PROGRAMACIÓN PARA NEW ENGLISH ZONE 1
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What´s up? 1
Programme
_____________________________
Area of Foreign Languages
English
Unit 1
A new start
I. OBJECTIVES
• Ask, give and understand personal information.
• Ask and answer wh- questions and using the verb to be in the present simple.
• Recognise and use correctly prepositions of time, demonstratives pronouns, possessive adjectives and indefinite articles.
• Use the correct vocabulary related to classes and timetables and different subjects.
• Write a short personal description.
• Write and act out with a partner a dialogue of introduction at school using the correct forms and correct pronunciation, stress and intonation.
• Pronounce he and she correctly.
II. CONTENTS
Block 1 Listen, talk and converse
• Invent a dialogue introducing a classmate from school.
• Ask and tell the time using an analogical clock.
• Ask and answer questions about time, place and age, etc.
• Use and respond correctly to questions and commands most frequently used in the classroom.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write a simple description of a classmate.
• Complete a class timetable.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Know and use well demonstratives pronouns.
• Know and use well possessive adjectives.
• Know how to use the verb to be in affirmative, negative and question forms.
• Make sentences using the interrogative pronouns Who, What, How, Where.
•
3.1.2 Vocabulary
• Verb to be.
• Words and expressions related to classroom interaction.
• Interrogative pronouns.
• Possessive adjectives.
• Words related to different subjects.
3.1.3 Pronunciation
• Contractions in short answers with the verb to be.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary.
Block 4 Social and cultural aspects and intercultural conscience
• Compare other education systems different to one’s own. Students’ Book, page 7
• Compare and contrast the education system of a developing country to that of a European country. Students’ Book, Reading, page 9.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 8: the time and subjects on class timetables.
Grammar, pages 10 and 11, verb to be, prepositions used to speak about time and demonstrative pronouns.
Listening and Speaking, pages 12 and 13, oral practice in dialogues and spelling practice.
Writing, page 14: written communication.
• Mathematical competence
Vocabulary, page 8: interpret and use an analogical watch/clock.
• Competence in knowledge and interaction with the physical world
English for school, page 15: reflect over what has been learnt in the unit and extrapolate contents answering a questionnaire.
• Cultural and artistic competence
Reading, page 9: read about a school in Uganda.
• Learning-to-learn
Test, page 16.
• Autonomy and personal initiative
Grammar, page 10: use one’s criteria to join questions and answers.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
● Complete a timetable from a listening. Students’ Book, Listening and Speaking, page 12, exercise 2.
● Complete and do a roleplay of a dialogue of an introduction. Students’ Book, Listening and Speaking, page 13, exercise 4.
● Exchange unknown information using questions and answers to find out information unknown to the other party. Students’ Book, page 13, Pairwork.
Block 2 Read and write
• Understand a written text and correct information about it Students’ Book, Reading, page 9.
●Write a form with personal details and a paragraph describing the person in question. Students’ Book, Writing, page 14.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Complete sentences with the appropriate option. Complete sentences with the correct form of the verb to be in the present. Students’ Book, Test, Grammar, Translation and Dictation, page 16.
3.1.2 Vocabulary
• Complete sentences with the correct word. Students’ Book, Test, Vocabulary, page 16.
3.1.3 Pronunciation
• Pronounce correctly he and she. Students’ Book, Pronunciation, page 10.
3.2 Think about learning
• Vocabulary, page 8: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 9; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, pages 10 and 11: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Grammar, pages 10 and 11; Test, page 16: Check correct and incorrect answers and their use to improve the learning process.
• Listening and Speaking, pages 12 and 13: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 13: collaboration with other students to learn cooperatively.
• Writing, page 14: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for School, page 15: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Compare school timetables in Spain and Great Britain. Students’ Book, A new start, page 7.
• Compare a school from a developing country to a school from one’s own country. Students’ Book, Grammar, page 11, exercise 4.
Unit 2
People
I. OBJECTIVES
• Understand and use correctly the impersonal there is / there are,
possessive pronouns and the Saxon genitive (’s) to express the idea of possession or belonging and have got to form questions and answers.
• Give a simple oral and written description of a person.
• Use correctly vocabulary to describe people and the family.
• Recognise and use correctly prepositions of place.
• Write, using guidelines, a simple paragraph about people around you, using the conjunctions and, but and because.
• Repeat correctly intonation and stress found in questions and pronounce correctly contracted form of the present tense of the verb have got (he’s got / we’ve got).
• Modify and carry out a role play with a partner a dialogue describing people using the appropriate forms and the correct pronunciation, stress and intonation.
• Discuss situations and examples of good neighbours using the concepts of appropriate language: English for the curriculum (English and citizenship).
