Microsoft



[pic]

Real Life

PRE-INTERMEDIATE

Programme

_____________________________

Area of Foreign Languages

English

Real Life Pre-intermediate Teaching Programme

UNIT 1: YOUR LIFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Compare information on any topic

- Listen to some interviews

- Talk about the things they usually do

- Describe themselves

- Talk about free time

- Greet people

BLOCK 2 - Reading and Writing

- Understand basic information from texts

- Understand instructions

- Read a text about time twins

- Write a description of themselves

- Read a quiz about being chilled or hyper

- Read a quiz about their world

- Read a text about talking teenagers

- Write a paragraph about themselves

- Read a form

- Fill in a form

- Write a description of themselves and their family

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Get to know people from other countries

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Present simple and continuous

- Questions and questions words

Lexical sets

- Social life

- Family and relationships

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using the present simple and the present continuous. To use questions and questions words

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 2-9).

EVALUATION

Assessment

Student’s book. Activestudy 1 page 18

Student’s book. Miniworkbook. (pages 100-101).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To compare information on any topic

- To listen to some interviews

- To talk about the things they usually do

- To describe themselves

- To talk about free time

- To greet people

BLOCK 2 – Reading and writing

- To understand basic information from texts

- To understand instructions

- To read a text about time twins

- To write a description of themselves

- To read a quiz about being chilled or hyper

- To read a quiz about their world

- To read a text about talking teenagers

- To write a paragraph about themselves

- To read a form

- To fill in a form

- To write a description of themselves and their family

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

- To write descriptions

Grammar

- To talk about thinks that usually happen

- To write sentences

- To ask questions

- To use questions words

- To use the present simple and the present continuous

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries.

UNIT 2: THE GREATS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about icons

- Understand instructions

- Listen to the pronunciation of regular past forms

- Ask about famous people

- Listen to a story

- Listen to information about an unknown character

- Listen to a life story

- Listen to a radio biography

- Exchange information

- Narrate past events

- Talk about famous people

- Talk about Marilyn Monroe

- Talk about Che Guevara

BLOCK 2 - Reading and Writing

- Understand basic information

- Understand instructions

- Read a text about Audrey Hepburn

- Read a text about Kurt Cobain

- Read a text about Muhammad Ali

- Read about the life of Joe Average

- Read a text about famous pairs

- Read a text about an unknown character

- Read an article about greatest Britons

- Write about past events

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Past simple

- Past simple and past continuous

Lexical sets

- Life events

- Famous people

- Personal characteristics

Pronunciation

- Identify and produce English sounds

- Pronunciation of ed /t//d//id/.

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using the past simple and the past continuous

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 10-15).

EVALUATION

Assessment

Student’s book. Activestudy 1 page 18

Student’s book. Miniworkbook. (pages 102-103).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To talk about icons

- To understand instructions

- To listen to the pronunciation of regular past forms

- To ask about famous people

- To listen to a story

- To listen to information about an unknown character

- To listen to a life story

- To listen to a radio biography

- To exchange information

- To narrate past events

- To talk about famous people

- To talk about Marilyn Monroe

- To talk about Che Guevara

BLOCK 2 – Reading and writing

- To understand basic information

- To understand instructions

- To read a text about Audrey Hepburn

- To read a text about Kurt Cobain

- To read a text about Muhammad Ali

- To read about the life of Joe Average

- To read a text about famous pairs

- To read a text about an unknown character

- To read an article about greatest Britons

- To write about past events

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions in past simple.

- To write statements in the present simple and present continuous

- To order words to make sentences

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

- To pronounce ed at the end of words

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 3: YOUR STYLE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Understand instructions

- Describe a place

- Listen to someone talking about his/her favourite coffee shop

- Talk about their favourite place to hang out.

