Microsoft



PROGRAMME

New Challenges 3

__________________

Area of Foreign Language

English

Module Get Ready

aims

- To know vocabulary about the classroom

- To know vocabulary about places at home and at school

- To use pronouns to make questions (what, where, why, whose, how, when)

- To use indefinite pronouns

- To use the Present Perfect in all forms

- To read and listen to a dialogue about holidays

- To read and listen to a dialogue about the first school day

- To speak about your holidays

- To write good/bad things that happened during holidays

- To write sentences about your area

- To write sentences in Present Perfect

Contents

I. Communication skills

- Reading and listening to a dialogue about holidays

- Reading and listening to a dialogue about the first school day

- Speaking about your holidays

- Writing good/bad things that happened during holidays

- Writing sentences about your area

- Writing sentences in Present Perfect

II. Language reflections

A. Language and grammar functions

- Pronouns to make questions (what, where, why, whose, how, when)

- Indefinite pronouns

- Present Perfect in all forms

B. Vocabulary

- Classroom

- Places at home and at school

III. Sociocultural aspects

- To talk about your holidays

- To think about the first day of school

- To think about your town

- To talk about your 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 debate about school

To debate about cities

Education for equality

To respect other people, no matter age, sex or colour of their skin

To respect workmates, classmates

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Pronouns to make questions (what, where, why, whose, how, when); Indefinite pronouns; Present Perfect in all forms.

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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 Get Ready.

- Teacher’s Resource MultiROM, Placement Test

II. Language reflections

- Workbook, Unit Get Ready.

- Teacher’s Resource MultiROM, Placement Test

III. Sociocultural aspects

- Workbook, Unit Get Ready.

- Teacher’s Resource MultiROM, Placement Test

Module 1 Our World

aims

- To know vocabulary about school facilities

- To know time expressions

- To know multi-part verbs

- To know dependent prepositions

- To use the Present Simple in all forms

- To use the Present Continuous in all forms

- To use verbs of preference + to/-ing

- To use comparison (not) as + adj. + as; (not) the same as; more...than

- To read an advert about summer courses

- To read about schools around the world

- To read a webpage about “Home schooling”

- To read a text about boarding schools

- To read a text about schools in the UK

- To read and listen to an interview about home schooling

- To read and listen to the Challenges story

- To scan for information

- To listen to the people in the photos

- To listen to weak forms of a, are, of, have

- To listen to school announcements

- To speak about your school

- To speak about your likes/dislikes at school

- To speak about home schooling

- To speak about school and rules

- To speak about preferences

- To speak about school, study and exams

- To play out a game

- To write about your ideal school

Contents

I. Communication skills

- Reading an advert about summer courses

- Reading about schools around the world

- Reading a webpage about “Home schooling”

- Reading a text about boarding schools

- Reading a text about schools in the UK

- Reading and listening to an interview about home schooling

- Reading and listening to the Challenges story

- Scanning for information

- Listening to the people in the photos

- Listening to weak forms of a, are, of, have

- Listening to school announcements

- Speaking about your school

- Speaking about your likes/dislikes at school

- Speaking about home schooling

- Speaking about school and rules

- Speaking about preferences

- Speaking about school, study and exams

- Playing out a game

- Writing about your ideal school

II. Language reflections

A. Language and grammar functions

- Present Simple in all forms

- Present Continuous in all forms

- Verbs of preference + to/-ing

- Comparison (not) as + adj. + as; (not) the same as; more...than The Present Simple and the Present Continuous in all forms

B. Vocabulary

- School facilities

- Time expressions

- Multi-part verbs

- Dependent prepositions

III. Sociocultural aspects

- To show interest in learning English

- To debate about skills and interest

- To think and talk about their favourite subject at school

- To take part in social activities

- To debate about schools

- To think about schools and technology

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 talk about likes and dislikes

To debate about schools

Education for equality

To respect other people, no matter age, sex or colour of their skin

To respect workmates, classmates

Education for peace

To respect people’s opinions

To respect different points of view

To be aware of the value of human relationships

To respect people from different countries and nationalities

To respect people’s likes and dislikes

Consumer education

To debate about the use of new technologies and human relationships

To talk about schooling costs

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present Simple in all forms; Present Continuous in all forms; Verbs of preference + to/-ing; Comparison (not) as + adj. + as; (not) the same as; more...than.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 1, page 18

