GET READY - Microsoft
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Going Places 2
Programme
_____________________________
Area of Foreign Languages
English
BACK TO SCHOOL
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Use and understand classroom language; school subjects and days of the week
▪ Use the correct questions and answers to give and obtain information using a questionnaire
▪ Participate in a variety of oral interactions.
Content block 2 - Written communication: reading and writing
▪ Understand simple written tests: descriptions of characters in a game (Friends Puzzle)
Content block 3 - Understanding of the language
▪ Revise classroom language
▪ Revise school subjects and days of the week
▪ Understand and correctly apply aspects of grammar (see contents below)
Content block 4 - Socio-cultural features and intercultural awareness
▪ Use polite forms to give and ask for personal information.
II. LANGUAGE CONTENTS
Grammar
▪ Present and past questions
▪ Use of the apostrophe ‘s to indicate possession.
Vocabulary
▪ Classroom objects
▪ School subjects
▪ Days of the week
Phonetics
▪ Pronunciation of key vocabulary
Reflection on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Revising and identifying classroom language, school subjects and days of the week
▪ Using simple questions correctly in English.
▪ Communicating skills and abilities one has in English.
▪ Asking about and discussing the holidays.
Competence in knowledge and interaction with the physical world
▪ Learning about different ways of spending the holidays
Interpersonal, social and civic competence
▪ Developing essential communication skills
▪ Celebrating the differences and similarities between peoples.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of he English-speaking world.
Learning-to-learn
▪ Understanding good learning good learning practices in a language classroom.
Autonomy and personal initiative
▪ Valuing one own English language skills
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 12 - 13
MODULE 1: OUR WORLD
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction:
- Talk about oneself, ones friends and ones family.
- Talk about the things one likes
- Key expressions: Express preferences
▪ Understand simple oral texts in different communicative contexts:
- Answers to a questionnaire about London
- A dialogue in a shop
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- A questionnaire (London Quiz)
- Letters to a magazine (How do you keep in touch with your friends and family?)
- Personal descriptions.
- A poster: Our World Competition.
- A cross-cultural text about Ireland (Across Cultures: Ireland)
▪ Composition of different text types following a model: description of the student’s country (Portfolio).
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
▪ Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media(Project: Brochure of your country).
II. LANGUAGE CONTENTS
Grammar
▪ Present Simple
▪ Adverbs of frequency
▪ Word Builder: multi-part verbs
▪ Prepositions; from, in, of , to
Vocabulary
▪ Interests and games
▪ Communication
▪ Personality adjectives
▪ Sentence builder: good at, bad at, interested in
▪ Preferences
▪ Opinion adjectives
Phonetics
▪ Correct pronunciation of the vocabulary and structures of the unit
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning..
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about yourself and your friends, hobbies and interest and asking and answering questions about these.
▪ Describing a best friend’s personality and preferences.
▪ Using correctly the present simple and Adverb of frequency.
▪ Understanding spoken language and paying attention to detail: “Customer Service”.
Data processing and digital competence
▪ Preparing a survey on communication and collecting, organising and interpreting the answers.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Learning to find common ground with another person.
▪ Reflecting on different methods of communication in the 21st century.
▪ Learning about the Republic of Ireland.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
Learning-to-learn
▪ Understanding good learning practices in a language classroom.
▪ Learning to predict content before reading.
▪ Using English in the classroom at all times in order to maximise learning.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Preparing a brochure about your country.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 14 - 24
Photocopiable activity 1, page 6 (I don’t believe you.)
Photocopiable activity 2, page 7 (Who’s who?)
Picture Dictionary, page 128
TIME OUT! page 114, exercises 1, 2, 3
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 1 test
Going Places 2 Test Book: Language Test 1 A and B; Skills test 1 & 2 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Is capable of talking about interests and preferences
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: complete a questionnaire, carry out an interview.
Content block 2 - Written communication: reading and writing
▪ Can understand simple written tests.
▪ Is capable of filling in a form.
Content block 3 - Understanding of the language (Module 1 Test - page .3)
Vocabulary
▪ Order letters to make personality adjectives, putting words into the correct list (Personality adjectives).
Grammar
▪ Answer questions using words in brackets (Present Simple / Adverbs of frequency).
▪ Complete with the correct form of the Present Simple (Present Simple).
Make sentences negative.
Make questions for answers.
▪ Choose the correct preposition in sentences (Word Builder).
