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PROGRAMMENew Challenges 4__________________Area of Foreign LanguageEnglishModule Get ReadyaimsTo know vocabulary about school eventsTo use future tenses for arrangements, intentions, plans and predictionsTo use future and unreal conditionalsTo read about problems some students are worried aboutTo read and listen to a dialogue between three students about school mattersTo listen to a teacher talking about events in the school calendarTo speak about four events from a school diaryTo speak about study objectivesTo write a list of study objectivesTo write sentences giving advice for people with study problemsContentsI. Communication skillsReading about problems some students are worried aboutReading and listening to a dialogue between three students about school mattersListening to a teacher talking about events in the school calendarSpeaking about four events from a school diarySpeaking about study objectivesWriting a list of study objectivesWriting sentences giving advice for people with study problemsII. Language reflectionsA. Language and grammar functionsFuture tenses for arrangements, intentions, plans and predictions Future and unreal conditionals B. VocabularySchool eventsIII. Sociocultural aspectsTo talk about your holidaysTo show interest in learning EnglishTo think and talk about friendshipTo talk about your familyTo show interest in peopleTo talk about different ways of planning a dayTo talk about sports and its practiceTo think and talk about feelings and worriescross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate schoolEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo respect people from different countries and nationalitiesbasic competencesCommunication in the mother tongue and in foreign languages: Future tenses for arrangements, intentions, plans and predictions; Future and unreal conditionals Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsActive Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheet 1II. Language reflectionsWorkbook, Unit Get ReadyWorkbook, Grammar Reference and Practice Exercises, page 93Active Teach, Placement Test A & BIII. Sociocultural aspectsWorkbook, Unit Get ReadyModule 1 CommunicationaimsTo know vocabulary about communicationTo know words with opposite meaningTo know multi-part verbsTo use properly for and sinceTo use the Present Simple in all formsTo use the Present Continuous in all formsTo use the Present Perfect in all formsTo use negative questions to get the listener agreementTo read an advert about a radio programmeTo read about animal communicationTo read some texts about social networkingTo read a text about different ways of communicating over long distancesTo read and listen to a dialogue about starting up a radio programmeTo listen to The New Challenges charactersTo listen to six short conversations about teenagers mattersTo listen to some sentences and find the stressed wordsTo speak about teenagers and communicationTo speak about sports, music and TV programmesTo speak about languages and codesTo write a questionnaire about how people feel about animalsTo write about social networking rulesTo write an article about an important type of communicationContentsI. Communication skillsReading an advert about a radio programmeReading about animal communicationReading some texts about social networkingReading a text about different ways of communicating over long distancesReading and listen to a dialogueListening to The New challenges charactersListening to six short conversations about teenagers mattersListening to some sentences and find the stressed wordsSpeaking about teenagers and communicationSpeaking about sports, music and TV programmesSpeaking about languages and codesWriting a questionnaire about how people feel about animalsWriting about social networking rulesWriting an article about an important type of communicationII. Language reflectionsA. Language and grammar functionsfor and sincePresent Simple in all formsPresent Continuous in all formsPresent Perfect in all formsNegative questions to get the listener agreementB. VocabularyCommunicationWords with opposite meaning Multi-part verbsIII. Sociocultural aspectsTo show interest in learning EnglishTo debate skills and interestTo think and talk about their favourite subject at school To take part in social activitiesTo debate animal communicationTo debate the use of new technologiesTo talk about sports and its practicecross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo think about human relationshipsTo talk about likes and dislikesTo debate different ways of communicationEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo be aware of the value of human relationshipsTo respect people from different countries and nationalitiesConsumer educationTo debate the use of new technologies and human relationshipsTo talk about schooling costsbasic competencesCommunication in the mother tongue and in foreign languages: for and since; Present Simple in all forms; Present Continuous in all forms; Present Perfect in all forms; Negative questions to get the listener agreementDigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 1, Feedback, page 18Workbook, Language Check 1, Key Expressions, page 16Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheet 2Active Teach, Teacher