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Energy1

Programme

_____________________________

Area of Foreign Languages

English

1Teaching Programme - Energy 1

Starter unit - Meet the band

I Objectives

- Use correctly the verb to be in singular. - Ask simple questions with the interrogative pronouns beginning with Wh-. - Use correctly a/an + nouns in the singular. - know the form and use of plural nouns. - Pronounce the alphabet in English correctly. - Know the colours in English. - Know numbers 1 to 100. - Ask the name of one or several people correctly. - Give personal details. - Write simple texts about personal hobbies. - Listen to and understand information about pop charts.

II Contents

Block 1. Listening, speaking and conversation- Initiation in self assessment, self correction strategies and reflection on what

has been learnt.- Use of correct questions and answers in order to find out someone’s name.- Knowledge of the strategies and formulas necessary for giving details about

oneself.

Block 2. Reading and writing- Use of the basic rules of spelling and punctuation and recognition of their

importance.- Understanding of simple oral and written texts.- Production of simple oral and written texts.

Block 3. Knowledge of language

3.1. Linguistic knowledge3.1.1. Grammar- Use of the verb to be.- Use of a/an before nouns.- Use of Wh- for asking questions.- Identification of nouns.- Identification of adjectives.

3.1.2. Lexis- Numbers.- Colours.- The alphabet.- Simple formulas for giving personal details.

3.1.3. Phonetics


- Pronunciation of the verb to be in singular.- Pronunciation of the alphabet.

3.2. Reflection on language learning- Interest and curiosity towards extending knowledge of English.- Organisation of personal work as a strategy for progress in learning.- Interest in taking advantage of learning opportunities created inside and outside the classroom.- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness- Use of formulas of politeness to give and ask for personal information. Students’ Book, pages 6, 7 and 8.

III Basic competences

-Competence in linguistic communicationVocabulary, pages 6, 7 8 and 9: the alphabet, numbers and colours.Grammar, pages 7 and 9: a/an + noun, the plural of nouns and the verb To BeListening and Speaking, pages 6, 7 and 8: oral practice in dialogues and spelling practice, finding out and giving personal details.Writing, page 9: What’s the story of the band?-Mathematical competenceVocabulary, page 8: doing simple sums using numbers in English.- Interpersonal, social and civic competenceWhat’s the story of the band?: knowing the reality of some British adolescents who belong to a music band- Learning-to-learn competenceminimising contents to improve the learning of a foreign language,ordering the most important concepts.- Autonomy and personal initiativeGrammar, page 6: using own criteria to match questions to answers.Communication, page 7: autonomy when holding a simple conversation in English.

IV Assessment

Block 1. Listening, speaking and conversation- Ask the name of a person and how to spell it. Vocabulary, page 6;

Communication, page 7.- Give and ask for personal information. Communication, page 8.- Ask about favourite colours. Vocabulary, page 9.

Block 2. Reading and writing- Read information about the band. What’s the story of the band?, page 9.- Write the letters of the alphabet. Vocabulary, page 6.



3.1. Linguistic knowledge3.1.1. Grammar- Make a list of objects using a/an as corresponds. Grammar, page 7.- Form the plural of nouns that appear. Grammar, page 9.

3.1.2. Lexis- Match the question to the appropriate answer. Vocabulary, page 6.- Order the numbers as corresponds. Vocabulary, page 8.- Match each colour to the corresponding word in English. Vocabulary, page 9.

3.1.3. Phonetics- Pronounce the alphabet in English correctly. Vocabulary, page 6.

3.2. Reflection on learning- Vocabulary, pages 6, 8 and 9: valuation of strategies for increasing knowledge of vocabulary.- Reading, page 9: valuation of strategies to improve competence in understanding written texts, including autonomous use of the dictionary.- Grammar, pages 7 and 9: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening and Speaking, pages 12 and 13: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher. Vocabulary, pages 6, 8 and 9.

Block 4. Socio-cultural aspects and intercultural awareness- Get to know the hobbies of young people from other countries. What’s the story of the band, page 9


Unit 1 – New people

I Objectives

- Use the verb to be in the affirmative, negative and interrogative. - Give short answers using the verb to be. - Ask simple questions with the interrogative pronouns beginning with Wh-. - Ask personal questions. - Know the personal pronouns. - Know the possessive pronouns. - Begin any simple conversation.

- Know the name of different cities and countries and their respective nationalities.

- Know the phonetic accentuation of words in English. - Use the correct intonation of sentences in English. - Know different types of text.

- Know the informal language used to write e-mails and SMS. - Write an e-mail. - Fill in tables with information from a listening. - Know some information about the city of Manchester. - Know the correct use of capital letters.

II Contents

Block 1. Listening, speaking and conversation- Use of correct formulas to hold a simple conversation.- Use of correct questions and answers in order to find out personal details.- Knowledge of the strategies and formulas necessary for giving details about

oneself.

Block 2. Reading and writing- Use of the basic rules of spelling and punctuation and recognition of their

importance.- Understanding of simple oral and written texts.- Production of simple oral and written texts.- Writing of e-mails.


3.1. Linguistic knowledge3.1.1. Grammar- Use of the verb to be.- Use of personal pronouns.- Use of possessive pronouns.- Use of Wh- for asking questions.- Identification of pronouns.