▪ Use words in brackets to rewrite sentences with the same meaning (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 2: NEIGHBOURS
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction:
- Talk about neighbours, computer games and food and drink.
- Key expressions: At a café.
▪ Understand simple oral texts in different communicative contexts:
- An interview.
- A telephone call to a fast food restaurant.
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- An interview
- A text about a computer game: The Sims.
▪ Composition of different text types following a model: an email about the class.
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
II. LANGUAGE CONTENTS
Grammar
▪ Present simple and continuous
▪ Articles
▪ Word Builder: expressions with have
▪ Text Builder: layout / linking words
Vocabulary
▪ Jobs
▪ Food and drink
▪ Sentence Builder: because and so
Phonetics
▪ Correct pronunciation of weak forms.
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about your neighbours, in both the real and the virtual worlds, and asking and answering questions about them.
▪ Using correctly the present continuous, articles and the connectors because / so.
▪ Understanding spoken language and paying attention to details: “Takeaway menu”.
Mathematical competence
▪ Understanding prices and calculating totals.
Data processing and digital competence
▪ Using e-mail.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Ordering food and drink politely in a restaurant.
▪ Learning about multi-cultural London.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
Learning-to-learn
▪ Understanding good learning practices in a language classroom.
▪ Learning techniques to help listening for specific information.
▪ Using games to help to learn grammar structures.
▪ Using a mind map for recording and organising your vocabulary.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Writing an e-mail to a website.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 25 - 34
Photocopiable activity 3, page 8 (Find the answer)
Photocopiable activity 4 page 9 (Dominoes)
Picture Dictionary, pages 131, 132
TIME OUT! page 115, exercises 4, 5, 6.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 2 test
Going Places 2 Test Book: Language Test 2 A and B; Skills test 1 & 2 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Is capable of talking about neighbours, computer games and food and drink
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: at a café
Content block 2 - Written communication: reading and writing
▪ Can understand simple written tests
▪ Is able to write an email about the class.
Content block 3 - Understanding of the language (Module 2 Test-page . 4)
Vocabulary
▪ Order letters to make jobs (Jobs).
▪ Look at pictures and write the food and drink below (Food and Drink).
Grammar
▪ Choose the correct verb form in sentences (Present Simple / Present Continuous).
▪ Complete a dialogue with a, an, the or nothing (-) (a, an, the or (-)
▪ Choose the correct word in sentences (Sentence Builder).
▪ Read a dialogue and replace incorrect words with the words in the box (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 3: LIFE STORIES
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction:
- Talk about dates and events in the past.
- Describe ones life and the lives of others
- Key expressions: describing photos
▪ Understand simple oral texts in different communicative contexts:
- An audio guide
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- The profile of an actress: This Month… Nicole Kidman.
- A story: Papillon.
- A cross-cultural text about life in the 50s
▪ Composition of different text types following a model: the description of an old person’s childhood (Project)
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
▪ Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: Description of an old person’s childhood).
II. LANGUAGE CONTENTS
Grammar
▪ Past Simple / Past-time adverbs
▪ Word builder: Collocations
▪ Sentence builder: Infinitive of purpose
Vocabulary
▪ Dates
▪ Crime
▪ Machines and furniture
▪ Describing photos
▪ Prepositions: at, in, on
▪ Word builder: American English
▪ Sentence Builder: Decide to, start to, try to, want to
The man with / the woman with
Phonetics
▪ Correct pronunciation of the -ed ending
▪ Correct pronunciation of the sounds /ǻɪ/, /i:/ and /ɪ/.
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning..
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about your life in the past and asking and answering questions about them.
▪ Using correct regular past forms.
▪ Understanding spoken language and paying attention to detail: “Museum Audio Guide”.
Mathematical competence
▪ Using correctly years and dates.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between people.
▪ Expressing interests in other people’s lives and families.
▪ Understanding what live was like for the generation of our grandparents in the UK and the USA.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
▪ Reading about a film star’s childhood and a Hollywood classic world.
Learning-to-learn
▪ Understanding good learning practices in a language classroom.
▪ Using notes to help you prepare and speak better.
▪ Using English in the classroom at all times in order to maximise learning.
Autonomy and personal initiative
▪ Describing a family photograph.
