My Life 3
My Life 3
[pic]
Teaching Programme
Modern Foreign Languages
English
Starter Unit
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer basic questions to exchange personal information about themselves and others.
BLOCK 2- Reading and writing
Understand basic information in which people present themselves including the relationships between the people and their interests and daily routine.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures.
II. CONTENTS
Grammar
Present simple
Adverbs and expressions of frequency
Present continuous
Object pronouns
Possessive adjectives and pronouns
Genitive’s, s' and Whose...?
Countable and uncountable nouns with some, any and no
Lexical sets
Family members
Countries and nationalities
Daily routines
The time
Leisure activities
Jobs
Money
Everyday objects
Food and drink
Prices
Functions
Make and respond to requests.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
III. BASIC COMPETENCES
Linguistic competence
Interchanging personal information and information about things important to the speaker.
Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects.
Recognising and using the present simple and the present continuous, adverbs and expressions of frequency, the question Whose...?, genitive 's and s', possessive adjectives and pronouns, and some, any and no with countable and accountable nouns.
Mathematical competence
Telling the time.
Working with prices and units of currency.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 4-9).
v. Evaluation
Assessment
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer basic questions to exchange personal information about themselves and others.
BLOCK 2- Reading and writing
To understand basic information about texts where other people introduce themselves.
To understand basic information in which people present themselves including the relationships between the people and their interests and daily routine.
BLOCK 3 – Knowledge of the language
Vocabulary
To write a list of the members of their family by gender.
To complete the names of the countries and the nationality adjective.
To write sentences using the present simple.
To recognise phrases with daily routine vocabulary words.
To order phrases according to their meaning.
To recognise vocabulary about leisure time activities.
Write phrases about themselves using leisure time activities.
Grammar
To ask and answer questions in present simple.
To order words to make sentences which include adverbs and frequency expressions.
To write sentences in present continuous.
To ask questions using the present continuous.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 1: Work and play
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask Yes / No questions to find out the job in a missing game.
Ask and answer questions about the role of sports in their live.
Talk about what rules they have at home and their reactions to these.
Understand exercise instructions.
Understand a conversation about others’ leisure activities.
BLOCK 2- Reading and writing
Understand a diary extract about someone’s dream job.
Understand a conversation in which people express their interests and preferences related to sport.
Understand a magazine quiz articles about sports.
Understand a fact file about teenagers.
Write an email to a friend.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
II. CONTENTS
Grammar
Present simple and present continuous
Verbs of emotion + gerund
Imperatives
Must / mustn't for rules
Lexical sets
Jobs
Sports and places
Parts of the body
Pronunciation
Identify and produce the sounds /ε/ and /⎯/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
How to write an informal email.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about your daily routine and general preferences, like and dislikes, rules and instructions for yourself and others.
Understanding information about other people’s daily routine and preferences regarding sports and activities, instructions and rules relating to sports.
Recognising and using verbs of emotion followed by a gerund, imperatives and must / mustn't for rules.
Pronounce the sounds /ε/ and /⎯/ correctly.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding differences in lifestyle around the world.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 10-19).
Teacher's Resource File
Grammar and Vocabulary (pages 12-14).
Reading and Listening (pages 40-42).
Writing (pages 68).
Motivator (pages 78-82).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 1, 2 and 3 (page 34).
My Life 3 Student’s book. Extra practice. (pages 94-98).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask Yes / No questions to find out the job in a missing game.
To ask and answer questions about the role of sports in their live.
To talk about what rules they have at home and their reactions to these.
To understand exercise instructions.
To understand a conversation about others’ leisure activities.
BLOCK 2- Reading and writing
To understand a diary extract about someone’s dream job.
To understand a conversation in which people express their interests and preferences related to sport.
To understand a magazine quiz articles about sports.
To understand a fact file about teenagers.
To write an email to a friend.
BLOCK 3 – Knowledge of the language
Vocabulary
Complete words to make vocabulary words about jobs.
Choose a job according to the description.
Order verbs about sports using play, go or do.
Identify the parts of the body in pictures.
Grammar
Write sentences using both, the present simple and the present continuous.
Complete a conversation using verbs of emotion +gerund (-ing).
Complete phrases using the imperative, in affirmative and negative.
Complete phrases using must / mustn't to describe the rules of the dojo.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /e/ and /⎯/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 2: Places
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer questions to exchange information about the size of landmarks.