II. CONTENTS
Block 1 Listen, talk and converse
• Understand and express correctly family relationships.
• Identify the people taking part in a conversation and understand oral information about them.
• Invent a dialogue with simple descriptions of people.
• Ask and answer questions about people’s appearance and character.
Block 2 Read and write
• Make simple descriptions of family’s appearance and character.
• Understand descriptive texts about different types of houses and dwellings.
• Write a paragraph, using guidelines, about neighbours and relationship with them.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Learn and use well three different ways of expressing possession or belongings (possessive adjectives, ’s or have/has got).
• Learn and use correctly the plural form of nouns.
• Know how to use the verb have got in the affirmative, negative and question form in the present.
• There is / there are.
3.1.2 Vocabulary
• Words and expressions for the family.
• Adjectives to describe physical appearance and character.
• Vocabulary for good neighbourly relations.
• Conjunctions and, but and because.
3.1.3 Pronunciation
• Contractions of the present tense of have got.
• Intonation and stress in questions.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information.
Block 4 Social and cultural aspects and intercultural conscience
• Compare three different lifestyles (on a farm, in a residential area and a block of flats). Students’ Book, Reading, page 19, exercises 1, 2, 3 and 5.
• Understand and express attitudes of a good neighbourhood. Students’ Book, page 25, exercises 1, 2, 3, 4 and 5.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 18: the possessive with ’s, personality adjectives, the family
Grammar, pages 20 and 21; verb have got; there is and there are, prepositions of place.
Listening and Speaking, pages 22 and 23; oral practice
Writing, page 24; the plural of nouns, conjunctions
• Interpersonal, social and civic competences
Reading, page 19; read about different lifestyles in different dwellings: a farm, a house and a block of flats.
• Cultural and artistic competence
Listening and Speaking, pages 22 and 23; comparison of the cultural manifestations of two countries by observing a typical British neighbourhood.
• Learning-to-learn
Writing, page 24: learn to form plurals autonomously
Test, page 26.
• Autonomy and personal initiative
English for citizenship, page 24; think about what it means to be a good neighbour.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Make questions about possessions or personal features (have got) and answer them. Students’ Book, Grammar, page 20 exercises 2 and 3.
• Perform a simple oral description of a person. Students’ Book, Listening and Speaking, page 22 exercise 1b.
• Perform a descriptive dialogue about different people with a partner. Students’ Book, Listening and Speaking, page 23 exercises 6 and 7.
Block 2 Read and write
● Recompose two mixed up conversations. Students’ Book, English for Citizenship, page 25 exercise 4.
● Write a paragraph using guidelines and the vocabulary learnt in the unit. Students’ Book, Writing, page 24, exercise 4.
● Appropriate use of conjunctions studied. Students’ Book, Test, page 26, exercise 6.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Complete sentences with the appropriate word or with the correct verb form of have got. Translate sentences into own language. Link sentences with conjunctions and, but or because. Students’ Book, Test, Grammar, Translation and Writing, page 26, exercises 3, 4 and 5.
3.1.2 Vocabulary
• Complete sentences with appropriate word. Write the opposite of a series of adjectives. Students’ Book, Test, Vocabulary, page 26, exercises 1 and 2.
• Understand and use correctly vocabulary to describe people and the family. Students’ Book, Vocabulary, page 18, exercises 2, 3, 4 5 and 6.
3.1.3 Pronunciation
• Pronounce correctly the contractions ’s and ’ve. Students’ Book, Pronunciation, page 20.
• Repeat a series of questions with appropriate stress and rhythm. Students’ Book, Pronunciation, page 23.
3.2 Think about learning
• Vocabulary, page 18: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 19; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, pages 20 and 21: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Grammar, pages 20 and 21; Test, page 26: Check correct and incorrect answers and their use to improve the learning process.
• Listening and Speaking, pages 22 and 23: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 23: collaboration with other students to learn cooperatively.
• Writing, page 24: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Citizenship, page 25: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Carry out role play with other classmate the two dialogues about good neighbourly behaviour with the appropriate pronunciation, stress and intonation. Students’ Book, English for Citizenship, page 25, exercise 4c.
Unit 3
Special days
OBJECTIVES
• Use the present simple and the adverbs of frequency correctly for daily routines.
• Use the correct vocabulary for daily activities and for festivities and celebrations of other religions and cultures.
• Make simple oral and written descriptions of a birthday party following guidelines and using the appropriate formulae.
• Differentiate and pronounce correctly the three types of endings of third person singular of the present simple.
• Write a description, following guidelines, the celebration of a special day.
• Recognise and name different musical instruments.
• Use capital letters properly.
• Express dates correctly.
CONTENTS
Block 1 Listen, talk and converse
• Talk about a birthday party.
• Ask and answer questions about routines, how often each action is carried out, etc.