▪ Taking responsibility for a portfolio of work: Interviewing an older person about their childhood and writing up a description.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 35 - 44
Photocopiable activity 5 page 10 (Missing Information)
Photocopiable activity 6 page 11 (Consequences)
TIME OUT! page 116, exercises 7, 8, 9.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 3 test
Going Places 2 Test Book: Language Test 3 A and B; Skills test 3 & 4 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Can talk about dates and past events, crime and machines and furniture.
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: describing photos.
Content block 2 - Written communication: reading and writing
▪ Can understand simple written tests.
▪ Is capable of producing a written description of a person.
Content block 3 - Understanding of the language (Module 3 Test-page . 5)
Vocabulary
▪ Write dates in words (Dates).
▪ Complete a list with the words in the box (Crime).
Grammar
▪ Complete the text with the correct form of the verbs in brackets (Past Simple).
▪ Read a text and write the questions for these answers.
▪ Complete sentences with in or with (Sentence Builder).
▪ Complete answers.
▪ Choose the correct word in a text (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 4: MYSTERIES
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction :
- Talk about mysteries, fantasy creatures and the senses.
- Talk about the Loch Ness monster.
- Key expressions: telling stories.
▪ Understand simple oral texts in different communicative contexts:
- A conversation about what one did the day before.
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- Interviews about amazing animals.
- A text about fantasy creatures.
▪ Composition of different text types following a model: write a ghost story (Portfolio)
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
II. LANGUAGE CONTENTS
Grammar
▪ Past Continuous
▪ Word builder: collocations with get
▪ Understanding grammar: one, ones, another, another one
Vocabulary
▪ Fantasy creatures
▪ The senses
▪ Adjectives
▪ Vocabulary for storytelling
▪ Sentence Builder: before, during, after
▪ Text Builder: one day, suddenly, in the end, last summer.
Phonetics
▪ Showing interest through intonation
▪ Correct pronunciation of the sounds /ǽ/, /Λ/
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about mysteries, special powers and strange creatures and asking and answering questions about these.
▪ Using correctly the past continuous, and one / ones / another / another one.
▪ Understanding spoken language and paying attention to detail: “Film Stories”.
Competence in knowledge and interaction with the physical world
▪ Learning about animals and our remarkable relationship with them.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Telling a story and showing interest in other people’s stories by using appropriate expressions.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
Learning-to-learn
▪ Understanding good learning practices in a language classroom.
▪ Using group work to generate ideas and stimulate creativity.
▪ Reacting to and learning from your mistakes.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Writing a ghost story.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 45 - 54
Photocopiable activity 7, page 12 (Memory test)
Photocopiable activity 8, page 13 (What’s the story).
Picture Dictionary, page 131
TIME OUT! page 118 and 119, exercises 10, 11, 12
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 4 test
Going Places 2 Test Book: Language Test 4 A and B; Skills test 3 & 4 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Is capable of talking about mysteries, fantasy creatures and the senses..
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: storytelling
Content block 2 - Written communication: reading and writing
▪ Understands simple written tests.
▪ Is capable of writing a ghost story
Content block 3 - Understanding of the language (Module 4 Test-page . 6)
Vocabulary
▪ Read definitions and write the creatures. (Fantasy creatures)
▪ Order letters to make adjectives (Adjectives).
Grammar
▪ Complete a text with the verbs in brackets in the Past Simple or Past Continuous (Past Simple / Past Continuous).
▪ Correct sentences.
▪ Complete sentences with one, ones, another or one (one, ones, another, another one).
▪ Complete sentences with before, during or after (Sentence Builder).
▪ Complete a story with the words in the box (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 5: LOOKS
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction :
- Talk about appearances, fashion and clothes.
- Ask and answer questions in a questionnaire about the cinema
- Compare things.
- Key expressions: shopping
▪ Understand simple oral texts in different communicative contexts:
- A dialogue in a shop
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- A text about changes in fashion related to appearance: Faces through the ages.
- A text about make-up and special effects in the cinema.
- A questionnaire about the cinema: Classic Film Quiz
- A cross-cultural text about traditional costumes in different places.
▪ Composition of different text types following a model: questions for a questionnaire about fashion, and a report o the results (Project/Portfolio).
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation.
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
▪ Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: A fashion survey).
II. LANGUAGE CONTENTS
Grammar
▪ Comparatives and superlatives
▪ Word Builder: -ed vs. -ing adjectives; Multi-part verbs
▪ Sentence Builder: questions with how + adjective; Too and enough
▪ Prepositions: like
Vocabulary
▪ Appearance
▪ Clothes
▪ Shopping and fashion
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about appearance, fashion and clothes and asking and answering questions about these.
