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My Life 2

Teaching Programme

Modern Foreign Languages

English

1

Teaching Programme – My Life 2

Starter Unit

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions to exchange personal information about themselves and others.Understand the hours, days of the week and dates.

BLOCK 2- Reading and writing Understand basic information in which people introduce themselves, including the relationships between the people and their interests.

BLOCK 3 – Knowledge of the languageUnderstand 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 awarenessRecognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures.

II. CONTENTS

GrammarThe verb to beHave gotPossessive adjectivesThere is / there arePrepositions of place: in, on, under, behind, in front of, next to.Lexical setsOrdinal and cardinal numbersDays and monthsClock timeFamilyCommon objectsReflection 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

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Exchange basic personal information and information about things important to the speaker.Understanding, numbers, days of the week, months, family relationships and basic personal information.Recognising and using the present simple of to be, possessive adjectives, have got, prepositions of place in front of, behind, on, under, next to e in y there is/ there are.

Mathematical competenceUsing numbers from 1st to 31st for the days of the months and relating these to their corresponding cardinal number. Telling the time.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.

Cultural and artistic competenceLearning about language, lifestyle and culture in the English-speaking world.

Learning to learnDeveloping effective language-learning practices.

IV. ATTENTION TO DIVERSITY

Extra-practice and extension activities

Workbook (pages 4-9).

V. EVALUATION

Assessment

Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo ask and answer questions to exchange personal information about themselves and others.To understand the hours, days of the week and dates.

BLOCK 2- Reading and writing To understand basic information in which people introduce themselves, including the relationships between the people and their interests.To write the time.

BLOCK 3 – Knowledge of the languageTo match characters with their description.Complete dialogues using the verb to be.To order the days of the week and the months of the year.To complete a table using cardinal numbers and their corresponding ordinal numbers.

3


To build a family tree.To complete sentences using possessive adjectives.To ask and answer questions using have got.To match pictures with their prepositions about place.To rearrange letters to make words of common objects.Build simple sentences using there is / there are.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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.

4


Unit 1: Giving help

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions about other people’s abilities and talk about what they can and can’t do.Talk about what food they like and don’t like. Give simple instructions common in the classroom language.Ask and answer questions about what they typically have for breakfast.Understand other people talking about their abilities.Listen for specific information about the position of various places in a town in relation with other known points.Understand an interview with a runner about sports diet.

BLOCK 2- Reading and writing Understand a recruitment poster for a charity event.Understand a conversation about cooking and ingredients. Understand a conversation asking for directions.Understand a webpage forum on healthy eating.Write a shopping list of the ingredients.


BLOCK 4 – Socio-cultural aspects and intercultural awarenessLearning about language, lifestyle and culture in the English speaking world.Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTS

GrammarCan (abilities)Adverb (not) very wellCountable and uncountable nouns with some and any.Prepositions of place: near, opposite, between, on the corner of.Imperatives.Lexical setsVerbs of ability: swim, cook, sing, etc.FoodPlaces in town

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FunctionsUse appropriate phrases to respond to others’ comments and questions.Ask for help in a town and understand simple directions to places.PronunciationIdentify and produce the // sound.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.Reflect on strategies to use to improve their oral and written comprehension skills. TipsKeep focused on the task in hand to help find the information they need.Be clear and give detail.


Linguistic competenceExchanging information about your abilities, likes and dislikes and directions in a town.Understanding personal information about abilities, directions in a town and food and eating habits and the possible positive and negative effects on health.Recognising and using the modal auxiliary can and the adverb construction (not) very well, some and any with countable and uncountable nouns, prepositions of place: near, opposite, between and on the corner of and imperatives.Pronounce the sound // correctly.

Competence in Knowledge and interaction with the physical worldConsidering the importance of food and diet to the human body.

Data processing and digital competenceWrite a web page.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understand how to ask for help in a town and respond appropriately.


Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.




6


Teacher's Resource File

Grammar and Vocabulary (pages. 12-14).

Reading and Listening (pages 40-42).

Writing (page 68).

Motivator (pages 78-82).

V. EVALUATION

Assessment

My Life 2 Student’s Book. Revision: Units1, 2 y 3 (page 34).

My Life 2 Student’s Book. Extra Practice. (pages 94-97).

My Life 2 Student’s Book. Extra Pronunciation. (page 106).

My Life 2 Test Book (page 125).

