PCA GOING PLACES
[pic]
My Life 1
Teaching Programme
Modern Foreign Languages
English
Starter Unit
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask someone’s name, say what their name is, spell their name.
Understand the alphabet and numbers to give basic information and spell where necessary.
BLOCK 2- Reading and writing
Understand basic information in which people introduce themselves.
Understand and answer a cultural Quiz.
BLOCK 3 – Knowledge of the language
Understand and apply elements of grammar correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures.
Use appropriate ways and good manners when asking and giving personal information.
II. CONTENTS
Grammar
Verb to be: singular and plural.
Possessive adjectives: my, your, his, her, its.
Lexical sets
Numbers 1-100.
Countries and nationalities.
Compass points.
Days of the week.
Functions
Use the alphabet and numbers to give basic information and spell where necessary.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning
Interest in taking the opportunities for learning created inside and outside of the classroom.
Active participation in group activities.
III. BASIC COMPETENCES
Linguistic competence
Exchange basic information and clarify spelling.
Understanding the alphabet, numbers, days of the week and basic personal information including countries of origin and nationality.
Recognising and using the present simple of the verb to be and the singular possessive adjectives: my, your, his, her, its.
Mathematical competence
Using cardinal numbers 1 to 100.
Performing basic mathematical calculations.
Data processing and digital competence
Design a Web page.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding how to express opinions appropriately and how to behave in familiar situations of negotiation and transaction.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 4 to 9
v. Evaluation
Assessment
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To use and pronounce the English alphabet correctly.
To recognise the letters of the alphabet and the numbers when used to spell and give basic information.
To understand basic information on presentations others made about themselves.
To understand and answer a cultural form.
BLOCK 3 – Knowledge of the language
To fill in a Quiz about places in the world.
To complete dialogs with the singular form of the verb to be.
To build simple phrases the singular form of the to be.
To ask and answer questions using the plural form of the verb to be.
To put together possessive adjectives (my / your / his / her / its) with their corresponding personal pronoun.
To order the days of the week.
Phonetics
To appreciate the capacity to apply the acquired learning to use the phonetics aspects of rhythm and intonation.
To reflect over their own learning.
To evaluate if the basic strategies that favour the learning process are been used.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify some cultural and geographical characteristics of a country and the cultures where a foreign language is spoken: to use appropriate ways to give and ask personal information.
Unit 1: My Life
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about the contents of their school bags.
Ask and answer basic questions about themselves.
Understand someone talking about things that are important in their life.
Listen for specific information about prices.
Understand a conversation in a shop.
BLOCK 2- Reading and writing
Understand the contents of a personal webpage.
Understand a real life story about birthday presents including day-to-day conversations.
Write a webpage about what’s important to them.
Write a descriptive paragraph about them.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
Acknowledging mistakes as part of the learning process maintaining a positive attitude to overcome them.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
The indefinite article: a / an.
Regular noun plural endings: -s, -es.
Demonstrative pronouns: this, that, theses, those.
Genitive ’s (singular) and s’ (plural).
Possessive adjectives: our, your, their.
Can (for requests).
Lexical sets
Common objects.
Colours.
Fast food and drink.
British money.
Functions
Use appropriate phrases to respond to comments and questions.
Understand a menu and order and pay for food and drink.
Pronunciation
Identify and produce the schwa /ə/ sound.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Keep talking and not worry about making mistakes when they speak.
Capital letters.
III. BASIC COMPETENCES
Linguistic competence
Exchanging personal information about objects and things important to the speaker.
Understand personal information about possessions and friends and also transactional information including prices.
Recognising and using the indefinite article a, regular noun plurals and demonstrative pronouns (this, that, these, those), genitive ’s y plural possessive adjectives (our, your, their) and can for requests.
Pronounce the /ə/ sound correctly.
Mathematical competence
Working with prices and units of currency.
Data processing and digital competence
Design a web page.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding how to express opinions appropriately and how to behave in familiar situations of negotiation and transaction.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 10 to 19
Teacher’s Resource File
Grammar and Vocabulary pages 12 to 14
Reading and Listening pages 40 to 42
Writing page 68
Motivator pages 78 to 82
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 1, 2 y 3 (pages 34-35).
My Life 1 Student’s book. Extra practice. (pages 94-95).
