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New SkyStarterProgramme

_____________________________

Area of Foreign Languages

English

1Teaching Programme – NEW SKY STARTER

NEW SKY STARTER Teaching Programme

Unit 1: Hello!

AIMS- To introduce oneself- To greet people- To use the verb To Be- To have a conversation- To use the subject pronoun I- To use the possessive adjectives my/your- To make questions with the verb To Be- To ask someone’s name- To play easy games- To sing a rap

CONTENTS

I. Communication skills- Introducing oneself- Having a conversation- Saying Hello! Hi!- Acting out famous characters- Listening to a rap

II. Language reflectionsA. Language and grammar functions

- Verb To Be.

B. Vocabulary- Greetings

III. Sociocultural aspects- To introduce oneself.- To greet people properly.

CROSS-CURRICULAR TOPICSMoral and civic educationTo greet people properly

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to greet people; to use the verb to be; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;


- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.

- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.

- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). To know famous characters (movie, comic, books)

- Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ASSESSMENTI. Communication skills

- Students’ Book. Revision, page 12II. Language reflections

- Revision, page 12III. Sociocultural aspects

- Students’ Book. Rap, page 5

Unit 2: How old are you?

AIMS- To know the singular of the verb To Be


- To make questions with the verb To Be- To use the subject pronouns you/he/she- To count from 1 to 20- To ask someone’s age- To say the age- To sing a song- To use everyday phrases- To write an e-mail

CONTENTS

I. Communication skills- Counting to one- Singing a song- Asking someone’s age- Writing an e-mail


- Verb To Be- Subject pronouns

B. Vocabulary- Numbers- Everyday phrases

III. Sociocultural aspects- To speak about age

CROSS-CURRICULAR TOPICSMoral and civic education To show interest in other people. Speak, page 7.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to ask questions (how old… ?); to know the verb to be; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: to say the numbers; to say the age. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

- Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); to write an e-mail.

- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own


needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.



- Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).



- Students’ Book. Listen and read, page 7II. Language reflections


- Students’ Book. Write, page 7


Unit 3: He’s my little brother

AIMS- To make questions with the verb To Be- To use the possessive adjectives his/her- To talk about the family- To read a dialogue- To use everyday phrases- To draw a picture and write about it

CONTENTS

I. Communication skills- Listening to a conversation- Reading a conversation- Speaking about the family- Speaking about famous people- Writing about the family


- To be- Possessive adjectives

B. Vocabulary- Family

III. Sociocultural aspects- To discuss about the family

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in family relationships. Write, page 9.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign language: to make questions; to use the verb to be; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;




- Social and civic competences. To talk about the familySocial competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;





- Students’ Book. Listen and Read, page 8II. Language reflections


- Students’ Book. Speak, page 9


Unit 4: Lucky star

AIMS- To use the verb To Be- To use the personal pronouns- To use the possessive pronouns- To act out a conversation- To read a dialogue- To listen to a dialogue- To use words about human relationships

CONTENTS

I. Communication skills- Listening to a conversation- Acting out a dialogue- Reading a dialogue


- Verb To Be- Personal pronouns- Possessive pronouns

B. Vocabulary- Human relationships- Family

III. Sociocultural aspects- To give personal information.

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in travelling. Student’s Book page 10

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the verb to be; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: to say the age. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.









- Students’ Book. Check, page 10II. Language reflections


- Students’ Book. Listen and read, page 10

Unit 5: Revision


AIMS- To use the verb To Be- To use the personal pronouns- To use the possessive pronouns- To act out a conversation- To read a dialogue- To listen to a dialogue- To use words about human relationships

CONTENTS

I. Communication skills- Listening to a conversation- Acting out a dialogue- Reading a dialogue


- Verb To Be- Personal pronouns- Possessive pronouns

B. Vocabulary- Human relationships- Family

III. Sociocultural aspects- To give personal information.- To talk about the family

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in human relations. Student’s Book, page 12

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the verb to be; to make questions; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: to say the numbers. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.









- Revision, page 12II. Language reflections


- Revision, page 12

Unit 6: Good morning


AIMS- To know the greetings- To use the demonstrative pronoun this- To greet someone- To ask how someone is- To introduce someone- To sing a song- To act out some introductions- To listen to a dialogue with a teacher- To know everyday phrases- To introduce famous people.