Evaluation criteria

Pronunciation

BLOCK 1- Listening, speaking and conversationTo ask and answer questions about peoples abilities and talk about what they can or can’t do.To talk about the food they like and don’t like and give simple instructions. To understand other stalking about their abilities.To understand specific information about the position of various places in town, and ask for directions to get to them. To understand an interview with a runner about sports diet.

BLOCK 2- Reading and writing To understand a recruitment poster for a charity event.To understand conversations about food and ingredients and a webpage forum on healthy eating. To understand a conversation when asking for directions.To write a shopping list of ingredients.

BLOCK 3 – Knowledge of the languageVocabularyMatch vocabulary words of verbs of abilities with their picture. Complete sentences using verbs of abilities.Make a list with all the food words you know.

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Match each food item with the word.Match common objects words with the places they are located in a town. GrammarAsk and answer questions about your friends’ abilities using can. Complete a table classifying correctly countable and uncountable food words. Give instructions to the class using imperative verbs.Describe where different places in town are located using prepositions of place.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Correct pronunciation of the // sound.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.


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Unit 2: Free time

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions about the weather in different parts of the world and at different times of the year.Talk about the frequency which they do different activities.Ask and answer questions what activities they like doing and report this information to their peers.Listen for specific information to identify time, place and weather.Understand a conversation between a student and a teacher about a poor test result.

BLOCK 2- Reading and writing Understand a conversation about activities in progress.Understand a conversation expressing preferences about sport.Understand comments about other people’s favourite free-time activities. Understand the personal information and problems outlines in a blog.Write their personal blog containing information and problems outlined in a blog.

BLOCK 3 – Knowledge of the languageUnderstand 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.

BLOCK 4 – Socio-cultural aspects and intercultural awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own. Make a Project: prepare and give a presentation on their favourite sport. (pages. 36-37).

II. CONTENTS

GrammarPresent continuousAdverbs of frequency: never, sometimes, often, usually, twice a week, every day.Like, love, hate, + ingLexical setsWeatherSportsFree-time activitiesFunctionsUse appropriate phrases to respond to others’ comments and questions.Make and respond to suggestions.PronunciationProduce the // sound.Reflection on learning Interest and curiosity in widening knowledge related to the English language.

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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.Reflect on strategies to use to improve their oral and written comprehension skills. TipsDon’t rush! Be clear not quick.Structure writing into paragraphs.


Linguistic competenceExchanging personal information about your current activities, the sports and activities which you like and dislike doing in your free time and the weather.Understanding information about what others are doing at the time of speaking, their preferences regarding sports and activities and the weather both generally and the current time.Recognising and using the present continuous and contrasting it with the present simple, using adverbs of frequency and like, love y hate, prefer + -ingPronouncing the sound // correctly.

Competence in Knowledge and interaction with the physical worldThinking about typical weather patterns in different cities around the world.

Data processing and digital competenceWriting a blog.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Evaluating different courses of action in a problematic situation.Understanding how to express opinions appropriately and how to behave in familiar situations of negotiation and transaction.





Workbook (page. 20).


Grammar and Vocabulary (pages 15-17).

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Writing (page 69).

Motivator (pages. 83-87).

V. EVALUATION

Assessment

My Life 2 Student’s Book. Revision: Units 1, 2 y 3 (page 34).




Evaluation criteria

BLOCK 1- Listening, speaking and conversationAsk and answer questions about the weather in different parts of the world and at different times of the year.Talk about the frequency with which they do different activities.Ask and answer questions about what activities they like doing and report this information to their peers.Listen for specific information to identify time, place and weather.Ask for and give suggestions.

BLOCK 2- Reading and writing Understand a conversation about activities in progress.Understand the personal information and problems outlined in a blog.Write their personal blog containing information about themselves.

BLOCK 3 – Knowledge of the language VocabularyWrite sentences using the vocabulary about the weather.Match vocabulary words about sports with their pictures and describe in they are sport played that are played individually or in a team.Write sentences using free-time activities vocabulary.GrammarComplete phrases using the correct form of the present continuous.Complete a text using the verbs in present simple.Write phrases using the present simple and the present continuous accordingly.Complete phrases using like, love, hate + -ing correctly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

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Correct pronunciation of the // sound.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.


12


Unit 3: Past events

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions about their nationality, the place they live and the languages spoken. Ask and answer questions about their likes and dislikes. Understand a radio quiz and guess people’s jobs. Understand a chat about recycling.

