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Discover English3

Programme

_____________________________

Area of Foreign Languages

English

Teaching Programme – Discover English 31

Discover English 3 Teaching Programme

Unit Starter: Welcome to Discovery 101!

AIMS- To use the present simple in the affirmative, negative, interrogative forms and

short answers - To use frequency adverbs - To know vocabulary about radio- To listen and read a text about ‘Welcome to Discovery 101!’- To speak about routines and habits- To write sentences using frequency adverbs- To use the past simple (regular and irregular) in the affirmative, negative,

interrogative forms and short answers - To use prepositions of movement- To listen and read a text about ‘Lost And Found’- To speak about action in the past- To read and listen an episode on the cartoon The Magic Amulet- To make suggestions

CONTENTS

I. Communication skills- Listening and reading a text about ‘Welcome to Discovery 101!’- Speaking about routines and habits- Writing sentences using frequency adverbs- Listening and reading a text about ‘Lost And Found’- Speaking about actions in the past- Listening and reading an episode on the the cartoon TheMagic Amulet- Making suggestions

II. Language reflectionsA. Language and grammar functions

- Present simple in the affirmative, negative, interrogative forms and short answers

- Frequency adverbs - Past simple (regular and irregular) in the affirmative, negative, interrogative

forms and short answers - Prepositions of movement

B. Vocabulary- Radio

III. Sociocultural aspects- To debate about routines and habits- To think about radio and communication- To talk about internet and the web- To talk about team work and its advantages/disadvantages- To show interest in technology and English


CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo think and talk about internet and society nowadaysTo debate about importance of communication nowadaysTo respect people’s likes and dislikesTo debate about routinesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesConsumer educationTo think about the use of computersTo deabte about the radio and its programmesTo think about the use of internetTo debate about the use of new technologies and human relationships Education for peaceTo respect people’s opinionsTo respect different points of view

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present simple in the affirmative, negative, interrogative form and short answers, frequency adverbs, past simple (regular and irregular) in the affirmative, negative, interrogative form and short answers, prepositions of movement.

- 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 organize 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).


- 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

- Workbook, Unit Starter.II. Language reflections

- Workbook, Unit Starter.III. Sociocultural aspects

- Workbook, Unit Starter.


Unit 1: Money

AIMS- To know vocabulary about money- To listen to a radio programme about money- To use present tenses in the affirmative, negative, interrogative forms and

short answers - To use state verbs (be, like, love, hate, prefer, know, mean, believe,

understand, want and wish) + present simple- To listen and read a text about a webpage describing ‘A New Show’- To speak about activities that happen regularly and things that are happening

now- To use countable/uncountable nouns and quantifiers- To know vocabulary about simple maths- To listen and read a text about ‘Pocket Money’- To speak about what there is in a school bag- To listen to short texts about pocket money- To use Some-, any-, every- and no- + -one/thing/where - To listen and read an episode on the cartoon TheMagic Amulet- To do some shopping- To speak about shopping- To listen and read a text about ‘Special Days’- To speak about special days- To write a blog about your special day

CONTENTS

I. Communication skills- Listening to a radio programme about money - Listening and reading a text about ‘A new show’- Speaking about activities that happen regularly and things that are happening

now- Listening and reading a text about ‘Pocket Money’- Speaking about what there is in a school bag- Listening to short texts about pocket money- Listening and reading an episode on the cartoon The Magic Amulet- Speaking about shopping- Listening and reading a text about ‘Special Days’- Speaking about special days- Writing a blog about your special day


- Present tenses in the affirmative, negative, interrogative forms and short answers

- State verbs (be, like, love, hate, prefer, know, mean, believe, understand, want and wish) + present simple

- Countable/uncountable nouns and quantifiers - Some-, any-, every- and no- + -one/thing/where


B. Vocabulary- Money - Maths- Shopping

III. Sociocultural aspects- To debate about money and its relevance- To think and talk about special days and ways to celebrate it- To show interest in computers and technology- To debate about shopping

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo think about ways of earning and spending moneyTo debate the abuse of shoppingEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesConsumer educationTo debate life and moneyTo debate the ways of earning and spending moneyTo think about and debate the abuse in shopping nowadaysTo debate the use of new technologies and human relationships Education for peaceTo respect people’s opinionsTo respect different points of view

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present tenses in the affirmative, negative, interrogative form and short answers, state verbs (be, like, love, hate, prefer, know, mean, believe, understand, want and wish) + present simple, countable/uncountable nouns and quantifiers, some-, any-, every- and no- + one/thing/where.