CONTENTS

I. Communication skills- Speaking about famous people- Listening to a teacher- Reading a conversation- Singing a song


- Demonstrative pronoun

B. Vocabulary- Greetings

III. Sociocultural aspects- To discuss about famous people.

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in behaving properly in the classroom. Listen and Read, page 14.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the demonstrative pronouns; to greet someone; to introduce someone; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;









- Students’ Book. Song, page 15II. Language reflections



Unit 7: It’s a very funny cow


AIMS- To use the articles a/an- To make questions with the verb To Be- To use the subject pronoun It- To use the demonstrative pronoun that- To ask what something is- To say what something is- To know words about animals- To know words about everyday objects.- To listen to name of animals- To read and listen to a dialogue about animals- To speak about objects- To draw an animal and write about it

CONTENTS

I. Communication skills- Speaking about animals- Listening and reading a dialogue about animals- Speaking about everyday objects- Writing about animals


- Articles a/an- To Be questions- Subject pronoun It- Demonstrative pronoun it

B. Vocabulary- Animals- Everyday objects

III. Sociocultural aspects- To discuss about everyday objects- To discuss about animals

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in animals. Speak, page 16.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the indefinite articles; to make questions with the verb to be; to use the demonstrative pronouns; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and


writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;




- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. To show interest in animals.







Unit 8: Can you spell it?


AIMS- To use can for requests- To know the alphabet- To ask someone to spell his/her name- To spell someone’s name- To sing a rap- To listen to a dialogue about spelling- To listen and repeat the alphabet- To write a form with personal data- To show interest in movies

CONTENTS

I. Communication skills- Listening and reading about spelling- Singing a rap- Spelling someone’s name- Writing a form


- Can

B. Vocabulary- The alphabet

III. Sociocultural aspects- To show interest in movies

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in relationships, Listen and read, page 18Consumer’s EducationTo show interest in movies, Read and write, page 19

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to revise the alphabet; to use the modal can; to spell a word; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;


- Learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active


participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.






- Students’ Book. Speak, page 19II. Language reflections


- Students’ Book. Read and write

Unit 9: Me and my family


AIMS- To read some texts about different families- To listen to some texts about different families- To write a project about the family- To write a project about the best friend

CONTENTS

I. Communication skills- Reading and listening about different families- Speaking about the family- Writing a project about the family


- Verb To Be

B. Vocabulary- Family

III. Sociocultural aspects- To discuss about the family- To discuss about the best friend

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in the family, Student’s Book, page 20To show interest in friendship, Student’s Book, page 21

BASIC COMPETENCES

- Communication in the mother tongue and in foreign language: to talk about the family; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;



- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of


codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;








Unit 10: Revision


AIMS- To put the words in order to make a sentence- To revise the alphabet- To revise the name of the animals- To revise the name of things- To spell someone’s name- To have a conversation- To greet someone

CONTENTS

I. Communication skills- Completing words- Saying the alphabet- Playing games- Listening to a conversation


- Verb To Be

B. Vocabulary- Family- Animals- The alphabet

III. Sociocultural aspects- To discuss about the family- To discuss about animals- To greet people

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in the family, Revision, page 22To show interest in friendship, Revision, page 22To show interest in animals, Revision, page 22

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.











- Students’ Book. Revision, page 22

Unit 11: What colour is it?

AIMS- To know the colours.


- To know the name of ordinary objects- To speak about things- To sing a song- To know everyday objects- To read and to write an e-mail.- To speak about common possessions- To make questions with the verb To Be- To describe the colour of things

CONTENTS

I. Communication skills- Listening and repeating the colours- Listening and repeating names of things- Speaking about things- Singing a song- Listening and reading a conversation- Reading and writing an e-mail


- Questions with the verb To Be

B. Vocabulary- Common possessions- Colours

III. Sociocultural aspects- To describe common possessions

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in common possessions. Listen and read, page 25.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to make questions with the verb to be; to describe the colours of things; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;












Unit 12: Where’s Dido?

AIMS- To learn words about rooms in the house


- To learn words about furniture in the house.- To ask where someone is- To say where someone is- To ask where something is- To say where something is.- To make questions with the verb To Be- To use the article the- To use the prepositions of place in, on, under, behind - To listen to a dialogue about furniture- To read a dialogue furniture.

CONTENTS

I. Communication skills- Listening and repeating rooms in a house- Listening and reading a dialogue about furniture in a house.- Speaking about where something is- Speaking about where someone is- Singing a song.