BLOCK 2- Reading and writing Understand a conversation about nationalities. Understand an article about street art. Understand a conversation where information about likes and dislikes is exchanged. Understand a text about creative ways to recycle. Write about the jobs in their family and the places their work places.Write a descriptive paragraph about another person.


BLOCK 4 – Socio-cultural aspects and intercultural awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTS

GrammarPast simple of to bePast simple of irregular verbsLexical setsPast adverbial phrases: yesterday, last year / night, ago, etc.Prepositions of motion: across, into, past, etc.Adjectives of feelingFunctionsAsk about problems and respond appropriately.PronunciationIdentify and produce the /soundReflection 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.Reflect on strategies to use to improve their oral and written comprehension skills.

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TipsCheck to see if a text has any dates or numbers in it.Check their work for mistakes with grammar, vocabulary, spelling and punctuation.

Linguistic competenceExchanging information about your past activities and when you did them and expressing your current feelings, problems and worries.Understanding information about what other people have done in the past, stories told in the past and technical information about major technological developments.Recognising and using the past simple of to be and regular verbs, past adverbial phrases: last year / night and ago and prepositions of motion: across, along, down, up, into, out of and past.

Mathematical competenceUsing cardinal number for years.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understand how to ask others about their problems and respond appropriately.









Writing (page 70).


V. EVALUATION

Assessment

My Life 2 Student’s Book. Revision: Units1, 2 y 3 (page 34).

14



My Life 2 Student’s Book. Extra Pronunciation. (page106).


Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo ask and answer questions about their nationality, the place they live and the languages spoken. To ask and answer questions about their likes and dislikes. To understand a radio quiz and guess people’s jobs. To understand a chat about recycling.

BLOCK 2- Reading and writing To understand a conversation about nationalities. To understand an article about street art. To understand a conversation where information about likes and dislikes is exchanged. To understand a text about creative ways to recycle. To write about the jobs in their family and the places their work places.To write a descriptive paragraph about another person.

BLOCK 3 – Knowledge of the languageVocabularyOrder, in a time line, different adverbial phrases.Complete a text using prepositions of motion. Write phrases using adjectives of feeling. GrammarComplete a phrase with the past simple of to be.Complete affirmative and negative phrases with the past simple of irregular verbs.Write questions and answer them using the past simple of different irregular verbs.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Correct pronunciation of the /sound.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.


15


Unit 4: Travel

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions about their usual modes of transport.Interview a person about their travels, holidays and their preferred holiday activities.Understand a conversation about an explorer.

BLOCK 2- Reading and writing Understand a newspaper article about a famous person.Understand a conversation about a school trip.Understand a report about a special trip.Write a paragraph about a holiday.

BLOCK 3 – Knowledge of the languageUnderstand 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.Acknowledging mistakes as part of the learning process and to keep a positive attitude to overcome them.

BLOCK 4 – Socio-cultural aspects and intercultural awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own. Make a project: a poster about your country (page 64-65).

II. CONTENTS

GrammarPast simple of irregular verbsBy + means of transportPast simple with agoLexical setsTransportHoliday activitiesLandscapeFunctionsUse appropriate phrases to respond to others’ comments and questions.Ask and answer questions about travel, holidays and their preferred holiday activities.PronunciationIdentify and produce the /sound.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learningInterest in taking the opportunities for learning created inside and outside of the classroom.

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Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsSkim a text for global understanding.Make notes.


Linguistic competenceExchange information about your usual and preferred means of transport, your travel experiences, past holidays and holiday activities of choice.Understanding newspaper and magazine articles and information about others’ travel experiences, be they familiar, exotic or extreme.Recognising and using the past simple of irregular verbs, ago and by + means of transport.Pronouncing the sound // correctly.

Competence in Knowledge and interaction with the physical worldThinking about the potentially extreme natural environment around you.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Learning about a man’s conquest of the South Pole in 1911.







Grammar and Vocabulary (pages. 21-23).


Writing (page71).

Motivator (pages. 93-97).

V. EVALUATION

17


Assessment



My Life 2 Student’s Book. Extra Pronunciation. (page106).


Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo ask and answer questions about the means of transport.To interview a person about their holidays.To understand a conversation about an explorer.To talk about holidays.

BLOCK 2- Reading and writing To understand a newspaper article about a famous person.To understand a conversation about a school trip.To understand an interview about a special trip.To write a paragraph about a holiday.

