Learning how to express interest.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Reading about a controversial documentary made from a true story.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to use key words to help understand important information.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 40-49).
Teacher's Resource File
Grammar and Vocabulary (pages 21-23).
Reading and Listening (pages 49-51).
Writing (page 71).
Motivator (pages 93-97).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 4, 5 and 6 (page 62).
My Life 4 Student’s book. Extra practice. (pages 98-99).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about how their life was when they were younger.
To retell a story using past narrative tenses.
To improvise a conversation based on a past story.
To talk about funny events which have happened to them.
To express opinions about an ethical issue.
To understand a semi-detailed past narrative.
To understand a conversation talking about a problem and possible solutions.
BLOCK 2- Reading and writing
Understand a dialogue about past habits and situations.
Follow a story told in the past about children’s miraculous abilities.
Understand a newspaper article about a documentary.
Understand a text about an ethical issue.
Write about changes which have happened in their lives.
Be able to understand a dialogue about habits and situations in the past.
BLOCK 3 – Knowledge of the language
Vocabulary
Using pictures to identify action verbs vocabulary.
Complete phrases using the correct action verb.
Complete phrases using the different meanings of the verb lose.
Grammar
Ask and answer questions using the correct form of the verb used to.
Complete echo questions.
Complete phrases using the correct form of could / was / were able to.
Write phrases using past perfect simple and past simple from a given information.
Complete a story using the past simple or the past perfect simple accordingly.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Correct pronunciation of the right intonation to show interest.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 5: Our world
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer questions to identify objects.
Talk and express their opinions about different means of communication.
Understand a conversation about items made from recycled objects.
Understand semi-detailed information about a natural wonder
Understand a radio interview about someone who was caught in a natural disaster.
BLOCK 2- Reading and writing
Understand a conversation in a charity shop.
Understand a webpage about the creation of Facebook.
Understand a text about natural wonders of the world including large numbers.
Understanding a text about global warming and its consequences.
Write an article for a school magazine.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Present simple passive
Past simple passive
Non-defining clauses with who, whose, which and where.
Lexical sets
Materials
Landscape and environment
Functions
Give and agree or disagree with opinions.
Pronunciation
Identify and produce the sounds χονϕυντοσ δε χονσοναντεσ /χλ/ ψ /πλ/. correctly.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Use linking phrases to help predict what they are going to read next.
Use linking phrases to organise your writing.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about what things are made of and how you communicate.
Understanding a variety of text types including scripts, and extended informative texts and people talking about recycling and giving semi-detailed information about natural wonders and disasters.
Recognising and using the present present and past simple passive, and non-defining clauses with, whose, which and where.
Pronouncing the sounds /χλ/ ψ /πλ/ χορρεχταμεντε. correctly.
Mathematical competence
Understanding relatively complex large numbers including years and physical dimensions.
Competence in knowledge and interaction with the physical world
Finding out about some unusual recycling possibilities.
Learning about some of the most impressive natural wonders of the world.
Reading about global warming and how this is affecting the natural world.
Data processing and digital competence
Learning about the history of Facebook and social networking.
Considering the value of different forms of communication.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Reading about Fairtrade products and their value to the developing world.
Talking about climate change and what we can do about it.
Learning how to give opinions and agree or disagree with the opinions of others appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to use linking phrases to predict Reading content.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 50-59).
Teacher's Resource File
Grammar and Vocabulary (pages 24-26).
Reading and Listening (pages 52-54).
Writing (page 72).
Motivator (pages 98-102).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 4, 5 and 6 (page 62).
My Life 4 Student’s book. Extra practice. (pages 99-100).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer questions to identify objects.
To talk and express their opinions about different means of communication.
To understand a conversation about items made from recycled objects.
To understand semi-detailed information about a natural wonder
To understand a radio interview about someone who was caught in a natural disaster.
BLOCK 2- Reading and writing
To understand a conversation in a charity shop.
To understand a webpage about the creation of Facebook.
To understand a text about natural wonders of the world including large numbers.
To understanding a text about global warming and its consequences.
To write an article for a school magazine.
BLOCK 3 – Knowledge of the language
Vocabulary
Using pictures to identify the vocabulary of different types of materials.
Recall the vocabulary about countries and landscapes.