- Describe a person

- Talk about people in the photos

- Listen to a street survey fashion

- Express opinions

- Show agreement

- Talk about money

- Listen to people going shopping

- Talk about going shopping

- Listen to conversations

- Describe a picture

BLOCK 2 - Reading and Writing

- Understand basic information about someone’s bedroom

- Read a text about what a bedroom says about someone

- Read a quiz about the spending style

- Read an email about a bargain-aholic

- Read a text about business and a bedroom

- Read an e-mail letter home

- Read an internet blog

- Read a magazine interview

- Read a news article

- Write an email to a foreign friend

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Comparatives and superlatives

- Too, enough

Lexical sets

- Describing a place

- Describing personal style

- Money and spending

Pronunciation

- Identify and produce English sounds

- Intonation of the English Language

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using comparatives and superlatives; too, enough.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 20- 27).

EVALUATION

Assessment

Student’s book. Activestudy 2 page 34

Student’s book. Miniworkbook. (pages 104-105).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To understand instructions

- To describe a place

- To listen to someone talking about his/her favourite coffee shop

- To talk about their favourite place to hang out.

- To describe a person

- To talk about people in the photos

- To listen to a street survey fashion

- To express opinions

- To show agreement

- To talk about money

- To listen to people going shopping

- To talk about going shopping

- To listen to conversations

- To describe a picture

BLOCK 2 – Reading and writing

- To understand basic information about someone’s bedroom

- To read a text about what a bedroom says about someone

- To read a quiz about the spending style

- To read an email about a bargain-aholic

- To read a text about business and a bedroom

- To read an e-mail letter home

- To read an internet blog

- To read a magazine interview

- To read a news article

- To write an email to a foreign friend

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use the comparative and superlative of adjectives

- To order words to make sentences which include too, enough

- To write sentences

- To ask questions

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

- Reproduce correct English intonations

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 4: YOUR GOALS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to an interview about school life

- Express wishes and intentions

- Speak about the future

- Talk about jobs

- Describe a job

- Talk about being an au pair

- Discuss opinions

- Listen to a street survey

- Talk about the future career

BLOCK 2 - Reading and Writing

- Understand basic information about jobs in England

- Read a text about courses English and American students are choosing

- Read an interview

- Write about future plans and ambitions

- Read internet postings

- Read about getting a first job

- Read a text about a volunteer teacher

- Read about doing something different

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Wishes and intentions

- Gerunds and infinitives

Lexical sets

- Education

- Getting a job

- Describing jobs

Pronunciation

- Identify and produce English sounds

- Reproduce correct stress in English

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. To express wishes and intentions; to use gerunds and infinitives.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 28 - 33).

EVALUATION

Assessment

Student’s book. Activestudy 2 page 34

Student’s book. Miniworkbook. (pages 106-107).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To listen to an interview about school life

- To express wishes and intentions

- To speak about the future

- To talk about jobs

- To describe a job

- To talk about being an au pair

- To discuss opinions

- To listen to a street survey

- To talk about the future career

BLOCK 2 – Reading and writing

- To understand basic information about jobs in England

- To read a text about courses English and American students are choosing

- To read an interview

- To write about future plans and ambitions

- To read internet postings

- To read about getting a first job

- To read a text about a volunteer teacher

- To read about doing something different

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To express wishes and intentions

- To complete sentences with gerunds and infinitives

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 5: STAY WELL

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen for specific information

- Listen to a fitness expert

- Talk about food and drinks

- Make predictions

- Discuss customs

- Respond to someone using proper expressions

- Make arrangements

- Make suggestions

- Listen to a conversation

- Listen to a radio programme

- Give advice

- Generalize

- Listen to a telephone conversation

BLOCK 2 - Reading and Writing

- Understand basic information about food

- Read quiz about looking good and living longer

- Read a quiz about running

- Read a text about eating right

- Read a text about what British people really eat

- Read invitations

- Read mobile messages

- Write mobile messages

- Read about healthy lifestyles

- Read about food and drinks

- Read about meals and meal times

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Should

- Must

- Articles

Lexical sets

- Food

- Cooking

- Health

- Meals and mealtimes

Pronunciation

- Identify and produce English sounds

- Reproduce correct intonation in English

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using should, must; to use the articles.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 38 - 45).