- Workbook, Module 1, Skills, pages 10-11

- Workbook, Language Check 1, page 16

- Teacher’s Resource MultiROM, Tests Module 1, Quick Test 1, Progress Test 1

II. Language reflections

- Students’ Book. Study Corner 1, page 18

- Workbook, Module 1, Skills, pages 10-11

- Workbook, Language Check 1, page 16

- Teacher’s Resource MultiROM, Tests Module 1, Quick Test 1, Progress Test 1

III. Sociocultural aspects

- Students’ Book. Study Corner 1, page 18

- Teacher’s Resource MultiROM, Tests Module 1, Quick Test 1, Progress Test 1

Module 2 Talent

aims

- To know vocabulary about abilities

- To know verbs with prepositions

- To know key expressions to express opinions (agree/disagree)

- To use the Past Simple in all forms

- To use the Past Continuous in all forms

- To use questions tags in all forms

- To read/do a questionnaire about talents

- To read a text about famous magicians

- To read a text about hidden talent

- To read and listen to the Challenges story

- To read and listen to a dialogue about a football match

- To listen to musical extracts

- To listen to a text about young celebrities

- To listen to an interview for a holiday job

- To speak about your personal talents

- To speak about talented film/pop/sport stars in your country

- To speak about famous women

- To speak about celebrities

- To practice the pronunciation of the sounds /t/, /d/, /ð/

- To write sentences linking with when/while

- To write an email to an English speaking friend

- To get ideas for emails/letters and postcards

Contents

I. Communication skills

- Reading a questionnaire about talents

- Reading a text about famous magicians

- Reading a text about hidden talent

- Reading and listening to the Challenges story

- Reading and listening to a dialogue about a football match

- Listening to musical extracts

- Listening to a text about young celebrities

- Listening to an interview for a holiday job

- Speaking about your personal talents

- Speaking about talented film/pop/sport stars in your country

- Speaking about famous women

- Speaking about celebrities

- Practicing the pronunciation of the sounds /t/, /d/, think and then

- Writing sentences linking with when/while

- Writing an email to an English speaking friend

- Getting ideas for emails/letters and postcards

II. Language reflections

A. Language and grammar functions

- Past Simple in all forms

- Past Continuous in all forms

- Questions tags in all forms

B. Vocabulary

- Abilities

- Verbs with prepositions

- Key expressions to express opinions (agree/disagree)

III. Sociocultural aspects

- To show interest in learning English

- To take part in social activities

- To show interest in people

- To respect and show interest in different cultures

- To think and talk about abilities

- To debate about celebrities

- To think about leisure time and activity time

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 talk about neighbours

To debate about famous people and their talents

Education for equality

To respect other people, no matter age, sex or colour of their skin

To respect workmates, classmates

To respect different fashion styles

To think about the importance of respecting your neighbours

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

Consumer education

To debate about the use of new technologies and human relationships

To debate about the film industry

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Past Simple in all forms; Past Continuous in all forms; Questions tags in all forms.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 2, page 28

- Workbook, Module 2, Skills, pages 20-21

- Workbook, Language Check 2, page 26

- Teacher’s Resource MultiROM, Tests Module 2, Quick Test 2, Progress Test 1

- II. Language reflections

- Students’ Book. Study Corner 2, page 28

- Workbook, Module 2, Skills, pages 20-21

- Workbook, Language Check 2, page 26

- Teacher’s Resource MultiROM, Tests Module 2, Quick Test 2, Progress Test 1

III. Sociocultural aspects

- Students’ Book. Study Corner 2, page 28

- Teacher’s Resource MultiROM, Tests Module 2, Quick Test 2, Progress Test 1

Module 3 Health

aims

- To know vocabulary about health

- To know vocabulary about symptoms

- To know vocabulary about treatment

- To know vocabulary about diseases

- To know prefixes for opposites

- To know vocabulary about food

- To know vocabulary about cooking

- To know vocabulary about nutrition

- To know important to/good

- To know how to use expressions “At the Doctor´s”

- To know how to use (not) good enough to/too busy to

- To use the Present Simple Passive and the Past Simple Passive (be + past participle)

- To read a text and a factfile about diseases in Europe

- To read a text about “Home Remedies”

- To read a list of the main food groups

- To read an episode of Across Cultures 2 about health and food

- To skim a text

- To listen to three people speaking about lifestyle changes

- To listen to a dialogue at the doctor´s

- To speak about health and teenagers

- To act out a doctor and patient roleplay

- To do a questionnaire about how healthy is your lifestyle

- To do a health quiz

- To practice the pronunciation of main stress

- To write a health advice

- To write a report about a survey done to school mates about their food habits

Contents

I. Communication skills

- Reading a text and a factfile about diseases in Europe

- Reading a text about “Home Remedies”