- Questions with To Be- The. - Prepositions

B. Vocabulary- Rooms- Furniture

III. Sociocultural aspects- To discuss about rooms in a house.- To discuss about furniture

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in the house. Listen and read, page 26.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use article the; to make questions with the verb to be; to use the prepositions of place; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in


everyday situations, with the emphasis being placed on process, activity and knowledge. To place something somewhere.










- Students’ Book. New words, page 26

Unit 13: Two hot dogs, please


AIMS- To speak about food- To know the singular of nouns - To know the plural of nouns- To ask for something to eat- To listen to a dialogue about buying a hot dog- To read a text about buying a hot dog.- To learn words about food- To write the name of different food- To act out a dialogue about buying a hot dog- To sing a rap

CONTENTS

I. Communication skills- Listening to a dialogue about buying a hot dog- Reading a dialogue about buying a hot dog- Writing names of food- Acting out a dialogue about buying a hot dog.- Singing a rap


- Singular of nouns- Plural of nouns

B. Vocabulary- Food

III. Sociocultural aspects- To discuss about food

CROSS-CURRICULAR TOPICSConsumer’s EducationTo show interest in food.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the singular and plural of nouns; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;





- Social and civic competences. To talk about food. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;






- Revision page 32III. Sociocultural aspects


Unit 14: The go-kart final


AIMS- To speak about cars- To speak about technology- To listen to an interview- To use That- To make questions with the verb To Be.

CONTENTS

I. Communication skills- Listening to a conversation about cars- Reading a conversation about cars- Asking questions about the reading- Acting out the dialogue


- Verb To Be.- Questions with the verb To Be

B. Vocabulary- Cars- Technology

III. Sociocultural aspects- To discuss about cars.- To discuss about mobile phones

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in cars. Listen and read, page 31.To show interest in movile phones. Listen and read, page 31

BASIC COMPETENCES















Unit 15: Revision


AIMS- To know the verb To Be- To make questions with the verb To Be- To know the colours- To know the furniture in a house- To know the rooms in a house- To learn vocabulary about food- To learn vocabulary about animals- To use Can for questions- To listen to a conversation with a friend- To read a conversation- To complete a dialogue

CONTENTS

I. Communication skills- Completing a conversation- Reading a text- Counting things- Completing a dialogue- Listening to a conversation with a friend- Playing a game


- Verb To Be- Questions with the verb To Be

B. Vocabulary- Colours- Animals- Objects- Rooms- Furniture- Numbers- Food

III. Sociocultural aspects- To discuss about food- To discuss about animals- To discuss about houses

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in animals, Revision, page 32Consumer’s educationTo show interest in food, Revision, page 32To show interest in houses and furniture, Revision, page 32


BASIC COMPETENCES














Unit 16: We’re from the USA


AIMS- To know the plural of the verb To Be- To use the prepositions in/from (+country)- To know the names of certain countries- To ask where other people are from- To say where other people are from- To listen to people speaking about their nationalities- To read a text about other’s countries- To speak about famous’ nationalities- To write an e-mail to a pen friend- To sing a song

CONTENTS

I. Communication skills- Listening to people talking about their nationalities- Reading conversations about people talking about their nationalities- Speaking about nationalities- Speaking about famous nationalities- Writing an e-mail to a pen friend- Singing a song


- Plural of the verb To Be- In- From

B. Vocabulary- Countries

III. Sociocultural aspects- To describe a country

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest and respect for other’s countries. Listen and read, page 24.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the plural of the verb to be; to know the prepositions; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;





- Knowledge and connection with the world and environment: to talk about countries. It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.




- Students’ Book. Speaking, page 35II. Language reflections



Unit 17: They’re lion cubs


AIMS- To learn words about animals- To use the plural of the verb To Be- To ask where animals are from- To say where animals are from- To listen to a dialogue about animals- To read a dialogue about animals- To speak about animals- To write about animals

CONTENTS

I. Communication skills- Listening to a dialogue about animals- Reading a dialogue about animals- Repeating vocabulary about animals- Speaking about animals- Writing a text about animals


- Plural of the verb To Be

B. Vocabulary- Animals- Countries

III. Sociocultural aspects- To discuss about animals

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in animals. Listen and read, page 36.Environment educationTo show interest in animals. Listen and read, page 36

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to know the plural of the verb to be; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;






- Knowledge and connection with the world and environment: to talk about animals. It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.