My Life 1 Student’s book. Extra pronunciation. (page 106).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and answer questions about themselves and their surroundings.
To talk about things that are important in their lives.
To listen and understand a conversation in a daily context.
BLOCK 2- Reading and writing
Understand the context of a webpage.
To write a webpage and a paragraph about themselves.
BLOCK 3 – Knowledge of the language
Vocabulary
To match vocabulary Word with their picture.
To match vocabulary words of common objects with their picture.
To match numbers with coloured codes.
To match pictures that represents fast food and drink, and their prizes.
Grammar
To choose an indefinite article a /an correctly to differentiate words.
To build phrases using the demonstrative pronouns this / that / these / those.
To use the genitive’s in singular and plural in different situations.
To complete phrases with the possessive pronouns our / your / their.
To ask questions in order to request food, drinks and the prize in an establishment.
Phonetics
To appreciate the capacity to apply their knowledge to use the sounds, rhythm and intonation aspects of the English language.
To pronounce the /ə/ sound correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 2: Families
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about people’s appearance.
Ask and answer questions about birthdays and signs.
Understand factual information about famous people.
BLOCK 2- Reading and writing
Understand texts about different family units.
Understand a conversation about films and film stars.
Understand a conversation about birthdays and horoscopes.
Write about famous film star’s appearances.
Write a descriptive paragraph about a famous actor.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
To create a project about their families (pages 36-37).
II. CONTENTS
Grammar
Have got.
Irregular plurals.
Preposition of time: in, on.
Lexical sets
Family.
Appearance.
Months and seasons.
Star signs.
Ordinal numbers.
Functions
Talk about their families and alternative family units.
Use appropriate phrases to respond to other’s comments and questions.
Pronunciation
Produce the /θ/ sound.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Don’t panic when listening for the first time.
Pay attention to punctuation and use capital letters and full spots correctly.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information about families, relationships between family members, personal descriptions and birthdays.
Understanding information about families both similar and different to your own and physical descriptions of people.
Recognising and using have got and prepositions of time in and on.
Pronouncing the sound /θ/ correctly.
Mathematical competence
Using ordinal numbers from 1stto 31st for days of the month and relating these to their correspondent cardinal numbers.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Considering alternative family units and multicultural families.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook page 20
Teacher’s Resource File
Grammar and Vocabulary pages 15 to 17
Reading and Listening pages 43 to 45
Writing page 69
Motivator pages 83 to 87
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 1, 2 y 3 (pages 34-35).
My Life 1 Student’s book. Extra practice. (pages 95-96).
My Life 1 Student’s book. Extra pronunciation. (page 106).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and give information about someone’s appearance.
To understand information about famous people.
Participate conversations where people exchange personal information.
BLOCK 2- Reading and writing
Understand simple written texts.
Writing about someone else appearance.
BLOCK 3 – Knowledge of the language
Vocabulary
Complete a family tree.
Understand descriptions about someone’s appearance.
Grammar
Complete a phrase with an adequate use of the verb have got.
Answer questions with the verb have got.
Write a description about Scarlett Johansson and Mario Casas.
Order the months of the year.
Build phrases with the month of the year and the star signs.
Ask and answer questions about dates, using in / on correctly.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Correct pronunciation the /θ/ sound.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 3: Work
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about their nationality, where they live and the languages they speak.
Ask and answer questions about their likes and dislikes.
Understand a radio quiz and guess a job.
Understand a talk about recycling.
BLOCK 2- Reading and writing
Understand a conversation about nationalities.
Understand and article about street art.
Understand a conversation expressing likes and dislikes.
Understand a text about creative recycling.
Write about the jobs which family members do and their places of work.
Write a descriptive paragraph about another person.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use basic spelling and punctuation rules and recognise their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
Present simple.
Objects pronouns.
Lexical sets
Jobs.
Places of work.
Like, love y hate.
Adjective of opinion: good, bad, awful, great, funny, etc.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Exchange opinions and express likes and dislikes.
Pronunciation
Identify and produce the /8/ sound.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage of learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Keep Reading and guess new words from context before using a dictionary or consulting their teacher.
Organise information in a description, thinking about the order, detail and connectors.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information about yourself and those close to you in relation to your work, origins and simple opinions.
Understanding information about people’s jobs, places of work, origins, places of residence and their opinions about others.
Recognising and using the present simple, verbs of preference (like, love, hate) and object pronouns: me, you, him, her, it, us, them.