- 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.


- 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;





- Students’ Book. Let’s Revise! 1, page 18- Workbook, Unit 1.

II. Language reflections- Students’ Book. Let’s Revise! 1, page 18- Workbook, Unit 1.- Teacher’s Book, Unit 1 Consolidation/Extension, page 137

III. Sociocultural aspects- Students’ Book. Let’s Revise! 1, page 18.


Unit 2: Out and About

AIMS- To know vocabulary about transport verbs- To listen to a radio programme about different ways of transport- To speak about the way you travel and get around- To use present continuous for describing the future- To listen and read a text about ‘At a hotel’- To listen to a text about an invitation- To speak about inviting someone to an event and accepting it or not- To use will/won’t for predictions- To listen and read a text about the ‘Transport Of The Future’- To do word formation from verbs to nouns- To listen to a short text about ‘Flugtag’- To write sentences using linking words: and, but and because- To use going to in the affirmative, negative, interrogative forms and short

answers - To listen and read an episode on the cartoon The Magic Amulet- To listen and read a text about ‘Discover Culture’- To know vocabulary about races- To speak about interesting events- To write a leaflet about a race in your country

CONTENTS

I. Communication skills- Listening to a radio program about different ways of transport- Speaking about travelling and getting around- Listening and reading a text about ‘At a hotel’- Listening to a text about an invitation- Speaking about inviting someone to an event and accepting it or not- Listening and reading a text about the ‘Transport of the future’- Listening to a short text about ‘Flugtag’- Writing sentences using linking words: and, but and because- Listening and reading an episode on the cartoon The Magic Amulet- Listening and reading a text about ‘Discover Culture’- Speaking about interesting events- Writing a leaflet about a race in your country


- Present continuous for describing the future - Will/won’t for predictions- And, but and because- Going to in the affirmative, negative, interrogative forms and short answers

B. Vocabulary- Transport verbs- Word formation from verbs to nouns- Races


III. Sociocultural aspects- To think and debate about transport - To show interest in sports- To debate about future means of transport- To think about the possibilities of travelling in time- To think and talk about sport events in your country- To show interest in the different kind of activities to do

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo respect other culturesTo think about and debate different culturesTo discuss about public transportEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect men and womenEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo debate about different ways to travelTo think about the importance of good public transport in citiesEnvironmental EducationTo debate about traffic and pollution in citiesHealth EducationTo debate about health and sports

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present continuous for describing the future, will/won’t for predictions, word formation from verb to noun, going to in the affirmative, negative, interrogative forms and short answers.








- Students’ Book. Let’s Revise! 2, pages 26, 27- Workbook, Unit 2.- Workbook, Unit 2, Let’s Revise!, page 22

II. Language reflections- Students’ Book. Let’s Revise! 2, pages 26, 27- Workbook, Unit 2.- Workbook, Unit 2, Let’s Revise!, page 22- Teacher’s Book, Unit 2 Consolidation/Extension, page 138

III. Sociocultural aspects- Students’ Book. Let’s Revise! 2, pages 26, 27


Unit 3: Be Careful!

AIMS- To know vocabulary about injuries and illnesses- To listen to a radio programme about injuries and illnesses- To use present perfect versus past simple- To listen and read a text about ‘An Accident’- To learn the past participles of irregular verbs- To speak about things that you have/haven’t done- To know vocabulary about going to the doctor’s- To listen to a short text about being at the doctor’s- To speak about being at the doctor’s- To use How long and for/since- To listen and read a text about ‘Extreme Sports’- To know vocabulary about extreme sports- To learn phrases with the verbs make, do and have- To speak about practicing an extreme sport- To listen and read an episode on the cartoon The Magic Amulet - To use present perfect + just/already/yet- To listen to a short text about things that happened- To write a “to do” list for today- To listena and read a text about ‘Risk Takers’- To speak with a friend about doing a dangerous activity- To write about a friend doing a dangerous activity