- Students’ Book. Speak and write, page 37II. Language reflections




Unit 18: Matt’s new bike

AIMS- To know the possessive ‘s (singular)- To learn vocabulary about common possessions.- To say who something belongs to- To be interested in sports- To listen to a dialogue about a bike- To match objects with owners- To speak about the family and friends- To sing a rap

CONTENTS

I. Communication skills- Listening to a dialogue about a bike- Reading a dialogue about a bike- Speaking about common possessions and the people who owns them- Writing about common possessions and the people who owns them- Speaking about family and friends- Singing a rap


- Possessive ‘s (singular)

B. Vocabulary- Common possessions- Family

III. Sociocultural aspects- To discuss about sports- To discuss about the family

CROSS-CURRICULAR TOPICSConsumer’s EducationTo show interest in common possessionsMoral and civic educationTo show interest in the familyTo show interest in practising sports

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the possessive; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;





- Knowledge and connection with the world and environment: to talk about animals. It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.






- Students’ Book. Speak and Write, page 29


Unit 19: The United Kingdom

AIMS- To listen to information about the United Kingdom- To read a text about the United Kingdom- To complete a chart about the main cities in the United Kingdom- To listen to a helicopter trip over the United Kingdom- To draw a flag and write about it- To write a project about their own country- To know the verb To Be- To know the map of the United Kingdom

CONTENTS

I. Communication skills- Listening to a text about the United Kingdom- Reading a text about the United Kingdom- Completing a chart about the United Kingdom- Listening to a helicopter trip over the United Kingdom- Writing about a flag- Writing sentences about their own country


- Verb To Be.

B. Vocabulary- Cities in the United Kingdom

III. Sociocultural aspects- To discuss about the United Kingdom

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in the United Kingdom. Listen and read, page 40.

BASIC COMPETENCES













- Students’ Book. Project, page 41


Unit 20: Revision

AIMS- To write where the animals are from- To put the words in the correct order to form sentences- To make the plural of sentences- To express possession- To know the name of common objects- To complete a puzzle- To complete a conversation- To listen to a conversation about family and friends- To play a game- To use the verb To Be- To use the verb Can

CONTENTS

I. Communication skills- Writing about animals- Writing about possession- Listening to a conversation about family and friends- Speaking about family and friends


- Verb To Be- Verb Can

B. Vocabulary- Family- Animals- Objects

III. Sociocultural aspects- To discuss about the family- To discuss about animals- To greet people

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in the family, Revision, page 42To show interest in friendship, Revision, page 43To show interest in animals, Revision, page 42

BASIC COMPETENCES












II. Language reflections- Revision, page 42

III. Sociocultural aspects- Students’ Book. Revision, page 42


Unit 21: I’ve got a new game

AIMS- To use have got in affirmative, negative and interrogative (1st, 2nd singular)- To use the linking word but- To speak about common possessions- To talk about possessions- To describe a bedroom- To listen to vocabulary and repeat- To listen to a dialogue about a play station- To speak about possessions- To read an e-mail- To write an e-mail about the bedroom- To sing a song

CONTENTS

I. Communication skills- Listening and repeating objects- Listening to a dialogue about a play station- Reading a dialogue about a play station- Speaking about possessions- Reading an e-mail- Writing an e-mail about the bedroom- Singing a song


- Have got

B. Vocabulary- Common possessions

III. Sociocultural aspects- To describe common possessions

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in common possessions. Listen and read, page 44.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use but; to use the verb have got; to talk about common possessions; to describe a bedroom; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;


Unit 22: We’ve got Maths today

AIMS- To use have got in affirmative and questions (1st person plural)- To use the question of the kind When have we got…?- To use the preposition on (+day) - To know the days of the week- To know the school subjects- To ask about school subjects- To listen and to read a dialogue about a day in class- To know the days of the week- To speak with a friend- To listen to a dialogue about music

CONTENTS

I. Communication skills- Listening to a dialogue about school- Reading a dialogue about school- Listening and repeating the days of the week- Speaking with a friend- Listening to a conversation about music


- Have Got- When we have got…? - Prepositions

B. Vocabulary- Days of the week- Subjects

III. Sociocultural aspects- To discuss about music.- To discuss about subjects

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in school. Listen and read, page 46.Consumer’s educationTo show interest in music. Listen, page 47

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use have got; to use the prepositions; to talk about the days of the week; to talk about school subjects; to express and interpret concepts, thoughts, feelings, facts and


opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;










II. Language reflections- Revision, page 52

III. Sociocultural aspects- Students’ Book. New words, page 47


Unit 23: Can you swim?