Pronouncing the /8/ sound.
Competence in Knowledge and interaction with the physical world
Considering the importance of recycling and learning about more creative and less conventional forms of recycling.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding how to express exchange and ask for opinions and respond appropriately both positive and negative.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learn about a British street artist.
Learning to learn
Developing effective language-learning practices.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 30 to 39
Teacher’s Resource File
Grammar and Vocabulary pages 18 to 20
Reading and Listening pages 46 to 48
Writing page 70
Motivator pages 88 to 92
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 1, 2 y 3 (pages 34-35).
My Life 1 Student’s book. Extra practice. (pages 96-97).
My Life 1 Student’s book. Extra pronunciation. (page 106).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and answer questions about personal information.
To understand simple texts orally in different contexts of communication related to the content of the unit.
BLOCK 2- Reading and writing
Understand simple written texts with the vocabulary of the unit.
Write a description.
BLOCK 3 – Knowledge of the language
Vocabulary
Match pictures with the corresponding job.
Match jobs with the places of work.
Grammar
Complete phrases with the correct form of a present simple verb.
Replace the marked words with their respective pronoun..
Write questions and answers using the present simple.
Identify if an adjective is positive or negative.
Write phrases to give an opinion.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation
Correct pronunciation of the /8/ sound.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 4: Daily life
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about times.
Ask and answer questions about their daily routine.
Ask and answer questions about good and bad habits.
Talk about their habits and the habits of their friends and family.
Understand information about others’ daily routines.
Understand information about others’ habits.
Listen for specific information to correct mistakes in summary texts.
BLOCK 2- Reading and writing
Understand a conversation about football.
Understand a text about a daily routine.
Understand information about part-time jobs for teenagers.
Write about your partner’s daily routine.
Complete a form with information about a job.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
Acknowledging mistakes as part of the learning process and to keep a positive attitude to overcome them.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
Prepare a project: a blog about a day in school (pages 64-65).
II. CONTENTS
Grammar
Present simple with fixed times.
Preposition of time: at.
Adverbs of frequency: always, usually, often, sometimes, never.
Adverbials phrases of frequency: once a week, twice a day, etc.
Lexical sets
Clock times.
Daily routines.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Express surprise and comment both positively and negatively.
Express what actions are thought of as good or bad in a difficult situation.
Pronunciation
Identify and produce the /“/ sound.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organize personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Speak clearly and look the person they are talking to in the eye.
Fill in information.
III. BASIC COMPETENCES
Linguistic competence
Exchange information on lifestyle, routines and habits.
Understanding information about times, routines, the frequency of these and possible positive and negative effects on health.
Recognising and using the present simple with fixed times, the preposition of time at and adverbs and adverbial phrases of frequency.
Pronouncing the /“/ sound correctly.
Mathematical competence
Telling the time.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Evaluating different courses of action in problematic situations.
Understanding how to express surprise and comment both positively and negatively.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 40 to 49
Teacher’s Resource File
Grammar and Vocabulary pages 21 to 23
Reading and Listening pages 49 to 51
Writing page 71
Motivator pages 93 to 97
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 4, 5 y 6 (pages 62-63).
My Life 1 Student’s book. Extra practice. (pages 97-98).
My Life 1 Student’s book. Extra pronunciation. (page 106).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and answer questions about habits and daily routines.
To understand simple texts orally in different contexts of communication related to the content of the unit.
To participate in conversations: asking and giving the time.
BLOCK 2- Reading and writing
Understand simple written texts.
Fill in information.
BLOCK 3 – Knowledge of the language
Vocabulary
To answer questions about the time.
Identify different daily routines.
Grammar
Ask and answer questions using the present simple and the preposition at.
Ask and answer questions with the correct adverb of frequency: always, usually, often, sometimes and never.
Complete a Quiz building adverbial phrases.
Build phrases combining different adverbial phrases: every day, once a week, twice a month, three times a year, etc.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
Correct pronunciation of the sound /“/.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 5: Homes
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about what there is in their homes.
Ask and answer questions about an imaginary club room.
Ask and answer questions about the location of objects.
Talk about their ideal home.
Understand a conversation about a room in a hotel.
Listen for specific information to correct mistakes in a picture.
Understand a radio interview about where a person lives.
BLOCK 2- Reading and writing
Understand texts about where people live.
