Microsoft
[pic]
Discover English
2
Programme
_____________________________
Area of Foreign Languages
English
Discover English 2 Teaching Programme
Unit Starter: Joint Discovery Web!
Aims
- To use the verb to be in the affirmative, negative, interrogative forms and short answers
- To use the verb to have in the affirmative, negative, interrogative forms and short answers
- To know vocabulary about family
- To know vocabulary about sports
- To know vocabulary about body parts
- To know vocabulary about personal things
- To speak about my things
- To write about your friends and their things
- To use the verb can in the affirmative, negative, interrogative forms and short answers
- To know vocabulary about computers
- To know vocabulary about years
- To listen and read a text about ‘Meet the Team!’
- To speak about ability
- To speak about dates
- To write dates
- To use imperatives
- To listen and read an episode on the cartoon Adventure Island
- To give positive and negative instructions
Contents
I. Communication skills
- Speaking about my things
- Writing about your friends and their things
- Listening and reading a text about ‘Meet the Team!’
- Speaking about ability
- Speaking about dates
- Writing dates
- Listening and reading an episode on the cartoon Adventure Island
II. Language reflections
A. Language and grammar functions
- To be in the affirmative, negative, interrogative forms and short answers
- To have in the affirmative, negative, interrogative forms and short answers
- Can in the affirmative, negative, interrogative forms and short answers
- Imperatives
B. Vocabulary
- Family
- Sports
- Body parts
- Personal things
- Computers
- Years
III. Sociocultural aspects
- To debate about personal things
- To think about internet and the web
- To talk about team work and its advantages/disadvantages
- To think about adventures
- To show interest in technology and English
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think and talk about internet and society nowadays
To respect people’s appearances
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect people’s abilities
Consumer education
To think about the use of computers at school
To think and debate about the use and abuse of internet
To debate about the use of machines and gadgets
To debate about the use of new technologies and human relationships
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: To be in the affirmative, negative, interrogative forms and short answers, to have in the affirmative, negative, interrogative forms and short answers, can in the affirmative, negative, interrogative forms and short answers, imperatives.
- 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.
Assessment
I. Communication skills
- Workbook, Unit Starter.
II. Language reflections
- Workbook, Unit Starter.
III. Sociocultural aspects
- Workbook, Unit Starter.
Unit 1: Fun!
Aims
- To know vocabulary about free time activities
- To listen to a text about free time activities
- To write free time activities
- To speak about free time activities
- To use the present simple in the affirmative, negative, interrogative forms and short answers
- To use frequency adverbs
- To listen and read a text about ‘After School’
- To listen to a short text about activities
- To talk about routines
- To use the present continuous in the affirmative, negative, interrogative forms and short answers
- To know vocabulary about TV programmes
- To listen and read a webpage text about ‘No TV Day’
- To speak and write sentences about activities happening now
- To use present continuous for actions happening at the moment
- To use present simple for routines
- Yo use present simple and continuous
- To listen and read an episode on the cartoon Adventure Island
- To make questions about activities
- To listen and read a text about ‘What’s new?’
- To listen to an interview about free time
- To speak about hobbies
- To write a letter about your hobby
Contents
I. Communication skills
- Listening to a text about free time activities
- Writing free time activities
- Speaking about free time activities
- Listening and reading a text about ‘After School’
- Talking about routines
- Listening and reading a webpage text about ‘No TV Day’
- Saying and writing sentences about activities happening now
- Listening and reading an episode on the cartoon Adventure Island
- Listening and reading a text about ‘What’s new?’
- Listening to an interview about free time
- Speaking about hobbies
- Writing a letter about your hobby
II. Language reflections
A. Language and grammar functions
- Present simple in the affirmative, negative, interrogative forms and short answers
- Frequency adverbs
- Present continuous in the affirmative, negative, interrogative forms and short answers
- Present simple and present continuous
B. Vocabulary
- Free time activities
- Routines
- TV programmes
III. Sociocultural aspects
- To debate about leisure and its relevance
- To think and talk about free time in other cultures
- To show interest in computers and technology
- To be aware of the importance of TV in our society
- To debate about daily routines
- To show interest in having hobbies
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To respect people’s hobbies and routines
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
Consumer education
To think about the use of computers
To debate about the use of internet
To debate about the use of new technologies and human relationships
To think about people’s hobbies
To debate about the advantages and disadvantages of TV
Education for peace
To respect people’s opinions
To respect different points of view
Health Education
To debate about health and having hobbies (like dancing, rollerblading, climbing, etc.)