Understand an interview about different houses.
Understand information and a description of a distinctive building.
BLOCK 2- Reading and writing
Understand a text about different houses.
Understand conversations including references of quantity.
Understand and article about famous modern landmarks.
Write sentences about what’s going to happen.
Write a paragraph comparing two houses.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
Be going to for future plans, intentions and prediction
Comparative and superlative adjectives
Countable and unaccountable nouns with much, many, a lot, a few, and a little
Question word How...? + adjectives of dimension
Lexical sets
House and furniture
Common unaccountable nouns
Large numbers
Functions
Ask for, make and respond to suggestions.
Pronunciation
Pronounce the sounds /v/ and /w/.
Reflect on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Make predictions before attempting a listening task.
but and however
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about different houses and their characteristics and information about famous landmarks.
Interchanging information about your future plans, intentions and predictions.
Understanding information about people’s home, including comparisons of these, quantities and information about landmarks, including quantities, sizes, cost and distances.
Recognising and using comparative and superlative adjectives, countable and uncountable nouns with quantifiers and using the question How...? with adjectives of dimension.
Pronounce the sounds /v/ and /w/ correctly.
Mathematical competence
Working with large numbers, years, distances, areas, prices and dimensions.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Finding out information about homes in the UK and Australia.
Learning about well-known landmarks both in the UK and around the world.
Understanding how to make and respond to suggestions appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to predict information before attempting a listening task.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (pages 20-29).
Teacher's Resource File
Grammar and Vocabulary (pages 15-17).
Reading and Listening (pages 43-45).
Writing (page 69).
Motivator (pages 83-87).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 1, 2 and 3 (page 34).
My Life 3 Student’s book. Extra practice. (Pages 94-98).
My Life 3 Student’s book. Extra pronunciation. (pages 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer questions to exchange information about the size of landmarks.
To understand an interview about different houses.
To understand information and a description of a distinctive building.
BLOCK 2- Reading and writing
To understand a text about different houses.
To understand conversations including references of quantity.
To understand and article about famous modern landmarks.
To write sentences about what’s going to happen.
To write a paragraph comparing two houses.
BLOCK 3 – Knowledge of the language
Vocabulary
To identify using pictures the vocabulary of the parts of the house.
To recall all the words they know about houses and furniture.
Complete a table using unaccountable nouns vocabulary.
To complete phrases using large numbers.
Grammar
To complete a dialogue about future plans and intentions using going to.
To write sentences using going to.
To write comparative and superlative phrases using the data in a table.
To choose the correct option between much / many / some / a lot of.
To ask questions using How...? + adjectives of dimension.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /v/ and /w/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 3: Truth and lies
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about what they were doing at specific times in the past.
Tell a simple story based on picture prompts.
Listen for and transcribe dates.
Understand a true story told in the past.
BLOCK 2- Reading and writing
Understand a conversation about travel in the past.
Understand an urban myth told in the past.
Understand and evaluate excuses.
Follow a true story told in the past.
Write the rest of an unfinished story including some dialogue.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
Make a project: create a TV advert and perform in class (pages 36-37).
II. CONTENTS
Grammar
Past simple verb to be
Past adverbial phrases
Past simple of irregular verbs
Past simple of irregular
Past adverbial phrases with ago
Lexical sets
Dates.
Common regular verbs
Verb and noun collocations
Functions
Make and respond to apologies.
Pronunciation
Pronounce the past simple -ed ending.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Scan a text for information.
Including dialogue in a story.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about your past activities and when you did them.
Understanding information about people’s past actions, simple narrative told in the past, past problems and apologies.
Recognising and using the past simple of to be and of regular and irregular verbs, past adverbial phrases last year / night, and adverbial phrases with ago and common verb and noun collocations with make, do, miss, tell and have.
Pronouncing past simple -ed verb endings correctly.
Mathematical competence
Using cardinal and ordinal numbers to express complete dates including the year.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Learning about the Gold Rush in California.
Understanding how to make and respond to apologies appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to scan a written text for specific information.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 30-39).
Teacher's Resource File
Grammar and Vocabulary (pages 18-20).
Reading and Listening (pages 46-48).
Writing (page 70).
Motivator (pages 88-92).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 1, 2 and 3 (page 34).