Understand a conversation about a youth club.
Understand a conversation about where personal objects can be found.
Write a descriptive paragraph about their home.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
There is / are.
Definite article: the.
Some and any with plural nouns.
Prepositions of place: in, on, under, behind, in front of, next to.
Lexical sets
Rooms, parts of a house and fittings.
Furniture.
Describing where you live.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Make and respond to requests.
Pronunciation
Identify and produce the /∫/ sound.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Predicting content before doing a listening activity.
Pay attention to punctuation and use of commas, question marks and exclamation marks correctly.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information about your home, your ideal home and other spaces around you.
Understanding spoken and written information about people’s home and other spaces around you.
Recognising and using there is / are, the definite article for a previously defined noun, some / any with plural nouns, and prepositions of place: in, on, under, behind, in front of, next to.
Using correct punctuation in written English: commas, question marks and exclamation marks.
Pronouncing the /∫/ sound correctly.
Mathematical competence
Understanding and processing statistics from a written document.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Learning about differences between homes in the UK and the USA.
Understanding how to make requests and agree or refuse appropriately.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Using diagrams and pictures to help assimilate vocabulary.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 50 to 59
Teacher’s Resource File
Grammar and Vocabulary pages 24 to 25
Reading and Listening pages 52 to 54
Writing page 72
Motivator pages 98 to 102
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 4, 5 y 6 (pages. 62-63).
My Life 1 Student’s book. Extra practice. (pages 98-99).
My Life 1 Student’s book. Extra pronunciation. (page 106).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and answer questions about their surroundings.
To understand simple texts orally in different contexts of communication related to the content of the unit.
To understand a radio interview.
BLOCK 2- Reading and writing
Understand simple written texts.
Write a description about their homes.
BLOCK 3 – Knowledge of the language
Vocabulary
To identify the names of the parts of a house.
To identify the name of furniture and place it correctly in the rooms of their house.
Grammar
To write affirmative and negative phrases using there is and the definite article the.
To ask and answer questions about their own home and their peers using there is.
To complete phrases using there are y some / any accordingly.
To describe a picture using the prepositions of place: in, on, under, behind, in front of, next to properly.
Write True or False in statements about a picture.
To answer questions about the proper place for different objects.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
To identify and produce the sound /∫/.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 6: Sport
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Talk about which sports they do and the frequency and duration of these activities.
Ask and answer questions about their families.
Understand a conversation about activities in progress.
Listen for specific information about abilities.
Answer specific questions about a conversation.
BLOCK 2- Reading and writing
Understand an article about a football academy.
Understand a conversation about leisure activities.
Understand a conversation about abilities and preferences.
Understand an article about sports and the human body.
Write a postcard to a friend.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
Present continuous.
Can (abilities).
Lexical sets
Sports.
Leisure activities.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Make and respond to suggestions.
Pronunciation
Produce the /b/ and the /v/ sounds.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Predict content from pictures and titles before Reading to help them understand better.
Check tenses in their written work.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information about the sports and physical activities you do habitually, the duration of these, your ability to do certain physical activities and whether such actions are occasional or regular.
Understanding information about sports and physical activities, people’s capacity to do these things and how frequently they do them.
Recognising the present continuous and can for abilities.
Pronouncing the sounds /b/ and /v/ correctly.
Competence in Knowledge and interaction with the physical world
Considering the benefits of physical sports and exercise in the human body.
Interpersonal, social and civic competences
Building essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Understanding how to make suggestions and respond both positively and negatively.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 60 to 69
Teacher’s Resource File
Grammar and Vocabulary pages 27 to 29
Reading and Listening pages 55 to 57
Writing page 73
Motivator pages 103 to 107
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 4, 5 y 6 (pages 62-63).
My Life 1 Student’s book. Extra practice. (pages 99-100).
My Life 1 Student’s book. Extra pronunciation. (page 106).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To talk about sports.
To understand simple texts orally in different contexts of communication related to the content of the unit.
Participate in conversations about: sports and different activities.
To talk about abilities..
BLOCK 2- Reading and writing
Understand simple written texts.
Understand conversations about daily events.
Write a postcard.
BLOCK 3 – Knowledge of the language (Module 6 Test-page 10)
Vocabulary
Identify different sports.
Recognise different leisure time activities.
Grammar
To write phrases using the present continuous positive or negative using the vocabulary of the unit.
