PCA GOING PLACES - Microsoft



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Going Places 1

Programme

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Area of Foreign Languages

English

GET READY

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Revise countries and nationalities, months, classroom objects, school subjects and prepositions of place.

▪ Use and pronounce the alphabet correctly.

▪ Talk about your family.

▪ Give and understanding instructions.

▪ Use the verb to be, subject pronouns, possessive adjectives, articles and the demonstrative adjectives this / that / these / those correctly.

Content block 2 - Written communication: reading and writing

▪ Revise cardinal and ordinal numbers from 1-90.

▪ Use times and dates correctly.

Content block 3 - Understanding of the language

▪ Understand and correctly apply features of grammar.(see contents below)

▪ Revise and identify the vocabulary of the unit (see contents below).

▪ Use the Basic rules of spelling and punctuation.

▪ Recognise and reproduce aspects, of rhyme, stress and intonation.

▪ Start thinking about revision strategies, reflection on learning, and auto- evaluation.

Content block 4 - Socio-cultural features and intercultural awareness

▪ Use polite language to give and ask for personal information

II. LANGUAGE CONTENTS

Grammar

▪ Use of the verb to be.

▪ Suffixes to form nationalities: -an/-ian, -ish, -ese.

▪ Use of Wh- to make questions.

▪ Subject pronouns and object pronouns.

▪ Imperatives.

▪ Possessive adjetives.

▪ Place prepositions.

▪ Demonstrative adjectives: this/that/these//those.

▪ Articles: a, an, the

Vocabulary

▪ Countries and nationalities.

▪ Ordinal and cardinal numbers.

▪ The alphabet.

▪ The members of the family.

▪ The months of the year.

▪ Easy formulas to present yourself and to give personal

▪ School subjects

▪ Adjectives to describe appearance

▪ Objects that you can find in a room

Phonetics

▪ Pronunciation of the verb to be.

▪ Pronunciation of the alphabet; ordinal and cardinal numbers; school objects, singular, plural, school subjects and timetables

▪ Practice the pronunciation of /x/, /z/ and /ɪz/ sounds.

Reflection on learning

▪ Interest and curiosity in developing knowledge about to the English language

▪ Organise ones personal work as strategy for progressing on the learning

▪ Interest in taking advantage of the learning opportunities created in the context of the room and out of

▪ Active participation on the activities and works in groups

III. BASIC COMPETENCES

Linguistic competence

▪ Revision and identification of countries and nationalities vocabulary, months of the year, school objects, school subjects and place prepositions.

▪ Correct use and pronunciation of the English alphabet.

▪ Ability to talk about ones family.

▪ Giving and understanding instructions.

▪ Understanding simple oral texts in different communicative contexts.

▪ Understanding and correct application of features of grammar like the verb to be, pronouns subjects and of direct object, possessive adjectives, articles and demonstrative adjectives: this/that/these//those.

Mathematical competence

▪ Revision of ordinal and cardinal numbers from 1 to 90.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Meeting people for the first time.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practises in a language classroom.

▪ Using the Sentence Builder and Word Builder sections of the book as a basis to construct new words and sentences.

Autonomy and personal initiative

▪ Describing an old photograph of oneself.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Photocopiable activity 1, page 6 (Find your partner)

Photocopiable activity 2, page 6 (John’s family tree)

Photocopiable activity 3, page 7 (Spot the differences)

Photocopiable activity 4, page 8 (What time is…?)

Photocopiable activity 5, page 9 (What is this?)

Photocopiable activity 6, page 10 (Double dictation)

Picture Dictionary, pages 125, 126 and 127

Additional and alternative activities: TG, pages 12 - 21

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Get Ready Test

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Use and pronounce the English alphabet correctly.

▪ Be able to talk about ones family.

▪ Give and understand instructions.

▪ Use the correct questions and answers to give personal information.

▪ Use presentation and interaction strategies and formulas in a first meeting with someone.

Content block 2 - Written communication: reading and writing

▪ Understand simple written texts.