Resources, Tests, Quick Test 1, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 1, CommunicationII. Language reflectionsStudents’ Book, Study Corner 1, page 18Workbook, Language Check 1, page 16Workbook, Grammar Reference and Practice Exercises, pages 94-95Active Teach, Teacher Resources, Tests, Quick Test 1Active Teach, Teacher Resources, Tests, Module 1III. Sociocultural aspectsStudents’ Book, Across Cultures, pages 16-17Students’ Book, Study Corner 1, Study Help, page 18Workbook, Language Check 1, What’s your score?, Module 1, page 16Module 2 NewsaimsTo know vocabulary used in the MediaTo know compound adjectivesTo know key expressions to ask / reply for personal newsTo use the Past Simple in all formsTo use the Past Continuous in all formsTo use the Past Perfect in all formsTo use verb patternsTo use after / before + -ing + clause for linkingTo read news and headlinesTo read to three imaginary historical textsTo read and listen to a dialogue about fishingTo listen to radio newsTo listen to four conversations about personal news and gossipTo listen to some sentences with confusing word boundariesTo speak about different topics of the MediaTo speak about what’s in the newsTo practice key expressions about personal newsTo write sentences with after / before + -ingTo write an email to a friend or a relative who lives in a different townContentsI. Communication skillsReading news and headlinesReading to three imaginary historical textsReading and listen to a dialogue about fishingListening to radio newsListening to four conversations about personal news and gossipListening to some sentences with confusing word boundariesSpeaking about different topics of the MediaSpeaking about what’s in the newsPracticing key expressions about personal newsWriting sentences with after / before + -ingWriting an email to a friend or a relative who lives in a different townII. Language reflectionsA. Language and grammar functionsPast Simple in all formsPast Continuous in all formsPast Perfect in all formsVerb patternsafter / before + -ing + clause B. VocabularyThe MediaCompound adjectives Key expressions to ask / reply for personal newsIII. Sociocultural aspectsTo show interest in learning EnglishTo think and talk about friendshipTo show interest in peopleTo respect and show interest in different culturesTo think and talk about feelings and its communicationTo show interest in using their imagination to invent stories and situationsTo think about leisure time and activity timecross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate the media and its influence on societyEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect different points of viewTo respect people’s preferencesConsumer educationTo debate the use of new technologies and human relationshipsTo debate the media influencebasic competencesCommunication in the mother tongue and in foreign languages: Past Simple in all forms; Past Continuous in all forms; Past Perfect in all forms; Verb patterns; after / before + -ing + clause 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 behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 2, Feedback, page 28Workbook, Language Check 2, Key Expressions, page 26Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheets 3, 4, 5Active Teach, Teacher Resources, Tests, Quick Test 2, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 2, CommunicationII. Language reflectionsStudents’ Book, Study Corner 2, page 28Workbook, Language Check 2, page 26Workbook, Grammar Reference and Practice Exercises, pages 96-98Active Teach, Teacher Resources, Tests, Quick Test 2Active Teach, Teacher Resources, Tests, Module 2III. Sociocultural aspectsStudents’ Book, Study Corner 2, Study Help, page 28Workbook, Language Check 2, What’s your score?, Module 2, page 26Module 3 Save the PlanetaimsTo know vocabulary about EnvironmentTo know vocabulary about Landscape To use Although and DespiteTo use I’d rather for preferencesTo use suitable adjectivesTo use the Present Perfect and the Present Perfect Continuous in all formsTo read a text about an eco-friendly familyTo read a text about tradecraftTo read a text about nature holidaysTo read and listen to a dialogue between two reporters talking about fishing problemsTo listen to two people speaking about the importance of the Environment To listen to some adverts to work out the meaning of new wordsTo interview a partner about environmental topics using a questionnaireTo discuss in small groups some statements about EnvironmentTo speak for making arrangementsTo act out a roleplay about making plans with your partnerTo practice the pronunciation of different diphthongsTo write about green things done by your familyTo design a poster about an area or a national park in your countryContentsI. Communication skillsReading a text about an eco-friendly familyReading a text about tradecraftReading a text about nature holidaysReading and listening to a dialogue between two reporters talking about fishing problemsListening to two people speaking about the importance of the Environment Listening to some adverts to work out the meaning of new wordsInterviewing a partner about environmental topics using a questionnaireDiscussing in small groups some statements about EnvironmentSpeaking for making arrangementsActing out a roleplay about making plans with your partnerPracticing