Match landscapes and environment vocabulary with their description.
Grammar
Complete a text with the passive form of the present simple.
Complete a text with the passive form of the past simple.
Ask and answer questions using the passive form of past simple.
Choose the correct options of the non-defining relative clauses.
Complete phrases using who, whose, which or where accordingly.
Match phrases using who, whose, which or where accordingly; paying attention to the correct use of commas.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Be able to identify and produce the sounds /χλ/ ψ /πλ/.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 6: Holidays
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about where they would go on holiday and the advantages and disadvantages of different types of accommodation.
Understand a conversation in which a travel agent makes predictions about holidays in the future.
Understand a conversation about preparing for an adventure course.
Understand what people might like to do in a gap year.
BLOCK 2- Reading and writing
Understand predictions about holidays in the future.
Understand a conversation about preparing for an adventure course.
Understand an informal letter to a pen friend.
Understand a text about a gap year activity.
Write a letter to a pen friend.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
Make a Project: Give a presentation about your favourite history topic. (pages 64-65).
II. CONTENTS
Grammar
Predictions with will, won't, may and might
First conditional with if and unless
Future with will, when and as soon as
Lexical sets
Holidays
Negative adjective with the prefixes un-, in- and im-
Phrases used in informal letters
Functions
Give reminders; make promises, reassurances and offers.
Pronunciation
Identify and produce the sounds /⊥/ and /1/ correctly.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Phrases used in informal letters.
III. BASIC COMPETENCES
Linguistic competence
Interchanging ideas about the advantages and disadvantages of different types of travel, instructions and their justifications, and ideas and suggestions for students on a gap year.
Understanding a variety of text types including articles, scripts and informal letters and people talking about their predictions for a specific trip.
Recognising and using will, won't, may and might for predictions, the first conditional with if and unless, will for the future with when and as soon as, the negative adjective prefixes with un-, in- and im- and phrases commonly used in informal letters.
Pronouncing the sounds /⊥/ and /1/ correctly.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Finding about ‘gap years’ and the benefits of these.
Learning how to make and respond to reminders, promises, reassurances and offers appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 60-69).
Teacher's Resource File
Grammar and Vocabulary (pages 27-29).
Reading and Listening (pages 55-57).
Writing (page 73).
Motivator (pages 103-107).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 4, 5 and 6 (page. 62).
My Life 4 Student’s book. Extra practice. (pages 100-101).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about where they would go on holiday and the advantages and disadvantages of different types of accommodation.
To understand a conversation in which a travel agent makes predictions about holidays in the future.
To understand a conversation about preparing for an adventure course.
To understand what people might like to do in a gap year.
BLOCK 2- Reading and writing
To understand predictions about holidays in the future.
To understand a conversation about preparing for an adventure course.
To understand an informal letter to a pen friend.
To understand a text about a gap year activity.
To write a letter to a pen friend.
BLOCK 3 – Knowledge of the language
Vocabulary
Write down all the holiday vocabulary they can recall.
Change to the negative form adjectives using the prefixes un-, in- o im- accordingly.
Complete phrases using the correct adjective.
Place correctly common expressions of an informal letter.
Grammar
Write phrases making predictions with will, won't, may and might.
Complete a dialogue using will or may / might accordingly.
Complete phrases using the first conditional correctly.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Correct pronunciation on the sounds /⊥/ and /1/.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 7: Reporting
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about April Fool's and similar customs and practical jokes.
Understand and report spoken requests and commands.
Understand a radio programme about an April Fool's Day joke.
Understand and report spoken questions.
Understand two students gossiping about a classmate.
BLOCK 2- Reading and writing
Understand a magazine article on April Fool's Day joke.
Understand a text about a police artist.
Understand a conversation including a telephone call.
Understand a newspaper article and an email about a difficult situation.
Write a detailed physical description.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Reported requests and commands
Reported statements
Reported questions
Lexical sets
Common adjectives and word order
Appearance
Functions
Speak on the phone
Pronunciation
Recognise how many syllables there are in words and the phenomenon of compression.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Avoid one-word answers and explain their ideas.
Give a detailed description of a person.
III. BASIC COMPETENCES
Linguistic competence
Interchanging detailed descriptive information about objects and people.