AIMS- To express ability- To use can/can’t to express ability- To talk about what they and other people can do- To talk about what they and other people can’t do- To know the name of different activities- To listen to a dialogue about abilities- To read a dialogue- To speak about abilities- To write about abilities- To sing a song

CONTENTS

I. Communication skills- Listening to a dialogue about abilities- Reading a dialogue about abilities- Listening and repeating new words- Speaking about abilities- Writing about abilities- Singing a song


- Can

B. Vocabulary- Activities

III. Sociocultural aspects- To discuss about activities

CROSS-CURRICULAR TOPICSConsumer’s EducationTo show interest in doing all kind of activities

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the modal can; to talk about activities; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;



Unit 24: Drama at Bird Island

AIMS- To use Can- To use Have got- To use the verb To Be- To listen to a conversation about Bird Island- To read a conversation about Bird Island- To know words about travelling

CONTENTS

I. Communication skills- Listening to a dialogue about an island- Reading a dialogue about an island- Acting out a dialogue about an island


- Verb To Be.- Can- Have got

B. Vocabulary- Travelling

III. Sociocultural aspects- To discuss about travelling

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in travelling. Listen and read, page 50.

BASIC COMPETENCES






Unit 25: Revision

AIMS- To know the verb To Be- To make questions with the verb To Be- To use Can- To use have got- To know the days of the week- To know activities- To know the name of common objects- To express ability- To complete a conversation- To complete an advert- To listen to a conversation

CONTENTS

I. Communication skills- Writing the days of the week- Completing an advert- Listening and completing a conversation- Having a conversation


- Verb To Be- Can- Have got

B. Vocabulary- Days of the week- Subjects- Activities

III. Sociocultural aspects- To discuss about subjects- To discuss about activities

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in school, Revision, page 52Consumer’s educationTo show interest in activities, Revision, page 52


BASIC COMPETENCES














Unit 26: He’s got sharp teeth!

AIMS- To use have got in affirmative, negative and interrogative (3rd person singular)- To know the parts of the body- To know adjectives to describe physical appearance.- To describe animals- To listen to a dialogue about animals- To read a dialogue about animals- To describe monsters- To read a text about a hamster- To write a text about a hamster- To sing a rap

CONTENTS

I. Communication skills- Listening to someone saying the parts of the body- Listening to a dialogue- Reading a dialogue- Describing a monster- Reading a text about a hamster- Writing a text about a hamster- Singing a song


- To have got

B. Vocabulary- Parts of the body- Animals

III. Sociocultural aspects- To describe an animal- To speak about the parts of the body

CROSS-CURRICULAR TOPICSEnvironment EducationTo show interest and respect for animals. Listen and read, page 54.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the verb have got; to describe people; to describe animals; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form


(listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;












Unit 27: Jump

AIMS- To use the imperative in affirmative- To know action verbs- To give instructions- To understand instructions- To listen to a dialogue about actions- To read a dialogue about actions- To listen to instructions- To follow instructions- To write instructions- To give instructions- To sing a song

CONTENTS

I. Communication skills- Listening to a dialogue about actions- Reading a dialogue about actions- Listening to instructions- Writing instructions- Giving instructions- Singing a song


- The imperative

B. Vocabulary- Actions

III. Sociocultural aspects- To discuss about giving instructions or orders and good manners

CROSS-CURRICULAR TOPICSMoral and civic educationTo give instructions, Listen, page 57

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the imperatives; to give and understand instructions; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;


Unit 28: Don’t laugh

AIMS- To use the imperative of verbs in negative- To know actions verbs- To tell people not to do something- To give instructions- To understand instructions- To listen to a dialogue about wasps- To read a dialogue about wasps- To listen to instructions- To repeat instructions- To give instructions- To sing a rap

CONTENTS

I. Communication skills- Listening to a dialogue about a wasp- Reading a dialogue about a wasp- Giving instructions- Listening to instructions- Singing a rap


- The imperative

B. Vocabulary- Actions

III. Sociocultural aspects- To discuss about instructions- To discuss about actions

CROSS-CURRICULAR TOPICSMoral and civic educationTo give instructions showing respect

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the imperatives; to give and understand instructions; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;











- Students’ Book. Listen, page 59


Unit 29: Favourite pets

AIMS- To listen to a dialogue about pets- To read a dialogue about pets- To listen to two people talking about their pets- To speak about pets- To draw a pet- To write about a pet

CONTENTS

I. Communication skills- Listening to dialogue about pets- Reading a dialogue about pets- Listening to two people talking about pets- Speaking about pets- Writing about pets


- Imperatives

B. Vocabulary- Pets

III. Sociocultural aspects- To discuss about the importance of pets in the United Kingdom- To discuss about pets

CROSS-CURRICULAR TOPICSEnviroment educationTo show interest in pets. Listen and read, page 60.