the pronunciation of different diphthongsWriting about green things done by your familyDesigning a poster about an area or a national park in your countryII. Language reflectionsA. Language and grammar functionsalthough and despite I’d ratherSuitable adjectivesPresent Perfect and Present Perfect ContinuousB. VocabularyEnvironmentLandscapeIII. Sociocultural aspectsTo take part in social activitiesTo show interest in peopleTo show interest in learning EnglishTo respect and show interest in different culturesTo talk about advantages and disadvantages to a series of productsTo think about travelling and its possibilitiesTo debate nature and adventure in itcross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate environmental problemsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect different points of viewTo respect people from different countries and nationalitiesTo respect people’s likes and dislikesConsumer educationTo think about eco-friendly families to help save the planetTo debate fair tradeEnvironmental EducationTo debate preserving natureTo debate the use of new technologies and environmentTo debate new lifestyles as a way of preserving natureHealth EducationTo think about different healthy daily habitsbasic competencesCommunication in the mother tongue and in foreign languages: although and despite; I’d rather; Suitable adjectives; Present Perfect and Present Perfect ContinuousDigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 3, Feedback, page 38Workbook, Language Check 3, Key Expressions, page 36Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheet 6Active Teach, Teacher Resources, Tests, Quick Test 3, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 3, CommunicationII. Language reflectionsStudents’ Book, Study Corner 3, page 38Workbook, Language Check 3, page 36Workbook, Grammar Reference and Practice Exercises, page 99Active Teach, Teacher Resources, Tests, Quick Test 3Active Teach, Teacher Resources, Tests, Module 3III. Sociocultural aspectsStudents’ book, Across Cultures, pages 36-37Students’ Book, Study Corner 3, Study Help, page 38Workbook, Language Check 3, What’s your score?, Module 3, page 36Module 4 CashaimsTo know vocabulary about materialsTo know vocabulary about moneyTo use The Pasive in all formsTo use articles: theTo use partitivesTo use such a ... that / so ... thatTo read a text about charities helped by the buyersTo read some adds about holiday offersTo read a text about the history of moneyTo read and listen to a dialogue between two people at the marketTo listen to UK teenagers talking about money in a programmeTo listen to three shop dialoguesTo discuss about money proverbsTo speak out to the class about raising money for charityTo play out a game using materials wordsTo act out a roleplay about a customer complaining at a shopTo practice the pronunciation of problem consonant soundsTo write many sentences about your life in a given timeTo write lists of “offers” and “wants” for negotiatingTo write a letter of complaint to a companyContentsI. Communication skillsReading a text about charities helped by the buyersReading some adds about holiday offersReading a text about the history of moneyReading and listening to a dialogue between two people at the marketListening to UK teenagers talking about money in a programmeListening to three shop dialoguesDiscussing about money proverbsSpeaking out to the class about raising money for charityPlaying out a game using materials wordsActing out a roleplay about a customer complaining at a shopPracticing the pronunciation of problem consonant soundsWriting many sentences about your life in a given timeWriting lists of “offers” and “wants” for negotiatingWriting a letter of complaint to a companyII. Language reflectionsA. Language and grammar functionsPasive in all formsArticles: the Partitives such a ... that / so ... that B. VocabularyMaterialsMoneyIII. Sociocultural aspectsTo show interest in learning EnglishTo respect and show interest in different culturesTo think and talk about people’s appearance To think about business and its possibilities To think about personalityTo talk about different ways of spending moneyTo talk about solidarityTo think and talk about the influence of advertisingcross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate charity auctionTo debate business ideasEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesConsumer educationTo think about money and consumerismTo debate how teenagers deal with moneyTo debate online shopping and auction websites where you can buy and sell thingsTo debate different ways of raising money for charityTo debate how money has developed along historyTo talk about value for moneybasic competencesCommunication in the mother tongue and in foreign languages: Pasive in all forms; Articles: the; Partitives; such a ... that / so ... that Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 4, Feedback, page 48Workbook, Language Check 4, Key Expressions, page 46Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheets 7, 8Active Teach, Teacher Resources, Tests, Quick Test 4, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 4, CommunicationII. Language reflectionsStudents’ Book, Study Corner 4, page 48Workbook, Language Check 4, page 46Workbook, Grammar Reference and Practice Exercises, pages 100-101Active