3.1.2. Lexis- Countries.- Nationalities.- Formal expressions used in e-mails and SMS.- Simple formulas for giving personal details.

3.1.3. Phonetics- Intonation of words.

3.2. Reflection on learning- Interest and curiosity towards extending knowledge of English.- Organisation of personal work as strategy for progress in learning.- Interest in taking advantage of learning opportunities created inside and outside the classroom.- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness- Use of formulas of politeness to give and ask for personal information.

Communication, page 13.- Knowledge of another social and cultural reality, Culture Bite, page 19.


-Linguistic competenceVocabulary, page 14: cities and nationalities.Grammar, pages 11 and 12: personal pronouns, possessive pronouns and the verb To BeListening, pages 10 and 17: knowing the characters of the texts, filling in tables.Speaking, pages 11 and 17: oral practice in dialogues, finding out and giving personal details.Writing, page 16: writing e-mails.Reading, page 16: thinking about different types of texts.- Data processing and digital competenceWriting, page 16: writing e-mails; knowing formal language, knowing the informal language used for writing personal e-mails.- Social and civic competenceCulture Bite, page 19: knowing the reality of some British adolescents from a city in the north of England.- Learning-to-learn competenceGrammar, page 12: making tables that help to memorise concepts, thinking about logical processes that help to memorise the formation of questions with the verb to be.Vocabulary, page 15: use of a small note book to note and revise vocabulary.- Autonomy and personal initiativeRoleplay, page 11: inventing a dialogue in pairs.Communication, page 13: being autonomous when holding a simple conversation in English.


IV Assessment

Block 1. Listening, speaking and conversation- Complete a conversation. Energy Check, page 18.- Know the characters in the photo Listening, page 10.- Complete a table based on a Listening, page 16.- Ask for personal details. Speaking, page 17.

Block 2. Reading and writing - Know different types of text. Reading, page 16.


3.1. Linguistic knowledge3.1.1. Grammar- Revise the concepts learnt. Energy Check, page 18.

3.1.2. Lexis- Revise the concepts learnt. Energy Check, page 18.

3.1.3. Phonetics- Pronounce the alphabet correctly in English. Vocabulary, page 6..

3.2. Reflection on learning- Vocabulary, pages 14 and 16: valuation of the strategies used for increasing knowledge of vocabulary.- Reading, pages 11 and 16: valuation of strategies to improve competence in understanding written texts, including autonomous use of a dictionary - Grammar, pages 11 and 12: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening: pages 10 and 17: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher- Speaking, pages 11, 14 and 17: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher- Culture Bite, page 19: interest in knowing other social, political, geographical and cultural realities which are different from one’s own. Know how to respect the differences.

Block 4. Socio-cultural aspects and intercultural awareness- Culture Bite, page 19: interest in knowing other social, political, geographical and cultural realities which are different from one’s own. Know how to respect the differences.


Unit 2 – Rooms and things

I Objectives

- Use the Saxon genitive correctly. - Use this/that/these/those correctly. - Know the form and use of there is / there are. - Know the form and use of the prepositions of place. - Improve English pronunciation. - Fill in tables with information from a listening. - Describe places and spaces correctly.

- Include in a conversation the interjections most used in the English language. - Remember the plural form of words. - Write an informal letter.

II Contents

Block 1. Listening, speaking and conversation- Use of correct formulas for holding a simple conversation.- Use of appropriate vocabulary and ways of describing any place or room.- Knowledge of the appropriate structure for talking about others’ belongings.- Mention of objects or people depending on their spatial situation.- Mention of the name of things to be found in any place.- Use of names of furniture and rooms using appropriate vocabulary.- Spatial situation of any object or person in relation to any other.

Block 2. Reading and writing- Correct description of a place or object.- Understanding of simple oral and written texts.- Elaboration of informal letters.- Composition of texts about objects, furniture and rooms, using appropriate

vocabulary.


3.1. Linguistic knowledge3.1.1. Grammar- Use of Saxon genitive to make sentences.- Use of this/these/that/those.- Use of there is/there are in affirmative, negative and interrogative.- Formation of short replies and questions using the interrogative pronoun beginning with Wh-

3.1.2. Lexis- Furniture.- Rooms.- Interjections.- Objects of daily use.- Prepositions of place.


3.1.3. Phonetics- Intonation of words.

3.2. Reflection on learning- Interest and curiosity towards extending knowledge of English.- Organisation of personal work as strategy for progress in learning.- Interest in taking advantage of learning opportunities created inside and outside the classroom.- Active participation in group activities and work.

Block 4. Socio-cultural aspects and intercultural awareness- Use of interjections for making conversation more fluent. Grammar, page

21.- Knowledge of another social and cultural reality, Reading, listening and

speaking, pages 26-27.


-Linguistic competenceVocabulary, page 22, objects of daily use; page 24, furniture; page 25, prepositions of place.Grammar, page 21, Saxon genitive; page 23, this/that/these/those; page 24, There is/There are.Listening, page 20, answering questions; pages 26 and 27, exercise in pairs. Speaking, page 25, making a description; pages 26 and 27, in pairs, describe and complete. Writing, pages 26 and 27, writing an informal letter; Reading, pages 26 and 27, reading an informal letter and answering the corresponding questions.- Social and civic competenceVocabulary, page 22, knowing about the reality of a little girl from another country.Communication, page 25, describing school in another country.Skills, page 24, knowing about the life of a scientist in the Antarctic.

