Pearsonespana.blob.core.windows.net
PROGRAMME
New Challenges 1
__________________
Area of Foreign Language
English
Module Get Ready
aims
- To know vocabulary about countries
- To know vocabulary about nationalities
- To know vocabulary about families
- To know vocabulary about numbers (ages)
- To know vocabulary about classroom objects
- To know vocabulary about school subjects
- To know vocabulary about classroom instructions
- To know vocabulary about bedrooms
- To know vocabulary about appearance
- To use the verb to be in all forms
- To use possessive adjectives and ‘s
- To use singular and plural nouns
- To use prepositions of place
- To use imperatives
- To use object pronouns
- To use this, that, these and those
- To use articles
- To listen to a text about a webpage introducing yourself
- To listen to a text about a school timetable
- To introduce yourself
- To speak about your family
- To speak about objects in the classroom
- To speak about your bedrooms
- To write classroom instructions
Contents
I. Communication skills
- Listening to a text about a webpage introducing yourself
- Listening to a text about a school timetable
- Introducing yourself
- Speaking about your family
- Speaking about objects in the classroom
- Speaking about your bedrooms
- Writing classroom instructions
II. Language reflections
A. Language and grammar functions
- Verb to be in all forms
- Possessive adjectives and ‘s
- Singular and plural nouns
- Prepositions of place
- Imperatives
- Object pronouns
- This, that, these and those
- Articles
B. Vocabulary
- Countries
- Nationalities
- Families
- Numbers (ages)
- Classroom objects
- School subjects
- Classroom instructions
- Bedrooms
- Appearance
III. Sociocultural aspects
- To debate about personal things
- To debate about family
- To think and talk about people’s appearance
- To think and talk about school routines
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about new homes
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: To be in all forms , possessive adjectives , plurals , this, that, these and those.
- 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.
- 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.
- Digital competence: involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT).
- 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Workbook, Unit Get Ready.
- Teacher’s Resource MultiROM, Placement Test
II. Language reflections
- Workbook, Unit Get Ready.
- Teacher’s Resource MultiROM, Placement Test
III. Sociocultural aspects
- Workbook, Unit Get Ready.
- Teacher’s Resource MultiROM, Placement Test
Module 1 The Challenge
aims
- To know vocabulary about skills
- To know vocabulary about interests
- To know vocabulary about abilities
- To know opinion adjectives
- To use the verb can in all forms
- To use question words
- To read about talented young people
- To read a questionnaire
- To listen to an interview
- To listen and read a text about “The first meeting”
- To speak about your abilities and interests
- To speak about abilities
- To interview a class partner
- To write a form
Contents
I. Communication skills
- Listening to an interview
- Listening and reading a text about “The first meeting”
- Speaking about your abilities and interests
- Speaking about abilities
- Interviewing a class partner
- Writing a form
II. Language reflections
A. Language and grammar functions
- The verb can in all forms
- To use question words
B. Vocabulary
- Skills
- Interests
- Abilities
- Adjectives
III. Sociocultural aspects
- To debate about skills and interest
- To think of personal abilities
- To take part in social activities
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about new homes
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: The verb can in all forms, question 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.
- Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 1, page 22
- Workbook, Module 1, Skills, pages 16-17
- Workbook, Language Check 1, page 18
- Teacher’s Resource MultiROM, Tests Module 1, Quick Test 1, Progress Test 1
II. Language reflections
- Students’ Book. Study Corner 1, page 22
- Workbook, Module 1, Vocabulary and Grammar, pages 14-15
- Workbook, Language Check 1, page 18
- Teacher’s Resource MultiROM, Tests Module 1, Quick Test 1, Progress Test 1
III. Sociocultural aspects
- Students’ Book. Study Corner 1, page 22
- Teacher’s Resource MultiROM, Tests Module 1, Quick Test 1, Progress Test 1
Module 2 Exercise
aims
- To know vocabulary about sports and exercise
- To know vocabulary about appearance and clothes
- To know vocabulary about food and drink
- To know expressions to ask how things are
- To use the verb have got in all forms
- To use countable/uncountable nouns with some/any
- To read a text about an interview to a fashion model
- To read and listen to a text about a radio program on health
- To read the story “Across cultures 1”
- To listen to an interview
- To listen to sports advice
- To speak about exercise
- To speak about food
- To speak about appearance
- To speak about your favourite food and drink
- To speak about how things are
- To speak about favourite sports and people
- To write a text message
- To write sentences about friends and family appearance
- To write a poster about your favourite sport
Contents
I. Communication skills
- Listening to an interview
- Listening to sports advice
- Speaking about exercise
- Speaking about food
- Speaking about appearance
- Speaking about your favourite food and drink
- Speaking about how things are
- Speaking about favourite sports and people
- Writing a text message
- Writing sentences about friends and family appearance
- Writing a poster about your favourite sport
II. Language reflections
A. Language and grammar functions
- The verb have got in all forms
- To use countable/uncountable nouns with some/any
B. Vocabulary
- Sports and exercise
- Appearance and clothes
- Food and drink
- Expressions to ask how things are
III. Sociocultural aspects
- To think and talk about people’s appearance
- To take part in social activities
- To show interest in people
- To show interest in learning English
- To respect and show interest in different cultures
- To think about the link between fashion and sport
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about sports festivities
To respect people’s appearances
To respect other cultures
To talk about favourite sports
To talk about favourite sports stars
To debate about people’s fashion style
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different fashion styles
To think about the importance of celebrating in different cultures
Education for peace
To respect people’s opinions
To be aware of sportsmanship when practising a sport
To enjoy winning and losing in sports games or competitions
To respect different points of view
To respect people from different countries and nationalities
Health Education
To debate about healthy diets
To debate about health and sports
To think about healthy sports routines
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: The verb Have got in all forms, countable/uncountable nouns with some/any.
- 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.
- Digital competence: involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT).
- 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 2, page 32
- Workbook, Module 2, Skills, pages 24-25
- Workbook, Language Check 2, page 28
- Teacher’s Resource MultiROM, Tests Module 2, Quick Test 2, Progress Test 1
- II. Language reflections
- Students’ Book. Study Corner 2, page 32
- Workbook, Module 2, Vocabulary and Grammar, pages 22-23
- Workbook, Language Check 2, page 28
- Teacher’s Resource MultiROM, Tests Module 2, Quick Test 2, Progress Test 1
III. Sociocultural aspects
- Students’ Book. Study Corner 2, page 32
- Teacher’s Resource MultiROM, Tests Module 2, Quick Test 2, Progress Test 1
Module 3 Risk
aims
- To know vocabulary about jobs
- To know adjectives related to risk
- To know vocabulary about routines
- To know vocabulary about feelings
- To know expressions about preferences
- To know vocabulary about the internet
- To use the Present Simple in all forms
- To read about a risky job
- To read a text about routines of a professional jockey
- To read a text about an outdoor activity
- To read and listen to a survey about safety on the internet
- To speak about jobs
- To speak about routines
- To speak about likes/dislikes
- To interview your classmates on their hobbies
- To write a short report
- To write questions about your family routines
Contents
I. Communication skills
- Listening to a survey about safety on the internet
- Speaking about jobs
- Speaking about routines
- Speaking about likes/dislikes
- Interviewing your classmates on their hobbies
- Writing a short report
- Writing questions about your family routines
II. Language reflections
A. Language and grammar functions
- The Present Simple in all forms
B. Vocabulary
- Jobs
- Adjectives related to risk
- Routines
- Feelings
- Expressions about preferences
- Internet
III. Sociocultural aspects
- To take part in social activities
- To show interest in people
- To show interest in learning English
- To show interest in the different kind of activities to do
- To debate daily routines
- To think about the use of technology and its risks
- To talk about risky jobs
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To talk about likes and dislikes
To debate about risky professions
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
To respect people’s likes and dislikes
Consumer education
To debate about the use of new technologies and human relationships
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: The Present Simple in all forms.
- Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 3, page 40
- Workbook, Module 3, Skills, pages 34-35
- Workbook, Language Check 3, page 36
- Teacher’s Resource MultiROM, Tests Module 3, Quick Test 3, Progress Test 2
II. Language reflections
- Students’ Book. Study Corner 3, page 40
- Workbook, Module 3, Vocabulary and Grammar, pages 32-33
- Workbook, Language Check 3, page 36
- Teacher’s Resource MultiROM, Tests Module 3, Quick Test 3, Progress Test 2
III. Sociocultural aspects
- Students’ Book. Study Corner 3, page 40
- Teacher’s Resource MultiROM, Tests Module 3, Quick Test 3, Progress Test 2
Module 4 Out and About
aims
- To know vocabulary about places
- To know vocabulary about directions
- To know expressions to ask for and give directions
- To use adverbs of frequency
- To use there is/there are
- To use some/any
- To read about where teenagers go
- To read about places to visit
- To read and listen to a text about places to hung out in the free time
- To read a text about travelling back in time
- To read and listen to a dialogue about how to get to a place
- To read the section Across Cultures 2
- To listen to a survey
- To listen to a dialogue about choosing a movie
- To listen to a child speaking about his school day
- To speak about places and free time
- To speak about giving directions
- To speak about your town/city
- To write a note with directions
- To write sentences using the adverbs of time
- To write sentences about places
- To write a timetable for your ideal school day
Contents
I. Communication skills
- Listening to a survey
- Listening to a dialogue about choosing a movie
- Listening to a child speaking about his school day
- Speaking about places and free time
- Speaking about giving directions
- Speaking about your town/city
- Writing a note with directions
- Writing sentences using the adverbs of time
- Writing sentences about places
- Writing a timetable for your ideal school day
II. Language reflections
A. Language and grammar functions
- Adverbs of frequency
- There is/there are
- Some/any
B. Vocabulary
- Places
- Directions
- Expressions to ask for and give directions
III. Sociocultural aspects
- To think and talk about giving and asking directions
- To take part in social activities
- To show interest in people
- To show interest in learning English
- To respect and show interest in different cultures
- To think about travelling and its possibilities
- To debate about daily routines in different parts of the world
- To talk about free time
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To respect other cultures
To talk about favourite ways of enjoying free time
To debate about daily routines
To talk about cities
To think about travels to the future
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different ways of enjoying the free time
To think about the daily routines in different cultures
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
Consumer education
To think about consumerism and the environment related to free time
To talk about indoor and outdoor activities and level of consume needed for each kind
To debate about the idea of spending so much money in certain celebrations
To think about summer camps
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Adverbs of frequency; There is/there are; Some/any
- 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.
- 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.
- Digital competence: involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT).
- 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 4, page 50
- Workbook, Module 4, Skills, pages 42-43
- Workbook, Language Check 4, page 46
- Teacher’s Resource MultiROM, Tests Module 4, Quick Test 4, Progress Test 2
II. Language reflections
- Students’ Book. Study Corner 4, page 50
- Workbook, Module 4, Skills, pages 42-43
- Workbook, Language Check 4, page 46
- Teacher’s Resource MultiROM, Tests Module 4, Quick Test 4, Progress Test 2
III. Sociocultural aspects
- Students’ Book. Study Corner 4, page 50
- Teacher’s Resource MultiROM, Tests Module 4, Quick Test 4, Progress Test 2
Module 5 The Weather
aims
- To know vocabulary about shopping expressions
- To know vocabulary about the weather
- To know vocabulary about seasons
- To know expressions about shopping
- To use the Present Continuous in all forms
- To read about the weather and tornados
- To read a blog about weather
- To listen to the weather report and the news
- To listen to a text about tornados
- To speak about the weather
- To speak about shopping
- To write a postcard
Contents
I. Communication skills
- Listening to the weather report and the news
- Listening to a text about tornados
- Speaking about the weather
- Speaking about shopping
- Writing a postcard
II. Language reflections
A. Language and grammar functions
- The Present Continuous in all forms
B. Vocabulary
- Shopping expressions
- The weather
III. Sociocultural aspects
- To think and talk about the weather
- To take part in social activities
- To show interest in people
- To show interest in learning English
- To debate about natural disasters
- To debate about the environment
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about environmental problems
To think and talk about the countryside
To think about the weather and its impact on daily life
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
To respect men and women
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
To be aware of the value of human relationships
To respect men and women
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: the Present Continuous in all forms.
- 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.
- Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 5, page 58
- Workbook, Module 5, Skills, pages 52-53
- Workbook, Language Check 5, page 54
- Teacher’s Resource MultiROM, Tests Module 5, Quick Test 5, Progress Test 3
II. Language reflections
- Students’ Book. Study Corner 5, page 58
- Workbook, Module 5, Skills, pages 52-53
- Workbook, Language Check 5, page 54
- Teacher’s Resource MultiROM, Tests Module 5, Quick Test 5, Progress Test 3
III. Sociocultural aspects
- Students’ Book. Study Corner 5, page 58
- Teacher’s Resource MultiROM, Tests Module 5, Quick Test 5, Progress Test 3
Module 6 Expeditions
aims
- To know vocabulary about transport
- To know vocabulary about space
- To know expressions to make suggestions
- To use the Past Simple in all forms
- To read a story about a space station
- To read and listen to a story about a charity adventure
- To read and listen to a dialogue about an expedition
- To read an episode of Across Cultures 3
- To listen to a travel survey
- To listen to an interview to a British girl living in Spain
- To speak about travel
- To speak about your holidays
- To make suggestions
- To write a short note about your family and friends
- To write questions about the space station
- To write about your holidays
- To write about your country
- To write a poster about living in your country
Contents
I. Communication skills
- Listening to a travel survey
- Listening to an interview to a British girl living in Spain
- Speaking about travel
- Speaking about your holidays
- Making suggestions
- Writing a short note about your family and friends
- Writing questions about the space station
- Writing about your holidays
- Writing about your country
- Writing a poster about living in your country
II. Language reflections
A. Language and grammar functions
- The Past Simple in all forms
B. Vocabulary
- Transport
- Space
- Make suggestions
III. Sociocultural aspects
- To think and talk about expeditions and travelling
- To debate about what is an adventure
- To show interest in people
- To show interest in learning English
- To talk about the space, space missions and the countries that have spatial programmes
- To debate about the environment and how to protect it
- To think about your own country and its main qualities: positive and negative
- To appreciate various cultures
- To think and talk about adventures in history ant its meaning to humanity
- To debate about nature and adventure in it
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about environmental problems
To debate about different means of transport
To talk about countries in the world
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
To respect men and women
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
To be aware of the value of human relationships
To respect men and women
To respect different points of view
Environmental Education
To debate about the climate changes
To debate about the climate changes and transport
To talk about adventures and the environment
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: the Past Simple in all forms
- 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.
- Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 6, page 68
- Workbook, Module 6, Skills, pages 60-61
- Workbook, Language Check 6, page 64
- Teacher’s Resource MultiROM, Tests Module 6, Quick Test 6, Progress Test 3
II. Language reflections
- Students’ Book. Study Corner 6, page 68
- Workbook, Module 6, Skills, pages 60-61
- Workbook, Language Check 6, page 64
- Teacher’s Resource MultiROM, Tests Module 6, Quick Test 6, Progress Test 3
III. Sociocultural aspects
- Students’ Book. Study Corner 6, page 68
- Teacher’s Resource MultiROM, Tests Module 6, Quick Test 6, Progress Test 3
Module 7 Helping
aims
- To know vocabulary about helping
- To know key expressions about making requests
- To use the Past Simple in all forms
- To use the Past Simple of irregular verbs
- To read about animals in danger and young helpers
- To read an interview about a social activist
- To read and listen to a dialogue about community work
- To listen to descriptions of animals in danger
- To speak about being helpful
- To speak about animals in danger
- To make requests
- To speak about social problems in your school or area
- To make a phone call
- To write an email
- To write sentences about your life using the past simple tense
- To write questions and answers about the social activist
- To write sentences about the weekend
Contents
I. Communication skills
- Listening to descriptions of animals in danger
- Speaking about being helpful
- Speaking about animals in danger
- Making requests
- Speaking about social problems in your school or area
- Making a phone call
- Writing an email
- Writing sentences about your life using the past simple tense
- Writing questions and answers about the social activist
- Writing sentences about the weekend
II. Language reflections
A. Language and grammar functions
- The Past Simple in all forms
- The Past Simple of irregular verbs
B. Vocabulary
- Helping
- Making requests
III. Sociocultural aspects
- To think and talk about being helpful to people
- To debate about animals in danger
- To show interest in learning English
- To show interest in the different kind of activities to do
- To talk about animals
- To debate about animals and the environment
- To think about animals in different parts of the world
- To talk about social problems at school and its effects
- To think about community work