Block 2 Read and write
• Write a description of a birthday party.
• Write a simple description of a special celebration using connectors of appropriate sequence.
• Write dates.
• Complete a text with information that another classmate reads out and read out to same classmate information for him/her to complete his/hers.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Learn and use adverbs of frequency correctly.
• Know how to use the present simple in affirmative and negative forms.
• Use capital letters correctly.
3.1.2 Vocabulary
• Related to celebrations and parties.
• Related to daily routines.
• Adverbs of frequency.
• Musical instruments.
• Linking words.
3.1.3 Pronunciation
• Pronunciation of endings of third person singular of the present simple.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
● Compare celebrations of other religion and culture to one’s own. Students’ Book, pages 27 and 29
● Identify words written in other languages. Students’ Book, Writing, page 34, exercise 1, and page 39, exercises 2, 4 and 5.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 28: daily activities.
Grammar, pages 30 and 31, present simple in the affirmative and negative, adverbs of frequency.
Listening and Speaking, pages 32 and 33, oral practice.
Writing, page 34: use of capitals.
• Cultural and artistic competence
Reading, page 29: compare cultural and religious manifestations from other countries.
Writing, page 34: celebrating Halloween.
What’s up in the world? A, pages 38 and 39: the regions in the United Kingdom.
• Competence in knowledge and interaction with the physical world
Vocabulary, page 28: healthy routines.
English for Music, page 35: music.
• Interpersonal, social and civic competences
Listening and Speaking, pages. 32 and 33: birthdays and their importance for friendship.
• Learning-to-learn
Grammar, page 31: apply the grammar learnt autonomously
Test, page 36.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
● Invent and write following guidelines, about the daily life of someone well-known, using correctly adverbs of frequency and the present simple. Students’ Book, Vocabulary, page 28, exercise 3b.
• Talk about your own birthday party following guidelines and using the appropriate verb forms and correct pronunciation, stress and intonation. Students’ Book, Vocabulary, page 33, exercise 6.
Block 2 Read and write
● Complete a text with information that another classmate reads out and read out to same classmate information for him/her to complete his/hers. Students’ Book, Listening and Speaking, page 33, exercise 7.
● Write about a celebration using linking words and the el present simple. Students’ Book, Writing, page 34, exercise 6.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Choose the most appropriate verb tense. Order words to form correct sentences. Students’ Book, Grammar, page 30.
• Complete sentences with the appropriate adverbs of frequency. Order words to form correct sentences. Students’ Book, Grammar, page 31.
• Choose the correct verb tense. Rearrange order of words to make correct sentences. Translate a paragraph into one’s own language. Complete a gap fill dictation. Students’ Book, Test, Grammar, Translation and Dictation, page 36.
3.1.2 Vocabulary
• Complete a gap fill with appropriate words and expressions of time. Students’ Book, Test, Vocabulary, page 32 and Students’ Book, Test, Vocabulary, page 36.
3.1.3 Pronunciation
• Correct pronunciation of the third person singular ending of the present simple. Students’ Book, Pronunciation, page 30.
3.2 Think about learning
• Vocabulary, page 28: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 29; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, page 30; Test, page 36: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 30 and 31: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening ad Speaking, pages 32 and 33: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 33: collaboration with other students to learn cooperatively.
• Writing, page 34: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Music, page 35: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Reading comprehension. Students’ Book, Reading, Diwali, page 29, exercise 3.
Unit 4
Animals
I. OBJECTIVES
• Complete un dialogue about animals.
• Make questions about animals, in the present tense, and answer them with short answers.
• Use correct vocabulary related to animals and parts of the body.
• Recognise and use correctly modal verbs can / can’t, must / mustn’t to express possibility / ability and obligation /prohibition respectively.
• Write a simple description of an animal, following guidelines in table.
• Use correct punctuation signs to complete sentences and texts without.
• Interview a classmate about poisonous and unusual animals.
• Put the correct pronunciation and intonation in short sentences with do / does / doesn’ t using the appropriate stress.
II. CONTENTS
Block 1 Listen, talk and converse
• Interview and answer questions in an interview about the topic of animals.
• Ask and answer questions about animals, their characteristics and their lifestyle, etc.
• Play a guessing game with classmates.
Block 2 Read and write
• Understand a text about piranhas.
• Write a simple description of an animal.
• Use appropriate punctuation.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Learn and use correctly modal verbs can / can’t and must / mustn’t.
• Know how to use the present simple of verbs in affirmative, negative and interrogative form and giving short answers.
3.1.2 Vocabulary
• Verbs of animal life.
• Words and expressions related to animal life.
• Scientific words related to animal life.