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Present simple in the affirmative, negative, interrogative forms and short answers; frequency adverbs; present continuous in the affirmative, negative, interrogative forms and short answers; present continuous and present simple.
- 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 organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 1, page 18
- Workbook, Unit 1.
II. Language reflections
- Students’ Book. Let’s Revise! 1, page 18
- Workbook, Unit 1.
- Teacher’s Book, Unit 1 Consolidation/Extension, page 137
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 1, page 18.
Unit 2: I’m Hungry!
Aims
- To know vocabulary about food
- To listen to a text about food
- To speak about your favourite meal with a friend
- To use countable and uncountable nouns
- To use some and any
- To listen and read a text about ‘Healthy Food Day’
- To speak with a friend about food quantities
- To use much, many, a lot of
- To listen and read a text about ‘Don’t Do This At Home!’
- To write questions using are there many or is there much
- To listen to short texts about cooking
- To write about a special meal that you are cooking for your family
- To listen and read an episode on the cartoon Adventure Island
- To make offers and requests
- To speak with a friend offering and requesting food
- To know vocabulary about containers
- To listen and read a text about ‘Discover Culture’
- To speak about different festivals and the food is eaten
- To write a description of a festival
Contents
I. Communication skills
- Listening to a text about food
- Speaking about your favourite meal with a friend
- Listening and reading a text about ‘Healthy Food Day’
- Speaking with a friend about food quantities
- Listening and reading a text about ‘Don’t Do This At Home!’
- Writing questions using are there many or is there much
- Listening to short texts about cooking
- Writing about a special meal that you are cooking for your family
- Listening and reading an episode on the cartoon Adventure Island
- Speaking with a friend offering and requesting food
- Listening and reading a text about ‘Discover Culture’
- Speaking about different festivals and the food is eaten
- Writing a description of a festival
II. Language reflections
A. Language and grammar functions
- Countable and uncountable nouns
- Some and any
- Much, many, a lot of
- Offers and requests (can, would you like)
B. Vocabulary
- Food
- Containers
- Festivals
III. Sociocultural aspects
- To think and debate about food and celebrations
- To show interest in cooking
- To debate about the relevance of eating healthy
- To respect and show interest in different cultures
- To be polite when offering and requesting things
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To respect other cultures
To think and debate about different festivals around the world
To show politeness when asking for things
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect men and women
Education for peace
To respect people’s opinions
To respect different points of view
To respect different cultures (food, festivals, etc.)
Consumer education
To think about consumerism and the environment
To think and debate about festivals
Health Education
To debate about the importance of healthy and balanced diets
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Countable and uncountable nouns; some and any; much, many, a lot of.
- Learning to learn is related to learning, the ability to pursue and organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 2, pages 26, 27
- Workbook, Unit 2.
- Workbook, Unit 2, Let’s Revise!, page 22
II. Language reflections
- Students’ Book. Let’s Revise! 2, pages 26, 27
- Workbook, Unit 2.
- Workbook, Unit 2, Let’s Revise!, page 22
- Teacher’s Book, Unit 2 Consolidation/Extension, page 138
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 2, pages 26, 27
Unit 3: Stories
Aims
- To know vocabulary about stories
- To listen to a text about different kind of stories
- To speak about favourite stories
- To use was/were in the affirmative, negative, interrogative forms and short answers
- To know vocabulary about time expressions
- To listen and read a text about ‘A Scary Story’
- To listen to a short text about time expressions
- To write a story using time expressions
- To speak about your last weekend
- To use the past simple of regular and irregular verbs (affirmative, negative and interrogative forms and short answers)
- To read and listen a text about ‘Fact or Fiction?’