- Reading a list of the main food groups

- Reading an episode of Across Cultures 2 about health and food

- Skimming a text

- Listening to three people speaking about lifestyle changes

- Listening to a dialogue at the doctor´s

- Speaking about health and teenagers

- Acting out a doctor and patient roleplay

- Doing a questionnaire about how healthy is your lifestyle

- Doing a health quiz

- Practicing the pronunciation of main stress

- Writing a health advice

- Writing a report about a survey done to school mates about their food habits

II. Language reflections

A. Language and grammar functions

- Present Simple Passive and the Past Simple Passive (be + past participle)

B. Vocabulary

- Health

- Symptoms

- Treatment

- Diseases

- Prefixes for opposites

- Food

- Cooking

- Nutrition

- Important to/good

- Expressions “At the Doctor´s”

- (not) Good enough to/too busy to

III. Sociocultural aspects

- To take part in social activities

- To show interest in people

- To show interest in learning English

- To show interest in the different kind of activities to do

- To debate about food and healthy diets

- To talk about diseases in the present world

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 debate about healthy habits

To think about diseases in the past

To talk about food and culture

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

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

To respect people’s likes and dislikes

Health Education

To debate about the importance of enjoying nature for our health

To debate about healthy diets

To think about different healthy daily habits

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present Simple Passive and the Past Simple Passive (be + past participle).

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 3, page 38

- Workbook, Module 3, Skills, pages 30-31

- Workbook, Language Check 3, page 36

- Teacher’s Resource MultiROM, Tests Module 3, Quick Test 3, Progress Test 2

II. Language reflections

- Students’ Book. Study Corner 3, page 38

- Workbook, Module 3, Skills, pages 30-31

- Workbook, Language Check 3, page 36

- Teacher’s Resource MultiROM, Tests Module 3, Quick Test 3, Progress Test 2

III. Sociocultural aspects

- Students’ Book. Study Corner 3, page 38

- Teacher’s Resource MultiROM, Tests Module 3, Quick Test 3, Progress Test 2

Module 4 People

aims

- To know personality adjectives

- To know vocabulary about feelings

- To know how to make phone calls

- To use Modal Verbs to speculate

- To use make/do

- To use make/let/’ll make

- To use personal pronouns: subject/object/reflexive/reciprocal

- To read texts about people’s problems

- To read social network profiles

- To read a text about family arguments

- To read emails

- To read and listen to a phone call

- To listen to teenagers describing themselves

- To listen to phone conversations

- To speak about people’s personality

- To speak about things you argue about with your parents

- To speak out to the class about weekend arrangements

- To describe a friend’s profile

- To describe a photo

- To do a personality questionnaire

- To play out a game about guessing people

- To act out a roleplay about a family argument

- To act out a phone call

- To practice the pronunciation of it isn’t and it’s not

- To write about things to do in the weekend

- To write notes to make arrangements for this weekend

Contents

I. Communication skills

- Reading texts about people’s problems

- Reading social network profiles

- Reading a text about family arguments

- Reading emails

- Reading and listening to a phone call

- Listening to teenagers describing themselves

- Listening to phone conversations

- Speaking about people’s personality

- Speaking about things you argue about with your parents

- Speaking out to the class about weekend arrangements

- Describing a friend’s profile

- Describing a photo

- Doing a personality questionnaire

- Playing out a game about guessing people

- Acting out a roleplay about a family argument

- Acting out a phone call

- Practicing the pronunciation of it isn’t and it’s not

- Writing about things to do in the weekend

- Writing notes to make arrangements for this weekend

II. Language reflections

A. Language and grammar functions

- Modal Verbs to speculate

- Make/do

- Make/let/’ll make

- Personal pronouns: subject/object/reflexive/reciprocal The Past Continuous in all forms

B. Vocabulary

- Personality adjectives

- Feelings

- Phone calls

III. Sociocultural aspects

- To show interest in learning English

- To respect and show interest in different cultures

- To think and talk about people’s appearance

- To debate about family

- To think about personality

- To talk about generations

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 think about the qualities that make a person important

Education for equality

To respect other people, no matter age, sex or colour of their skin

To respect workmates, classmates

To respect different ways being

To think about family values in different cultures

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Modal Verbs to speculate; Make/do; Make/let/’ll make; Personal pronouns: subject/object/reflexive/reciprocal The Past Continuous in all forms