My Life 3 Student’s book. Extra practice. (pages 94-98).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about what they were doing at specific times in the past.
To tell a simple story based on picture prompts.
To listen for and transcribe dates.
To understand a true story told in the past.
BLOCK 2- Reading and writing
To understand a conversation about travel in the past.
To understand an urban myth told in the past.
To understand and evaluate excuses.
To follow a true story told in the past.
To write the rest of an unfinished story including some dialogue.
BLOCK 3 – Knowledge of the language
Vocabulary
To recognise, mention and write phrases.
To remember common regular verbs and learn new ones.
To associate different verbs with the names of the ones that follow.
Grammar
Write sentences using the past simple of the verb to be, identifying the differences with a before and after pictures.
To write the past simple of different regular verbs.
To complete phrases using the past simple of irregular verbs appropriately.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
To pronounce the past simple -ed ending.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 4: Stories
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer questions about what was happening the day before and at specific times in the past.
Discuss possible choices in a difficult situation.
Understand a story in the past using narrative tenses.
BLOCK 2- Reading and writing
Understanding a dialogue about what was happening at specific times in the past.
Understand short stories told in the past using narrative tenses.
Understanding a dialogue including definitions.
Understand a situational story about making choices.
Write the story of a film.
Write a short paragraph about something that happened to you yesterday.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
II. CONTENTS
Grammar
Past continuous
Past simple and continuous with while and when
Defining relative clauses with who, which and where
Lexical sets
The weather
Prepositions of place and motion
Types of film
Functions
Buy tickets at the cinema.
Pronunciation
Pronounce the sounds /“/ and /∃:/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Prepare and practise before speaking.
Check your grammar when you’re describing a story.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about activities in progress at specific times in the past, the weather, the position of objects and movements, and definitions of people, things and places.
Understanding past narratives involving simultaneous and consecutive actions and movement and simple definitions and explanations.
Recognising and using the past continuous with while and when, defining relative clauses with who, which and where, and prepositions of place and motion.
Pronouncing the sounds /“/ and /∃:/ correctly.
Mathematical competence
Using times and prices.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Evaluating different courses of action in a problematic situation.
Understanding how to buy tickets at the cinema.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to prepare for speaking by taking notes and practising.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 40-49).
Teacher's Resource File
Grammar and Vocabulary (pages 21-23).
Reading and Listening (pages 49-51).
Writing (page 71).
Motivator (pages 93-97).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 4, 5 and 6 (page 62).
My Life 3 Student’s book. Extra practice. (pages 98-101).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer questions about what was happening the day before and at specific times in the past.
To discuss possible choices in a difficult situation.
To understand a story in the past using narrative tenses.
BLOCK 2- Reading and writing
To understanding a dialogue about what was happening at specific times in the past.
To understand short stories told in the past using narrative tenses.
To understanding a dialogue including definitions.
To understand a situational story about making choices.
To write the story of a film.
To write a short paragraph about something that happened to you yesterday.
BLOCK 3 – Knowledge of the language
Vocabulary
To match the weather vocabulary with the picture.
To review weather vocabulary.
To identify in pictures the vocabulary about prepositions of place and motion.
To review and identify types of film vocabulary.
Grammar
To ask and answer questions using affirmative and negative past continuous.
To ask short questions about the past.
To write phrases in the past using while and when.
To complete phrases using the defining relative clauses: who, which, where.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /A/ and /$:/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 5: City life
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about problems in their town.
Talk about future travel plans.
Understand a conversation in a restaurant.
Understand a text about eating out in the UK and the USA.
BLOCK 2- Reading and writing
Understand a text expressing opinions about city life and country life.
Understand a dialogue about future arrangements.
Read a menu and understand a conversation in a restaurant.
Understand a text about eating out in the UK and the USA.
Write about problems in your town.
Write a review about cafés and restaurants in your area.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
Too + adjective (+ infinitive) / (not) + adjective + enough (+ infinitive)
Present continuous for future arrangements
Like and would like
Lexical sets
Places in town
Transport
Restaurant food
Functions
Order food in a restaurant.
Pronunciation
Pronounce the sounds /τ1/ and /1/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Focus their listening by looking at the task.
Use parts of linkers to join two things in one sentence.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about problems and preferences relating to city and country life, future plans and general preferences and specific wants.
Understanding opinions about different lifestyles and habits, information about people’s future arrangements, preferences, wants and opinions.