BLOCK 3 – Knowledge of the languageVocabularyMatch the vocabulary of transport means with their picture.Classify in a table different free-time activities by the place where you do them.Match landscape vocabulary with their pictures. GrammarWrite sentences using the past simple of irregular verbs.Write a given text changing it to past simple.To ask and answer questions using the past simple of irregular verbs.To ask and answer questions using the past simple and ago.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Correct pronunciation of the /sound.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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To identify cultural and geographical characteristics of English speaking countries.

19


Unit 5: Choices

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationExpress your opinions on a survey.Talk about what their classmates are wearing.Understand a boy talking about his new bike and how it differs from his old one.Understand someone giving advice.

BLOCK 2- Reading and writing Understand a conversation comparing various mobile phones.Understand a magazine survey on opinions and people’s responses to it.Understand a conversation in which people are shopping for clothes.Understand a descriptive text about a problem situation.Write a short magazine article expressing their opinion about school uniform.



II. CONTENTS

GrammarComparative and superlative adjectivesWhich + indefinite pronoun: one / onesToo + adjectiveLexical setsAdjectivesAdjectives of qualityClothesFunctionsBuy clothes and make appropriate comments about size and colour as well as asking to try clothes on, making decisions and paying.PronunciationIdentify and produce the /sound.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.

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Reflect on strategies to use to improve their oral and written comprehension skills. TipsWhen you start to speak, keep it simple.Get their ideas together.


Linguistic competenceExchanging relatively detailed descriptions of objects and possessions, sharing opinions, identifying objects and evaluating advice.Understanding comparisons of objects made by others, advice and recommendations and identifying clearly which objects a speaker is talking about.Recognising and using the comparative and superlative forms of adjectives both ling and short, which + definite pronoun one / ones y too + adjective.Pronouncing the sound /correctly.

Mathematical competenceUnderstanding a processing statistics from a table.Using numbers for clothes sizes and prices.

Data processing and digital competenceWrite an email.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Evaluating different courses of action in a problematic situation.Understanding how to interact with a shop assistant and ask for help and give thanks as appropriate.





Workbook (page 50-59).




21


Writing (page72).


V. EVALUATION

Assessment





Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo express opinions.To talk about what their classmates are wearing.To understand a boy talking about his new bike and how it differs from his old one.To understand someone giving advice.

BLOCK 2- Reading and writing To understand a conversation comparing various mobile phones.To understand a magazine survey on opinions and people’s responses to it.To understand a conversation in which people are shopping for clothes.To understand a descriptive text about a problem situation.To write a short magazine article expressing their opinion about school uniform.

BLOCK 3 – Knowledge of the languageVocabularyMatch adjectives with their opposite.Complete a table with different adjectives of quality, sorting out the negatives from the positives.Identify vocabulary words about clothes.Describe the clothes others’ are wearing.Grammar:Write the comparative and superlative form of short adjectives. Write comparative phrases using the information given. Complete phrases using comparative and superlative long adjectives. Ask and answer questions using comparative and superlative long adjectives. Complete phrases using which + one / ones, accordingly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Identify and produce the /sound.

22


Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.


23


Unit 6: What a story!

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationTalk about what they were doping at a specific point in their past.Ask and answer questions about themselves using years and dates as appropriate.Talk about a festival.Understand a conversation about an accident.Listen for specific conversation about a festival.

BLOCK 2- Reading and writing Understand a descriptive email about sports.Understand a conversation about an accident.Understand a text about ‘The War of the Worlds’.Understand a text about festivals in the UK and the USA.Write about a festival.



II. CONTENTS

GrammarPast continuousPast continuous and past simple with whileLexical setsAction verbs: pull, push, sit, etc.Years and datesFunctionsUse appropriate phrases to respond to others’ comments and questions.Ask people to repeat or explain to clarify understanding.PronunciationIdentify and produce the // sound.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.Reflect on strategies to use to improve their oral and written comprehension skills.

24


TipsListen for general understanding first before you listen to detail.Join sentences with both... and; either... or.


Linguistic competenceExchanging information about your actions and the actions of others at specific times in the past, the dates and the years when key events happened to you and festivals or events which you enjoy celebrating.Understanding information, articles and stories in the past including semi-detailed context, and consequences of people’s actions. Recognise and use the past continuous and while.Pronounce the //sound correctly.

Mathematical competenceUsing cardinal and ordinal numbers to express complete dates including the year.