EVALUATION

Assessment

Student’s book. Activestudy 3 page 50

Student’s book. Miniworkbook. (pages 108-109).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To listen for specific information

- To listen to a fitness expert

- To talk about food and drinks

- To make predictions

- To discuss customs

- To respond to someone using proper expressions

- To make arrangements

- To make suggestions

- To listen to a conversation

- To listen to a radio programme

- To give advice

- To generalize

- To listen to a telephone conversation

BLOCK 2 – Reading and writing

- To understand basic information about food

- To read quiz about looking good and living longer

- To read a quiz about running

- To read a text about eating right

- To read a text about what British people really eat

- To read invitations

- To read mobile messages

- To write mobile messages

- To read about healthy lifestyles

- To read about food and drinks

- To read about meals and meal times

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use should, must

- To complete sentences using the articles

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

- Identify intonation in a sentence

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 6: THE RULES

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen for gist

- Express obligation

- Ask for permission

- Understand instructions

- Listen to teenagers talking about their parents’ rules

- Talk about parents

- Express obligations and permission in the past

- Listen to Ivy describing when she was young

- Talk about domestic tasks

- Speak about society and law

- Discuss opinions

- Listen to three generations talking about their life

- Plan a camping trip

- Describe photos

BLOCK 2 - Reading and Writing

- Understand basic information

- Read a text about a camp

- Read a quiz about tasks in the family

- Write sentences about their family

- Read a text about law

- Write texts

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Obligation and permission in the present

- Obligation and permission in the past

Lexical sets

- Rules and behavior

- Domestic tasks

- Society and the law

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Expressing obligation and permission in the present and in the past.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 46 - 51).

EVALUATION

Assessment

Student’s book. Activestudy 3 page 50

Student’s book. Miniworkbook. (pages 110-111).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To listen for gist

- To express obligation

- To ask for permission

- To understand instructions

- To listen to teenagers talking about their parents’ rules

- To talk about parents

- To express obligations and permission in the past

- To listen to Ivy describing when she was young

- To talk about domestic tasks

- To speak about society and law

- To discuss opinions

- To listen to three generations talking about their life

- To plan a camping trip

- To describe photos

BLOCK 2 – Reading and writing

- To understand basic information

- To read a text about a camp

- To read a quiz about tasks in the family

- To write sentences about their family

- To read a text about law

- To write texts

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To express obligation and permission in the present

- To express obligation and permission in the past

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 7: TIME OUT

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about holidays

- Listen to someone talking to friends

- Make questions

- Listen to someone speaking about the airport

- Talk about things to do at an airport

- Listen to five announcements at an airport

- Listen to predictions

- Make predictions

- Describe holidays

- Show interest using the proper expressions and intonation

- Complain about something

- Guess meaning from context

- Listen to a conversation about a trip to Paris

- Listen to five people visiting their country

- Speculate about the future

- Understand instructions

BLOCK 2 - Reading and Writing

- Read a text about holidays and the family

- Read a text about cheap travel

- Read a text about the sea

- Read a postcard

- Read a letter

- Write a postcard

- Write a letter

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Future arrangements

- Will, may, might

Lexical sets

- Holidays

- Flying

- Describing holidays

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Expressing future arrangements; to use will, may and might

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 56-63).

EVALUATION

Assessment

Student’s book. Activestudy 4 page 66

Student’s book. Miniworkbook. (pages 112-113).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To talk about holidays

- To listen to someone talking to friends

- To make questions

- To listen to someone speaking about the airport

- To talk about things to do at an airport

- To listen to five announcements at an airport

- To listen to predictions

- To make predictions

- To describe holidays

- To show interest using the proper expressions and intonation

- To complain about something

- To guess meaning from context

- To listen to a conversation about a trip to Paris

- To listen to five people visiting their country

- To speculate about the future

- To understand instructions

BLOCK 2 – Reading and writing

- To read a text about holidays and the family

- To read a text about cheap travel

- To read a text about the sea

- To read a postcard

- To read a letter

- To write a postcard

- To write a letter

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use will, may might

- To make future arrangements

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 8: JUST DO IT!