- Learning-to-learn competenceGrammar, page 23: Making sentences using words which must be memorised.- Autonomy and personal initiative.Communication, page 25: describing objects.Speaking, pages 26 and 27: making a description in pairs.

IV Assessment

Block 1. Listening, speaking and conversation- Check words. Listening, page 20.- Answer related questions. Listening, page 20. - Use interjections in a conversation. Grammar, page 21.- Talk about objects using this/that/these/those. Grammar page 23.- Talk about existing objects using there is/there are. Grammar, page 24


Block 2. Reading and writing - Know the formulas and expressions of an informal letter, Reading, pages 26

and 27.Block 3. Knowledge of language

3.1. Linguistic knowledge3.1.1. Grammar- Revise the concepts learnt. Energy Check, page 28.

3.1.2. Lexis- Revise the concepts learnt. Energy Check, page 28.

3.1.3. Phonetics- Distinguish and pronounce correctly the vocalic phonemes corresponding to thing and key. Pronunciation, page 23.

3.2. Reflection on learning- Vocabulary, pages 22, 24 and 25: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 21, 26 and 27: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, pages 23 and 24: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening: pages 20, 26 and 27: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 26 and 27: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Song, page 29: interest in extending communicative competence through the use of songs as a way of learning.

Block 4. Socio-cultural aspects and intercultural awareness- Reading, Listening and Speaking, pages 26 and 27: Interest in knowing other social, political, geographical and cultural realities which are different from one’s own. Know how to respect the differences.


Unit 3 – Friends and family

I Objectives

-Conjugate and use the correct form of the verb have got in affirmative, negative and interrogative.

- Describe people, both physically and psychologically.- Know vocabulary about families.- Improve English pronunciation.- Know typical formulas of politeness for holding a conversation in English.- Make requests in a correct and polite manner.- Improve oral and written competence.- Know how to write rough drafts before writing a definitive text.- Know and use correctly the conjunctions and/but.

II Contents

Block 1. Listening, speaking and conversation- Use correct formulas for making polite requests.- Describe the physical appearance and the psychology of any person.- Talk about members of their family in a correct and polite manner.

Block 2. Reading and writing- Use of basic spelling and punctuation rules and recognition of their

importance.- Understanding of simple texts.- Description of physical appearance and psychology.- Making of rough drafts before writing any text.


3.1. Linguistic knowledge3.1.1. Grammar- Use of verb have got in affirmative, negative and interrogative.

3.1.2. Lexis- The family- Polite expressions.- Adjectives for describing the physical appearance of a person.- Adjectives for describing a person psychologically.

3.1.3. Phonetics- Distinguish and pronounce correctly the consonantal phonemes corresponding to thirteen and these.

3.2. Reflection on learning- Interest and curiosity towards extending knowledge of English.


Block 4. Socio-cultural aspects and intercultural awareness- Recognition of the interests of young people from another country. Culture Bite, page 39.


-Linguistic competence Vocabulary, pages 31 and 32: adjectives for describing people; page 34: the family.Grammar, page 33, verb have got.Listening and Speaking, pages 30, 33, 35, 36 and 37. Practising and improving oral competence.Writing, page 36 and 37: writing of texts and previous steps.Reading, pages 31, 36 and 37: improving reading competence and comprehension.- Social and civic competenceVocabulary, pages 31 and 32: adjectives for describing people; page 34: the family. Reflecting on the value of these aspects in the life of each one.- Learning-to-learn competenceMemory tip, pages 33 and 35: encouraging methods of memorising and their use.- Autonomy and personal initiativeRoleplay, page 31: encouraging autonomy in the use of English.

IV Assessment

Block 1. Listening, speaking and conversation- Answer questions. Listening, page 30.- Act out a dialogue. Roleplay, page 31.- Talk about belongings. Speaking, page 33.- Talk about the family in pairs. Speaking, pages 35, 36 and 37.

Block 2. Reading and writing- Write a description. Writing, pages 36 and 37.- Make a draft before writing the final text. Writing, pages 36 and 37.


3.1. Linguistic knowledge3.1.1. Grammar- Correct sentences with the appropriate option of the verb have got. Grammar, page 33.

3.1.2. Lexis- Description exercises. Vocabulary, page 32- Exercises about the family. Vocabulary, page 34


3.1.3. Phonetics- Distinguish and pronounce the consonantal phonemes corresponding to thirteen and these. Pronunciation, page 35.

3.2. Reflection on learning- Vocabulary, pages31, 32 and 34: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 31, 36 and 37: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, page 33: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening, pages 35, 36 and 37: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 31, 33, 35, 36 and 37: collaboration with classmates in order to co-operate in learning.- Writing, pages 36 and 37: presentation of written work with accuracy, clarity, precision, order and cleanness.- Culture Bite, page 39: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Compare the interests of adolescents from other countries. Culture Bite, page 39


Unit 4 – Daily life

I Objectives

-Use correctly the present simple and the frequency adverbs in order to describe a daily routine.

- Ask the time correctly.- Tell the time using the appropriate formulas.- Know the verbs for describing daily activities.- Improve the pronunciation of words ending in -s.- Talk about actions and situations which happen in a daily routine.- Buy tickets by telephone. - Talk about work.- Improve oral comprehension.- Use the connectors so/because.- Know texts about vampires.- Describe a daily routine.