▪ Produce simple written texts.

Content block 3- Understanding of the language (Get ready Test - pages 3 and 4)

Vocabulary:

▪ Put the letters in the correct order (Nationalities).

▪ Complete the crossword. Write the numbers as words. (Numbers)

▪ Complete the sentences. (Family)

▪ Put the letters in the correct order to make months. Then put the months in order. (Months)

▪ Complete the words (School subjects).

Grammar:

▪ Complete sentences with the verb to be in the correct form (to be).

▪ Subject pronouns, objects pronouns and possessive adjectives (Subject and object pronouns).

▪ Make sentences about the room, using the words in the box (Prepositions of place).

▪ Complete the sentences using the words in the box (Imperatives).

▪ Complete sentences using this, that, these, or those (this, that, these those).

▪ Complete sentences with a, an, or the (Articles).

▪ Write three sentences as one sentence. (Sentence Builder).

Phonetics

▪ Appreciate the capacity to apply knowledge acquired when using features of rhythm and intonation.

▪ Practice the pronunciation of the sounds/x/, /z/ and /ɪz/.

Reflection on learning

▪ Evaluate whether basic strategies which encourage learning progress are being used.

Content block 4 - Socio-cultural features and intercultural awareness

▪ Show interest and curiosity in learning the foreign language and recognise the enriching quality of linguistic diversity.

▪ Identify cultural or geographical features of countries and cultures which speak the target language: Use polite forms when asking for and giving personal information.

MODULE 1: THE CHALLENGE

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Speak about interests

- Express ones abilities

- Answer a questionnaire

- An interview

- Key Expressions: Opinions

▪ Understand simple oral texts in different communicative contexts:

- Personal information

- An interview

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts: a text about the disabled

▪ Produce simple written texts with different intentions: fil in a form

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognize and reproduce features of rhythm, stress and intonation (see contents below).

▪ Use strategies of revision, reflection on learning and self evaluation.

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

II. LANGUAGE CONTENTS

Grammar

▪ The modal verb can for abilities

▪ Question words

▪ Linkers: and/but

▪ Sentence Builder: and/but

▪ Word Builder: verb-noun collocations

Vocabulary

▪ Interests and abilities

▪ Sports

Phonetics

▪ Correctly pronounces the vocabulary and structures of the unit.

▪ Pronunciation of the modal can/can’t (weak/strong).

▪ Pronunciation of Questions Words.

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work.

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about your interests and abilities and asking and answering questions about these.

▪ Completing a questionnaire.

▪ Using correctly the modal verb can to Talk about abilities, question words and the connectors and / but.

Data processing and digital competence

▪ Interpreting and processing the information from a table.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Raising awareness of the challenges faced by disabled young people.

▪ Learning about the Duke of Edinburgh’s Award scheme in the UK.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understand good learning practices in a language classroom.

▪ Using the Sentence Builder and Word Builder sections of the book as a basis to construct new words and sentences.

Autonomy and personal initiative

▪ Describing an old photography of yourself.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 22 - 30

Photocopiable activity 7, page 11 (What can you do with a broken arm?)

Photocopiable activity 8, page 12 (Make a question)

Picture Dictionary, pages 129 and 130

TIME OUT! page 115, exercises 1, 2, 3,

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 1 test

Going Places 1 Test Book: Language Test 1 A and B; Skills test 1 & 2 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Is capable of talking about interest and abilities

▪ Can understand simple oral texts in different communicative contexts, related with the context of the unit.

▪ Participates in a variety of oral interactions: answering a questionnaire, doing and interview.

Content block 2 - Written communication: reading and writing

▪ Can understand simple written texts.

▪ Is capable of filling in a form.

Content block 3- Understanding of the language (Module 1 Test - page 5)

Vocabulary:

▪ What can they do? Write a sentence for each picture (Abilities).

▪ Complete sentences. (Opinion adjectives).

Grammar

▪ Tick correct sentences. Correct wrong (7) sentences. (can (ability)).