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to a quiz about sports

- Listen to an interview with Jo-Anne

- Talk about the things they have done

- Describe sports equipment

- Give a presentation about sports

- Describe photos

- Describe people’s achievements

BLOCK 2 - Reading and Writing

- Read a text about the champions tomorrow awards

- Write a description of a sport

- Read a website

- Read a text about unfit kids

- Read a text about champions about the odds

- Read a text about Kelly Holmes

- Describe a sport

- Describe a sporting hero

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Present perfect with ever and never

- Present perfect with just, already, yet

Lexical sets

- Sports

- Sports equipment

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use present perfect with ever, never; use present perfect with just, already, might

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 64 - 69).

EVALUATION

Assessment

Student’s book. Activestudy 4 page 66

Student’s book. Miniworkbook. (pages 114-115).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To listen to a quiz about sports

- To listen to an interview with Jo-Anne

- To talk about the things they have done

- To describe sports equipment

- To give a presentation about sports

- To describe photos

- To describe people’s achievements

BLOCK 2 – Reading and writing

- To read a text about the champions tomorrow awards

- To write a description of a sport

- To read a website

- To read a text about unfit kids

- To read a text about champions about the odds

- To read a text about Kelly Holmes

- To describe a sport

- To describe a sporting hero

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use the present perfect with ever, never

- To use the present perfect with just, already, yet

- To complete sentences with ever, never, just, already, yet

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 9: COOL TECH

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Describe a machine

- Give instructions

- Talk about inventions

- Make predictions

- Listen about gadgets

- Give an opinion

- Listen to numbers

- Listen to dates

- Listen to predictions

- Complain about something

- Listen to a conversation

- Listen to a radio phone-in

- Describe pictures

- Say numbers

- Talk about TV

- Understand instructions

BLOCK 2 - Reading and Writing

- Read a text about companies that sell green alternatives

- Write about the most important possessions

- Read about mobile phones

- Read a text about TV and other screens

- Read a letter of complaint

- Write a letter of complaint

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Defining relative clauses

- First conditional

- Future time clauses

Lexical sets

- Machines

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using defining relative clauses, first conditional and future time clauses

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 74 - 81).

EVALUATION

Assessment

Student’s book. Activestudy 5 page 82

Student’s book. Miniworkbook. (pages 116-117).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To describe a machine

- To give instructions

- To talk about inventions

- To make predictions

- To listen about gadgets

- To give an opinion

- To listen to numbers

- To listen to dates

- To listen to predictions

- To complain about something

- To listen to a conversation

- To listen to a radio phone-in

- To describe pictures

- To say numbers

- To talk about TV

- To understand instructions

BLOCK 2 – Reading and writing

- To read a text about companies that sell green alternatives

- To write about the most important possessions

- To read about mobile phones

- To read a text about TV and other screens

- To read a letter of complaint

- To write a letter of complaint

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use defining relative clayses

- To use the first conditional

- To use future time clauses

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 10: OUT THERE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about the natural world

- Tell the class about their childhood

- Tell the class about the places they used to visit

- Talk about the global warming

- Listen to a radio programme about the Carteret Islands

- Discuss about problems

- Predict something

- Tell a story

- Describe how they felt

- Respond to something with interest

- Interview someone

- Understand instructions

BLOCK 2 - Reading and Writing

- Read fantastic facts about the Earth

- Read Hannah’s memories

- Write the description of a place

- Read a text about the global warming

- Read three diary extracts, written more than 120 years ago

- Describe a place

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Used to

- Present perfect with for, since

Lexical sets

- Natural world

- Global warming

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use used to. Use present perfect with for, since

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 82-87).

EVALUATION

Assessment

Student’s book. Activestudy 5 page 82

Student’s book. Miniworkbook. (pages 118-119).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To talk about the natural world

- To tell the class about their childhood

- To tell the class about the places they used to visit

- To talk about the global warming

- To listen to a radio programme about the Carteret Islands

- To discuss about problems

- To predict something

- To tell a story

- To describe how they felt

- To respond to something with interest

- To interview someone

- To understand instructions

BLOCK 2 – Reading and writing

- To read fantastic facts about the Earth

- To read Hannah’s memories

- To write the description of a place

- To read a text about the global warming

- To read three diary extracts, written more than 120 years ago

- To describe a place

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use used to

- To use the present perfect with for and since

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 11: MUST SEE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about films