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 4, page 48

- Workbook, Module 4, Skills, pages 40-41

- Workbook, Language Check 4, page 46

- Teacher’s Resource MultiROM, Tests Module 4, Quick Test 4, Progress Test 2

II. Language reflections

- Students’ Book. Study Corner 4, page 48

- Workbook, Module 4, Skills, pages 40-41

- Workbook, Language Check 4, page 46

- Teacher’s Resource MultiROM, Tests Module 4, Quick Test 4, Progress Test 2

III. Sociocultural aspects

- Students’ Book. Study Corner 4, page 48

- Teacher’s Resource MultiROM, Tests Module 4, Quick Test 4, Progress Test 2

Module 5 On the move

aims

- To know vocabulary about transport

- To know vocabulary about jobs

- To know confusing words

- To know how to make suggestions

- To know vocabulary about animals

- To know compound words (one/two words, two words with hyphen)

- To use the Present Perfect in all forms

- To use ing- words

- To use already, yet, never

- To read a TV presenter

- To read a text about a Safari

- To read a text about nomads

- To read holiday adverts

- To read and listen to a dialogue about a boat trip

- To listen to people talking about their hobbies

- To listen to a travel agent

- To listen to three musical pieces To speak about travel

- To speak about transport

- To speak about danger

- To speak about moving house

- To speak about problem solving

- To do a questionnaire about how adventurous you are

- To practice the pronunciation of /g/, /dz/, /ŋ/

- To write sentences about what you have and haven’t done in your life

- To make a wall poster about a tour in your country

Contents

I. Communication skills

- Reading a TV presenter

- Reading a text about a Safari

- Reading a text about nomads

- Reading holiday adverts

- Reading and listening to a dialogue about a boat trip

- Listening to people talking about their hobbies

- Listening to a travel agent

- Listening to three musical pieces To speak about travel

- Speaking about transport

- Speaking about danger

- Speaking about moving house

- Speaking about problem solving

- Doing a questionnaire about how adventurous you are

- Practicing the pronunciation of /g/, /dz/, /n/

- Writing sentences about what you have and haven’t done in your life

- Making a wall poster about a tour in your country

II. Language reflections

A. Language and grammar functions

- Present Perfect in all forms

- Ing- words

- Already, yet, never

B. Vocabulary

- Transport

- Jobs

- Confusing nouns

- Make suggestions

- Animals

- Compound words (one/two words, two words with hyphen)

III. Sociocultural aspects

- To show interest in learning English

- To take part in social activities

- To show interest in people

- To respect and show interest in different cultures

- To talk about animals

- To debate about animals and the environment

- To think about animals in different parts of the world

- To think and talk about free time

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 debate about the family

To think and debate about different lifestyles

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 be aware of the value of human relationships

To respect men and women

To respect different points of view

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

To be aware of the value of human relationships

To respect men and women

To respect different points of view

Environmental Education

To debate about the climate changes and transport

To debate about favourite animals

To debate about camping and nature

To debate about preserving nature

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present Perfect in all forms; Ing- words; Already, yet, never ;