▪ Put words in the correct order. (Question words).

▪ Join two sentences, using and or but (Sentence Builder).

▪ Look at underlined words in sentences and correct the mistakes (Key Expressions)

Phonetics

▪ Shows capacity to apply learning, using correctly features of rhythm and intonation.

▪ Pronounces correctly the modal can/can’t (weak/strong).

Reflection on learning

▪ Uses basic strategies which favour progress in learning.

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify some cultural or geographical features typical of the countries and cultures which speak the foreign language.

MODULE 2: EXERCISE

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about favourite foods and drinks

- Talk about sport, appearances and food

- Key Expressions: Asking what things are like

▪ Understand simple oral texts in different communicative contexts:

- Sporting advice

- A radio interview about diet and sport

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

- A text on the relationship between sport and fashion: The new fashion models.

- A cross-cultural text on national sports (Across Cultures: National Sports)

▪ Produce simple written texts with different intentions: an SMS or text message.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).

▪ Use strategies for revision, reflection about language and self-evaluation.

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

▪ Be capable of preparing a project: a poser about a favourite sport

II. LANGUAGE CONTENTS

Grammar

▪ The verb have got

▪ The possessive ‘s

▪ Word Builder: noun compounds

▪ Sentence Builder: and

Vocabulary

▪ Sports

▪ Clothes and appearances

▪ Food and drink

Phonetics

▪ Correctly pronounces the sounds /s/, /z/ and /ɪz/.

▪ Correctly pronounces the sounds /s/ and /ς/.

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about exercise, food and personal appearance and asking and answering questions about these.

▪ Understanding a text about sports icons.

▪ Using correctly the verb have got and the possessive’s.

Competence in knowledge and interaction with the physical world

▪ Learning about healthy eating and diet and the value of physical activity.

Data processing and digital competence

▪ Writing an SMS text message.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Learning about the national sports of different countries.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Using the Picture dictionary to help with vocabulary learning and revision.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Copying and completing a registration form.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 31 - 40

Photocopiable activity 9, page 13 (Who is it?)

Photocopiable activity 10, page 13 (Whose food is it?)

Picture Dictionary, pages 125, 126, 128, 130

TIME OUT! page 116, exercises, 4, 5, 6

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 2 test

Going Places 1 Test Book: Language Test 2 A and B; Skills test 1 & 2 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Is capable of talking about sports, external appearance and diet.

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: express favourites

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts

▪ Can write an SMS

Content block 3- Understanding of the language (Module 2 Test- page 6)

Vocabulary:

▪ Add words under the headings food, sports, and clothes.

Grammar

▪ Complete sentences with the correct form of to be or to have. All sentences are positive (to be / to have got).

▪ Make questions and negatives with the verbs to be or to have (to be / have got).

▪ Put apostrophes in the correct place(s) in sentences (Possessive’s).

▪ Join sentences to make one sentence (Sentence Builder).

▪ Put words into the correct place in a text (Key Expressions).

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Correctly pronounces the sounds /s/, /z/ and /ɪz/.

▪ Correctly pronounces the sounds /s/ and /ς/

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 3: RISK

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about work, routines and feelings

- Do a class survey

- Key Expressions: preferences

▪ Understand simple oral texts in different communicative contexts:

- Identify and classify jobs

- Write a letter to a magazine asking for and offering safety advice

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts: A text on a day in the life of a fire-fighter.

▪ Produce simple written texts with different intentions: a report based on a survey.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce features of rhythm , stress and intonation (see contents below).

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

II. LANGUAGE CONTENTS

Grammar

▪ Present simple: affirmative, negative, Yes/No questions.

▪ Sentence Builder: time clauses; expressions with every; verbs of preference + noun/-ing.

Vocabulary

▪ Jobs/Adjective

▪ Routines

▪ Feelings

Phonetics

▪ The sounds /s/, /z/ and /ɪz/.