- Listen to a description of how a film is made

- Listen to extracts from TV programmes

- Talk about TV

- Listen to a phone call

- Listen to voicemail messages

- Describe how films are made

- Talk about favourite types of films

BLOCK 2 - Reading and Writing

- Read a text about subbed or dubbed films

- Read a text about TV programmes

- Read a text about a book I’ve read recently

- Write the review of a book or film

- Describe a book or film

- Read adverts

- Read notices

- Read phone messages

- Read the introduction of the book About a boy

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Present simple passive

- Past simple and present perfect passive

Lexical sets

- Making a film

- TV programmes

- What we read

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use present simple passive. Use past simple and present perfect passive.

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 92 - 99).

EVALUATION

Assessment

Student’s book. Activestudy 6 page 98

Student’s book. Miniworkbook. (pages 120-121).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To talk about films

- To listen to a description of how a film is made

- To listen to extracts from TV programmes

- To talk about TV

- To listen to a phone call

- To listen to voicemail messages

- To describe how films are made

- To talk about favourite types of films

BLOCK 2 – Reading and writing

- To read a text about subbed or dubbed films

- To read a text about TV programmes

- To read a text about a book I’ve read recently

- To write the review of a book or film

- To describe a book or film

- To read adverts

- To read notices

- To read phone messages

- To read the introduction of the book About a boy

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use the present simple passive

- To use the past simple and present perfect passive

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

UNIT 12: STAY SAFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to four teenagers

- Ask the partner to do five things

- Tell the partner to do five things

- Listen to a radio phone-in about teenagers and crime

- Describe photos

- Report a crime

- Repeat what other people have said

- Understand instructions

BLOCK 2 - Reading and Writing

- Read the opinions of some teenagers

- Read a quiz about honesty

- Read three articles about crimes

- Read an article about teenage victims of crime

- Read an advice about how to avoid crime

- Read a newspaper article

- Read a letter to the editor

- Read an article about pensioner fear “hoodies”

- Read a letter to an editor

- Write a letter responding to an article

- Read a text about crimes that went wrong

BLOCK 3 – Knowledge of the language

- Understand and apply grammar rules correctly.

- Identify, apply and use the vocabulary of the unit.

- Use of basic spelling and punctuation rules and recognizing their importance.

- Recognize and reproduce sounds, rhythm, accentuation, and intonation.

- Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

- Recognize and learn basic forms of social interactions in a foreign language.

- Show a receptive attitude towards those who speak a different language tan their own.

- Show a receptive attitude towards others’ life and people from another countries

CONTENTS

Grammar

- Second conditional

- Reported requests and commands

Lexical sets

- Crimes

- Adjectives ending in ed, ing

Pronunciation

- Identify and produce English sounds

Reflection on learning

- Interest and curiosity in widening knowledge related to the English Language.

- Organize personal work as a strategy to progress in learning.

- Interest in taking the opportunities for learning created inside and outside of the classroom.

- Active participation in group activities.

- Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using the second conditional, reported requests and commands

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

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

- Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 100 - 105).

EVALUATION

Assessment

Student’s book. Activestudy 6 page 98

Student’s book. Miniworkbook. (pages 122-123).

Evaluation Criteria

BLOCK 1 – Listening, speaking and conversation

- To listen to four teenagers

- To ask the partner to do five things

- To tell the partner to do five things

- To listen to a radio phone-in about teenagers and crime

- To describe photos

- To report a crime

- To repeat what other people have said

- To understand instructions

BLOCK 2 – Reading and writing

- To read the opinions of some teenagers

- To read a quiz about honesty

- To read three articles about crimes

- To read an article about teenage victims of crime

- To read an advice about how to avoid crime

- To read a newspaper article

- To read a letter to the editor

- To read an article about pensioner fear “hoodies”

- To read a letter to an editor

- To write a letter responding to an article

- To read a text about crimes that went wrong

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph

- To put words in the correct groups

Grammar

- To ask and answer questions.

- To use the second conditional

- To use reported requests and commands

Phonetics

- Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

- To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.

- To identify cultural and geographical characteristics of English speaking countries

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download