Recognising and using too / enough with adjectives, present continuous to express future arrangements, and like for general preferences and would like for specific wants.
Pronounce the sounds /τ1/ and /1/ correctly.
Mathematical competence
Using prices.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Learning about different food culture in the UK and the USA.
Understanding how to order food in a restaurant.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to focus your listening on the task in hand.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 50-59).
Teacher's Resource File
Grammar and Vocabulary (pages 24-26).
Reading and Listening (pages 52-54).
Writing (page 72).
Motivator (pages 98-102).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 4, 5 and 6 (page 62).
My Life 3 Student’s book. Extra practice. (pages 98-101).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about problems in their town.
To talk about future travel plans.
To understand a conversation in a restaurant.
To understand a text about eating out in the UK and the USA.
BLOCK 2- Reading and writing
To understand a text expressing opinions about city life and country life.
To understand a dialogue about future arrangements.
To read a menu and understand a conversation in a restaurant.
To understand a text about eating out in the UK and the USA.
To write about problems in your town.
To write a review about cafés and restaurants in your area.
BLOCK 3 – Knowledge of the language
Vocabulary
To remember all the places in town vocabulary.
To identify with pictures the places in town.
To write in 30 minutes all the means of transport they remember.
To identify with pictures means of transport vocabulary.
To talk about future travel plans using the means of transport vocabulary.
To identify the parts of the menu in a restaurant.
To identify with pictures restaurant food.
Grammar
To write using too and not enough using the information given.
To write phrases with too and not enough and the correct adjective.
To complete a conversation using the correct form of present continuous.
To ask and answer questions about food preferences using like and would like...?
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /t1/ and /1/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 6: Friends
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about the type of people they like and don’t like.
Describe people’s physical appearance and character.
BLOCK 2- Reading and writing
Understand a dialogue about clothes and style.
Understand a problem letter and the reply.
Understand a text describing a person’s character and appearance.
Understand a text about the science of friendship.
Write a description of you and your best friend.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
To make a project: Give a presentation about the best invention in history. (page 64-65).
II. CONTENTS
Grammar
Indefinite pronoun one / ones
Have to / don't have to
Be like and look like
Adverbs: a bit, quite, very, really + adjective
Lexical sets
Clothes, accessories and styles
Personality adjectives
Physical appearance
Function
Choosing clothes to wear.
Ask for advice, preferences and opinions and make positive and negative comments.
Pronunciation
Pronounce the sounds /τ1/ and /δ⊥/
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Guess the meaning of words from the context.
Use two adjectives to describe a person.
III. BASIC COMPETENCES
Linguistic competence
Interchanging identifying information on style and pattern of clothes, personal obligations and appropriate behaviour, and descriptions of both appearance and character.
Understanding relatively detailed descriptive information, including clothes, character, personality, behaviour and background.
Recognising and using the indefinite pronoun one and ones, (don’t) have to for personal obligations and lack of these, be like and look like to describe character and personality, the question What… like? And the adverbs a bit, quite, very and really.
Pronounce the sounds /τ1/ and /δ⊥/ correctly.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Asking for advice and opinions and stating preferences related to clothes.
Considering the personal qualities and behaviour which make a good friend amigo.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to infer the meaning of new vocabulary from context.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 60-69).
Teacher's Resource File
Grammar and Vocabulary (pages 27-29).
Reading and Listening (pages 55-57).
Writing (page 73).
Motivator (pages 103-107).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 4, 5 and 6 (page 62).
My Life 3 Student’s book. Extra practice (pages 98-101).
My Life 3 Student’s book. Extra pronunciation (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about the type of people they like and don’t like.
To describe people’s physical appearance and character.
BLOCK 2- Reading and writing
To understand a dialogue about clothes and style.
To understand a problem letter and the reply.
To understand a text describing a person’s character and appearance.
To understand a text about the science of friendship.
To write a description of you and your best friend.
BLOCK 3 – Knowledge of the language
Vocabulary
To write all the clothes vocabulary they remember.
To describe different patterns using the vocabulary.
To classify adjective by their positive or negative connotation.
To complete phrases with the right adjective.
To describe themselves using the adjectives learned.
To write about a physical appearance using adjectives.
To describe characters using s physical appearance vocabulary.
Grammar
To complete a dialogue using one /ones accordingly.