To complete a dialogue using the present continuous in simple questions.
Write True, False or Not Sure in statements that use the vocabulary of the unit.
To ask and answer questions using the present continuous.
To write phrases using can / can’t appropriately.
To ask and answer questions can / can’t.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation
Correct pronunciation of the sounds /b/ and /v/.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 7: People
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Talk about their last weekend.
Say what people are wearing.
Talk about what was in a picture.
Describe their things in their bedrooms.
Express their opinions on good or bad ideas.
Understand and respond to specific questions related to a picture.
Understand a conversation in which people interact in a difficult situation.
BLOCK 2- Reading and writing
Understand a text about a brave teenager.
Understand a conversation about someone’s clothes.
Understand other’s people thoughts or speech based on a dialog.
Understand a difficult situation and some tips for how to react.
Write a descriptive text about a picnic or a party.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
Past simple of to be.
There was / were.
Some / any.
What’s something like?
Positions of adjectives.
Lexical sets
Personality adjectives.
Clothes.
Common adjectives.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Pay and respond to compliments.
Pronunciation
Produce the weak /wəz/ and/wə/ sounds.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Look at the person they are talking to in the eye.
Include adjectives to make descriptions more interesting.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information to describe objects and events both in the present and in the past and also describing people in terms of both character and dress.
Understand a semi-detailed description of people, places and activities both in the present and in the past.
Recognising and using the past simple of to be, there was / were, some / any, What’s it like? and the correct position of adjectives.
Pronouncing the weak forms /wəz/ and /wə/ correctly.
Data processing and digital competence
Write an email.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 70 to 79
Teacher’s Resource File
Grammar and Vocabulary pages 30 to 32
Reading and Listening pages 58 to 60
Writing page 74
Motivator pages 108 to 112
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 7, 8 y 9 (pages 90-91).
My Life 1 Student’s book. Extra practice. (pages 100-101).
My Life 1 Student’s book. Extra pronunciation. (page 107).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To talk about leisure activities and describe other people.
To express their opinions on good or bad ideas.
To understand simple texts orally in different contexts of communication related to the content of the unit.
To participate in a variety of conversations: solve a difficult situation.
BLOCK 2- Reading and writing
Understand simple written texts.
To write a description about a party or a picnic.
BLOCK 3 – Knowledge of the language
Vocabulary
To complete sentences using different adjectives of personality correctly.
To identify vocabulary about clothes and write phrases properly.
To match different adjectives with their antonym or opposites.
Grammar
Write phrases: affirmatives, negatives and interrogatives with the past time of the verb to be: was /wasn’t.
To complete a dialogue choosing was / were accordingly.
Change phrases into the past simple of positives and negatives.
To complete questions and answer them about something that happened in the past.
To complete a dialogue using there was / there were, some /any in positive and negative.
Describe a scene placing in the correct place different adjectives.
Write phrases using the content of a chart.
To describe themselves using the vocabulary of the unit.
Write small dialogues using pay compliments.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation
Pronounce correctly the soft sound of /wəz/ and /wə/.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 8: Animals
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Talk about what they did yesterday.
Give and follow instructions.
Ask and answer questions about pets.
Understand and follow ten specific instructions.
Listen for specific information about and exotic pet.
BLOCK 2- Reading and writing
Understand a text about an unusual bird.
Understand a conversation about wild animals.
Understand a series of instructions to teach a dog to sit.
Understand a webpage about the British and their pets.
Write an email to a friend.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
Past simple of regular and irregular verbs.
Imperatives.
Lexical sets
Common regular verbs.
Wild animals.
Common irregular verbs.
Parts of the body.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Make apologies and respond appropriately.
Pronunciation
Identify and produce the regular past simple ending –ed correctly.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Use headings for quick understanding.
Check the structure of a written passage to improve clarity.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information about activities in the past and about your pets, and giving instructions.
Understanding stories which took place in the past, common instructions and information about both domestic and wild animals.
Recognising and using imperative, the past simple of both regular and irregular verbs.
Pronouncing the past simple –ed ending correctly.
Competence in Knowledge and interaction with the physical world
Thinking about the close relationships between the human and animal kingdoms.
Data processing and digital competence
Write an email.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Learning about the British and their sometimes eccentric love of animals.