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about jobs, routines and likes and dislikes and asking and answering questions about these

▪ Understanding a text about daily routine.

▪ Using correctly the present simple and prepositions associated with times.

Competence in knowledge and interaction with the physical world

▪ Learning about common dangers and worries in the modern world.

Data processing and digital competence

▪ Collecting organising and interpreting the answers to a survey on free time activities.

Interpersonal, social and civic competence

▪ Developing essential communication skills and celebrating the differences and similarities between peoples.

▪ Showing concern for others and responding to their feelings and emotions.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Using English in the classroom at all times in order to maximise learning.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Writing a report based on the results of a class survey.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 41 - 48

Photocopiable activity 11 page 15 (How well do you know your partner?)

Photocopiable activity 12 page 16 (Cross the river)

Picture Dictionary, pages 131

TIME OUT! Page 113, exercises, 7, 8, 9

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 3 test

Going Places 1 Test Book: Language Test 3 A and B; Skills test 3 & 4 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Can talk about jobs, routines and preferences.

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: expressing preferences.

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write a report

Content block 3- Understanding of the language (Module 3 Test – page 7)

Vocabulary:

▪ Identify jobs in pictures (Jobs).

▪ Complete sentences, using the words in the box (Routines).

Grammar

▪ Complete sentences with a verb in the correct form (Present simple).

▪ Complete sentences with at, in or on (at, in, on)

▪ Make sentences negative (Present Simple negative).

▪ Make questions for answers (Present Simple questions).

▪ Put words in the correct order (Sentence Builder).

▪ Complete sentences, adding a verb with –ing (Key Expressions)

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Correctly pronounces the sounds /s/, /z/ and /ɪz/

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 4: OUT AND ABOUT

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about free time activities.

- Express frequency.

- Key Expressions: Asking for and giving directions

▪ Understand simple oral texts in different communicative contexts:

- A conversation giving tourist information.

- Listen to a survey.

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

- A report on British teenagers today.

- An informative text about a science museum: In the Millennium Point building, you can visit…

- A cross-cultural text about school days in different countries: School Days.

▪ Produce simple written texts with different intentions: write a note with directions.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce features of rhythm , stress and intonation (see contents below).

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

II. LANGUAGE CONTENTS

Grammar

▪ Adverbs of frequency

▪ There is/there are with some/any.

▪ Word Builder: Multi-part verbs; First and then

▪ Sentence Builder: position of adverbs

Vocabulary

▪ Places / Directions

Phonetics

▪ The sounds /ɪ/ and /i:/.

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about free time activities and asking and answering questions about these.

▪ Giving and understanding written and spoken directions.

▪ Using correctly adverbs of frequency, and there is / are with some / any.

Mathematical competence

▪ Understanding times.

Competence in knowledge and interaction with the physical world

▪ Evaluating what constitutes an active lifestyle and considering how active a person you are.

Data processing and digital competence

▪ Understanding and processing the answers to a survey on local facilities.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Learning about alternative schooling in other countries.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Using English in the classroom at all times in order to maximise learning.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Writing a note to a friend with directions

▪ Preparing a timetable for your ideal school day.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 49 a 58

Photocopiable activity 13, page 17 (Survey)

Photocopiable activity 14 page 18 (Find de differences).

Picture Dictionary, pages 133, 134

TIME OUT! page 114, exercises 10, 11, 12

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 4 test

Going Places 1 Test Book: Language Test 4 A and B; Skills test 3 & 4 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Is capable of talking about free time activities.

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: asking for and giving directions

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write a note giving directions.

Content block 3- Understanding of the language (Module 2 Test - page 6)

Vocabulario

▪ Complete sentences with one word from each box (Multi-part verbs).

Grammar

▪ Look at a table and complete the sentences (Adverbs of frequency).

▪ Correct mistakes in sentences (there is/there are, some/any).

▪ Put words in the correct order (Sentence Builder).

▪ Complete sentences, putting one word in each gap (Key Expressions).