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 5, page 58

- Workbook, Module 5, Skills, pages 50-51

- Workbook, Language Check 5, page 56

- Teacher’s Resource MultiROM, Tests Module 5, Quick Test 5, Progress Test 3

II. Language reflections

- Students’ Book. Study Corner 5, page 58

- Workbook, Module 5, Skills, pages 50-51

- Workbook, Language Check 5, page 56

- Teacher’s Resource MultiROM, Tests Module 5, Quick Test 5, Progress Test 3

III. Sociocultural aspects

- Students’ Book. Study Corner 5, page 58

- Teacher’s Resource MultiROM, Tests Module 5, Quick Test 5, Progress Test 3

Module 6 Films and Books

aims

- To know vocabulary about film and books

- To know vocabulary about books and reading

- To know how to give instructions and reasons

- To know the phrasal verbs come across/get past/get away from/find out

- To use be going to + infinitive/will/won’t +infinitive/may/might + infinitive

- To use where to/when to

- To use although/however

- To use the Present Perfect and the Past Simple in all forms

- To read a text about 007

- To read texts about famous writers

- To read a film review

- To read a text about Jodie Foster

- To read and listen to a romantic cinema scene

- To listen to people talking about films and books

- To listen to a dialogue about 007

- To speak about James Bond character

- To speak about predictions in TV series

- To speak about a film review

- To speak about your experiences

- To describe films and books

- To describe photos

- To make predictions

- To do a “Film and Book” quiz

- To give instructions

- To practice the pronunciation of weak forms

- To write a film review of a movie you have seen recently

Contents

I. Communication skills

- Reading a text about 007

- Reading texts about famous writers

- Reading a film review

- Reading a text about Jodie Foster

- Reading and listening to a romantic cinema scene

- Listening to people talking about films and books

- Listening to a dialogue about 007

- Speaking about James Bond character

- Speaking about predictions in TV series

- Speaking about a film review

- Speaking about your experiences

- Describing films and books

- Describing photos

- Making predictions

- Doing a “Film and Book” quiz

- Giving instructions

- Practicing the pronunciation of weak forms

- Writing a film review of a movie you have seen recently

II. Language reflections

A. Language and grammar functions

- Be going to + infinitive/will/won’t +infinitive/may/might + infinitive

- Where to/when to

- Although/however

- Present Perfect and the Past Simple in all forms

B. Vocabulary

- Film and books

- Books and reading

- Instructions and reasons

III. Sociocultural aspects

- To show interest in people

- To show interest in learning English

- To respect and show interest in different cultures

- To show interest in the different kind of activities to do

- To think and talk about free time

- To show interest in using their imagination to invent stories and situations

- To show interest in reading stories

- To think and debate about entertainment and culture

- To talk about cinema and its function in society

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 debate about the importance culture

To respect people’s likes and dislikes

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

To respect men and women

To respect different points of view

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

To be aware of the value of human relationships

To respect men and women

Consumer education

To debate about the use of new technologies and human relationships

To debate about the film industry

To debate about movies

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Be going to + infinitive/will/won’t +infinitive/may/might + infinitive; Where to/when to; Although/however; Present Perfect and the Past Simple in all forms.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 6, page 68

- Workbook, Module 6, Skills, pages 60-61

- Workbook, Language Check 6, page 66

- Teacher’s Resource MultiROM, Tests Module 6, Quick Test 6, Progress Test 3

II. Language reflections

- Students’ Book. Study Corner 6, page 68

- Workbook, Module 6, Skills, pages 60-61

- Workbook, Language Check 6, page 66

- Teacher’s Resource MultiROM, Tests Module 6, Quick Test 6, Progress Test 3

III. Sociocultural aspects

- Students’ Book. Study Corner 6, page 68

- Teacher’s Resource MultiROM, Tests Module 6, Quick Test 6, Progress Test 3

Module 7 Music

aims

- To know vocabulary about music

- To know vocabulary about instruments

- To know how to make adjectives from nouns using noun + -al

- To know expressions to make a short presentation

- To know nationalities

- To use relative clauses (who/that/which/where/whose/when)

- To use the particles both...and/neither...nor/not only...but also/either...or

- To read a text about the “History of Pop”

- To read a text about music makers

- To read a poster about “The battle of the bands” competition

- To read an episode of “Across Cultures” on the story of Caribbean music styles

- To read and listen to a dialogue about punk music

- To listen to six musical extracts

- To listen to a conversation

- To listen to musical extracts

- To speak about musical tastes

- To speak about how musical you are

- To speak about your favourite song

- To speak about this history of music

- To speak about your favourite music style

- To speak about the origins of your favourite music style

- To talk about a music survey

- To describe photos

- To practice the identification of individual words

- To write a music survey

- To write the biography of a famous musician

Contents

I. Communication skills

- Reading a text about the “History of Pop”

- Reading a text about music makers

- Reading a poster about “The battle of the bands” competition

- Reading an episode of “Across Cultures” on the story of Caribbean music styles

- Reading and listening to a dialogue about punk music

- Listening to six musical extracts

- Listening to a conversation

- Listening to musical extracts

- Speaking about musical tastes

- Speaking about how musical you are

- Speaking about your favourite song

- Speaking about this history of music

- Speaking about your favourite music style

- Speaking about the origins of your favourite music style

- Talking about a music survey

- Describing photos

- Practicing the identification of individual words

- Writing a music survey

- Writing the biography of a famous musician

II. Language reflections

A. Language and grammar functions

- Relative clauses (who/that/which/where/whose/when)

- Both...and/neither...nor/not only...but also/either...or

B. Vocabulary

- Music

- Instruments

- Adjectives from nouns using noun + -al

- Make a short presentation

- Nationalities

III. Sociocultural aspects

- To show interest in learning English

- To show interest in the different kind of activities to do

- To think and talk about technology and society

- To debate about the use of technologies to make music

- To debate about the importance of music for the human being

- To show interest in different music styles

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 debate about the role of music in modern culture