II Contents

Block 1. Listening, speaking and conversation- Correct use of time expressions.- Productions of oral texts about situations and actions which occur habitually.- Production of oral texts about own work.- Participation in a telephone conversation.

Block 2. Reading and writing- Use of time expressions when writing texts.- Description of routine activities.- Improvement of reading comprehension.


3.1. Linguistic knowledge3.1.1. Grammar- Use of present simple in affirmative, negative and interrogative.

3.1.2. Lexis- Daily actions.- Jobs.- Time expressions.- Tales of vampires.

3.1.3. Phonetics- Pronunciation of the ending of the third person singular of the present simple.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of some jobs for adolescents which are typical in the British culture.


-Linguistic competenceVocabulary, pages 41 and 43: hours and expressions / verbs of time.Grammar, pages 42 and 44, present simple of verbs.Listening, pages 43 and 46, improvement of oral comprehension.Speaking, pages 45 and 46, oral practice in dialogues.Writing, page 41, 45 and 46: improvement of written expression.Reading, pages 41 and 46: improvement of reading comprehension.-Social and civic competenceSkills, page 46, getting to know other social and working realities.- Cultural and artistic competenceSwitch on, pages 40 and 41, getting to know the medium of television developing a critical turn of mind.Communication, page 45, knowing how to ask for cinema tickets by phone.- Competence in knowledge and interaction with the physical world.Skills, page 46, getting to know other social and working realities.Grammar, page 44, learning to value effort.- Learning-to-learn competenceMemory tip, page 42, learning to make connections in order to memorise different concepts.- Autonomy and personal initiative.Grammar, page 42: developing dialogues independently.Listening, page 42: developing dialogues independently.Roleplay, page 45: making dialogues in pairs.

IV Assessment

Block 1. Listening, speaking and conversation- Complete sentences Listening, page 43.- Act out a dialogue. Roleplay and Communication, page 45.

Block 2. Reading and writing- Read texts and do the corresponding exercises. Reading, pages 41 and 46


3.1. Linguistic knowledge3.1.1. Grammar- Complete sentences with the appropriate option. Complete sentences with the correct form of the verb in the present. Energy Check, page 48.

3.1.2. Lexis- Complete sentences with the correct word. Vocabulary, pages 41, 43.


- Check the meaning of words. Reading, pages 41 and 46.- Exercises about vocabulary studied in the lesson Energy Check, page 48

3.1.3. Phonetics- Pronounce the /s/ of the third person correctly. Pronunciation, page 43.

3.2. Reflection on learning- Vocabulary, pages 41 and 43: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 41 and 46: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, pages 42 and 44: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening, pages 43 and 46: interest in improving communicative competence.- Speaking, pages 42, 45 and 46: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher

Block 4. Socio-cultural aspects and intercultural awareness- Get to know other social and working realities. Students’ Book, pages 43, 44, 46 and 47.


Unit 5 – Free time

I Objectives

-Use correctly the present simple and the frequency adverbs in order to describe a daily routine.

- Get to know and use the object pronouns.- Talk about free time activities.- Extend vocabulary about hobbies.- Extend vocabulary about the rooms of a house.- Improve the pronunciation of the sound schwa.- Introduce people.- Ask about free time activities.- Write and understand an informal letter knowing the appropriate formulas.- Read and understand simple newspaper articles.- Improve oral comprehension.- Improve oral competence.- Punctuate a text correctly.- Write an article about school.

II Contents

Block 1. Listening, speaking and conversation- Use of frequency adverbs with the present simple.- Production of oral texts about habitual situations and actions.- Participation in conversations about free time activities.- Introduction of people.- Improvement of oral expression.

Block 2. Reading and writing- Use of the basic rules for spelling and punctuation and recognition of their

importance.- Write an article about school.


3.1. Linguistic knowledge3.1.1. Grammar- Use of frequency adverbs.- Present simple.- Object pronouns.

3.1.2. Lexis- The rooms of a house.- Hobbies.

3.1.3. Phonetics- Pronunciation of the sound schwa.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of other places to live. Students’ Book, page 59.


-Linguistic competence Vocabulary, pages 52 and 55: free time activities, sports, rooms in a houseGrammar, page 53, adverbs of frequency, object pronouns.Listening, pages 50 and 56, improvement of oral comprehension.Speaking, pages 51, 53, 54 and 56 oral practice in dialogues.Writing, pages 51, 56 and 57: improvement of written expression.Reading, pages 51, 52, 56 and 57: improvement of reading comprehension.-Social and civic competenceStudents Book, page 54 and 59, knowledge of other social realities.-Cultural and artistic competenceStudents Book, pages 52, 56 and 57, knowledge of numerous sports and other cultures.- Competence in knowledge and interaction with the physical worldStudents Book, pages 56 and 57, knowledge of other cultures.- Learning-to-learn competenceMemory tip, page 55, learning to make connections in order to memorise different concepts.- Autonomy and personal initiativeGrammar, page 53: autonomous learning.Listening, page 50 and 56: development of dialogues independently.Roleplay, page 51: making of dialogues in pairs.