- To identify past simple irregular forms in a text
- To write a list of things you did yesterday
- To speak about yesterday
- To listen and read an episode on the cartoon Adventure Island
- To ask for information using Wh- questions
- To listen and read a text about ‘The Blue Diamond’
- To speak with a friend about the story
- To write the end of the story
Contents
I. Communication skills
- Listening to a text about different kind of stories
- Speaking about favourite stories
- Listening and reading a text about ‘A Scary Story’
- Listening to a short text about time expressions
- Writing a story using time expressions
- Speaking about your last weekend
- Reading and listening a text about ‘Fact or Fiction?’
- Writing a list of things you did yesterday
- Speaking about yesterday
- Listening and reading an episode on the cartoon Adventure Island
- Asking for information using Wh- questions
- Listening and reading a text about ‘The Blue Diamond’
- Speaking with a friend about the story
- Writing the end of the story
II. Language reflections
A. Language and grammar functions
- Was/were in the affirmative, negative, interrogative forms and short answers
- Past simple of regular and irregular verbs (affirmative, negative and interrogative forms and short answers)
- Wh- questions
B. Vocabulary
- Stories
- Time expressions
III. Sociocultural aspects
- To show interest in learning stories
- To think and talk about literature
- To debate about the inspiration for writing a story
- To understand the meaning of stories in societies
- To show interest in the different kind of activities to do
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To respect other cultures
To think about human relationships
To understand literature as a means of communication
To debate about certain facts or fiction
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect men and women
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Was/were in the affirmative, negative, interrogative forms and short answers; past simple of regular and irregular verbs (affirmative, negative, interrogative forms and short answers); ask for more information using Wh- questions.
- 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 organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 3, page 38
- Workbook, Unit 3.
II. Language reflections
- Students’ Book. Let’s Revise! 3, page 38
- Workbook, Unit 3.
- Teacher’s Book, Unit 3 Consolidation/Extension, page 139
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 3, page 38
Unit 4: Cities
Aims
- To know adjectives that describe places
- To listen to a text about cities
- To describe your own town or city
- To use comparatives and superlatives
- To listen and read a text about ‘London’
- To compare things
- To listen to a short text about souvenirs
- To speak about souvenirs making comparative and superlative sentences
- To know vocabulary about places in town
- To listen and read a text about Sidney
- To write comparative and superlative sentences
- To write about a place in your town
- To compare cities and holiday activities
- To use too and enough
- To write sentences using too and enough
- To listen and read an episode on the cartoon Adventure Island
- To make suggestions
- To speak about favourite towns or cities
- To listen and read a text about ‘Discover Culture’
- To write about your favourite town
Contents
I. Communication skills
- Listening to a text about cities
- Listening and reading a text about ‘London’
- Listening to a short text about souvenirs
- Speaking about souvenirs making comparative and superlative sentences
- Listening and reading a text about Sidney
- Writing comparative and superlative sentences
- Writing about a place in your town
- Listening and reading an episode on the cartoon Adventure Island
- Writing sentences using too and enough
- Speaking about favourite towns or cities
- Listening and reading a text about ‘Discover Culture’
- Writing about your favourite town
II. Language reflections
A. Language and grammar functions
- Comparatives and superlatives
- Too and enough
- Suggestions (How about…?, Let’s…, Why don’t we…?, What about…?)
B. Vocabulary
- Places adjectives
- Places in town
- Souvenirs
- Cities
III. Sociocultural aspects
- To think and talk about cities in the world
- To show interest in the cities of London and Sydney
- To talk about different ways of visiting a city
- To debate about how cities should be
- To be aware of environmental issues related to cities
- To think about travelling
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To think and debate about different cultures
To debate about cities and environmental problems
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
Consumer education
To debate about different ways to travel
To think about cities and what they are like
To think about consumerism and the environment
Education for peace
To respect people’s opinions
To respect different points of view
To respect different cultures
Environmental Education
To debate about the climate changes and transport
To debate about cities and environment
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Comparatives and superlatives; too and enough; making suggestions.
- 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 organise 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.