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about environmental problems
To think and talk about animals
To think about social problems and its impact on daily life of the students
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
To respect men and women
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
To be aware of the value of human relationships
To respect men and women
To respect different points of view
Environmental Education
To debate about favourite animals
To talk about environment and its effect on animal life
To debate about preserving nature
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: the Past Simple in all forms, the Past Simple of irregular verbs
- Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
- Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 7, page 76
- Workbook, Module 7, Skills, pages 70-71
- Workbook, Language Check 7, page 72
- Teacher’s Resource MultiROM, Tests Module 7, Quick Test 7, Progress Test 4
- II. Language reflections
- Students’ Book. Study Corner 7, page 76
- Workbook, Module 7, Skills, pages 70-71
- Workbook, Language Check 7, page 72
- Teacher’s Resource MultiROM, Tests Module 7, Quick Test 7, Progress Test 4
III. Sociocultural aspects
- Students’ Book. Study Corner 7, page 76
- Teacher’s Resource MultiROM, Tests Module 7, Quick Test 7, Progress Test 4
Module 8 Television
aims
- To know vocabulary about TV programmes
- To know expressions about invitations
- To know vocabulary about celebrations
- To use comparatives and superlatives in adjectives
- To use to be + going to in all forms
- To use –ing to make adjectives from verbs
- To read a questionnaire about TV addiction
- To read a TV review
- To read an interview with an actress
- To read and listen to a dialogue about holiday plans
- To read an episode of the section Across Cultures 4 about New Year Celebrations
- To listen to TV programmes
- To listen to two descriptions of New Year’s Eve
- To speak about TV
- To speak about film stars, comparing them
- To speak about TV programmes
- To speak about an actress
- To speak about your next holidays
- To speak out a party roleplay
- To write an invitation
- To write questions using superlatives
- To write sentences about you and your family
- To write a table about your plans for the next school holidays
- To make a poster about a festival in your country
Contents
I. Communication skills
- Listening to TV programmes
- Listening to two descriptions of New Year’s Eve
- Speaking about TV
- Speaking about film stars, comparing them
- Speaking about TV programmes
- Speaking about an actress
- Speaking about your next holidays
- Speaking out a party roleplay
- Writing an invitation
- Writing questions using superlatives
- Writing sentences about you and your family
- Writing a table about your plans for the next school holidays
- Making a poster about a festival in your country
II. Language reflections
A. Language and grammar functions
- Comparatives and superlatives in adjectives
- To be + going to in all forms
- –Ing to make adjectives from verbs
B. Vocabulary
- TV programmes
- Invitations
- Celebrations
III. Sociocultural aspects
- To think and talk about TV programmes
- To take part in social activities
- To show interest in people
- To show interest in learning English
- To talk about famous people
- To think and talk about celebrations
- To debate about different ways of celebrating
- To talk about festivals around the world
- To debate about holidays and its different possibilities
- To think and talk about free time
- To talk about cinema and its function in society
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To debate about famous people’s life
To talk about TV and its social impact
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
To respect men and women
To respect different points of view
To think about the importance of celebrating in different cultures
Education for peace
To respect people’s opinions
To respect different points of view
To respect people from different countries and nationalities
To be aware of the value of human relationships
To respect men and women
To respect different points of view
Consumer education
To debate about the idea of spending so much money in certain celebrations
To debate about the commercial side of festivals and celebrations
To debate about movies
To debate about the use of new technologies and human relationships
To debate about the film industry
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Comparatives and superlatives in adjectives, To be + going to in all forms, –Ing to make adjectives from verbs.
- 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.
- Digital competence: involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT).
- 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.
- Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
- Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
- Students’ Book. Study Corner 8, page 86
- Workbook, Module 8, Skills, pages 78-79
- Workbook, Language Check 8, page 82
- Teacher’s Resource MultiROM, Tests Module 8, Quick Test 8, Progress Test 4
II. Language reflections
- Students’ Book. Study Corner 8, page 86
- Workbook, Module 8, Skills, pages 78-79
- Workbook, Language Check 8, page 82
- Teacher’s Resource MultiROM, Tests Module 8, Quick Test 8, Progress Test 4
III. Sociocultural aspects
- Students’ Book. Study Corner 8, page 86
- Teacher’s Resource MultiROM, Tests Module 8, Quick Test 8, Progress Test 4
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