3.1.3 Pronunciation
• Pronunciation of do, does, don’t and doesn’t in questions and short answers.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
Recognise exotic animals and how other people from other places and cultures have different relationships with them. Students’ Book, Reading, page 43.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 42: animals and parts of animals.
Grammar, pages 44 and 45: short questions and answers using the present simple, use of can, can’t, must, mustn’t.
Listening and Speaking, pages 46 and 47: oral practice.
Writing, page 48: exclamation and question marks; punctuation.
• Competence in knowledge and interaction with the physical world
Vocabulary, page 42: animal behaviour.
Reading, page 43: read about piranhas.
Writing, page 48: read and write about panda bears.
English for Science, page 49: types of animals.
• Interpersonal, social and civic competences
Writing, page 48: protection of animals and wildlife in their environment.
• Learning-to-learn
Grammar, page 45: apply the grammar learnt autonomously.
Test, page 50.
• Autonomy and personal initiative
Listening and Speaking, page 46: answer open questions based on student’s own criteria.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Complete a dialogue about animals. Students’ Book, Listening and Speaking, page 47, exercises 5 and 6.
● Define a series of words for a partner to guess them and vice versa. Students’ Book, Listening and Speaking, page 47, exercise 7.
Block 2 Read and write
● Write a description of an animal following guidelines and information in a table. Students’ Book, Writing, page 48, exercise 5.
• Classify a series of animals into the correct scientific category. Students’ Book, English for Science, page 49, exercise 3.
● Punctuate a piece of writing correctly. Students’ Book, Test, page 50, exercise 5.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Choose the appropriate alternative to complete sentences or a text; write appropriate questions for a series of answers using question pronouns, Students’ Book, Grammar, pages 44 and 45.
• Write appropriate questions for a series of answers. Choose the most suitable alternative to complete a sentence. Translate a series of sentences into one’s own language. Students’ Book, Test, Grammar, Translation and Dictation, page 50.
• Punctuate a piece of writing correctly. Students’ Book, Test, Writing, page 50.
3.1.2 Vocabulary
• Translate a series of words into one’s own language. Students’ Book, Test, Vocabulary, page 42, exercise 3.
• Select the appropriate word to a definition. Students’ Book, Test, Vocabulary, page 50.
3.1.3 Pronunciation
• Pronounce does / doesn’t correctly. Students’ Book, Pronunciation, pages 14 and 44.
3.2 Think about learning
• Vocabulary, page 42: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 43; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, pages 44 and 45: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Grammar, page 44; Test, page 50: Check correct and incorrect answers and their use to improve the learning process.
• Listening and Speaking, pages 46 and 47: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 47: collaboration with other students to learn cooperatively.
• Writing, page 48: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Science, page 49: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Recognise correctly habits of the Amazonian Indians in their relationship with animals and value their habits comparing them to those of our culture. Students’ Book, Reading, page 43, exercise 1.
Unit 5
About town
I. OBJECTIVES
• Understand, complete and act out a shopping dialogue, asking for something in a café and with plans and suggestions for what to do in your free time.
• Form and answer questions about the location of different shops and establishments on a map.
• Use the present continuous correctly.
• Use correct vocabulary for shops and shopping and their timetables.
• Recognise and use correctly countable and uncountable nouns with a / an, some / any.
• Punctuate a dialogue correctly and write the correct form of the present participle of different verbs.
• Pronounce correctly the ending –ing and put the correct pronunciation and intonation in short phrases with the present continuous.
• Solve exercises and mathematical problems using the appropriate vocabulary.
II. CONTENTS
Block 1 Listen, talk and converse
• Complete a gap fill dialogue and act it out with the help of a classmate.
• Write a dialogue following guidelines and acting it out with a classmate.
• Make and accept or reject suggestions to use/occupy free time.
• Ask and answer the location of an establishment.
• Ask for something in a cafe.
• Speak about clothes (to wear), sizes and prices.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Solve exercises and mathematical problems using the appropriate language.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Know how to use the present continuous of verbs in the affirmative, negative and question form.
• Distinguish correctly between countable and uncountable nouns and use them with a / an / some / any.
3.1.2 Vocabulary
• Verbs related to activities in the city.
• Words and expressions related to the city, free time and shopping.
• Vocabulary related to mathematical operations.
3.1.3 Pronunciation
• Correct pronunciation of the ending –ing.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
• Compare life, shopping and free time in a British city with those of your own city. Students’ Book, Reading, page 53.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 52: places and activities in a city.
Grammar, pages 54 and 55: present continuous, countable and uncountable nouns, some / any / a / an.
Listening and Speaking, pages 56 and 57: oral practice.
Writing, page 58: spelling rules.
• Cultural and artistic competence
Vocabulary, page 52: compare one’s own city with another one.
• Competence in knowledge and interaction with the physical world
Grammar, page 55: learn about countable and uncountable substances and objects.