Assessment
I. Communication skills
Students’ Book. Let’s Revise! 4, pages 46, 47
- Workbook, Unit 4.
- Workbook, Unit 4, Let’s Revise!, page 38
II. Language reflections
- Students’ Book. Let’s Revise! 4, pages 46, 47
- Workbook, Unit 4.
- Workbook, Unit 4, Let’s Revise! 4, page 38
- Teacher’s Book, Unit 4 Consolidation/Extension, page 140
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 4, pages 46, 47
Unit 5: Explore!
Aims
- To know vocabulary about the natural world
- To listen to a text about natural landscapes
- To write the names of different parts of the natural world
- To use the pronoun how to make questions
- To know the numbers from 100 to 1,000,000
- To listen and read a text about ‘Around the World’
- To write and speak out numbers
- To write questions using How + adjective (How old, how far, how wide, etc.)
- To speak about geographic features
- To give numerical information
- To use going to
- To listen and read a text about a trip to Tanzania entitled ‘On top of the World’
- To write sentences using going to
- To listen to a short text about a boy at the school in Tanzania
- To speak about the things you would take to an adventure
- To use prepositions of movement
- To listen and read an episode on the cartoon Adventure Island
- To give and follow directions
- To listen and read a text about ‘Different Lives’
- To speak with a friend about an imaginary trip to Lapland or Australia
- To write an email to a friend about your travelling plans
Contents
I. Communication skills
- Listening to a text about natural landscapes
- Writing the names of different parts of the natural world
- Listening and reading a text about ‘Around the World’
- Writing and speaking out numbers
- Writing questions using How + adjective (How old, how far, how wide, etc.)
- Speaking about geographic features
- Listening and reading a text about a trip to Tanzania entitled ‘On top of the World’
- Writing sentences using going to
- Listening to a short text about a boy at the school in Tanzania
- Speaking about the things you would take to an adventure
- Listening and reading a text about ‘Different Lives’
- Speaking with a friend about an imaginary trip to Lapland or Australia
- Writing an email to a friend about your travelling plans
II. Language reflections
A. Language and grammar functions
- How + adjectives to ask for measurements
- Going to
- Prepositions of movement
B. Vocabulary
- The natural world
- Numbers from 100 to 1,000,000
- Measurements
- Prepositions of movement
III. Sociocultural aspects
- To talk about nature and its multiple landscapes
- To debate about the protection of the environment and its problems
- To think and talk about adventures and places to do them
- To show interest in other cultures and their link to nature
- To describe the natural world and its features
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about different landscapes around the world
To debate about environmental problems
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Consumer education
To debate about different ways to travel
To think about consumerism and the environment
Education for peace
To respect people’s opinions
To respect different points of view
Environmental Education
To debate about the climate changes
To debate about different landscapes and their preservation
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: How + adjectives to make questions about measurements; going to, prepositions of movement.
- 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.
- Learning to learn is related to learning, the ability to pursue and organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 5, page 58
- Workbook, Unit 5.
II. Language reflections
- Students’ Book. Let’s Revise! 5, page 58
- Workbook, Unit 5.
- Teacher’s Book, Unit 5 Consolidation/Extension, page 141
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 5, page 58
Unit 6: Space
Aims
- To know vocabulary about space
- To listen to a text about the space
- To use have to in the affirmative, negative, interrogative forms and short answers
- To listen and read a text about ‘Life in Space’
- To know vocabulary about daily chores
- To write sentences about daily chores
- To speak about daily chores
- To listen to a short text about daily chores
- To use will/won’t + verb to describe future actions
- To listen and read a text about ‘Space Tourists’
- To make predictions
- To design a space robot and decide what it will/won’t do
- To speak about future actions of your robot
- To listen and read an episode on the cartoon Adventure Island
- To use possessives
- To ask about possession using Whose
- To guess what it is going to happen using maybe, I think, probably, etc.