CONTENTS

I. Communication skills- Listening to a radio programme about injuries and illnesses- Listening and reading a text about ‘An Accident’- Writing a list using different verb tenses in the past- Speaking about things that you have/haven’t done- Listening to a short text about being at the doctor’s- Speaking about being at the doctor´s- Listening and reading a text about ‘Extreme Sports’- Speaking about practicing an extreme sport- Listening and reading an episode on the cartoon The Magic Amulet - Listening to a short text about things that happened- Writing a ‘to do’ list for today- Listening and reading a text about ‘Risk Takers’- Speaking with a friend about doing a dangerous activity- Writing about a friend doing a dangerous activity


- Present perfect versus past simple - How long and for/since- Present perfect + just/already/yet


B. Vocabulary- Injuries and illnesses - At the doctor’s- Phrases with the verbs make, do and have- Extreme sports

III. Sociocultural aspects- To show interest in sports- To think and talk about dangerous activities- To debate about illnesses and how to deal with them- To talk about sports and their risk to get injured and how to avoid them- To show interest in the different kind of activities to do

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate about taking unneccessary risksEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect men and womenEducation for peaceTo respect people’s opinionsTo respect different points of viewEnvironmental EducationTo debate about outdoors sports and environmentTo debate about being respectful with environmentHealth EducationTo debate about health and sports

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present perfect versus past simple, how long and for/since, present perfect + just/already/yet.



- 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.







III. Sociocultural aspects- Students’ Book. Let’s Revise! 3, page 38


Unit 4: Time Detectives

AIMS- To know adjectives that describe objects- To know vocabulary about shapes- To listen to a text about things we can find from the past- To speak about objects from your school bag- To use past continuous in the affirmative, negative, interrogative forms and

short answers- To listen and read a text about ‘A School Trip’- To complain about something- To know vocabulary about adverbs of manner- To listen and read a text about ‘The Treasure Hunter’- To use past continuous versus past simple- Yo use when/while with the past simple and continuous- To listen to a news bulletin- To write sentences ordering events using linking words: first, then, next, after

that and finally- To use used to in the affirmative, negative, interrogative forms and short

answers- To listen and read an episode on the cartoon The Magic Amulet- To write sentences about what people did in ancient Egypt- To think about your life five years ago- To speak with a friend about school, pastimes, clothes and pets- To read a description about a person from past times- To know vocabulary about explorers- To listen and read a text about ‘Discover Culture’- To write about a famous place

CONTENTS

I. Communication skills- Listening to a text about things we can find from the past- Speaking about objects from your school bag- Listening and reading a text about ‘A school trip’- Listening and reading a text about ‘The Treasure Hunter’- Listening to a news bulletin- Writing sentences ordering events using linking words: first, then, next, after

that and finally- Listening and reading an episode on the cartoon The Magic Amulet- Writing sentences about what people did in ancient Egypt- Speaking with a friend about school, pastimes, clothes and pets- Reading a description about a person from past times- Listening and reading a text about ‘Discover Culture’- Writing about a famous place


- Past continuous in the affirmative, negative, interrogative forms and short answers


- Past continuous versus past simple- when/while with the past simple and continuous- Used to- Ago

B. Vocabulary- Adjectives that describe objects- Shapes- Adverbs of manner- First, then, next, after that and finally- Explorers

III. Sociocultural aspects- To think and talk ancient objects and their relation to the present ones- To think and talk about school trips- To show interest in history- To think about travelling- To debate about historic places and the way to preserve them

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo think about human relationshipsTo respect other cultures from the pastEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesEducation for peaceTo respect people’s opinionsTo respect different points of viewTo respect different culturesEnvironmental EducationTo debate about important natural discoveries from the past

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Past continuous in the affirmative, negative, interrogative forms and short answers , past continuous versus past simple; when/while with the past simple or continuous, used to in the affirmative, negative, interrogative forms and short answers.