To think about music

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

To respect men and women

To respect different points of view

Education for peace

To respect people’s opinions

To respect different points of view

To be aware of the value of human relationships

To respect men and women

To respect different points of view

Consumer education

To debate about the use of new technologies and human relationships

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Relative clauses (who/that/which/where/whose/when); Both...and/neither...nor/not only...but also/either...or.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 7, page 78

- Workbook, Module 7, Skills, pages 70-71

- Workbook, Language Check 7, page 76

- Teacher’s Resource MultiROM, Tests Module 7, Quick Test 7, Progress Test 4

- II. Language reflections

- Students’ Book. Study Corner 7, page 78

- Workbook, Module 7, Skills, pages 70-71

- Workbook, Language Check 7, page 76

- Teacher’s Resource MultiROM, Tests Module 7, Quick Test 7, Progress Test 4

III. Sociocultural aspects

- Students’ Book. Study Corner 7, page 78

- Teacher’s Resource MultiROM, Tests Module 7, Quick Test 7, Progress Test 4

Module 8 Holidays

aims

- To know vocabulary about science

- To know vocabulary about animals

- To know noun suffixes –ry, -tion, -ance, -ence, -ist

- To know expressions to make offers and requests

- To use the unreal conditional (if + past simple...would/could...)

- To use much/a lot/even/a bit

- To use a lot of/lots of, much/many, a little/little, a few/few

- To use so/so that, to, because

- To read a text about “Great Inventions”

- To read a text about “A time the world forgot”

- To read identifying the main point

- To read emails

- To read a text about Pompeii

- To read and listen to a dialogue about the end of school

- To listen to three people speaking about discoveries

- To listen to a TV programme

- To speak about the most important discoveries in history

- To speak about unreal inventions

- To describe photos about inventions

- To practice the pronunciation of contractions

- To write sentences about what your life would be without inventions

- To write an email to a friend asking for something

Contents

I. Communication skills

- Reading a text about “Great Inventions”

- Reading a text about “A time the world forgot”

- Reading identifying the main point

- Reading emails

- Reading a text about Pompeii

- Reading and listening to a dialogue about the end of school

- Listening to three people speaking about discoveries

- Listening to a TV programme

- Speaking about the most important discoveries in history

- Speaking about unreal inventions

- Describing photos about inventions

- Practicing the pronunciation of contractions

- Writing sentences about what your life would be without inventions

- Writing an email to a friend asking for something

II. Language reflections

A. Language and grammar functions

- Unreal conditional (if+past simple...would/could...)

- Much/a lot/even/a bit

- A lot of/lots of, much/many, a little/little, a few/few

- So/so that, to, because Future tenses for intentions and arrangements

B. Vocabulary

- Science

- Animals

- Noun suffixes –ry, -tion, -ance, -ence, -ist

- Offers and requests

III. Sociocultural aspects

- To take part in social activities

- To show interest in people

- To show interest in learning English

- To talk about inventions and its role in society

- To debate about science and discoveries

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 debate about science and its need in society

To think about curiosity and inventions

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

To respect men and women

To respect different points of view

Education for peace

To respect people’s opinions

To respect different points of view

To respect people from different countries and nationalities

To be aware of the value of human relationships

To respect men and women

To respect different points of view

Consumer education

To debate about the commercial side of discoveries

To debate about the use of new technologies and human relationships

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Unreal conditional (if+past simple...would/could...); Much/a lot/even/a bit; A lot of/lots of, much/many, a little/little, a few/few; So/so that, to, because.

- 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.

- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.

- 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).

- 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.

- 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. Study Corner 8, page 88

- Workbook, Module 8, Skills, pages 80-81

- Workbook, Language Check 8, page 86

- Teacher’s Resource MultiROM, Tests Module 8, Quick Test 8, Progress Test 4

II. Language reflections

- Students’ Book. Study Corner 8, page 88

- Workbook, Module 8, Skills, pages 80-81

- Workbook, Language Check 8, page 86

- Teacher’s Resource MultiROM, Tests Module 8, Quick Test 8, Progress Test 4

III. Sociocultural aspects

- Students’ Book. Study Corner 8, page 88

- Teacher’s Resource MultiROM, Tests Module 8, Quick Test 8, Progress Test 4

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