- To speak about what the cartoon characters will do
- To write things that you will do with a treasure
- To listen and read a text about ‘Discover Culture’
- To give biographical information
- To write about yourself or a robot
Contents
I. Communication skills
- Listening to a text about the space
- Listening and reading a text about ‘Life in Space’
- Writing sentences about daily chores
- Speaking about daily chores
- Listening to a short text about daily chores
- Listening and reading a text about ‘Space Tourists’
- Speaking about future actions of your robot
- Listening and reading an episode on the cartoon Adventure Island
- Speaking about what the cartoon characters will do
- Writing things that you will do with a treasure
- Writing about yourself or a robot
II. Language reflections
A. Language and grammar functions
- Have to in the affirmative, negative, interrogative forms and short answers
- Will/won’t + verb to describe future actions
- Possessives
- Whose
B. Vocabulary
- Space
- Daily chores
III. Sociocultural aspects
- To think and talk about what it means to go to the space
- To show interest in reading stories
- To think about creating stories and acting them out
- To debate about the use of space for touristic purposes and its future
- To talk about special professions such as astronaut
- To think about their daily activities and chores at school and at home
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To debate about jobs and life
To debate about the importance of space discoveries
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
Consumer education
To debate about different ways to travel
To debate about the use of new technologies and human relationships
To debate about the use of machines and gadgets
To think about space tourism
Environmental Education
To debate about space innovations and environment
To debate about the first man on the Moon
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Have to in the affirmative, negative, interrogative forms and short answers; will/won’t + verb to describe future actions; possessives; whose.
- 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 organise 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.
Assessment
I. Communication skills
Students’ Book. Let’s Revise! 6, pages 66, 67
- Workbook, Unit 6.
- Workbook, Unit 6, Let’s Revise!, page 54
II. Language reflections
- Students’ Book. Let’s Revise! 6, pages 66, 67
- Workbook, Unit 6.
- Workbook, Unit 6, Let’s Revise! 6, page 54
- Teacher’s Book, Unit 6 Consolidation/Extension, page 142
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 6, page 66, 67
Unit 7: Music
Aims
- To know vocabulary about music and instruments
- To listen to a text about music instruments
- To speak about likes and dislikes
- To use the present perfect in the affirmative, negative, interrogative forms and short answers
- To listen and read a text about ‘New Stars’
- To write sentences about what you have done today using present perfect
- To speak with a friend about what you have done today
- To learn irregular past participles
- To know vocabulary about fan clubs
- To listen and read a text about ‘Superfans’
- To listen to a short interview to two famous pop stars
- To speak about experiences
- To write sentences about being a pop star and what it means
- To use the present perfect + ever, never and before
- To use the past simple + yesterday, ago, last week, dates and times
- To use the present perfect and past simple
- To listen and read an episode on the cartoon Adventure Island
- To speak about past experiences
- To listen and read a text about a band ‘On Tour’
- To listen to short texts about music fans
- To speak about being on tour with a band
- To write a blog entry about your tour with a band
Contents
I. Communication skills
- Listening to a text about music instruments
- Speaking about likes and dislikes
- Listening and reading a text about ‘New Stars’
- Writing sentences about what you have done today using present perfect
- Speaking with a friend about what you have done today
- Listening and reading a text about ‘Superfans’
- Writing questions using the frequency adverb ever
- Listening to a short interview to two famous pop stars
- Speaking about experiences
- Writing sentences about being a pop star and what it means
- Listening and reading an episode on the cartoon Adventure Island
- Speaking about past experiences
- Listening and reading a text about a band ‘On Tour’
- Listening to short texts about music fans
- Speaking about being on tour with a band
- Writing a blog entry about your tour with a band
II. Language reflections
A. Language and grammar functions
- Present perfect in the affirmative, negative, interrogative forms and short answers
- Irregular past participles
- Present perfect + ever, never and before
- Past simple + yesterday, ago, last week, dates and times
- Present perfect and past simple
B. Vocabulary
- Music and instruments
- Fan clubs
- A band tour
III. Sociocultural aspects
- To think and talk about music and instruments
- To debate about the relevance of playing an instrument
- To show interest in cultural events
- To think and talk about their favourite music groups
- To debate about the role of the cultural industry in society
- To respect different opinions
- To appreciate different cultures
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To debate about jobs and life (music)
To debate about the importance of music in our education
To debate about the meaning of being a fan of famnous artists
Consumer education
To think about and debate the use of internet and music
To debate buying CDs or downloading music from internet
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Present perfect in the affirmative, negative, interrogative forms and short answers, irregular past participles; present perfect + ever, never and before, past simple + yesterday, ago, last week, dates and times; present perfect and past simple.