ASSESSMENTI. Communication skillsStudents’ Book. Let’s Revise! 4, pages 46, 47

- Workbook, Unit 4.- Workbook, Unit 4, Let’s Revise!, page 38

II. Language reflections- Students’ Book. Let’s Revise! 4, pages 46, 47- Workbook, Unit 4.- Workbook, Unit 4, Let’s Revise! 4, page 38- Teacher’s Book, Unit 4 Consolidation/Extension, page 140

III. Sociocultural aspects- Students’ Book. Let’s Revise! 4, page 46, 47


Unit 5: Everyday Life

AIMS- To know adjectives that describe jobs- To know vocabulary about jobs- To listen to a text about different ways of working- To speak about jobs- To use be allowed to/let/make- To listen and read a text about being ‘At The Zoo’- To listen to a short text about someone apologizing- To apologize- To listen and read a text about ‘First Jobs’- To use modal verbs must/have to/should- To listen to short texts about jobs- To know the negative prefixes: un/im/dis- To read adjectives out loud- To use the modal verbs can/could- To listen and read an episode on the cartoon The Magic Amulet- To write sentences about things you can do- To listen and read a text about “Top jobs”- To speak with a friend about a job you choose- To write short paragraphs about one of your parents’ jobs

CONTENTS

I. Communication skills- Listening to a text about different ways of working- Speaking about jobs- Listening and reading a text about being ‘At The Zoo’- Listening to a short text about someone apologizing- Apologizing- Listening and reading a text about ‘First Jobs’- Listening to short texts about jobs- Reading adjectives out loud- Listening and reading an episode on the cartoon The Magic Amulet- Writing sentences about things you can do- Listening and reading a text about ‘Top jobs’- Speaking with a friend about a job you choose- Writing short paragraphs about one of your parents’ jobs


- Be allowed to/let/make - Must/have to/should- Negative prefixes: un/im/dis- Can/could

B. Vocabulary- Adjectives describing jobs- Jobs


- Adjectives

III. Sociocultural aspects- To talk about working and its multiple ways of doing it- To debate about economic crisis and unemployment- To think about the relation between jobs and money- To show interest in the working world

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate about jobs and lifeTo learn how to apologise in a polite wayEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewConsumer educationTo debate about work and moneyTo debate about special jobsTo debate about famous starsEducation for peaceTo respect people’s opinionsTo respect different points of view

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Be allowed to/let/make , must/have to/should, negative prefixes: un/im/dis, Can/could.


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




Unit 6: Fashion

AIMS- To know adjectives about clothes- To know vocabulary about clothes and fashion- To listen to a text about types of clothes- To learn style adjectives and pattern adjectives- To speak about what you are wearing- To use comparatives/superlatives- To listen and read a text about ‘Record Breakers’- To write sentences using comparatives and superlatives- To listen to short texts about a fashion stylist- To write about your favourite piece of clothing- To use the correct word order: age, style, pattern, colour + noun- To use not as … as/less/the least- To listen and read a text about ‘Talent Show’- To know fashion verbs- To write as many clothes as you can in two minutes- To use look/look like- To listen and read an episode on the cartoon The Magic Amulet- To know vocabulary about shopping- To speak about shopping for clothes- To listen and read a text about ‘Discover Culture’- To speak about the best school uniform- To write a letter to your school suggesting a new school uniform

CONTENTS

I. Communication skills- Listening to a text about types of clothes- Speaking about what you are wearing- Listening and reading a text about ‘Record Breakers’- Writing sentences using comparatives and superlatives- Listening to short texts about a fashion stylist- Writing about your favourite piece of clothing- Listening and reading a text about ‘Talent Show’- Writing as many clothes as you can in two minutes- Listening and reading an episode on the cartoon The Magic Amulet- Speaking about shopping for clothes- Listening and reading a text about ‘Discover Culture’- Speaking about the best school uniform- Writing a letter to your school suggesting a new school uniform


- Comparatives/superlatives - Correct word order: age, style, pattern, colour + noun- Not as … as/less/the least- Look/look like


B. Vocabulary- Adjectives describing clothes- Clothes- Style adjectives and pattern adjectives - Fashion verbs- Shopping

III. Sociocultural aspects- To think and talk about what it means to shop for clothes- To show interest in speaking about fashion- To debate about personality and fashion- To think and talk about the economic role of fashion in society- To think about their clothing at school and at home- To debate about uniforms

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo respect people’s appearancesTo debate about different fashion stylesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo think about the world of fashionTo debate about fashion victimsTo debate about consumerismTo debate about record breakers

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Comparatives and superlatives, correct word order: age, style, pattern, colour + noun, not as … as/less/the least, look/look like.



- 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.