Understand how to make and respond to apologies.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 80 to 89
Teacher’s Resource File
Grammar and Vocabulary pages 33 to 35
Reading and Listening pages 61 to 63
Writing page 75
Motivator pages 113 to 117
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 7, 8 y 9 (pages 90-91).
My Life 1 Student’s book. Extra practice. (page 102).
My Life 1 Student’s book. Extra pronunciation. (page 107).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
Talk about what they did yesterday.
Talk about pets.
To understand simple texts orally in different contexts of communication related to the content of the unit.
To participate in a variety of conversations: give and receive instructions.
BLOCK 2- Reading and writing
Understand simple written texts about animals.
Write an email to a friend.
BLOCK 3 – Knowledge of the language (Module 8 Test-page 10)
Vocabulary
To identify the name of different wild animals.
Identify and recognise the different parts of the body.
Grammar
Complete sentences using the past simple in positive and negative form.
Complete a text using a past event changing the verbs given in present form into past simple.
Correct the verbal tense of some sentences.
Complete some questions using the past simple correctly.
Write sentences about discipline and respond in an adequate form.
To complete a text using the imperative of the verbs available.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
To pronounce correctly the ending sound –ed of past simple.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
Unit 9: Holidays
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about what activities they typically do on holiday and the frequency of these animals.
Talk about the weather both in the present and in the past.
Give rules for public places.
Give clues in order for others to guess a country.
Answer specific questions about a conversation.
Understand key information from a personal podcast.
BLOCK 2- Reading and writing
Understand an email talking about holiday family plans.
Understand a conversation about people’s intentions.
Understand conversations about rules.
Understand information from a magazine article about World English.
Understand a webpage containing personal information.
Write answers to basic questions for a website.
BLOCK 3 – Knowledge of the language
Understand and apply grammar rules correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
To create a project: a poster about imaginary holidays, doing a small presentation for the class (pages 92-93).
II. CONTENTS
Grammar
Going to for plans and intentions.
Must / mustn’t for rules.
Lexical sets
Holiday activities.
Weather.
Future time markers.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Say goodbye and respond appropriately.
Pronunciation
Identify rising and falling information in questions.
Reflection on learning
Show interest and curiosity to expand their knowledge related to the English language.
Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the classroom.
Active participation in group activities.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Scan a text for key information.
Use the linking words and, but and or correctly.
III. BASIC COMPETENCES
Linguistic competence
Exchanging information about common holiday activities and how frequently you do them.
Understanding information about future plans in general and particularly relating to holidays activities; the weather in the present and past; common rules and regulations.
Recognising and using going to for plans and intentions and must / mustn’t for rules.
Using appropriate intonation in questions.
Data processing and digital competence
Writing personal information for a website.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
Learning about other countries and languages and the role of English in the world.
Understanding how to make and respond to parting comments.
Cultural and artistic competence
Learning about the language, lifestyle and culture of the English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
iv. Attention to diversity
Extra-practice and extension activities
Workbook pages 90 to 99
Teacher’s Resource File
Grammar and Vocabulary pages 36 to 38
Reading and Listening pages 64 to 66
Writing page 76
Motivator pages 118 to 122
v. Evaluation
Assessment
My Life 1 Student’s book. Revision: Units 7, 8 y 9 (pages 90-91).
My Life 1 Student’s book. Extra practice. (pages 103-104).
My Life 1 Student’s book. Extra pronunciation. (page 107).
My Life 1 Test book (page 125).
Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and answer questions about the holidays.
To understand simple texts orally in different contexts of communication related to the content of the unit.
To talk about conversations about the weather.
BLOCK 2- Reading and writing
Understand simple written text.
To understand daily live conversations.
To answer simple questions.
BLOCK 3 – Knowledge of the language
Vocabulary
Recognise and use vocabulary proper of the activities that take place during the holidays. Identify vocabulary about the weather.
To answer questions about the weather.
Grammar
To write sentences about their holiday plans using going to.
To match a statement with a possible plan or intention using going to.
To choose the right options to complete a dialogue.
To answer simple questions about plans and intentions.
To ask simple questions about plans and intentions, then write a sentence to ask for more information
To write sentences about the rules in a swimming pool and a hotel using must / mustn’t.
To practise dialogues about saying goodbye.
Phonetics
To appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation
To use the right intonation when asking questions
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
To identify cultural and geographical characteristics of English speaking countries.
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