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Correctly pronounces the sounds /ɪ/and /i:/

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 5: THE WEATHER

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about the weather

- Do a questionnaire about tornados

- Key Expressions: Shopping.

▪ Understand simple oral texts in different communicative contexts:

- Identify and classify places and weather according to the forecasts.

- Listen to reporter informing about a tornado

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

A text on world climates and their geographical features.

A questionnaire and a news report about a tornado.

▪ Produce simple written texts with different intentions: a postcard describing holidays

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce aspects of rhythm , stress and intonations.

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

II. LANGUAGE CONTENTS

Grammar

▪ Countable/Uncountable nouns.

▪ Present Continuous.

▪ Word Builder: Nouns/Adjectives; Containers

▪ Sentence Builder: Why and because; Using pronouns

Vocabulary

▪ The weather

▪ Seasons

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about the weather, asking and answering questions about it and understanding a radio weather report.

▪ Using correctly countable / uncountable nouns with some / any, the present continuous and Why and because….

Competence in knowledge and interaction with the physical world

▪ Discovering the weather systems, plants and animals of your natural environment.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Learning about the different regions of the UK.

▪ Learning about the climate in different regions of the world.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Using vocabulary cards to help with vocabulary learning.

Autonomy and personal initiative

▪ Talking responsibility for a portfolio of work: writing a postcard to a friend to describe a holiday.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 59 - 66

Photocopiable activity 15 page 19 (What’s the question)

Photocopiable activity 16 page 20 (What are they doing?).

Picture Dictionary, pages 127, 128, 134

TIME OUT! page 115, exercises 13, 14, 15.

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 5 test

Going Places 1 Test Book: Language Test 5 A and B; Skills test 5 & 6 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Can talk about the weather

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participate in different oral interactions: Shopping

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write a postcard

Content block 3- Understanding of the language (Module 5 Test – page 9)

Vocabulario

▪ Complete gaps (Weather).

Grammar

▪ Complete sentences with is / are / isn’t / aren’t and some / any / a(n) (Countable and uncountable nouns with some and any).

▪ Complete sentences using the Present continuous or Present Simple

▪ Change underlined words (Sentence Builder).

▪ Put sentences in the correct order, matching them with the answers a-d.

▪ Order a dialogue (Key Expressions).

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 6: EXPEDITIONS

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about transport and expeditions

- Talk about previous holidays.

- Key Expressions: Suggestions.

▪ Understand simple oral texts in different communicative contexts:

- A text about the explorer Marco Polo

- A survey about travel.

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

- A text about a space expeditions; Apollo 13.

- A cross-cultural text with opinions of people who have moved to another country: (Across Cultures: Welcome to the UK!)

▪ Produce simple written texts with different intentions: write a short note explaining a problem and offering advice for solving it.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce features of rhythm , stress and intonation (see contents below).

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

▪ Be capable of preparing a project: a poster the student’s region.

II. LANGUAGE CONTENTS

Grammar

▪ Past simple: was/were

▪ Word Builder: adjectives –ed.

▪ Sentence Builder: past time clauses

Vocabulary

▪ Transport

▪ Space

▪ Years

Phonetics

▪ The sounds /θ/ and /δ/

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about travelling and understanding other people talking about their experiences.

▪ Using correctly the past simple of the verb to be in positive, negative and question forms of other verbs.

▪ Using common phrases to make and respond to suggestions.

Mathematical competence

▪ Understanding and using years.

Competence in knowledge and interaction with the physical world

▪ Discovering the history of exploration of our planet and of space.

Data processing and digital competence

▪ Understanding and processing information to complete a table.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Learning about differences in lifestyle between the UK and the other countries.

▪ Making suggestions and learning how to react to other people’s suggestions appropriately and sensitively.

▪ Responding to the problems of others appropriately and sensitively.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Organising your homework time and balancing it with your free time.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Writing a note to a friend about a problem & Making a poster about living in your country.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 67 - 76

Photocopiable activity 17, page 21 (Memory Game)

Photocopiable activity 18 page 22 (Consequences).