• Mathematical competence
English for Maths, page 59: practice simple mathematical operations.
• Data processing and digital competence
English for Maths, page 59: obtain information through simple mathematical operations.
• Learning-to-learn
Test, page 60.
• Autonomy and personal initiative
Reading, page 53: think about personal preferences and consumption in shopping centres.
Listening and Speaking, pages 56 and 57: create a personalised dialogue using set guidelines and perform it.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
● Match suggestions with acceptance or refusal and act out with correct intonation, pronunciation and stress appropriate for dialogue with a partner. Students’ Book, Listening and Speaking, page 57, exercise 5.
Block 2 Read and write
● Write and act out a dialogue following guidelines using correct pronunciation, stress and intonation. Students’ Book, page 57 exercises 5, and page 58, exercise 4.
● Exchange unknown information using questions and answers to find out information unknown to the other party, using the correct pronunciation, stress and intonation. Students’ Book, Listening and Speaking, page 57, exercise 7.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Complete sentences using the appropriate form of the present continuous; order words correctly to form sentences; choose the correct alternative in sentences with some/any / a/an. Student’s Book, Grammar, page 54 exercise 3 and page 55, exercises 6 and 8.
• Complete a text with the correct form of the present continuous. Translate a series of questions and suggestions into own language. Complete gaps in dictation of a dialogue correctly. Students’ Book, Test, Grammar, Translation and Dictation, page 60.
3.1.2 Vocabulary
• Complete sentences with the appropriate word. Students’ Book, Test, Vocabulary, page 60.
3.1.3 Pronunciation
• Pronounce correctly the present participle of several verbs. Students’ Book, Pronunciation, page 55.
3.2 Think about learning
• Vocabulary, page 52: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 53; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, page 54; Test, page 60: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 54 and 55: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 56 and 57: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 57: collaboration with other students to learn cooperatively.
• Writing, page 58: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Maths, page 59: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Reply to suggestions politely and the correct intonation. Respect turn taking to speak. Students’ Book, Listening and Speaking, page 57, exercise 6.
Unit 6
Explorers
I. OBJECTIVES
• Make questions in the past with wh-words and reply with short and long/full answers.
• Make questions and answers in the past simple with the verb to be.
• Recognise and use the past simple and correct expressions of time referring to the past.
• Use correct vocabulary for geography, adventures and explorations/expeditions.
• Write a formal letter about oneself offering to participate in an international project.
• Narrate an imaginary adventure in the past and react with interest and enthusiasm to a classmate’s narration.
• Write and act out a dialogue with a partner about trips and experiences in the past using the appropriate verb forms and correct pronunciation, stress and intonation.
II. CONTENTS
Block 1 Listen, talk and converse
• Narrate an imaginary adventure in the past and react with interest and enthusiasm to a classmate’s narration.
• Make, accept and reject suggestions.
• Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write a formal letter about oneself offering to participate in an international project.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Learn and use well expressions of the past.
• Learn and use correctly the verbs studied (regular and irregular) in the past simple form.
3.1.2 Vocabulary
• Regular and irregular verbs related to expeditions, trips and journeys.
• Words and expressions related to Geography and History.
• Adjectives of personality.
3.1.3 Pronunciation
• Pronunciation of –ed ending in regular verbs.
• Pronunciation, stress and intonation of expressions to show interest and surprise before another person’s narration.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
• Compare journeys and expeditions of long ago to those of today. Students’ Book, Reading, page 63.
• Revise and practise what has been learnt about some facts from ancient cultures. Students’ Book, English for History, page 69, exercises 1 and 2.
• Write a questionnaire for some aspects of Roman culture. Students’ Book, English for History, page 69, exercise 3.
• Compare British new fast food with Spanish: The sandwich and its history: How to make a good sandwich. Students’ Book, What’s up in the world? B, page 72.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 62: vocabulary referred to discoveries, explorations, nature and materials.
Grammar, pages 64 and 65, past simple of to be, regular and irregular verbs, expressions referring to the past.
Listening and Speaking, pages 66 and 67, oral practice.
• Competence in knowledge and interaction with the physical world
Vocabulary, page 62: nature.
Reading, page 63: read about Marco Polo.
Grammar, page 64: historical facts and events.
Listening and Speaking, page 66: the Quetzal Route.
English for History, page 69: history; civilisations from the ancient world.
• Cultural and artistic competence:
What’s up in the world? B, pages 72 and 73: meals typical of the United Kingdom.
• Mathematical competence
What’s up in the world? B, page 74: simple logical problems.
• Data processing and digital competence
Reading, page 63: process and order chronological information.
• Interpersonal, social and civic competences
Writing, page 68: assess skills to select candidates to go on an expedition.