To complete phrases using have to / don't have to.
To write phrases using be like and look like.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /τ1/ and /δ⊥/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 7: Out and about
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about what they like doing on holiday.
Ask and answer questions about their experiences.
Ask and answer questions about music.
Express their opinions about what makes a good or bad leader.
Understand a situation story about leadership.
BLOCK 2- Reading and writing
Understand a text about an exotic holiday destination.
Understand a dialogue about recently completed actions.
Understand a short article on music.
Understand a situational story about leadership.
Write a letter about a course.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
II. CONTENTS
Grammar
Present perfect simple with ever, never, just, already and yet
Past simple y present perfect simple
Lexical sets
Holiday activities
Types of music
Functions
Express surprise, pleasure, horror and disappointment.
Pronunciation
Pronounce the sounds /∗/ and /υ:/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Use gestures or mime to communicate meaning.
Organise events in the order they happened to write a narrative.
III. BASIC COMPETENCES
Linguistic competence
Interchanging experiences relating to holidays and activities, indicating when actions have been completed both approximately and specifically, exchanging options and reactions.
Understanding information about people’s past experiences, and actions and when these happened, and information about music and musicians.
Recognising and using the present perfect with ever, never, just, already and yet and the differences in meaning and use of the present perfect and the past simple.
Pronounce the sounds /∗/ and /υ:/ correctly.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding different ways to act in a difficult situation.
Understanding how to express surprise, pleasure, horror and disappointment.
Considering the personal qualities and behaviour which make a good leader.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Thinking about some key musicians and the musical style they exemplify.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to use gestures or mime to communicate meaning when needed.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 70-79).
Teacher's Resource File
Grammar and Vocabulary (pages 30-32).
Reading and Listening (pages 58-60).
Writing (page 74).
Motivator (pages 108-112).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 7, 8 and 9 (page 90).
My Life 3 Student’s book. Extra practice. (pages 102-104).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about what they like doing on holiday.
To ask and answer questions about their experiences.
To ask and answer questions about music.
To express their opinions about what makes a good or bad leader.
To understand a situation story about leadership.
BLOCK 2- Reading and writing
To understand a text about an exotic holiday destination.
To understand a dialogue about recently completed actions.
To understand a short article on music.
To understand a situational story about leadership.
To write a letter about a course.
BLOCK 3 – Knowledge of the language
Vocabulary
To write holiday group activities and where they take place.
To write phrases using holiday activities vocabulary.
To write phrases using emotion.
To write a list with the types of music they remember.
To write phrases using different musicians and singers and their musical style.
Grammar
To complete an email using the present perfect simple, ever and never.
To complete a dialogue using just, yet or already accordingly.
To complete a dialogue using the past simple or the present perfect simple according to the occasion.
To write two phrases with each of the given expressions, using the past simple and the present perfect simple.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /∗/ and /υ:/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 8: Technology
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask and answer questions about space tourism.
Talk about problems they may have had with their computer.
Make offers of help.
Understand someone making predictions about the future.
Understand interviews about computer and Internet use.
BLOCK 2- Reading and writing
Understand an article about a plane of the future.
Understand a dialogue about computers.
Understand a dialogue explaining a fault.
Understand a text about Internet use.
Write a short report on the findings of a survey.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
II. CONTENTS
Grammar
Will for future predictions
First conditional with if
Will for decisions and promises
Will and shall for offers
Lexical sets
Computer language
Faults and problems
Functions
Describe and deal with faults and problems.
Pronunciation
Pronounce the sounds /α∗/ and /Ε∗/.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Listen for key words.
Use quantifiers to talk about numbers of people or things.
III. BASIC COMPETENCES
Linguistic competence
Interchanging predictions about the future and their possible consequences, making promises and offering help.
Understanding future predictions including relatively complex data, possible consequences of future events and conversations and articles on technology and computer use.
Recognising and using will for future predictions, as part of the first conditional and for decisions and promises, and will and shall for offers..
Pronounce the sounds /α∗/ and /Ε∗/ correctly.
Mathematical competence
Expressing relatively complex large numbers including speed, distances and altitudes.
Data processing and digital competence)
Learning a lexical set related to information Technology.
Understanding and reacting to predictions about the possible future uses of IT.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding how to describe and deal with common faults and problems.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to listen for key words to help identify important information.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 80-89).