Understanding a variety of text types including humorous articles, text describing processes, scripts and case studies and people talking about practical jokes, giving requests, commands, asking questions and gossiping about their classmates.
Recognising and using reported speech, including requests, commands, statements and questions.
Learning to count the amount of syllables in a word.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Reading about April Fool's Day and similar customs around the world.
Evaluating different courses of action in a problematic situation.
Learning how to speak on the phone.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to give extended answers and explain your ideas when speaking.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 70-79).
Teacher's Resource File
Grammar and Vocabulary (pages 30-32).
Reading and Listening (pages 58-60).
Writing (page 74).
Motivator (pages 108-112).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 7, 8 and 9 (page 90).
My Life 4 Student’s book. Extra practice. (pages 101-102).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about April Fool's and similar customs and practical jokes.
To understand and report spoken requests and commands.
To understand a radio programme about an April Fool's Day joke.
To understand and report spoken questions.
To understand two students gossiping about a classmate.
BLOCK 2- Reading and writing
To understand a magazine article on April Fool's Day joke.
To understand a text about a police artist.
To understand a conversation including a telephone call.
To understand a newspaper article and an email about a difficult situation.
To write a detailed physical description.
BLOCK 3 – Knowledge of the language
Vocabulary
Order consecutive adjectives correctly.
Describe pictures using at least two adjectives for each one in the correct order.
Describe a classmate for the class to guess.
Place the adjectives about appearance in a table by the one that is been mentioned. Grammar
Write phrases of request and order them by style.
Complete phrases using an indirect style.
Complete a table with the correct verbs for reported statements.
Change a text from direct to indirect style.
Change a question from direct to indirect style
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
To recognise how many syllables there are in words.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 8: Time to think
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer questions about hypothetical situations in the present and the future.
Talk about what job they would like to do and why.
Talk about what things in their lives they would like to change.
Talk about what types of TV programmes they like and what they would like to watch from an imaginary TV schedule.
Talk about what sort of summer camp they would enjoy and which activities would interest them.
Understand people discussing their answers to a quiz question.
Understand a person talking about the positive and negative aspects of his jobs.
Understand two teenagers, one from the USA and one from the UK, talking about summer camp.
BLOCK 2- Reading and writing
Understand and answer a quiz about how to behave in a crisis.
Understand a text about people’s work.
Understand a conversation in which people discuss what to watch on TV.
Understand an article about summer camps in the USA.
Write about summer camp.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
Identify, apply and use the vocabulary of the unit.
Recognise 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
Recognise 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.
II. CONTENTS
Grammar
Second conditional
I wish with past simple
Lexical sets
-ed and –ing adjectives.
Phrasal verbs with out, up and on.
Types of TV programme
Functions
Make suggestions and express preferences
Pronunciation
Produce the elision sound ελ σονιδο δε/δ⊥/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Be patient, listen for key words and not worry if they don’t understand everything.
Use linkers although and however.
III. BASIC COMPETENCES
Linguistic competence
Interchanging ideas about how to react in hypothetical situations, preferences about various topics and things you would like to change in your life.
Understanding a variety of text types including quizzes, descriptive texts, scripts, and detailed information about summer camps and people talking about their answers to hypothetical questions, the positive and negative aspects of their work, and their summer camp experiences.
Recognising and using the second conditional, I wish + past simple, phrasal verbs with out, up and on and the difference between –ed and –ing activities.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Think about what actions you might take in a crisis situation.
Considering the relationship between Money, work and happiness.
Finding out about summer camps and the benefits of these.
Learning to make and respond to suggestions and express preferences appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning not to worry if you don’t understand everything when listening.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 80-89).
Teacher's Resource File
Grammar and Vocabulary (pages 33-35).
Reading and Listening (pages 61-63).
Writing (page 75).
Motivator (pages 113-117).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 7, 8 and 9 (page 90).
My Life 4 Student’s book. Extra practice. (pages 102-103).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer questions about hypothetical situations in the present and the future.
To talk about what job they would like to do and why.
To talk about what things in their lives they would like to change.
To talk about what types of TV programmes they like and what they would like to watch from an imaginary TV schedule.
To talk about what sort of summer camp they would enjoy and which activities would interest them.