▪ Using correctly comparative and superlative adjectives, identifying when to use –ed and when to use –ing adjectives and using correctly a lexical set of phrasal verbs connected with clothes.
▪ Understanding spoken language and paying attention to detail: “Shop Dialogues”.
Mathematical competence
▪ Using percentages and prices.
Data processing and digital competence
▪ Collecting, organising and interpreting the answers to a survey on fashion and presenting them n a pie chart.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Asking for help politely when buying clothes.
▪ Learning about traditional dress in other countries.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
▪ Completing a quiz and reading about a famous film facts.
Learning-to-learn
▪ Understanding good learning practices in a language classroom.
▪ Learning to read for gist and identify the key words.
▪ Monitoring your common grammatical mistakes and working with a friend to improve them.
Autonomy and personal initiative
▪ Comparing a member of your family and yourself.
▪ Taking responsibility for a portfolio of work: Preparing a pie chart based on the results of a class survey.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 55 - 64
Photocopiable activity 9, page 14 (Who’s who)
Photocopiable activity 10, page 15 (Find someone who…).
Picture Dictionary, pages 130, 133.
TIME OUT!, page 117, exercises 13, 14, 15.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 5 test
Going Places 2 Test Book: Language Test 5 A and B; Skills test 5 & 6 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Can talk about appearances, fashion and clothes.
▪ Knows how to compare things in English
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: Shopping
Content block 2 - Written communication: reading and writing
▪ Understands simple written tests.
▪ Is capable of writing questions for a questionnaire/report
Content block 3 - Understanding of the language (Module 5 Test-page .7)
Vocabulary
▪ Find eight clothes words (Clothes).
Grammar
▪ Put words in the correct order and write sentences (Comparative and superlatives).
▪ Put adjectives in brackets in the correct form.
▪ Use adjectives in a box to complete sentences (-ed / -ing adjectives).
▪ Complete sentences with one word from each box (Multi-part verbs).
▪ Complete sentences, using too or enough and the adjectives in brackets (Sentence Builder).
▪ Complete a dialogue with the phrases (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 6: HOLIDAYS
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction :
- Talk about travel and holidays
- Talk about worst holidays.
- Play a game to guess about holidays.
- Ask and answer questions about transport in cities.
- Key expressions: Ask for and give tourist information.
▪ Understand simple oral texts in different communicative contexts:
- Identify holidays.
- Listen to and understand train announcements.
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- A newspaper telling a survival story: Fishing holiday goes wrong.
- A leaflet describing alternative holidays: Winter Adventures.
▪ Composition of different text types following a model: a postcard.
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
II. LANGUAGE CONTENTS
Grammar
▪ Countable and uncountable nouns (con some, any, no, a lot of..)
▪ Word Builder: suffixes for adjectives.
▪ Sentence Builder: how much / how many
▪ Indefinite pronouns: somebody, something, somewhere, nobody, everybody.
Vocabulary
▪ Sports and holidays
▪ Opinion adjectives
Phonetics
▪ Correct pronunciation of the sounds /s/, /tʃ/ and /ʃ/
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about travelling, holidays and typical holiday activities and asking answering question about these.
▪ Using correctly punctuation, indefinite pronouns and countable and uncountable nouns with some, any, no, al lot of.
▪ Understanding spoken language and paying attention to detail: “Train Announcements”.
Mathematical competence
▪ Understanding numbers and times.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Asking politely for tourist information.
▪ Learning about unusual winter activities in other countries.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
Learning-to-learn
▪ Understanding good learning good learning practices in a language classroom.
▪ Learning to listen for specific information.
▪ Using a dictionary to help establish the meaning of words and their part of speech.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Writing a postcard to a friend to describe an imaginary holiday.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 65 - 74
Photocopiable activity 11, page 16 (Your last holiday)
Photocopiable activity 12, page 17 (Crossword).
Picture Dictionary, page 129
TIME OUT!, page 120, exercises 16, 17 and 18
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 6 test
Going Places 2 Test Book: Language Test 6 A and B; Skills test 5 & 6 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Is capable of talking about travel and holidays
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participate in a variety of oral interactions: asking for tourist information.
Content block 2 - Written communication: reading and writing
▪ Can understand simple written tests.
▪ Is capable of writing a holiday postcard.