• Learning-to-learn
Writing, page 68: apply what has been learnt to write a letter.
Test, page 70.
• Autonomy and personal initiative
Listening and Speaking, page 67: create and practice a dialogue in pairs.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
● Understand and use the correct pronunciation, intonation and stress for a dialogue with expressions showing interest and enthusiasm for what the other person is saying. Students’ Book, Listening and Speaking, page 67, exercise 6.
● Invent and act out, with the appropriate pronunciation, intonation and stress, a dialogue planning an expedition, making, accepting and rejecting adequately suggestions and using vocabulary learnt in the unit. Students’ Book, Listening and Speaking, page 67, exercise 6.
Block 2 Read and write
● Write a formal letter using the appropriate language and structure, about oneself asking to join in an international project. Students’ Book, Writing, page 68, exercise 4.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
● Complete sentences with the correct verb form in the past simple. Translate correctly some sentences into own language. Complete a letter with personal information. Students’ Book, Test, Grammar, Translation and Writing, page 70.
3.1.2 Vocabulary
• Choose the right word to complete a sentence. Students’ Book, Test, Vocabulary, page 70.
3.1.3 Pronunciation
• Classify a series of regular verbs in the past simple correctly according the pronunciation of the –ed ending. Students’ Book, Pronunciation, page 65, exercise 5.
• Use a series of expressions to show interest and enthusiasm for what the other person is saying, with the correct pronunciation, stress and intonation. Students’ Book, Pronunciation, page 67, exercise 4.
3.2 Think about learning
• Vocabulary, page 62: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 63; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary
• Grammar, page 64; Test, page 70: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 64 and 65: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 66 and 67: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 67: collaboration with other students to learn cooperatively.
• Writing, page 68: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for History, page 69: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Write a correct questionnaire with specific questions about Roman civilization. Students’ Book, English for History, page 69, exercise 3.
Unit 7
Australia
I. OBJECTIVES
• Formulate questions in the past simple and answer them with short answers.
• Use correctly indefinite pronouns something and anything and formulate questions with there was / were, there wasn’t / weren’t.
• Find synonyms in a reading text and recognise regular and irregular past tenses in a reading text.
• Pronounce wh- questions in the past with the correct rhythm, stress and intonation.
• Write a postcard to a friend about your holidays following guidelines.
• Ask and understand information about travelling and journeys and act out a dialogue about buying some tickets.
• Use correct vocabulary for journeys and means of transport, both public and private and the vocabulary related to weather and the atmosphere
II. CONTENTS
Block 1 Listen, talk and converse
• Buy some tickets at the station and ask about journey details.
• Exchange unknown information using questions and answers to find out
information unknown to the other party.
Block 2 Read and write
• Write a postcard to a friend speaking about holidays.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Learn and use correctly indefinite pronouns something and anything.
• Formulate questions in the past with there was / there were and answer them correctly with a short answer.
3.1.2 Vocabulary
• Related to journeys and means of transport.
• Words and expressions related to weather and atmosphere.
• Indefinite pronouns something and anything.
3.1.3 Pronunciation
• Stress and intonation in questions with interrogative pronouns.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
• Learn the geography of Australia and some of their customs. Students’ Book, Reading, page 75.
• Revise and practise what has been learnt about the weather and climate in different countries of the World. Students’ Book, English for Geography, page 83, exercises 1, 2 and 3.
• Complete a text on the climate in different places. Students’ Book, English for Geography, page 83, exercise 3.
• Read a text on Warwick castle in Great Britain. Students’ Book, What’s up in the world? B, pages 106 and 107.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 76: vocabulary related to transport and travel.
Grammar, pages 78 and 79: there was, there were, questions in the past simple and indefinite pronouns.
Listening and Speaking, pages 80 and 81: oral practice.
• Cultural and artistic competence:
Reading, page 77: read about Australia.
Writing, page 82: read about Australia.
• Competence in knowledge and interaction with the physical world:
English for Geography, page 83: the weather and the climate.
• Interpersonal, social and civic competences
Writing, page 82: write a post card.
• Learning-to-learn
Listening and Speaking, page 81: create a dialogue similar to a set example.
Test, page 84.
• Autonomy and personal initiative
Grammar, pages 78 and 79, create answers to hypothetical questions.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
● Write and act out with the correct pronunciation, intonation and stress for a dialogue buying tickets and asking for information about a journey using vocabulary learnt in the unit. Students’ Book, Listening and Speaking, page 81, exercise 6.
Block 2 Read and write
● Complete and read out, with the appropriate pronunciation, intonation and stress, a dialogue about a journey with expressions to show interest and enthusiasm for what the other person is saying. Students’ Book, Grammar, page 79, exercise 5.