IV Assessment

Block 1. Listening, speaking and conversation- Answer questions. Listening, pages 50 and 56.- Act out a dialogue and make different introductions. Roleplay and Communication, page 51.

Block 2. Reading and writing- Write an article about school. Writing, pages 56 and 57.


3.1. Linguistic knowledge3.1.1. Grammar- Complete sentence with the appropriate option. Grammar, page 53

3.1.2. Lexis- Complete sentences with the appropriate word. Vocabulary, pages52 and 55.


3.1.3. Phonetics- Pronounce correctly the sound schwa. Pronunciation, page 52.

3.2. Reflection on learning- Vocabulary, pages 52 and 55: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 51, 52, 56 and 57; valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, page 53: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling- Listening, pages 50, and 56: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 51, 53 and 56: collaboration with classmates in order to co-operate in learning.- Writing, pages 56 and 57: presentation of written work with accuracy, clarity, precision, order and cleanness.- Culture Bite, page 59: knowledge of other places.

Block 4. Socio-cultural aspects and intercultural awareness- Get to know other places to live and compare them with own. Culture Bite, page 59.


Unit 6 – Can you sing?

I Objectives

- Know the form and use of the modal verb can/can’t for expressing ability in affirmative, negative and interrogative.

- Use verbs in the imperative.- Pronounce correctly can and can’t.- Extend vocabulary from the field of adjectives.- Know the correct position of adjectives in a sentence.- Know the names of the parts of the body.- Make suggestions in a correct and polite manner.- Talk about own abilities.- Describe an animal correctly.- Improve reading comprehension.- Improve oral comprehension.- Improve oral and written expression.

II Contents

Block 1. Listening, speaking and conversation- Make suggestions.- Talk about abilities.- Give orders and instructions.- Participation in simple conversations using sign language.

Block 2. Reading and writing- Complete sentences based on a text.- Composition about own abilities and those of others.- Answer in detail questions based on a text.- Description of animals.


3.1. Linguistic knowledge3.1.1. Grammar- Use of can/can’t to express ability.- Use of imperatives to give orders and make suggestions.

3.1.2. Lexis- Animals- Verbs.- Parts of the body.- Adjectives. 3.1.3. Phonetics- Pronounce correctly can and can’t.



Block 4. Socio-cultural aspects and intercultural awareness- Recognition of the value of living creatures and their natural surroundings.- Knowledge of international signs.- Recognition of the value of own abilities and those of others.


-Linguistic competenceVocabulary, pages 61 and 64, adjectives and parts of the body.Grammar, pages 62 and 65, can/can’t to express ability; imperatives.Listening, pages 60, 65 and 66, improvement of oral comprehension and carrying out of proposed exercises. Speaking, pages 61, 63 and 67, making suggestions, talking about abilities and signs. Reading, pages 61y 66, improvement of reading comprehension and carrying out of corresponding exercises.Writing, page 63: writing compositions- Competence in knowledge and interaction with the physical worldEnergy Check, page 68, reflecting on what is learnt in the unit and extrapolating contents by answering a questionnaire.- Social and civic competenceStudents Book, page 54 and 59, getting to know other social realities.- Cultural and artistic competenceStudents Book, pages 61 knowing how other young people express themselves artistically.- Learning-to-learn competenceMemory tip, page 64, doing drawings to memorise different concepts.- Autonomy and personal initiative.In every exercise autonomy as well as individual capacity to work in a team is strengthened.

IV Assessment

Block 1. Listening, speaking and conversation- Check words from the listening and answer questions based on it. Listening, page 60.- Match sentences to signs, write instructions. Listening, pages 65 and 66.- Make suggestions. Roleplay, page 61.- Talk about abilities. Communication, page 63.- Talk about signs. Speaking, page 67.

Block 2. Reading and writing- Read a text and choose the correct words as well as completing sentences in

this way. Reading, page 61- Read a text, associate ideas to each of its paragraphs, give detailed answers

and complete sentences. Reading, page 66.


- Write a composition about a classmate’s work. Writing, page 63.


3.1. Linguistic knowledge3.1.1. Grammar- Complete sentences with the appropriate option. Grammar, page 62.- Complete instructions, in pairs, give instructions, match instructions to the corresponding signs. Grammar, page 65.

3.1.2. Lexis- Complete sentences with the appropriate word. Vocabulary, page 61.- Answer with true or false, match words with the corresponding drawings. Vocabulary, page 64.

3.1.3. Phonetics- Pronounce correctly can and can’t. Pronunciation, page 62.

3.2. Reflection on learning- Vocabulary, pages 60 and 64: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 61 and 66: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, pages 62 and 65: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 60, 65 and 67: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 61 and 67: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Writing, page 63: presentation of written work with accuracy, clarity, precision, order and cleanness.- Energy Check page 68: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Get to know and be interested in the reality of animals. Reading, Speaking and listening, pages 66 and 67.


Unit 7 - Music

I Objectives

-Use the present continuous correctly.- Extend vocabulary related to music and money.- Know similar words in own language.- Improve pronunciation of the vocal phonemes corresponding to cap and cup.- Describe any scene correctly.- Get to know the correct formulas for buying anything in English.- Know how to use the dictionary in English.- Improve the use of numbers in English.- Write a dialogue.- Hold telephone conversations correctly.