- 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 organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 7, page 78
- Workbook, Unit 7
II. Language reflections
- Students’ Book. Let’s Revise! 7, page 78
- Workbook, Unit 7.
- Teacher’s Book, Unit 7 Consolidation/Extension, page 143
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 7, page 78
Unit 8: Emergency!
Aims
- To know vocabulary about emergency services
- To listen to a text about emergencies
- To speak about emergency services jobs
- To use the present perfect + for/since
- To read and listen a text about ‘Danger Zone’
- To ask about past experiences
- To use How long…?
- To use the verb must
- To learn vocabulary related to being on the coast
- To listen and read a text about a story on ‘Rescue!’
- To write rules to be on the beach
- To use some-/any-/no- + -one/-thing/-where
- To listen and read an episode on the cartoon Adventure Island
- To ask for more information about people, places and things
- To listen and read a text about ‘Discover Culture’
- To speak about emergency services
- To write about emergency services
Contents
I. Communication skills
- Listening to a text about emergencies
- Speaking about emergency services jobs
- Reading and listening a text about ‘Danger Zone’
- Asking about past experiences
- Listening and reading a text about a story on ‘Rescue!’
- Writing rules to be on the beach
- Listening and reading an episode on the cartoon Adventure Island
- Asking for more information about people, places and things
- Listening and reading a text about ‘Discover Culture’
- Speaking about emergency services
- Writing about emergency services
II. Language reflections
A. Language and grammar functions
- Present perfect + for/since
- How long…?
- Must in affirmative and negative forms
- some-/any-/no- + -one/-thing/-where
B. Vocabulary
- Emergency services
- Being on the coast
- The beach
- Jobs
III. Sociocultural aspects
- To think about emergencies and the professionals that work in that environment
- To debate about dangers and the way to deal with them
- To talk about solidarity
- To think and talk about rescuing people
- To think about correct behaviour on the beach
- To debate about the importance of recognising certain SOS signals
CROSS-CURRICU LAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To debate about solidarity when helping people
To think about proper behaviour in society
To debate about the importance of professionals that work in saving lives
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
Environmental Education
To debate about how to behave on the beach to preserve the environment
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Present perfect + for/since; how long…?; must in affirmative and negative forms, some-/any-/no- + -one/-thing/-where.
- 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 organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 8, pages 86, 87
- Workbook, Unit 8.
- Workbook, Unit 8, Let’s Revise!, page 70
II. Language reflections
- Students’ Book. Let’s Revise! 8, pages 86, 87
- Workbook, Unit 8.
- Workbook, Unit 8, Let’s Revise! 8, page 70
- Teacher’s Book, Unit 8 Consolidation/Extension, page 144
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 8, pages 86, 87
Unit 9: Friends
Aims
- To know character adjectives
- To listen and read a text about people’s character
- To describe your character and also of your relatives and friends
- To use should in the affirmative, negative, interrogative forms and short answers
- To use verbs + with, to, at and about
- To read and listen a text about ‘No Problem!’
- To ask and give advice to friends
- To read an email and identify the correct verb preposition
- To write a reply giving advice to a friend
- To use present continuous to express future actions
- To listen and read a text about a story on ‘At the Bowling Alley’
- To revise the days of the week
- To listen to short texts about personal diaries
- To make arrangements
- To listen and read an episode on the cartoon Adventure Island
- To agree and disagree
- To speak about what you should do following the text of the cartoon
- To listen and read a text about ‘Film Friends’
- To speak about what the best friends should do
- To write a description of a friend for a magazine
Contents
I. Communication skills
- Listening and reading a text about people’s character
- Reading and listening a text about ‘No problem!’