Content block 3 - Understanding of the language (Module 6 Test-page . 8)
Vocabulary
▪ Find eight holiday activities in a Word search (Holidays).
▪ Complete with the words in the box (Opinion adjectives)
▪ Complete sentences with the correct form of the words in brackets ( Suffixes for adjectives).
Grammar
▪ Complete sentences with one Word (Some, any, no, a lot of).
▪ Correct sentences (Indefinite pronouns).
▪ Complete sentences with much or many (Sentence Builder).
▪ Put words in the correct order to make sentences (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 7: PERFORMERS
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction :
- Talk about performers.
- Express interests
- Express rules
- Key expressions: making suggestions.
▪ Understand simple oral texts in different communicative contexts:
- Listen to and understand cinema messages.
- Listen to and understand numbers.
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general and more specific information in a variety of texts, using different reading comprehension strategies.:
- An interview with the actor and dancer Liam Mower (Billy Elliot).
- An article about an alternative circus: Circus Oz.
- A cross-cultural text about dances from around the world.
▪ Composition of different text types following a model: the description of a dance from another part of the world (Portfolio).
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation.
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
▪ Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media(Project: Description of a dance).
II. LANGUAGE CONTENTS
Grammar
▪ Can / can’t, have to / not have to
▪ Prepositions and adverbs of movement
Vocabulary
▪ Performers
▪ Multi-part verbs with get
▪ Sentence Builder: Prepositions/ particles at the end of sentences.
▪ Suggestions
Phonetics
▪ Weak forms
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning..
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about performers and performing and asking and answering questions about these.
▪ Using correctly the verbs can, can’t, have to and don’t have to to talk about rules and lack of rules, and prepositions and adverbs to describe movement and position.
▪ Understanding spoken language and paying attention to details: “Recorded information”.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Learning to make and respond to suggestions appropriately either in person or by telephone.
▪ Learning about traditional dances in other countries.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
▪ Reading about Circus Oz and Billy Eliot.
Learning-to-learn
▪ Understanding good learning good learning practices in a language classroom.
▪ Developing awareness of problems with certain numbers.
▪ Using the Word Builder and the Picture Dictionary to help with vocabulary learning and revision.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Writing about a dance froma another country.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 75 - 84
Photocopiable activity 13 page 18 (What’s my job?)
Photocopiable activity 14 page 19 (Where do the words go?).
Picture dictionary page 133
TIME OUT!, page 121, exercises , 19, 20, 21.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 7 test
Going Places 2 Test Book: Language Test 7 A and B; Skills test 7 & 8 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Can talk about performers and their world.
▪ Is able to express interests
▪ Participates in a variety of oral interactions: making suggestions
Content block 2 - Written communication: reading and writing
▪ Understands simple written tests.
▪ Is capable of writing a description of a dance.
Content block 3 - Understanding of the language (Module 7 Test-page . 9)
Vocabulary
▪ Look at pictures and write the performers (Performers).
▪ Complete sentences (Multi-part verbs with get).
Grammar
▪ Complete a text with can, can’t, have to or not have to (can, can’t, have to, not have to).
▪ Read a text and complete the questions for the answers.
▪ Complete a sentence with a preposition (Sentence Builder).
▪ Complete a dialogue with the words in the box (Key Expressions).
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 8: TECHNOLOGY
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction :
- Talk about the future, making predictions.
- Ask and answers questions in a survey about technology: Are you a “techy”?
- Key expressions: Offers
▪ Understand simple oral texts in different communicative contexts:
- Telephone messages
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- A TV interview about electronic apparatus
- A science fiction story
▪ Composition of different text types following a model: a personal diary or blog.
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
II. LANGUAGE CONTENTS
Grammar
▪ Will for predictions
▪ Future conditional
▪ Sentence Builder: direct and indirect objects
Vocabulary
▪ Technology
▪ The prefix ‘un-’
▪ Offers
▪ Narrative linkers: after, before, during, later, suddenly, when, etc.
Phonetics
▪ Correct pronunciation of the sound: -‘ll
▪ Elision
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning..
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about the future, technology, gadgets and machines and asking and answering questions about these.
▪ Using correctly will to make predictions and in the future conditional.
▪ Understanding spoken language and paying attention to detail: “Telephone answering machine messages”.
Data processing and digital competence
▪ Reviewing common vocabulary connected with information technology.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Making offers and responding to the needs of offers.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
▪ Following a short story.