Picture Dictionary, pages 133, 134

TIME OUT! page 116, exercises 16, 17 and 18

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 6 test

Going Places 1 Test Book: Language Test 6 A and B; Skills test 5 & 6 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Is capable of talking about travel and transport.

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: making suggestions.

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write a short note to a friend explaining a problem.

Content block 3- Understanding of the language (Module 6 Test- page 10)

Vocabulary

▪ Put letters in the correct order (Transport).

Grammar

▪ Complete sentences (was/were).

▪ Put verbs into the Past Simple.

▪ Write the past form of verbs (Past Simple).

▪ Rewrite times with a different time expression (Sentence Builder).

▪ Correct sentences (Key Expressions)

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Correctly pronounces the sounds /θ/ and /δ/

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 7: TELEVISION

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about TV programmes.

- Talk about your weekend.

- Do a questionnaire about TV addiction

- Talk about famous people

- Key Expressions: Asking how people are.

▪ Understand simple oral texts in different communicative contexts:

- Listen to a text about TV programmes.

- Listen and check the results of a quiz about Film stars.

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts: A review of last week’s TV.

▪ Produce simple written texts with different intentions: an e-mail.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognize and reproduce features of rhythm , stress and intonation.

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

II. LANGUAGE CONTENTS

Grammar

▪ Past simple (affirmative, negative and interrogative)

▪ Word Builder: adjectives ending in –ed and -ing

▪ Sentence Builder: then, after

Vocabulary

▪ TV programes

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about TV, film and actors, asking and answering questions about them and describing them correctly with –ing adjectives.

▪ Using correctly the past simple of all regular and irregular verbs in positive, negative and question forms.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Asking about how people are feeling and reacting appropriately and sensitively.

Data processing and digital competence

▪ Using e-mail.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

▪ Learning about film stars and their lives and experiences.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Using translation to help with learning grammar.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio: Writing a descriptive e-mail about an expedition.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 77 - 84

Photocopiable activity 19 page 23 (Truth or lie?)

Photocopiable activity 20 page 24 (Find out).

TIME OUT! page 118, exercises 19, 20, 21.

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 7 test

Going Places 1 Test Book: Language Test 7 A and B; Skills test 7 & 8 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Can talk about television and film stars.

▪ Can complete and carry out a questionnaire

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: asking how people are

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write a description in an e-mail

Content block 3- Understanding of the language (Module 7 Test- page 11)

Vocabulary

▪ Match titles with types of TV programme.

▪ Choose correct word in sentences (ed/ing adjectives)

Grammar

▪ Make sentences negative (Past Simple negatives).

▪ Write questions for answers (Past Simple questions).

▪ Join sentences, using then or after (Sentence Builder)

▪ Put words in the correct order to make sentences (Key Expressions)

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 8: HELPING

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about how to help other people.

- Do a questionnaire.

- Compare places and things.

- Key Expressions: Requests.

▪ Understand simple oral texts in different communicative contexts:

- An interview with people who help others

- A text with descriptions of animals for completion of a questionnaire

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

- A text about teenage campaigners.

- A questionnaire to determine how helpful one is: Are you helpful?

- A text about animals in danger of extinction.

- A cross-cultural text about a voluntary organization (Across Cultures: UNICEF)

▪ Produce simple written texts with different intentions: write a short note asking for something

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly.(see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce features of rhythm , stress and intonation (see contents below).

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

▪ Be capable of preparing a project: a leaflet for a good cause.

II. LANGUAGE CONTENTS

Grammar

▪ Comparatives

▪ Superlatives

▪ Sentence Builder: with

Vocabulary

▪ Helping

▪ Animals

Phonetics

▪ The sounds /æ/ and /eɪ/

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about helping others, understanding requests for a help and making and responding to them appropriately and sensitively.

▪ Using correctly comparative and superlative adjectives and superlative adjectives and a lexical set of wild and farm animals.