ASSESSMENTI. Communication skillsStudents’ Book. Let’s Revise! 6, pages 66, 67

- Workbook, Unit 6.- Workbook, Unit 6, Let’s Revise!, page 54


III. Sociocultural aspects- Students’ Book. Let’s Revise! 6, page 66, 67


Unit 7: Crazy Communication

AIMS- To know vocabulary about communication- To listen to a text about ways of communicating- To speak about communication- To use relative pronouns and clauses- To listen and read a text about ‘I Spy’- To write a review about your favourite book or film- To use modal verbs may and might- To listen and read a text about ‘Body Language’- To learn vocabulary about body language- To speak about body language- To listen and read an episode on the cartoon The Magic Amulet- To use modal verbs must and can’t (deductions about the present)- To make deductions- To listen and read a text about ‘Secret messages’- To learn vocabulary about heliographs, sign language and smoke signals- To listen to short texts about a Summer Scout Camp- To speak about funny activities to do at a Summer Scout Camp- To write a diary entry about a day at a Summer Scout Camp

CONTENTS

I. Communication skills- Listening to a text about ways of communicating- Speaking about communication- Listening and reading a text about ‘I Spy’- Writing a review about your favourite book or film- Reading and listening a text about ‘Body Language’- Speaking about body language- Listening and reading an episode on the cartoon The Magic Amulet- Listening and reading a text about ‘Secret Messages’- Listening to short texts about a Summer Scout Camp- Speaking about funny activities to do at a Summer Scout Camp- Writing a diary entry about a day at a Summer Scout Camp


- Relative pronouns and clauses- May and might - Must and can’t (deductions about the present)- Making suggestions

B. Vocabulary- Communication- Body language- Heliographs, sign languages and smoke signals


III. Sociocultural aspects- To think and talk about ways of communicating- To debate about languages and their use- To show interest in languages- To think about body language and its impact- To debate about secret services and their codes

CROSS-CURRICULAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo think about human relationshipsTo debate about the different ways of communicatingConsumer educationTo debate about the evolution of the ways of communicating from the pastTo show interest in different kinds of filmsTo discuss about summer campsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewEducation for peaceTo respect people’s opinionsTo respect different points of viewEnvironmental EducationTo debate about summer camps and the environment

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Relative pronouns and clauses, may and might, must and can’t (deductions about the present).



- Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behavior 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.




- Students’ Book. Let’s Revise! 7, page 78- Workbook, Unit 7




Unit 8: Our World

AIMS- To know vocabulary about things on the beach- To know vocabulary about recycling- To listen to a text about a beach clean- To give advice- To listen and read a text about ‘Do You Care?’- To write sentences about the environment- To write a competition entry- To know vocabulary about the environment- To use the zero conditional: if + present simple, + present simple- To write sentences with the zero conditional- To ask about past experiences- To use the first conditional: if + present simple, + will- To listen and read a text about being ‘On The Beach’- To write sentences about what you will do in different moments- To listen and read an episode on the cartoon The Magic Amulet- To use the second conditional: if + past simple, + would- To give advice- To speak with a friend about what you should do in different situations- To listen and read a text about ‘Discover Culture’- To make a recycling poster

CONTENTS

I. Communication skills- Listening to a text about a beach clean- Giving advice - Listening and reading a text about ‘Do You Care?’- Writing sentences about the environment- Writing a competition entry- Writing sentences with the zero conditional- Listening and reading a text about being ‘On The Beach’- Writing sentences about what you will do in different moments- Listening and reading an episode on the cartoon The Magic Amulet- Speaking about past experiences- Speaking with a friend about what you should do in different situations- Listening and reading a text about ‘Discover Culture’- Making a recycling poster


- Zero conditional: if + present simple, + present simple- First conditional: if + present simple, + will- Second conditional: if + past simple, + would

B. Vocabulary- Things on the beach- Recycling


- Environment

III. Sociocultural aspects- To think about the environment and its recent problems- To debate about ways of protecting nature- To show interest in recycling- To talk about solidarity- To think and debate about garbage collection

CROSS-CURRICU LAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate about citizenshipEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo debate about consumerism and environmentEnvironmental EducationTo debate about preserving our environmentTo be conscious of the importance of taking environmental actions to be more ecological

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Zero conditional: if + present simple, + present simple, first conditional: if + present simple, + will, second conditional: if + past simple, + would.