Learning-to-learn
▪ Understanding good learning good learning practices in a language classroom.
▪ Learning to identify unknown words from the context.
▪ Using a gestures and expressions to help you communicate and hesitation tactics to give you time to think.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Writing a personal diary or blog.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 85 - 94
Photocopiable activity 15, page 20 (Future survey)
Photocopiable activity 16 page 21 (The XP3Z4).
Picture Dictionary, page 134
TIME OUT! page 122 and 123, exercises 22, 23, 24.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 8 test
Going Places 2 Test Book: Language Test 8 A and B; Skills test 7 & 8 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Is able to talk about the future.
▪ Can make predictions.
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participate in a variety of oral interactions: making offers.
Content block 2 - Written communication: reading and writing
▪ Understands simple written tests.
▪ Is capable of writing a personal diary or blog.
Content block 3 - Understanding of the language (Module 8 Test-page . 10)
Vocabulary
▪ Complete words (1-8) with the words in the box (Technology).
▪ Complete sentences with the correct form of the adjectives (Prefix un-)
Grammar
▪ Put words in the correct order and write sentence (Will for predictions).
▪ Complete sentences with the correct form of the verbs in the brackets (Future Conditional).
▪ Choose the correct word in sentences (Sentence Builder).
▪ Match situations with offers (Key Expressions)
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 9: STYLE
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interactions:
- Talk about style and design.
- Give opinions.
- Describe places and buildings.
- Say what things are made of.
- Key expressions: Advice / Suggestions.
▪ Understand simple oral texts in different communicative contexts:
- Listen to descriptions of objects; colours, shapes and materials.
- Listen to and identify different musical styles.
- Listen to and understand directions.
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand general information in a variety of texts, using different reading comprehension strategies.
- A cultural text about teenagers in Belfast and urban tribes: Do you know the difference between a smick and a goth?
- A cross-cultural text about traditional houses.
▪ Composition of different text types following a model: a leaflet with the description of a building (Project).
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation.
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
▪ Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: Leaflet about a building).
II. LANGUAGE CONTENTS
Grammar
▪ The Present Perfect
▪ Prepositions of position
▪ Sentence builder: made of
Vocabulary
▪ Colours, shapes and materials
▪ Machines and furniture
▪ Styles of music
▪ Compound nouns
▪ Advice / Suggestions
▪ Directions
Phonetics
▪ Correct pronunciation of the sounds: /əʊ/, /aʊ/ and /ɔ:/
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about your personal style and where you live and asking and answering questions about these.
▪ Using correctly the present perfect when talking about past events with a result in the present, using should / shouldn’t for advice and suggestions, giving directions using adverbs of movement and describing positions with prepositions of place.
▪ Understanding spoken language and paying attention to detail: “Directions”.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Expressing your opinions and giving advise and suggestions to others.
▪ Reading about contemporary youth culture in Belfast.
▪ Learning about traditional houses in other countries.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
Learning-to-learn
▪ Understanding good learning good learning practices in a language classroom.
▪ Using a dictionary and phonetic symbols to check the pronunciation of words.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: Preparing a leaflet describing an interesting building in your town or city.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 95 - 104
Photocopiable activity 17 page 22 (Who’s done what?)
Photocopiable activity 18 page 23 (Who likes what?).
Picture dictionary page 134
TIME OUT!, page 124, exercises 25, 26, 27.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 9 test
Going Places 2 Test Book: Language Test 9 A and B; Skills test 9 & 10 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Can talk about style, design and construction materials
▪ Is capable of giving opinions
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: Giving advice and making suggestions.
Content block 2 - Written communication: reading and writing
▪ Understands simple written tests.
▪ Is capable of writing the description of a building or house
Content block 3 - Understanding of the language (Module 9 Test - page 11)
Vocabulary
▪ Classify vocabulary into three categories: colours, shapes and materials.
▪ Order letters to make words (Machines and furniture)
Grammar
▪ Use the words provided and the Present Perfect to write sentences
▪ Complete dialogues with the words in a box (Sentence Builder)
▪ Complete sentences with are made of/were made of and a material.
▪ Complete sentences with should/shouldn’t (Key Expressions)
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
MODULE 10: WINNERS
I. OBJECTIVES
Content block 1 - Oral communication: listening, speaking and conversing
▪ Participate in oral interaction :
- Talk about games and sports.
- Express ambitions.