BASIC COMPETENCES




Unit 30: Revision

AIMS- To know the parts of the body- To know the name of animals and pets- To know the numbers- To use verbs of action- To complete a conversation- To listen to a conversation- To use the verb have got

CONTENTS

I. Communication skills- Writing the parts of the body- Listening to the parts of the body- Describing an animal


- Verb To Be- Have got

B. Vocabulary- Animals- Parts of the body

III. Sociocultural aspects- To discuss about animals- To discuss about activities

CROSS-CURRICULAR TOPICSMoral and civic educationEnvironment educationTo show interest in animals, Revision, page 62

BASIC COMPETENCES



Unit 31: How much is it?

AIMS- To use How much is it?- To use the numbers from 21 to 100- To know the common possessions- To talk about cost- To count to 100- To listen to objects and their prices- To listen to numbers from 21 to 100- To listen to someone speaking about the British money- To speak about the price of things- To write about the price of things- To listen to a dialogue about prices- To read a dialogue about prices- To sing a song

CONTENTS

I. Communication skills- Listening to someone saying objects and prices- Listening to someone counting to 100- Listening to someone speaking about British pounds- Saying prices- Writing prices- Listening to a conversation about prices- Reading a conversation about prices- Singing a song


- How much is it?

B. Vocabulary- Numbers- Objects- British money

III. Sociocultural aspects- To talk about money- To talk about prices

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest in prices and money. Listen and read, page 65.


BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to make questions how much; to talk about cost; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: to say the numbers; Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.








- Students’ Book. Speak and write, page 64II. Language reflections

- Revision, page 72


III. Sociocultural aspects- Students’ Book. Listen and read, page 65


Unit 32: It’s nine o’clock

AIMS- To use the question what time is…?- To use the preposition at (+time)- To tell the time- To know the meal times in the United Kingdom- To listen to a dialogue about bedtime- To listen to someone saying the hours- To speak about any day in their lives- To read a text about someone’s day- To write a text about someone’s day- To sing a rap

CONTENTS

I. Communication skills- Listening to a dialogue about bedtime- Telling the time- Reading about someone’s day- Writing about someone’s day


- What time is…?- At

B. Vocabulary- Numbers- Parts of the day

III. Sociocultural aspects- To tell the time in English- To know the usual timetable in England

CROSS-CURRICULAR TOPICSMoral and civic educationTo know the usual timetable in England, New words, page 67

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to tell the time; to ask the time; to talk about food; to know the prepositions; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;

- Mathematical competence: to know the numbers; Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range


of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.












Unit 33: Do you like tuna?

AIMS- To use the present of the verb To Like (affirmative, negative, questions, 1st, 2nd

singular)- To learn words about food- To learn words about drinks- To talk about likes- To talk about dislikes- To listen to a dialogue about a picnic- To listen and repeat words about food and drink- To speak about the things they like and don’t like

CONTENTS

I. Communication skills- Listening to a dialogue about a picnic- Reading a dialogue about a picnic- Listening to words about food and drinks- Speaking about things they like- Speaking about things they don’t like.- Singing a song.


- To like

B. Vocabulary- Food- Drink

III. Sociocultural aspects- To discuss about food and drinks

CROSS-CURRICULAR TOPICSEducation for healthTo show interest in healthy food and drinks

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use like: to talk about likes and dislikes; to talk about food and drink; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;



Unit 34: Don’t say ‘cheese’

AIMS- To listen to a dialogue about a robot- To read a dialogue about a robot- To write the things a robot can do- To express abilities

CONTENTS

I. Communication skills- Listening to a dialogue about a robot- Reading a dialogue about a robot- Drawing a robot- Writing about a robot


- Can

B. Vocabulary- Technology

III. Sociocultural aspects- To discuss about robots

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in new technologies and robots. Listen and read, page 70.