Teacher's Resource File
Grammar and Vocabulary (pages 33-35).
Reading and Listening (pages 61-63).
Writing (page 75).
Motivator (pages 113-117).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 7, 8 and 9 (page 90).
My Life 3 Student’s book. Extra practice. (pages 102-104).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation Criteria
BLOCK 1- Listening, speaking and conversation
To ask and answer questions about space tourism.
To talk about problems they may have had with their computer.
To make offers of help.
To understand someone making predictions about the future.
To understand interviews about computer and Internet use.
BLOCK 2- Reading and writing
To understand an article about a plane of the future.
To understand a dialogue about computers.
To understand a dialogue explaining a fault.
To understand a text about Internet use.
To write a short report on the findings of a survey.
BLOCK 3 – Knowledge of the language
Vocabulary
To identify with pictures Information Technology vocabulary.
To complete a text with Information Technology vocabulary.
To match the vocabulary with pictures about faults.
To write phrases with faults and problems vocabulary.
Grammar
To ask and answer questions, following a criteria, using will for predictions about the future.
To complete a text using will or won't correctly.
To write phrases using the first conditional.
To match the beginning and ending of phrases with the first conditional.
To write phrases for offers using will or shall correctly.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Pronounce the sounds /α∗/ and /Ε∗/ correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 9: Action
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Talk about the contents of their kitchen at home.
Talk about recycling in their home.
Express opinions about the characteristics of different wild animals.
Talk about accidents which have happened to them or their families.
Understanding information about a Safari Park and its animals.
Understanding a story about an accident in the home.
BLOCK 2- Reading and writing
Understanding a dialogue about recycling processes.
Understanding a poster about species in danger.
Understanding a dialogue including recommendations.
Understanding guidelines about basic first aid procedures.
Rewrite an essay using comments to help you.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
The use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4_Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language tan their own.
Make a project: Make a poster about creative recycling for your school notice board (pages 92-93).
II. CONTENTS
Grammar
Present simple passive
Past simple passive
Zero article with plural nouns
Should / shouldn't for advice
Lexical sets
Materials and containers
Wild animals and insects
Illness
Functions
Say what the matter is and give advice.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Skim a test for gist meaning.
Write a draft for an essay.
III. BASIC COMPETENCES
Linguistic competence
Interchanging information about processes and procedures, problems and solutions and appropriate course of action.
Understanding past narratives including past passive forms, semi-detailed information about a safari park, and simple health problems and their treatment.
Recognising and using the past simple passive, should and shouldn’t to give advice, and common collocations of containers and their contents.
Competence in Knowledge and interaction with the physical world
Considering the importance of recycling for the environment.
Learning about the relationships between man and various wild animals including sharks and elephants.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding how to explain personal health problems and give appropriate advice.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
Learning to skim a text for gist meaning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook (page 90-99).
Teacher's Resource File
Grammar and Vocabulary (pages 36-38).
Reading and Listening (pages 64-66).
Writing (page 76).
Motivator (pages 118-122).
v. Evaluation
Assessment
My Life 3 Student’s book. Revision: Units 7, 8 and 9 (page 90).
My Life 3 Student’s book. Extra practice. (pages 102-104).
My Life 3 Student’s book. Extra pronunciation. (page 105).
My Life 3 Test book (page 125).
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To talk about the contents of their kitchen at home.
To talk about recycling in their home.
To express opinions about the characteristics of different wild animals.
To talk about accidents which have happened to them or their families.
To understanding information about a Safari Park and its animals.
To understanding a story about an accident in the home.
BLOCK 2- Reading and writing
To understanding a dialogue about recycling processes.
To understanding a poster about species in danger.
To understanding a dialogue including recommendations.
To understanding guidelines about basic first aid procedures.
To rewrite an essay using comments to help you.
BLOCK 3 – Knowledge of the language
Vocabulary
To match vocabulary with different containers and their materials.
To name 5 containers with their materials.
To identify with pictures wild animals and insects vocabulary.
To write phrases with different wild or insects and adjectives describing them.
To identify with pictures illness vocabulary.
Grammar
To change phrases from present simple to present simple passive.
To complete a dialogue using the present simple passive.
To change phrases from present simple to past simple passive.
To complete a text with the correct form of past simple passive.
To write dialogues using should / shouldn't to offer health advice.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
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