- Key expressions: Thanking and apologising
▪ Understand simple oral texts in different communicative contexts:
- People talking about different sporting activities.
- A telephone call asking for and giving tourist information.
- A dialogue (The Going Places story)
Content block 2 - Written communication: reading and writing
▪ Understand a variety of simple written texts:
- An article about two young sports stars: Where are they now?
- A text about the first woman to reach the South Pole alone: Super woman.
▪ Composition of different text types following a model: a personal e-mail.
Content block 3 - Understanding of the language
▪ Revise and identify the vocabulary of the unit (see contents below).
▪ Understand and correctly apply aspects of grammar (see contents below).
▪ Learn and use basic rules of spelling and punctuation
▪ Recognise and reproduce features of rhythm, stress and intonation (see contents below).
▪ Use strategies for revision, reflex ion on learning and self-evaluation.
Content block 4 - Socio-cultural features and intercultural awareness
▪ Recognise and value the foreign language as a instrument of international communication
▪ Show a receptive attitude towards speakers of other languages and from different cultures.
II. LANGUAGE CONTENTS
Grammar
▪ Present Continuous vs be going to (intentions and plans)
▪ Questions
Vocabulary
▪ Games and sports
▪ Word builder: noun suffixes
▪ Sentence Builder: for example / like
▪ Thanking and apologising
▪ Linking words / informal expressions
Phonetics
▪ Silent letters
Reflex ion on learning
▪ Show interest and curiosity in extending knowledge about the English language.
▪ Organise ones personal work as a strategy for better learning.
▪ Show interest in making the most of learning opportunities created both in and outside the classroom
▪ Participate actively in group work
III. BASIC COMPETENCIES
Linguistic competence
▪ Talking about sports, activities, games our future plans and asking and answering questions about these.
▪ Using correctly the present continuous and going to to talk about future arrangements / intentions and subject / object questions.
▪ Understanding spoken language and paying attention to detail: “Telephone conversation”.
Competence in knowledge and interaction with the physical world
▪ Learning about bravery, determination and extreme environmental conditions at the North and South Poles
Data processing and digital competence
▪ Using e-mail to communicate with your friends.
Interpersonal, social and civic competence
▪ Developing essential communication skills and celebrating the differences and similarities between peoples.
▪ Celebrating the differences and similarities between peoples.
▪ Thanking other people for their help and apologising and explaining
▪ Learning about The London Eye.
Cultural and artistic competence
▪ Immersion in the language, heritage and culture of the English-speaking world.
Learning-to-learn
▪ Understanding good learning good learning practices in a language classroom.
▪ Learning techniques to help answer questions about a reading text (Reading Help).
▪ Study Help: Organising your revision, identifying the key areas of the course and trying to avoid your common mistakes.
Autonomy and personal initiative
▪ Taking responsibility for a portfolio of work: writing and responding to e-mail.
IV. MIXED ABILITY ACTIVITIES
Revision and extension activities
Additional and alternative activities; TG, pages 105 - 114
Photocopiable activity 19, page 24 (I know I’m going to do it!)
Photocopiable activity 20, page 25 (Questions, questions).
Picture dictionary page 125
TIME OUT!, page 122, exercises 28, 29 and 30.
Workbook
V. ASSESSMENT
Summative assessment
Going Places 2 Module Tests: Module 10 test
Going Places 2 Test Book: Language Test 10 A and B; Skills test 9 & 10 A and B
Assessment criteria
Content block 1 - Oral communication: listening, speaking and conversing
▪ Can talk about games and sports.
▪ Can understand simple oral texts in a variety of communicative contexts related to the unit content.
▪ Participates in a variety of oral interactions: thanking and apologising.
Content block 2 - Written communication: reading and writing
▪ Understands simple written tests.
▪ Is capable of writing a personal e-mail
Content block 3 - Understanding of the language (Module 10 Test-page . 12)
Vocabulary
▪ Match images with games and sports.
▪ Put nouns in the correct list according to their suffix.
▪ Complete a text with the words from the previous exercise.
Grammar
▪ Complete sentences with the correct form of the verbs in brackets (Intentions/arrangements).
▪ Correct the questions.
▪ Complete sentences with words from the box (Key Expressions)
Content block 4 - Socio-cultural features and intercultural awareness
▪ Shows interest and curiosity in learning the foreign language and recognises the enriching quality of linguistic diversity.
▪ Can identify cultural or geographical features typical of the countries and cultures where the foreign language is spoken.
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