Data processing and digital competence.Write an email.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Learning about language, lifestyle and culture in the English-speaking world.Understanding how to stay in control of a conversation and ask for repetition or clarification appropriately.









Writing (page 73).

25



V. EVALUATION

Assessment





Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo talk about what they were doping at a specific point in their past.To ask and answer questions about themselves using years and dates as appropriate.To talk about a festival.To understand a conversation about an accident.To listen for specific conversation about a festival.

BLOCK 2- Reading and writing To understand a descriptive email about sports.To understand a text about ‘The War of the Worlds’.To understand a text about festivals in the UK and the USA.To write about a festival.

BLOCK 3 – Knowledge of the languageVocabularySay the date (month, day and year).Answer questions using the date.GrammarWrite phrases using the past continuous.Ask and answer questions using the past continuous.Complete phrases using past continuous and past simple + while accordingly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Pronounce the // sound correctly.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and intercultural awareness

26


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.

27


Unit 7: People

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions about their plan sand intentions for the future.Talk about their favourite kind of music.Talk about music and their musical interest.Understand a music class given in English.

BLOCK 2- Reading and writing Understand an interview with a competition winner.Understand a conversation about future plans.Answer a quiz.Understand a conversation confirming details of an activity.Understand a text about music.Write about someone they know.



II. CONTENTS

GrammarGoing to for future plans and intentionsPossessive pronounsQuestion word whoseWill / won’t for future factsLexical setsTypes of musicAdverbsFunctionsMake and answer telephone calls.Use appropriate phrases to respond to others’ comments and questions.PronunciationProduce the sound //.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learningInterest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.

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Reflect on strategies to use to improve their oral and written comprehension skills. TipsGuess the meaning of new words before consulting a dictionary.Use adjectives.


Linguistic competenceSharing your musical preferences and talking in detail about the role of music in your life; expressing possession and future plans, intentions and facts.Understanding interviews about music from both artistic and scientific perspective; identifying possession and following information about the future referring to plans and intentions and to facts.Recognising and using going to for future plans and intentions, will / won’t for future facts, possessive pronouns and Whose.Pronouncing the sound // correctly.

Competence in Knowledge and interaction with the physical worldLearning about the science of music.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understanding how to make a phone call and answer the phone with appropriate language.

Cultural and artistic competenceLearning about language, lifestyle and culture in the English-speaking world. Reading about Armenian singer Silva Hakobyan.








Writing (page 74).


29


V. EVALUATION

Assessment





Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo ask and answer questions about their plan sand intentions for the future.To talk about music and their musical interest.To listen for specific information from interviews with different musicians.To understand a music class given in English.To make and receive a phone calls.

BLOCK 2- Reading and writing To understand an interview with a competition winner.To understand a conversation about future plans.To answer a quiz.To understand a conversation confirming details of an activity.To understand a text about music.To write about someone they know.

BLOCK 3 – Knowledge of the languageVocabularyDescribe musical taste using the vocabulary words about musical styles. Answer a quiz changing adjectives for the correct adverb.GrammarComplete a text using going to.Ask and answer questions using whose and possessive pronouns.Complete a text using will / won’t in future events.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Correct pronunciation of the // sound.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

30


To identify cultural and geographical characteristics of English speaking countries.

31


Unit 8: New experiences

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationAsk and answer questions about their experiences.Talk about how they and their family use computers and email.Ask and answer questions about how they help in the house.Negotiate the division of household jobs.Evaluate pieces of advice and suggest alternatives.Understand a conversation about the division of household jobs.Listen for specific information in a conversation between two friends to check facts.

BLOCK 2- Reading and writing Understand a conversation about a birthday present.Understand a text about computer usage.Understand a conversation about a domestic problem.Understand a descriptive text about a problem situation.Write a semi-formal letter.

BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.To 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.


II. CONTENTS

GrammarPresent perfectEver / neverYet / already / justFirst conditional: if + willLexical setsComputer wordsHousehold jobsFunctionsMake and respond to invitations.Use appropriate phrases to respond to others’ comments and questions.PronunciationIdentify and produce the /sk/, /st/ y /sp/ sounds.

32


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.Reflect on strategies to use to improve their oral and written comprehension skills. TipsSay more than yes or no and give reasons for what they say.Write a semi-formal letter.