- Asking and giving advice to friends
- Reading an email and identify the correct verb preposition
- Writing a reply giving advice to a friend
- Listening and reading a text about a story on ‘At the Bowling Alley’
- Listening to short texts about personal diaries
- Making arrangements
- Listening and reading an episode on the cartoon Adventure Island
- Agreeing and disagreeing
- Speaking about what you should do following the text of the cartoon
- Listening and reading a text about ‘Film Friends’
- Speaking about what the best friends should do
- Writing a description of a friend for a magazine
II. Language reflections
A. Language and grammar functions
- Should in the affirmative, negative, interrogative forms and short answers
- Present continuous to express future actions
- Verbs + with, to, at and about
B. Vocabulary
- Character adjectives
- Days of the week
- Advice
- Best friends
III. Sociocultural aspects
- To think and debate about friendship
- To show interest in solving conflicts
- To talk about different ways to celebrate birthdays
- To debate about what character should a best friend have
CROSS-CURRICU LAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To respect people’s opinions
To respect people’s appearances
To think about the qualities that make a best friend
To debate the importance of having friends
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
To show interest in solving conflicts
Consumer education
To debate about movies
To debate about birthdays and the way of celebrating them
To debate about the use of new technologies and human relationships
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Should in the affirmative, negative, interrogative forms and short answers; present continuous to express future actions; verbs + with, to, at and about.
- 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 organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 9, page 98
- Workbook, Unit 9.
II. Language reflections
- Students’ Book. Let’s Revise! 9, page 98
- Workbook, Unit 9.
- Teacher’s Book, Unit 9 Consolidation/Extension, page 145
III. Sociocultural aspects
- Students’ Book. Let’s Revise! , page 98
Unit 10: Time Travel
Aims
- To know vocabulary about people in history
- To listen and read a text about time travel
- To think of people from history following the characters in the pictures
- To speak about people in history
- To make a grammar review from units 1 to 9
- To know vocabulary about periods of time
- To read and listen a text about ‘Doctor Who?’
- To listen to short texts about time travels
- To speak about time travels
- To write about your own episode of time travel
- To listen and read a text about a story on a ‘Time Capsule’
- To listen to a short text about an imaginary character
- To use adjectives + preposition
- To listen and read an episode on the cartoon Adventure Island
- To write sentences about you, your family and friends
- To talk about your feelings
- To listen and read a text about ‘Discover Culture’
- To speak about people from history
- To write about a historic character (a king or a queen)
Contents
I. Communication skills
- Listening and reading a text about time travel
- Speaking about people in history
- Reading and listening a text about ‘Doctor Who?’
- Listening to short texts about time travels
- Speaking about time travels
- Writing about your own episode of time travel
- Listening and reading a text about a story on a ‘Time Capsule’
- Listening to a short text about an imaginary character
- Listening and reading an episode on the cartoon Adventure Island
- Writing sentences about you, your family and friends
- Speaking about your feelings
- Listening and reading a text about ‘Discover Culture’
- Speaking about people from history
- Writing about a historic character (a king or a queen)
II. Language reflections
A. Language and grammar functions
- Grammar review from units 1 to 9
- Adjectives + preposition
B. Vocabulary
- People in history
- Periods of time
- Feelings
III. Sociocultural aspects
- To think and talk about time travel in history ant its meaning to humanity
- To debate about dreams and reality
- To show interest in history
- To think and debate about technology and the future
CROSS-CURRICU LAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To debate about famous historical characters
To debate about the evolution of society fromt he past
To debate about science fiction and society
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
Consumer education
To debate about the use of new technologies and human relationships
The debate about the importance of discoveries and evolution
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Grammar review from units 1 to 9; adjectives + preposition
- 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 organise 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.
Assessment
I. Communication skills
- Students’ Book. Let’s Revise! 10, pages 106, 107
- Workbook, Unit 10.
- Workbook, Unit 10, Let’s Revise!, page 86
II. Language reflections
- Students’ Book. Let’s Revise! 10, pages 106, 107
- Workbook, Unit 10.
- Workbook, Unit 10, Let’s Revise!, page 86
- Teacher’s Book, Unit 8 Consolidation/Extension, page 146
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 10, pages 106, 107
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