II Contents

Block 1. Listening, speaking and conversation- Production of oral texts about situations and actions which occur at a specific

time.- Description of a scene.- Participation in situations related to buying.- Participation in conversations about music.- Holding of a telephone conversation.

Block 2. Reading and writing- Improvement of reading comprehension.- Holding a conversation.


3.1. Linguistic knowledge3.1.1. Grammar- Use of verbs in present continuous.

3.1.2. Lexis- Music.- Money.- Numbers.- Similar words in own language.

3.1.3. Phonetics- Distinguish and pronounce correctly the vocalic phonemes corresponding to cap and cup.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of radio programmes in Great Britain.- Knowledge of prices of CDs in Great Britain..


-Linguistic competenceVocabulary, pages 71 and 75: Music and money.Grammar, page 72, present continuous.Listening, pages 70, 75 and 76.oral and comprehension practice.Speaking, pages 73, and 76. oral practice.Writing, page 73.Reading, pages 71, 74 and 76: reading texts and carrying out corresponding exercises.-Mathematical competenceVocabulary, page 74: saying the prices of the products which appear in the photographs, listening to the dialogue and checking.Find out, page 74, completing with prices as corresponds.- Social and civic competenceCulture Bite, page 79, getting to know other realities and comparing them to their own, always developing a critical turn of mind.- Cultural and artistic competenceVocabulary, page 75, appreciating and understanding the value of musical development in the individual and in society.Listening, page 75, appreciating and understanding the value of musical development in the individual and in society.Speaking, page 76, appreciating and understanding the value of musical development in the individual and in society.- Learning-to-learn competence Find out, page 74, developing personal autonomy and extending knowledge.Memory tip, page 75, thinking of words in own language related to music which are similar to those studied in this unit.- Autonomy and personal initiativeFind out, page 74, development of personal autonomy for learning and for extending knowledge.

IV Assessment

Block 1. Listening, speaking and conversation- Check words from the listening and answer questions based on it. Listening, page 70.- Describe a scene. Roleplay, page 73.- Talk about different types of music. Listening, page 75.- Complete a table based on the listening. Listening, page 76.- Answer questions. Speaking, page 67.



this way. Reading, page 71- Read a text, associate ideas to each of its paragraphs, give detailed answers

and complete sentences. Reading, page 74.- Write a conversation. Roleplay, page 73.


3.1. Linguistic knowledge3.1.1. Grammar- Complete the table with the correct form of the verbs presented in -ing. Grammar, page 72.- Complete a telephone conversation with the verb forms as corresponds. Grammar, page 72.- Write false sentences about the photographs shown, Grammar, page 73.- Ask questions about the same sentences. Grammar, page 73.

3.1.2. Lexis- Say the prices, match them to the photographs shown. Vocabulary, page 71.- Talk about types of music. Vocabulary, page 75.

3.1.3. Phonetics- Distinguish and pronounce correctly the vocalic phonemes corresponding to cap and cup. Pronunciation, page 75.

3.2. Reflection on learning- Vocabulary, pages 71 and 75: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 71, 74 and 76: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, page 72: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 70, 75 and 76: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 73 and 76: collaboration with classmates in order to co-operate in learning.- Writing, page 73: presentation of written work with accuracy, clarity, precision, order and cleanness.- Culture Bite page 79: interest in solving problems which arise in the different activities, either orally or in writing.

Block 4. Socio-cultural aspects and intercultural awareness- Comparison of prices of CDs in countries, as well as knowing and

comparing radio programmes. Culture Bite, page 7.


Unit 8 - Biography

I Objectives

-Use correctly the past of the verb to be in all its possible forms.- Use correctly the past simple of regular and irregular verbs, in affirmative.- Extend knowledge of vocabulary related to the days, years and months.- Get to know the ordinal numbers.- Improve pronunciation of strong and weak forms.- Interview a person.- Talk about past situations.- Know how to use a dictionary in English.- Learn about the life of a disabled person.- Know web pages better.- Build correctly the time clauses.

II Contents

Block 1. Listening, speaking and conversation - Participation in conversations and actions which occurred in the past.- Interview of any famous person.- A dialogue about a past situation.- Conversations about historical characters.- Conversations about their life.

Block 2. Reading and writing- Improvement of reading comprehension.- Writing a small diary.


3.1. Linguistic knowledge3.1.1. Grammar- Use of regular and irregular verbs in the past simple, in affirmative.- Use of the verb to be in the past, in affirmative, negative and interrogative.

3.1.2. Lexis- Days.- Months.- Years.- Ordinal numbers.

3.1.3. Phonetics- Pronunciation of strong and weak forms in English.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge about the life of a disabled person.- Knowledge about the life and personality of historical characters from

different places..