Linguistic competenceExchanging information about your experiences, your use of information technology, how you collaborate in the home and evaluating advice.Understanding information about people’s experiences and recently completed activities, simple negotiating statements, advice for specific problems and personal negotiation language.Recognising and using the present perfect with ever, never, yet, already and just and the first conditional.Pronouncing the sounds /sk/, /st/ and /sp/ correctly.

Data processing and digital competenceLearning a lexical set related to information technology.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Considering the distribution of household jobs in the modern house.Evaluating different courses of action in a problematic situation.Understanding how to make and accept or refuse invitations appropriately.









33


Writing (page 75).


V. EVALUATION

Assessment





Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo ask and answer questions about their experiences.To talk about how they and their family use computers and email.To ask and answer questions about how they help in the house.Negotiate the division of household jobs.Evaluate pieces of advice and suggest alternatives.Understand a conversation about the division of household jobs.Listen for specific information in a conversation between two friends to check facts.To make, accept and refuse an invitation appropriately.

BLOCK 2- Reading and writing To understand a conversation about a birthday present.To understand a text about computer usage.To understand a conversation about a domestic problem.To understand a descriptive text about a problem situation.To write a semi-formal letter.

BLOCK 3 – Knowledge of the languageVocabularyWrite phrases using vocabulary (names and verbs) about computers and technology.Complete phrases using computer words.Match the household jobs vocabulary words with their picture.GrammarWrite the past simple and the past participle of different verbs.Ask questions using present perfect simple + ever, using Have you ever...?Complete a text using the present perfect.Write phrases using present perfect and just, already and yet correctly.Complete a dialogue using the present perfect.Complete phrases using the first conditional (if + will).

34


PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation Pronouncing the sounds /sk/, /st/ and /sp/ correctly.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress.


35


Unit 9: Meals

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversationTalk about their favourite TV programmes.Talk about popular quiz shows and explain the rules.Give advice about how to behave in different situations.Talk about familiar and popular food in their countries.Answer questions about their favourite foods and cooking.Understand and interview about the mealtime customs of another country.Listen for specific information about differences in eating habits between Spain and the UK.

BLOCK 2- Reading and writing Understand a text about a popular TV programme in the UK.Answer a quiz.Understand people ordering food in a restaurant.Understand a magazine article about the British and food.Write an email about a day out.

BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.To 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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own. Make a project: prepare and do a survey about eating habits. (pages 92-93).

II. CONTENTS

GrammarMust / mustn’tShould / shouldn’tLexical setsTypes of TV programmesTablewareRestaurant foodFunctionsMake and respond to offers.Order food and drinks in a restaurant.PronunciationIdentify and produce the // sound.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.

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Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsMake notes and focus on the important words.Sequence sentences with first, then and finally.


Linguistic competenceExchanging information and rules relating to popular game shows on television, talking about favourite programme types, how to behave in certain social situations and your eating habits.Understanding information and articles about popular programmes in the UK, the rules of popular game shows and customary behaviour related to mealtime in various cultures.Recognising and using the modal verbs must / mustn’t, should and shouldn’t.Using the sequencers: first, then and finally in written English.Pronouncing the sound// correctly.

Mathematical competenceWorking with prices and units of currency.

Data processing and digital competenceWrite an email.

Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Finding out information about the typical lifestyle in the UK including popular television programmes, customs regarding to visiting someone’s home typical food and drinkDiscovering unusual mealtime customs in other countries.Understand how to make offers and accept and refuse appropriately.








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Writing (page 76).


V. EVALUATION

Assessment





Evaluation criteria

BLOCK 1- Listening, speaking and conversationTo talk about their favourite TV programmes, popular quiz shows and explain the rules.To give advice about how to behave in different situations.To talk about familiar and popular food in their countries.To answer questions about their favourite foods and cooking.Understand and interview about the mealtime customs of another country.Listen for specific information about differences in eating habits between Spain and the UK.To make offers and accept and refuse appropriately.

BLOCK 2- Reading and writing To understand a text about a popular TV programme in the UK.To answer a quiz.To understand people ordering food in a restaurant.To understand a magazine article about the British and food.To write an email about a day out.

BLOCK 3 – Knowledge of the languageVocabularyMatch vocabulary words about TV programmes with their picture.Recognise vocabulary words about tableware with their picture. Identify vocabulary words about food in a restaurant menu. GrammarTo complete a sentence using must / mustn’t.Complete a sentence using the table manners forms should / shouldn’t.To ask and answer questions using should / shouldn’t.Phonetics

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Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Pronounce the // sound correctly.Reflect on learningTo 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.

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