To understand people discussing their answers to a quiz question.
To understand a person talking about the positive and negative aspects of his jobs.
To understand two teenagers, one from the USA and one from the UK, talking about summer camp.
BLOCK 2- Reading and writing
To understand and answer a quiz about how to behave in a crisis.
To understand a text about people’s work.
To understand a conversation in which people discuss what to watch on TV.
To understand an article about summer camps in the USA.
To write about summer camp.
BLOCK 3 – Knowledge of the language
Vocabulary
To complete phrases using adjectives ending in -ed and -ing.
Find five adjectives ending in -ed and -ing beside from the ones they already know and write a sentence with each of them
Match different phrasal verbs using out, up and on with their meaning.
Complete phrases using the phrasal verbs learned.
Identify TV programme vocabulary.
Grammar
Write phrases using the second conditional.
Complete questions using the second conditional.
Write phrases using I wish + past simple.
Write two phrases for each of the situations given using I wish + past simple.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Identify and produce the sounds dελ σονιδο δε /δ⊥/.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 9: Crime
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Retell a story using past narrative tenses and so and such.
Respond to others’ opinions on illegal downloading.
Understand three short stories about hopeless criminals.
Understand s story about a criminal.
BLOCK 2- Reading and writing
Understand three short stories about hopeless criminals.
Understand a case study about illegal downloading.
Understand a conversation about clothes shopping.
Understand a text about the history of crime detection.
Write a story.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise 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
Recognise 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.
Make a Project: Create a radio station in the classroom. (pages 92-93).
II. CONTENTS
Grammar
So + adjective ... (that) ...
Such a / an + adjective + noun (that) ...
Verb with infinitive or gerund
Auxiliary verbs with so and neither
Lexical sets
Crime
Computer language
Clothes, accessories, styles and patterns
Functions
Make and respond to requests.
Pronunciation
Identify and produce the sounds of the consonant groups /str/ and /tr/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise 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.
Tips
Skim a text for gist meaning.
Check grammar.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about crimes and criminals, retelling stories which you have been told and expressing opinions and agreement or disagreement.
Understanding a variety of text types including short narrative, newspaper articles, scripts and semi-detailed historical information and people speaking and narrating past stories both brief and extended.
Recognising and using the adjective constructions so + adjective ... (that) ... and such (a / an) + adjective + noun (that), verbs which are followed by an infinitive auxiliary or a gerund and auxiliary verbs with so and neither.
Pronouncing the sounds /str/ and /tr/ correctly.
Data processing and digital competence
Learning a lexical set related to Information Technology.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Reflecting on illegal downloading from the internet and how this might affect others.
Reading about the history of crime detention.
Learning to make and respond appropriately to requests.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to skim read for gist meaning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 90-99).
Teacher's Resource File
Grammar and Vocabulary (pages 36-38).
Reading and Listening (pages. 64-66).
Writing (page 76).
Motivator (pages 118-122).
v. Evaluation
Assessment
My Life 4 Student’s book. Revision: Units 7, 8 and 9 (page 90).
My Life 4 Student’s book. Extra practice. (pages. 103-104).
My Life 4 Student’s book. Extra pronunciation. (page 105).
My Life 4 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To retell a story using past narrative tenses and so and such.
To respond to others’ opinions on illegal downloading.
To understand three short stories about hopeless criminals.
To understand s story about a criminal.
BLOCK 2- Reading and writing
To understand three short stories about hopeless criminals.
To understand a case study about illegal downloading.
To understand a conversation about clothes shopping.
To understand a text about the history of crime detection.
To write a story.
BLOCK 3 – Knowledge of the language
Vocabulary
Match vocabulary of different types of criminals with the crime they committed.
Using pictures to identify computer language vocabulary.
Match beginning of phrases with their possible endings correctly using computer language vocabulary
Classify in a table vocabulary of clothes, accessories, styles and patterns accordingly.
Grammar
Complete phrases using two different ways: so... and such a... that.
Write sentences using the infinitive verb or gerund accordingly.
Complete a text with the correct form (verb + infinitive/ gerund) of some given verbs.
Complete a text using phrases with so or neither to show agreement or disagreement.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
To pronounce the sounds /str/ and /tr/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
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