● Write a postcard about holidays using the appropriate language and structure. Students’ Book, Writing, page 82, exercise 4.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
● Write questions for a series of answers. Correct sentences with a grammatical error. Translate correctly some sentences into own language. Complete the dictation with a series of sentences. Students’ Book, Test, Grammar, Translation and Writing, page 84.
3.1.2 Vocabulary
• Choose the right word to complete a sentence. Complete sentences with the correct word. Match verbs with related nouns. Students’ Book, Test, Vocabulary, page 84.
3.1.3 Pronunciation
• Repeat questions with the correct intonation and stress. Students’ Book, Pronunciation, page 79.
3.2 Think about learning
• Vocabulary, page 76: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 77; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, page 78; Test, page 84: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 78 and 79: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 80 and 81: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 81: collaboration with other students to learn cooperatively.
• Writing, page 82: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Geography, page 83: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Write correct specific questions about Australia, its geography and its culture. Students’ Book, Reading, Australia, page 77.
Unit 8
At home
I. OBJECTIVES
• Use correctly the present continuous and the form of going to for speaking about future.
• Differentiate the correct use of the present continuous to describe activities in the present or plans for the future.
• Complete a dialogue about plans of a singer on tour with the correct verb form in the present continuous.
• Answer a questionnaire on habits of lifestyle and compare the results with other classmates.
• Write a description of the ideal bedroom following guidelines and an example.
• Write a dialogue inviting a friend to your home and act it out with a partner using the appropriate verb forms and correct pronunciation, stress and intonation.
• Use the correct vocabulary related to the home and housework.
• Learn vocabulary related to technology for ‘intelligent’ houses.
II. CONTENTS
Block 1 Listen, talk and converse
• Make plans for a night out with a classmate and invite him/her to your house or to the cinema.
● Exchange unknown information using questions and answers to find out information unknown to the other party.
Block 2 Read and write
• Write a description of the ideal bedroom Compare it with a classmate’s to find differences and similarities.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Learn and use correctly the present continuous to express the future and the form going to express intention in the future or an (imminent) action (that is going to take place).
3.1.2 Vocabulary
● Related to the house, its decoration, household habits and chores.
● Words and expressions related to the technology of ‘intelligent’ houses.
3.1.3 Pronunciation
• Pronunciation of the schwa (player).
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
• Learn about and compare different types of house in different countries. Students’ Book, pages 85 and 90.
• Read about an intelligent house and learn the technological vocabulary to describe its functions. Students’ Book, English for Technology, page 93.
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 86: vocabulary about the house, furniture and rooms.
Grammar, pages 88 and 89, present continuous with a future sense, future with going to.
Listening and Speaking, pages 90 and 91: oral practice.
• Cultural and artistic competence
Listening and Speaking, pages 90 and 91: homes in different parts of the world.
• Competence in knowledge and interaction with the physical world
English for Technology, page 93: intelligent homes.
• Interpersonal, social and civic competences
Vocabulary, page 86: helping with chores.
Reading, page 87: read about chores.
• Learning-to-learn
Writing, page 92: use the vocabulary and structures learnt to describe a room.
Test, page 94.
• Autonomy and personal initiative
Grammar, pages 88 and 89 make future plans and decide between different alternatives.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
● Invent and act out with the correct pronunciation, intonation and stress, a dialogue inviting a friend round, using the vocabulary learnt in the unit. Students’ Book, Listening and Speaking, page 91, exercise 8.
Block 2 Read and write
● Write a description of the ideal bedroom following guidelines and an example. Students’ Book, Writing, page 92, exercise 3.
● Complete a descriptive text for a house with the appropriate words according to the context. Students’ Book, Test, Writing, page 94, exercise 6.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
● Write plans for the following week or summer from a list of activities or grammar guidelines. Translate correctly sentences into own language. Students’ Book, Test, Grammar and Translation, page 94.
3.1.2 Vocabulary
● Choose the appropriate word to fill the sentence. Complete sentences with the correct word. Match verbs with related nouns. Students’ Book, Test, Vocabulary, page 94.
3.1.3 Pronunciation
● Repeat correctly words containing the schwa sound. Students’ Book, Pronunciation, page 86.
3.2 Think about learning
• Vocabulary, page 86: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 87; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, page 88; Test, page 94: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 88 and 89: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 90 and 91: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 91: collaboration with other students to learn cooperatively.
• Writing, page 92: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Technology, page 93: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
● Make up a list of ‘intelligent’ machines for the home and compare it with a partner’s. Students’ Book, English for Technology, Smart Houses, page 93, exercise 2.
Unit 9
Fun and games
I. OBJECTIVES
● Revise through games, the grammar contents of previous units.
● Revise through games, the vocabulary in previous units.
● Use correctly the vocabulary related to games and pastimes.