-Linguistic competenceVocabulary, pages 81, 83 and 85: days of the week, months and years and ordinal numbers.Grammar, pages 82 and 84: past of the verb to be and past simple of regular and irregular verbs.Listening, pages 82, 83 and 87: oral practice and comprehension. Speaking, pages 81, 83 and 87: oral practiceWriting, page 81: Writing a diary.Reading, pages 80, 81, 84 and 86: reading texts and doing the corresponding exercises.-Mathematical competenceVocabulary, pages 81, 83 and 85: saying the complete dates and practising the form and use of ordinal numbers.Find out, page 85: matching dates with the corresponding photographs.- Data processing and digital competenceWriting Gym, knowing the form and use of a web page.- Social and civic competenceReading, listening and speaking, pages 86 and 87: knowing the reality of a person with some type of disability.- Cultural and artistic competenceVocabulary, Find out, page 85: knowing important dates and relating them to events or important historical or cultural characters.Song, page 89: knowing other musical realities.- Learning-to-learn competence Find out, page 85: developing personal autonomy for learning and extending knowledge.Memory tip, page 84: creating vocabulary and grammar cards and placing them in strategic places which are accessible to the pupil.- Autonomy and personal initiativeFind out, page 85: developing personal autonomy for learning and extending knowledge.

IV Assessment

Block 1. Listening, speaking and conversation- Practise the pronunciation of strong and weak forms. Pronunciation and Listening, page 82.- Interview a star. Roleplay, page 81.- Listen to and repeat numbers. Pronunciation and listening, page 82.- Listen to and repeat years. Pronunciation and listening, page 83.- Complete a table based on the listening. Listening, page 85.


- Answer questions and think about important dates from own life. Speaking, page 87.

Block 2. Reading and writing- Read a text and choose the correct words as well as completing sentences

about it. Reading, pages 80 and 81- Read a diary, give detailed answers and complete sentences. Reading, page

82.- Read a text and do the exercises proposed. Reading, page 84.- Read a text about people with some disability and do the exercises proposed.

Reading, pages 86 and 87.


3.1. Linguistic knowledge3.1.1. Grammar- Read a diary and answer questions about it. Grammar, page 82.- Match verbs to their corresponding past form. Grammar, page 84.- Read a text and do the corresponding exercises. Grammar, page 84.

3.1.2. Lexis- Complete a table with the days of the week. Vocabulary, page 81.- Do the exercises proposed based on a listening within the section of vocabulary related to the years. Vocabulary, page 83.- Listen to and say the ordinal numbers as well as the dates presented in the exercise. Vocabulary, page 85.

3.1.3. Phonetics- Pronounce correctly the strong and weak forms. Pronunciation, page 82.

3.2. Reflection on learning- Vocabulary, pages 81, 83 and 85: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 80, 81, 84, 86 and 87: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, pages 82 and 84: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 81, 82, 86 and 87: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 81, 83, 86 and 87: collaboration with classmates in order to co-operate in learning.- Writing, page 82: presentation of written work with accuracy, clarity, precision, order and cleanness.


Block 4. Socio-cultural aspects and intercultural awareness- Get to know other historical realities different from own. Communication, page 83.


Unit 9 – I love sport!

I Objectives

-Use the modal verb must/mustn’t correctly.- Use correctly the past simple of irregular and regular verbs, in negative and

interrogative.- Extend vocabulary related to sports.- Offer help.- Talk about sports.- Improve the pronunciation of certain diphthongs.- Extend knowledge about football.- Talk about past situations.- Write a post card.- Know the correct spelling of regular verbs.- Know better the most important sports in England, in particular, football.- Build time clauses correctly.

II Contents

Block 1. Listening, speaking and conversation - Participation in conversations about situations and actions that occurred in

the past.- Use of strategies for offering help.- Improvement of oral comprehension.- Participation in a conversation about any sport.- Oral production about a person especially admired.

Block 2. Reading and writing- Improvement of reading comprehension.- Compositions about any sport.- Writing a post card.- Production of a text about a sports competition.


3.1. Linguistic knowledge3.1.1. Grammar- Use of the past simple of irregular and regular verbs, in negative and interrogative.- Use of the modal verb must in the past, in affirmative and negative.

3.1.2. Lexis- Sports.

3.1.3. Phonetics- Distinguish and pronounce correctly the diphthongs corresponding to hate, snowboard and like.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of other possible sports which can be practised, as long as they

are beneficial for health.- Knowledge of the most important sports in England..


-Linguistic competenceVocabulary, page 92: sports.Grammar, pages 93 and 94: modal verb must/mustn’t and past simple of regular and irregular verbs.Listening, pages 90, 91, 95 and 97: oral practice and comprehension.Speaking, pages 91, 95 and 97: oral practiceWriting, page 93: writing about sports.Reading, pages 91, 94, 96 and 97: reading texts and doing the corresponding exercises.- Social and civic competenceReading, listening and speaking, pages 90, 91, 92, 96 and 97: knowing the reality of sports in other countries.- Learning-to-learn competence Find out, page 95: developing personal autonomy for learning and extending knowledge.Memory tip, page 95: doing self assessment.- Autonomy and personal initiativeFind out, page 95: developing personal autonomy for learning and extending knowledge.

IV Assessment

Block 1. Listening, speaking and conversation- Listen to a listening and do the corresponding exercises. Listening, page 90.- After doing the listening, mark on the table the correct option. Listening, page 91.- Offer help. Roleplay, page 91.- Practise the pronunciation of diphthongs. Pronunciation - Listening, page 95.- Answer questions and choose the correct answers. Listening, page 97.- Ask questions about a famous person they admire and talk to the group about them. Speaking, pages 96 and 97.


this way. Reading, page 91- Write about sports. Writing, page 93.- Read a text and do the exercises proposed. Reading, pages 96 and 97.