Teach, Teacher Resources, Tests, Quick Test 4Active Teach, Teacher Resources, Tests, Module 4III. Sociocultural aspectsStudents’ Book, Study Corner 4, Study Help, page 48Workbook, Language Check 4, What’s your score?, Module 4, page 46Module 5 FashionaimsTo know vocabulary about clothes and hairstylingTo know vocabulary about looksTo use prepositions in common phrasesTo use what is ... like / what does ... look like/ what does ... likeTo use used to and wouldTo use the structure have something doneTo read a text about hairstyles from the pastTo read a text about Waris Dirie’s lifeTo read a text about body artTo read and listen to a dialogue about a male modelTo listen to a street survey about fashionTo listen to four dialogues about teenagers fashion mattersTo listen to intonation in some questionsTo practice intonation in questionsTo discuss about the results of a fashion surveyTo speak about a famous celebrityTo give opinion about piercings and tattoosTo describe people in photosTo write sentences describing what you used to do in the pastTo write sentences to describe people’s appearanceTo write a description of a famous personContentsI. Communication skillsReading a text about hairstyles from the pastReading a text about Waris Dirie’s lifeReading a text about body artReading and listening to a dialogue about a male modelListening to a street survey about fashionListening to four dialogues about teenagers fashion mattersListening to intonation in some questionsPracticing intonation in questionsDiscussing about the results of a fashion surveySpeaking about a famous celebrityGiving opinion about piercings and tattoosDescribing people in photosWriting sentences describing what you used to do in the pastWriting sentences to describe people’s appearanceWriting a description of a famous personII. Language reflectionsA. Language and grammar functionsPrepositions in common phrases what is ... like / what does ... look like / what does ... like used to and wouldhave something doneB. VocabularyClothesHairstylingLooksIII. Sociocultural aspectsTo show interest in learning EnglishTo take part in social activitiesTo show interest in peopleTo respect and show interest in different culturesTo think and talk about free timeTo think and talk about people’s appearanceTo debate cool peopleTo talk about famous peopleTo talk about solidaritycross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo respect people’s appearancesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo be aware of the value of human relationshipsEducation for peaceTo respect people’s opinionsTo respect people’s likes and dislikesTo debate women’s rightsConsumer educationTo think about fashion and consumerismTo debate how fashion has evolved along historyTo debate fashion showsbasic competencesCommunication in the mother tongue and in foreign languages: prepositions in common phrases; what is...like/ what does...look like/ what does...like; used to and would; have something doneDigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 5, Feedback, page 58Workbook, Language Check 5, Key Expressions, page 56Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheets 9, 10Active Teach, Teacher Resources, Tests, Quick Test 5, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 5, CommunicationII. Language reflectionsStudents’ Book, Study Corner 5, page 58Workbook, Language Check 5, page 56Workbook, Grammar Reference and Practice Exercises, page 102Active Teach, Teacher Resources, Tests, Quick Test 5Active Teach, Teacher Resources, Tests, Module 5III. Sociocultural aspectsStudents’ Book, Across Cultures, pages 56-57Students’ Book, Study Corner 5, Study Help, page 58Workbook, Language Check 5, What’s your score?, Module 5, page 56Module 6 Sports and GamesaimsTo know vocabulary about sports and gamesTo know the phrasal verbs give out / drop out of / give up / go ahead with / let down / get away with / speak outTo use should / shouldn’t / would better for giving adviceTo use although / however / instead of / as well as / apart fromTo use modal verbs to speculate about past/presentTo read a text about an ancient chessmenTo read a text about The OlympicsTo read a text about the success of a Paralympic athleteTo read and listen to a dialogue at a police stationTo listen to a sports programmeTo listen to a sports reportTo listen to the main stress in some sentences to guess the meaningTo speak about the convenience of banning dangerous sportsTo ask and answer questions about The OlympicsTo speak about a problem giving some adviceTo write sentences about sportsmen lives using some phrasal verbsTo write a sports survey and report in your areaContentsI. Communication skillsReading a text about an ancient chessmenReading a text about The OlympicsReading a text about the success of a Paralympic athleteReading and listening to a dialogue at a police stationListening to a sports programmeListening to a sports reportListening to the main stress in some sentences to guess the meaningSpeaking about the convenience of banning dangerous sportsAsking and answering questions about The OlympicsSpeaking about a problem giving some adviceWriting sentences about sportsmen lives using some phrasal verbsWriting a sports survey and report in your areaII. Language reflectionsA. Language and grammar functionsshould / shouldn’t / would