• Follow movements on the board of a group of friends playing Snakes and Ladders from a recording.
● Play a board game using the appropriate vocabulary and expressions.
● Learn vocabulary related to Physical Education.
● Speak about and give opinions about the concept of winning and losing.
II. CONTENTS
Block 1 Listen, talk and converse
• Play a board game like Snakes and Ladders answering a series of questions correctly.
Block 2 Read and write
• Understand written instructions for a board game.
• Write instructions for a board game.
• Rearrange correctly a series of instructions for a board game that are in the wrong order.
• Complete gaps in a table about different games from a listening text.
• Write a series of questions for a board game.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
• Expressions used in board games to play with them.
• Instructions for a board game.
• Revision of the main points learnt in previous units.
3.1.2 Vocabulary
• Related to board games and Physical Education.
3.2 Think about learning
• Interest and curiosity in increasing the knowledge related to the English language.
• Interest in talking about oneself and others using a common language: English.
• Initiative to improve receptive and productive communicative competence.
• Rigor to produce correct sentences.
• Recognition of error and its use as an integral part of the learning process.
• Positive assessment of the learning strategies acquired for the production of written and oral language.
• Assessment of memorisation to increase the knowledge of vocabulary.
• Creativity in the production of one’s texts.
• Confidence in one’s personal capacity to progress.
• Positive attitude to increase linguistic knowledge.
• Autonomy when using the dictionary and other sources of information..
Block 4 Social and cultural aspects and intercultural conscience
• Learn to play respecting turns and game rules
III. KEY COMPETENCES
• Linguistic competence
Vocabulary, page 96: revise the vocabulary seen in previous units.
Grammar, pages 98 and 99, revise the grammar seen in previous units.
Writing, page 102: write the instructions for a game.
• Cultural and artistic competence
Reading, page 97: data and curiosities about different board games.
What’s up in the world? C, pages 106 and 107: Warwick Castle.
Pairwork, page 109: read about the Carnival in Brazil.
• Competence in knowledge and interaction with the physical world
Vocabulary, page 96: check knowledge acquired in previous units.
English for Physical Education, page 103: data and facts about physical education.
• Data processing and digital competence
What’s up in the world? C, page 108: logical puzzles and games.
• Interpersonal, social and civic competences
Listening and Speaking, pages. 100 and 101: play a board game in class respecting the rules.
English for Physical Education, page 103: think about wining and losing.
Pairwork, page 109: learn how to behave during pairwork.
• Learning-to-learn
Grammar, pages 98 and 99: apply the knowledge obtained.
Test, page 104.
• Autonomy and personal initiative
Writing, page 102: make decisions autonomously.
Grammar, pages 98 and 99: create a questions game in class.
IV. EVALUATION CRITERIA
Block 1 Listen, talk and converse
• Play a board game with other students. Students’ Book, Listening and Speaking, pages 100 and 101, exercises 3 and 4.
Block 2 Read and write
● Complete gaps in a table with the information from a Listening text. Students’ Book, Reading, page 97, exercise 2.
● Decide if a series of statements about board games are true or false. Students’ Book, Reading, page 97, exercise 3.
Block 3 Language knowledge
3.1 Linguistic knowledge
3.1.1 Grammar
● Rearrange words to make sentences. Choose the right one to complete sentences. Translate correctly expressions used in board games into own language. Students’ Book, Test, Grammar, Translation and Dictation, page 104.
3.1.2 Vocabulary
● Choose the right word to complete a sentence correctly. Complete sentences with the correct word. Students’ Book, Test, Vocabulary, page 104.
3.2 Think about learning
• Vocabulary, page 96: Assessment of strategies to increase the knowledge of vocabulary.
• Reading, page 97; Assessment of strategies to improve the competence regarding the comprehension of written texts, including the autonomous use of the dictionary.
• Grammar, page 98; Test, page 104: Check correct and incorrect answers and their use to improve the learning process.
• Grammar, pages 98 and 99: Interest in the task and diligence when carrying it out, assessing the student’s interest in carrying out exercises and activities correctly and precisely, as well as the attempt to present clear, ordered and clean projects with correct spelling.
• Listening and Speaking, pages 100 and 101: Interest in improving receptive and productive communicative competence, through the realisation and repetition with more correction (if necessary) of activities proposed by the teacher.
• Speaking, page 101: collaboration with other students to learn cooperatively.
• Writing, page 102: Presentation of written productions in a precise, clear, ordered, correct and clean manner.
• English for Physical Education, page 103: Interest in solving the problems that are set out in the different activities, either orally or in writing.
Block 4 Social and cultural aspects and intercultural conscience
• Comment on a series of statements about the concept of losing, winning and taking part. Students’ Book, English for Physical Education, page 103, exercises 1 and 3.
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