3.1. Linguistic knowledge3.1.1. Grammar- In groups, discuss some sentences and decide whether they are true or false. Grammar, page 93.- Read a text and do the corresponding exercises. Grammar, page 94.

3.1.2. Lexis- Match the sports proposed to the corresponding photographs. Vocabulary, page 92.- Answer the questions about a given text related to the vocabulary studied. Vocabulary, page 92

3.1.3. Phonetics- Distinguish and pronounce correctly the diphthongs corresponding to hate, snowboard and like. Pronunciation, page 95.

3.2. Reflection on learning- Vocabulary, page 92: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 91, 96 and 97: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, pages 93 and 94: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 90, 91, 95, 96 and 97: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 91, 96 and 97: collaboration with classmates in order to co-operate in learning.- Writing, page 93: presentation of written work with accuracy, clarity, precision, order and cleanness.

Block 4. Socio-cultural aspects and intercultural awareness- Get to know other sporting realities. Culture Bite, page 99.


Unit 10 – What next?

I Objectives

-Talk about future situations which will definitely occur in the future, using going to.- Extend vocabulary related to clothes.- Ask permission.- Talk about free time and holidays.- Improve the pronunciation of vocalic phonemes corresponding to red and skirt.- Talk about clothes.- Write a review of any event, book, film, etc.- Know how to give polite answers.- Describe a classmate using the vocabulary and adjectives appropriate for this purpose.- Extend vocabulary related to strong adjectives.

II Contents

Block 1. Listening, speaking and conversation - Participation in conversations about situations and actions which will

definitely occur in the future.- Use of structures for asking permission.- Improvement of oral comprehension.- Participation in a conversation about clothes.- Production of oral texts about a specially admired person.- Description of a classmate.

Block 2. Reading and writing- Improvement of reading comprehension.- Written production of a cultural review.- Description of a classmate.


3.1. Linguistic knowledge3.1.1. Grammar- Use of the future of verbs with going to.

3.1.2. Lexis- Clothes- Intensifying adjectives.

3.1.3. Phonetics- Distinguish and pronounce correctly the vocalic phonemes corresponding to red and skirt.



Block 4. Socio-cultural aspects and intercultural awareness- Knowledge of and respect for other styles of clothes and ways of dressing.


-Linguistic competenceVocabulary, page 102: clothesGrammar, page 103, Future with going to.Listening, pages 100, 101, 102, 103, 105, 106 and 107. Oral comprehension practice. Speaking, pages 101, 103, 105. Oral practiceWriting, pages 102, 107. Writing about sports.Reading, pages 101, 104, 105, 106, 107: reading texts and doing the corresponding exercises.- Social and civic competenceReading, listening and speaking, pages 101, 105, respecting the tastes and the appearance of others.- Cultural and artistic competenceReading, listening, writing, pages 106, 107, valuing the creative effort of others.- Learning-to-learn competenceMemory tip, page 102, making word families related to clothes.- Autonomy and personal initiativeAll exercises are destined towards developing creative autonomy and learning.

IV Assessment

Block 1. Listening, speaking and conversation- Listen to a listening and do the corresponding exercises. Listening, page 100.- Ask permission. Roleplay, page 91.- Practise the pronunciation of the vocalic phonemes corresponding to red and skirt. Pronunciation - Listening, page 102- Complete a table and write sentences. Listening, page 105.- Do a listening and answer some questions. Listening, page 106.- Listen to and complete a song. Listening, page 106.- In pairs, talk about the clothes they like. Vocabulary, page 102.- Talk about the plans for next weekend grammar, page 103/ speaking, page 105- Energy Check, page 108.

Block 2. Reading and writing- Read a text and choose the correct words as well as completing sentences

about it. Reading, page101.- Write a review. Writing, page 107.- Read a text and do the exercises proposed. Reading, pages 104, 105, 106.- Energy Check, page 108.



3.1. Linguistic knowledge3.1.1. Grammar- Complete sentences, do a listening and correct the previous sentences. Grammar, page 103.- Make plans with money earned. Grammar, page 103.- Energy Check, page 108.

3.1.2. Lexis- Match the clothes proposed to the corresponding photographs. Vocabulary, page 102.- Describe a classmate, using appropriate vocabulary. Vocabulary, page 102.- Energy Check, page 108.

3.1.3. Phonetics- Distinguish and pronounce correctly the vocalic phonemes corresponding to red and skirt. Pronunciation, page 95.

3.2. Reflection on learning- Vocabulary, page 102: valuation of strategies for extending knowledge of vocabulary.- Reading, pages 101, 104, 105, 106, 107: valuation of strategies for improving competence in the understanding of written texts, including autonomous use of a dictionary.- Grammar, page 103: interest in work and its application, valuing the appreciation of the pupil for carrying out exercises and activities correctly and accurately, as well as interest in presenting the work in a clear, ordered and clean manner, with correct spelling.- Listening pages 100, 101, 102, 103, 105, 106, 107: interest in improving competence in both receptive and productive communication, shown by carrying out and repeating more correctly (if necessary) the activities proposed by the teacher.- Speaking, pages 101, 102, 103, 105: collaboration with classmates in order to co-operate in learning.- Writing, page 107: presentation of written work with accuracy, clarity, precision, order and cleanness.

Block 4. Socio-cultural aspects and intercultural awareness- Getting to know other realities. Song, page 109.


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