Competence in knowledge and interaction with the physical world

▪ Thinking about ways to help the environment and to protect endangered species.

Data processing and digital competence

▪ Interpreting and processing the information from a table.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Learning about the work of UNICEF and other good causes.

▪ Responding to the problems of other young people appropriately ad sensitively.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Using English in the classroom at all times in order to maximise learning.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Making a leaflet for a good cause & Writing a note to request help.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 85 - 94

Photocopiable activity 21, page 25 (Who’s the best?)

Photocopiable activity 22 page 26 (What’s the top answer?).

Picture Dictionary, page 135

TIME OUT! page 119, exercises 22, 23 and 24

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 8 test

Going Places 1 Test Book: Language Test 8 A and B; Skills test 7 & 8 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Can talk about helping others.

▪ Can make comparisons.

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: requests.

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write an informal note asking for help.

Content block 3- Understanding of the language (Module 8 Test - page 10)

Vocabulary

▪ Put letters in the correct order. Match the adjectives with animals.

▪ Identify animals

Grammar

▪ Look at information about Minnie and Shirley and write comparative sentences.

▪ Complete sentences using the correct form of the adjective (Superlative and comparatives).

▪ Join sentences using with (Sentence Builder).

▪ Complete sentences, using the words in the box (Key Expressions)

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Correctly pronounces the sounds /æ/ and /ei/

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 9: TEAMS

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about sports teams and pop groups.

- Do a questionnaire about the type of person one is: individual/group

- Key Expressions: Warning/Congratulating.

▪ Understanding of simple oral texts in different communicative contexts:

- Listen to people talking about their favourite sports teams.

- Listen to and understand a Beatles song: Hello, Goodbye.

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

- A text on the rules of the Science Olympiad.

- A text about a pop group: The Beatles.

▪ Produce simple written texts with different intentions: a congratulatory note.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognize and reproduce features of rhythm , stress and intonation.

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

II. LANGUAGE CONTENTS

Grammar

▪ Modals: can/can’t, must/mustn’t

▪ Adverbs.

▪ Word Builder: make nouns from verbs.

▪ Sentence Builder: position of adverbs.

Vocabulary

▪ Objects

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about teams and teamwork, and science subjects at school.

▪ Using correctly can / can’t / must / mustn’t to talk about rules.

▪ Distinguishing regular and irregular adjectives and adverbs.

Interpersonal, social and civic competence

▪ Developing essential communication skills and celebrating the differences and similarities between peoples.

▪ Learning about the Science Olympiad in the USA.

▪ Evaluating if you are an individual or team person.

▪ Making telephone call to offer congratulation.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

▪ Learning about the Beatles and listening to and interpreting their song ‘Hello, Goodbye’.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Seeing working in groups and peer checking as a positive opportunity to interact and facilitate learning.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Writing a note of congratulation.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 95 - 102

Photocopiable activity 23 page 27 (Island rules)

Photocopiable activity 24 page 28 (What do you do well?).

TIME OUT! page 120, exercises, 25, 26, 27

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 9 test

Going Places 1 Test Book: Language Test 9 A and B; Skills test 9 & 10 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Can talk about teams and working in a group

▪ Can carry out and respond to a questionnaire

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: Warn/Congratulate

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write a note of congratulation

Content block 3- Understanding of the language (Module 9 Test - page 13)

Vocabulary

▪ Make jobs from the words provided (Nouns from verbs).

Grammar

▪ Correct the mistakes in sentences (can/can’t, must/mustn’t).

▪ Choose the correct word (adverbs/adjectives)

▪ Put words into the correct order (Sentence Builder)

▪ Complete words (Key Expressions)

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Correctly pronounces the modal verbs can/can’t, must/mustn’t

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

MODULE 10: FUN

I. OBJECTIVES

Content block 1 - Oral communication: listening, speaking and conversing

▪ Participate in oral interaction:

- Talk about fun activities.

- Make plans for the future

- Act out dialogues at a party.