Unit 9: PartiesAIMS

- To know vocabulary about different parties- To know party phrases- To listen and read a text about birthday parties- To speak about birthdays- To use wish + past tense- To read and listen a text about ‘A Surprise!’- To write sentences expressing wishes- To speak about what you wish for birthday- To express surprise and disbelief- To write down things you did and didn’t do your last weekend- To use adjective suffixes (-full, -less, -ive, -ous, -ish)- To listen and read a text about ‘Birthdays’- To use verbs + ing or infinitive - To listen to short texts about birthdays- To write about birthdays in your country and special traditions- To use verbs with two objects (give, send, show, pass, teach, tell, write)- To listen and read an episode on the cartoon The Magic Amulet- To speak using verbs with two objects- To listen and read a text about ‘The invitation’- To speak about the picture of the story ‘The invitation’- To write a story

CONTENTS

I. Communication skills- Listening and reading a text about birthday parties- Speaking about birthdays- Listening and reading a text about ‘A Surprise!’- Writing sentences expressing wishes- Speaking about what you wish for birthday- Writing down things you did and didn’t do your last weekend- Listening and reading a text about ‘Birthdays’- Writing about birthdays in your country and special traditions- Listening and reading an episode on the cartoon The Magic Amulet- Speaking making use of verbs with two objects- Listening and reading a text about ‘The invitation’- Speaking about the picture of the story ‘The invitation’- Writing a story


- Wish + past tense- Adjective suffixes (-full, -less, -ive, -ous, -ish)- Verb + ing or infinitive- Verbs with two objects (give, send, show, pass, teach, tell, write)

B. Vocabulary- Parties


- Party phrases- Adjective suffixes (-full, -less, -ive, -ous, -ish)- Birthdays

III. Sociocultural aspects- To think and debate about friendship- To show interest in different cultural traditions to celebrate things - To talk about different ways to celebrate birthdays- To debate about what characters should a best friend have- To think and talk about presents and consumerism

CROSS-CURRICU LAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo think about human relationshipsTo debate about people’s traditions when celebrating thingsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo debate about birthdays presents and consumerism

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Wish + past tense, adjective suffixes (-full, -less, -ive, -ous, -ish), verbs + ing or infinitive, verbs with two objects (give, send, show, pass, teach, tell, write).




- 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.






III. Sociocultural aspects- Students’ Book. Let’s Revise! , page 98


Unit 10: The Media

AIMS- To know vocabulary about a news webpage- To listen and read a text about the Media- To speak about different news media- To use question tags- To read and listen a text about ‘A Funny Story!’- To speak about what you remember on the Discovery 101 kids- To review different functions- To listen and read a text about ‘On The Air!’- To know vocabulary about people in the media- To use the present simple passive- To listen to short texts about a short video competition- To write what you would do before a news show- To use linking words to order events: first, then, next, finally- To do a tense review- To listen and read an episode on the cartoon The Magic Amulet- To write sentences using different tenses- To listen and read a text about ‘Discover Culture’- To write the front page of your own newspaper

CONTENTS

I. Communication skills- Listening and reading a text about the Media- Speaking about different news media- Listening and reading a text about ‘A Funny Story!’- Speaking about what you remember on the Discovery 101 kids- Listening and reading a text about ‘On The Air!’- Listening to short texts about a short video competition- Writing what you would do before a news show- Listening and reading an episode on the cartoon The Magic Amulet- Writing sentences using different tenses- Listening and reading a text about ‘Discover Culture’- Writing the front page of your own newspaper


- Question tags- Review different functions- Present simple passive - Linking words to order events: first, then , next, finally- Tense review

B. Vocabulary- News webpage- People in the media- Newspapers


III. Sociocultural aspects- To think and talk about news and its impact on daily matters- To debate about information and freedom- To show interest on mass media- To think and debate about technology and the future- To talk about media and the internet

CROSS-CURRICU LAR TOPICSMoral and civic educationTo think about the importance of the English languageTo respect others when taking part in any kind of activityTo debate about the importance of the MediaTo think about the personal use of new technologies to communicateEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo debate about the use of new technologies and human relationshipsTo think about the use of computers and the internetTo debate about the use of machines and gadgets

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Question tags, review different functions, present simple passive, linking words to order events: first, then , next, finally.










II. Language reflections- Students’ Book. Let’s Revise! 10, pages 106, 107- Workbook, Unit 10.- Workbook, Unit 10, Let’s Revise!, page 86- Teacher’s Book, Unit 8 Consolidation/Extension, page 146



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