BASIC COMPETENCES














- Students’ Book. Activity, page 71


Unit 35: Revision

AIMS- To complete a dialogue with do/don’t- To complete questions with How, Who, What, Where.- To listen to a dialogue about shopping- To complete a conversation- To talk about food and drinks- To talk about prices

CONTENTS

I. Communication skills- Listening to a dialogue- Completing a dialogue with do/don’t- To complete questions with How, Who, What, Where.- Asking and answering personal questions.- Speaking about food and drinks


- Verb To Be- Do/Don’t- How, who, what, where

B. Vocabulary- Common objects- Food- Drinks- Numbers

III. Sociocultural aspects- To discuss about food and drinks- To discuss about prices

CROSS-CURRICULAR TOPICSEducation for healthTo show interest in healthy food, Revision, page 72Consumer’s educationTo show interest in food and drinks, Revision, page 72

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to


interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;













Unit 36: She likes pop music

AIMS- To use the present simple of the verb To Like (affirmative, negative,

interrogative, 3rd person singular)- To talk about what other people like- To listen to a dialogue about music- To read a dialogue about music- To speak about music- To sing a rap- To read a text about Kylie Minogue- To write a text about a favourite pop singer

CONTENTS

I. Communication skills- Listening to a conversation about music- Reading a conversation about music- Speaking about music- Singing a rap- Reading a text about Kylie Minogue- Writing a text about a favourite pop singer


- To like

B. Vocabulary- Music

III. Sociocultural aspects- To discuss about music.

CROSS-CURRICULAR TOPICSConsumer’s educationTo show interest for music. Write, page 75.

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to talk about likes and dislikes; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;




Unit 37: I get up at 7.30

AIMS- To use the present simple of verbs (affirmative, negative, questions, 2nd

person)- To know everyday verbs- To talk about daily routine- To listen to the description of daily routine- To read a description about daily routine- To listen to everyday verbs- To repeat everyday verbs- To speak about daily routine- To write about daily routine- To read a text about a dog’s life- To sing a rap

CONTENTS

I. Communication skills- Listening to a description of daily routine- Reading a description of daily routine- Speaking about daily routine- Writing about daily routine- Reading a text about a dog- Singing a rap


- Present simple

B. Vocabulary- Everyday verbs

III. Sociocultural aspects- To discuss about everyday routines

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about daily routines, Listen and read, page 76

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to use the present simple; to talk about routines; to tell the time; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;


Unit 38: She plays football

AIMS- To use the present simple (affirmative, questions, 3rd person)- To learn vocabulary about sports.- To talk about other people’s routines.- To listen to two teenagers talking about sports.- To speak about sports- To listen to someone talking about Lewis Hamilton- To write about sports.- To sing a song

CONTENTS

I. Communication skills- Listening to teenagers talking about sports- Talking about other people’s routines- Speaking about sports- Listening to someone talking about Lewis Hamilton- Writing about sports.- Singing a song


- Present simple (3rd person)

B. Vocabulary- Sports

III. Sociocultural aspects- To discuss about sports

CROSS-CURRICULAR TOPICSEducation for HealthTo show interest in sports

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages; to use the present simple; to talk about routines; to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;












- Students’ Book. Listen, page 79


Unit 39: A day in the life of…

AIMS- To listen to two descriptions of two teenagers- To read two descriptions of two teenagers- To listen and correct someone telling the time- Writing a project about everyday routine

CONTENTS

I. Communication skills- Listening to two descriptions of two teenagers- Reading two descriptions of two teenagers- Listening to someone telling the time- Telling the time- Writing about everyday routine


- To Be- Present simple

B. Vocabulary- Sports- Numbers

III. Sociocultural aspects- To discuss about other teenagers

CROSS-CURRICULAR TOPICSMoral and civic educationTo show interest in the life of British teenagers. Listen and read, page 80.

BASIC COMPETENCES





Unit 40: Revision

Aims- To know activities- To use the verb To Like- To put some words in the correct order to make sentences- To know words about food and drinks- To read a text about daily routine- To listen to a conversation

CONTENTS

I. Communication skills- Reading about daily routine- Listening to a conversation- Speaking about food and drinks- Speaking about daily routine


- Verb To Be- Can- Have got- Present simple

B. Vocabulary- Actions- Activities- Food - Drink

III. Sociocultural aspects- To discuss about daily routine- To discuss about activities

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about daily activities, Revision, page 82Education for HealthTo show interest in healthy food, Revision, page 82

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to


interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;













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