better for giving advice although / however / instead of / as well as / apart from Modal verbs to speculate about past/present B. VocabularySports and gamesPhrasal verbs give out / drop out of / give up / go ahead with / let down / get away with / speak out III. Sociocultural aspectsTo show interest in peopleTo show interest in learning EnglishTo respect and show interest in different culturesTo show interest in the different kind of activities to doTo talk about sports and its practiceTo talk about famous peopleTo talk about solidarityTo think and talk about feelings and its communicationTo think and talk about discoveries in historycross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo talk about favourite sports and gamesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo be aware of the value of human relationshipsEducation for peaceTo respect people’s opinionsTo debate violent and dangerous sportsTo be aware of sportsmanship when practising a sportTo enjoy winning and loosing in sports games or competitionsHealth EducationTo debate health and sportsTo think about healthy sports routinesbasic competencesCommunication in the mother tongue and in foreign languages: Should / shouldn’t / would better for giving advice; Although / however/ instead of / as well as / apart from; Modal verbs to speculate about past/present Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 6, Feedback, page 68Workbook, Language Check 6, Key Expressions, page 66Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheet 11Active Teach, Teacher Resources, Tests, Quick Test 6, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 6, CommunicationII. Language reflectionsStudents’ Book, Study Corner 6, page 68Workbook, Language Check 6, page 66Workbook, Grammar Reference and Practice Exercises, pages 103-104Active Teach, Teacher Resources, Tests, Quick Test 6Active Teach, Teacher Resources, Tests, Module 6III. Sociocultural aspectsStudents’ Book, Study Corner 6, Study Help, page 68Workbook, Language Check 6, What’s your score?, Module 6, page 66Module 7 Law and OrderaimsTo know vocabulary about crimeTo know vocabulary about jobsTo know vocabulary about justice and punishmentTo know word families for big, old and small To know some idiomatic expressionsTo use reported orders and requestsTo use indirect questionsTo use the structure having done...To read a text about some controversial judges’ sentencesTo read a story about The Hound of the BaskervillesTo read a Sherlock Holmes’s explanationTo read a text about the mystery of Easter IslandTo read and listen to a dialogue between two reporters and a company bossTo listen to four descriptions about four famous detectivesTo listen to some detectives describing two crimesTo speak about required qualities for some jobsTo speak about crimes and their suitable punishmentsTo act out a roleplay about a student asking a teacher for permission to do somethingTo discuss about environmental issuesTo write sentences in reported an direct speechTo write sentences using the structure Having done...To practice to change questions from direct to indirect styleTo make an article about a historical mysteryContentsI. Communication skillsReading a text about some controversial judges’ sentencesReading a story about The Hound of the BaskervillesReading a Sherlock Holmes’s explanationReading a text about the mystery of Easter IslandReading and listening to a dialogue between two reporters and a company bossListening to four descriptions about four famous detectivesListening to some detectives describing two crimesSpeaking about required qualities for some jobsSpeaking about crimes and their suitable punishmentsActing out a roleplay about a student asking a teacher for permission to do somethingDiscussing about environmental issuesWriting sentences in reported an direct speechWriting sentences using the structure having done...Practicing to change questions from direct to indirect styleMaking an article about a historical mysteryII. Language reflectionsA. Language and grammar functionsReported orders and requests Indirect questionsHaving done...B. VocabularyCrimeJobsJustice and punishment III. Sociocultural aspectsTo show interest in learning EnglishTo show interest in the different kind of activities to doTo think and talk about technology and societyTo respect and show interest in law in different countriesTo show interest in using their imagination to invent stories and situationsTo think and talk about what it means to be a detectiveTo show interest in reading storiesTo think and talk about ancient civilizations To think and talk about the environment and its protection relating it to human activitiescross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate crime and punishment in present societyEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo be aware of the value of human relationships when doing a jobEnvironmental EducationTo debate unsolved historical mysteries related with nature (the Egtptian pyramids, The Loch Ness monster, Easter Island)basic competencesCommunication in the mother tongue and in foreign languages: Reported orders and requests; Indirect questions; having done...Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology.(ICT)Knowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 7, Feedback, page 78Workbook, Language Check 7, Key Expressions, page 76Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheet 12Active Teach, Teacher Resources, Tests, Quick Test 7, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 7, CommunicationII. Language reflectionsStudents’ Book, Study Corner 7, page 78Workbook, Language Check 7, page 76Workbook, Grammar Reference and Practice Exercises, page 105Active Teach, Teacher Resources, Tests, Quick Test 7Active Teach, Teacher Resources, Tests, Module 7III. Sociocultural aspectsStudents’ Book, Across Cultures, pages 76-77Students’ Book, Study Corner 7, Study Help, page 78Workbook, Language Check 7, What’s your score?, Module 7, page 76Module 8 ImaginationaimsTo know some adjectives for describing paintingsTo use reported statementsTo use prepositions + -ing formTo use all / both / most / some / none / neither + of + pronoun / the + plural nounTo use afterwards / during / then / while for linking sentencesTo read a text about biographies of creative peopleTo read a text about how “The Hobbit” became filmedTo read a romantic holidays storyTo read a text about the most famous galleries in the worldTo read and listen to a dialogue about an arrestTo listen to three people describing paintingsTo listen to musical extracts to imagine scenesTo listen to a couple of dialogues between teenagersTo listen to some sentences to discover disappeared or changed soundsTo speak about the imagined scenes when listening to musical piecesTo talk to a partner about the making of a film from a known bookTo have a conversation using some key expressions to interrupt and change the topicTo write sentences about what some artists said using reported statementsTo write reports about people’s opinion on books, films and TV programmesTo write a story about a crime, an accident or a romanceContentsI. Communication skillsReading a text about biographies of creative peopleReading a text about how “The Hobbit” became filmedReading a romantic holidays storyReading a text about the most famous galleries in the worldReading and listening to a dialogue about an arrestListening to three people describing paintingsListening to musical extracts to imagine scenesListening to a couple of dialogues between teenagersListening to some sentences to discover disappeared or changed soundsSpeaking about imagined scenes when listening to musical piecesTalking to a partner about the making of a film from a known bookHaving a conversation using some key expressions to interrupt and change the topicWriting sentences about what some artists said using reported statementsWriting reports about people’s opinion on books, films and TV programmesWriting a story about a crime, an accident or a romanceII. Language reflectionsA. Language and grammar functionsReported statementsPrepositions + -ing form all / both / most / some / none / neither + of + pronoun / the + plural nounafterwards / during / then / while for linking sentencesB. VocabularyAdjectives for describing paintings III. Sociocultural aspectsTo take part in social activitiesTo show interest in peopleTo show interest in learning EnglishTo think and talk about friendshipTo show interest in the different kinds of creativityTo show interest in using their imagination to invent stories and situationsTo talk about famous peopleTo think and talk about feelings and its communicationTo talk about art and its function in societyTo show interest in cultural eventsTo debate artist’s behaviour and the reasons to itcross-curricular topicsMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo talk about likes and dislikes in artEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo be aware of the value of human relationshipsTo debate successEducation for peaceTo respect different points of viewTo respect people from different countries and nationalitiesConsumer educationTo debate the commercial side of works of artbasic competencesCommunication in the mother tongue and in foreign languages: Reported statements; Prepositions + -ing form; all / both/ most / some / none / neither + of + pronoun /the + plural noun; afterwards / during / then / while for linking sentencesKnowledge and connection with the world and environment: It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.Social and civic competences: Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.Cultural awareness and expression: which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).Learning to learn: is related to learning, the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.AssessmentI. Communication skillsStudents’ Book, Study Corner 8, Feedback, page 88Workbook, Language Check 8, Key Expressions, page 86Active Teach, Teacher Resources, Photocopiable Resources, Activities, Worksheets 13, 14Active Teach, Teacher Resources, Tests, Quick Test 8, Key ExpressionsActive Teach, Teacher Resources, Tests, Module 8, CommunicationII. Language reflectionsStudents’ Book, Study Corner 8, page 88Workbook, Language Check 8, page 86Workbook, Grammar Reference and Practice Exercises, pages 106-109Active Teach, Teacher Resources, Tests, Quick Test 8Active Teach, Teacher Resources, Tests, Module 8III. Sociocultural aspectsStudents’ Book, Study Corner 8, Study Help, page 88Workbook, Language Check 8, What’s your score?, Module 8, page 86 ................
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