- Key Expressions: Invitations

▪ Understanding of simple oral texts in different communicative contexts:

- Listen to people planning a holiday

- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing

▪ Understand a variety of simple written texts:

- Readers holiday plans

- A text about festivals and celebrations.

- A cross-cultural text about New Year’s Celebrations en different parts of the world (Across Cultures:)

▪ Produce simple written texts with different intentions: write an invitation.

Content block 3- Understanding of the language

▪ Review and identify the vocabulary of the unit (see contents below).

▪ Understand and apply features of grammar correctly (see contents below).

▪ Use and learn basic rules of spelling and punctuation.

▪ Recognise and reproduce features of rhythm , stress and intonation (see contents below).

▪ Use strategies for revision, reflection about language and self-evaluation

Content block 4 - Socio-cultural features and intercultural awareness

▪ Recognize and learn basic social skills in the foreign language.

▪ Show a receptive attitude towards speakers of other languages and from different cultures.

▪ Be capable of preparing a project: un poster about a festival.

II. LANGUAGE CONTENTS

Grammar

▪ Going to

▪ Possessive pronouns

▪ Sentence Builder: future time clauses

Vocabulary

▪ Holidays

▪ Celebrations

Phonetics

▪ Word stress

Reflection on learning

▪ Show interest and curiosity in extending knowledge about the English language.

▪ Organise ones personal work as a strategy for better learning

▪ Show interest in making the most of learning opportunities created both in and outside the classroom

▪ Participate actively in group work

III. BASIC COMPETENCIES

Linguistic competence

▪ Talking about fun activities and holidays and asking and answering questions about these.

▪ Learning key vocabulary connected with holidays.

▪ Making and responding to invitations

▪ Using correctly going to to talk about the future and possessive pronouns.

Data processing and digital competence

▪ Using e-mail.

Interpersonal, social and civic competence

▪ Development of essential communication skills, celebrating the differences and similarities between people.

▪ Learning about different New Year Celebration and customs around the world.

▪ Learning about strange festivals around the World.

▪ Socialising with another young person at a party.

Cultural and artistic competence

▪ Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn

▪ Understanding good learning practices in a language classroom.

▪ Organising your revision and identifying the key areas of the course.

Autonomy and personal initiative

▪ Taking responsibility for a portfolio of work: Writing an invitation to a party & Making a poster about a festival in your country.

IV. MIXED ABILITY ACTIVITIES

Revision and extension activities

Additional and alternative activities: TG, pages 103 - 112

Photocopiable activity 25, page 29 (Plan a holiday)/

Photocopiable activity 26, page 30 (Whose is it?).

TIME OUT! page 121, exercises 28, 29 and 30

Workbook

V. ASSESSMENT

Summative assessment

Going Places 1 Module Tests: Module 10 test

Going Places 1 Test Book: Language Test 10 A and B; Skills test 9 & 10 A and B

Assessment criteria

Content block 1 - Oral communication: listening, speaking and conversing

▪ Can talk about fun activities.

▪ Can talk about making plans

▪ Is capable of understanding simple oral texts in different communicative contexts, related to the unit content

▪ Participates in a variety of oral interactions: invitations

Content block 2 - Written communication: reading and writing

▪ Understands simple written texts.

▪ Can write an invitation.

Content block 3- Understanding of the language (Module 10 Test - page 14)

Vocabulary

▪ Match words (Holidays).

Grammar

▪ Answer questions with full sentences (going to).

▪ Make questions for answers.

▪ Make sentences negative.

▪ Choose the correct words (Possessive pronouns)

▪ Change underlined words for time expressions (Sentence Builder).

▪ Complete sentences with the words in the box (Key Expressions)

Phonetics

▪ Appreciates the capacity to apply learning, using features of rhythm and intonation

▪ Word stress

Reflection on learning

▪ Uses basic strategies which encourage progress in learning

Content block 4 - Socio-cultural features and intercultural awareness

▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.

▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.

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