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Discover English1

Programme

_____________________________

Area of Foreign Languages

English

Teaching Programme – Discover English 11

Discover English 1 Teaching Programme

Unit Starter: Hello!

AIMS- To use the verb to be in all forms- To know vocabulary about colours- To listen to a text about a webpage introducing yourself- To speak about favourite things- To greet someone- To use possessive adjectives- To know vocabulary about countries- To know vocabulary about favourite things- To know vocabulary about nationalities- To listen and read a text about ‘A new home’- To write plurals- To use this, that, these and those- To listen and read an episode on the cartoon Earth Explorer

CONTENTS

I. Communication skills- Listening to a text about introducing yourself- Speaking about favourite things- Greeting people- Listening and reading a text about “A new home”- Writing plurals- Listening and reading an episode on the cartoon Earth Explorer

II. Language reflectionsA. Language and grammar functions

- To be in all forms - Possessive adjectives - Plurals - This, that, these and those

B. Vocabulary- Colours - Countries - Favourite things - Nationalities

III. Sociocultural aspects- To debate about personal things- To think about other cultures

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 new homes


Education 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 people from different countries and nationalities

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: To be in all forms , possessive adjectives , plurals , this, that, these and those

- 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: People

AIMS- To know adjectives about appearance- To listen to a text about a webpage describing appearance- To use to be + adjectives (physical)- To use have + adjectives (hair and eyes)- To describe appearance of characters- To use have got/haven’t got- To know vocabulary about the beach- To listen and read a text about ‘A new friend’- To write sentences with have/has got and haven’t/hasn’t got- To use have got to make questions- To know vocabulary about family- To speak about families- To listen and read a text about a family photo- To speak about things that one has/has not- To use the possessive ’s- To know adjectives about appearance (hair and eyes)- To describe people- To describe someone in your class- To listen and read an episode on the cartoon Earth Explorer- To listen and read a text about cool people- To listen to exercises describing people- To speak about famous stars- To write about a famous person

CONTENTS

I. Communication skills- Listening to a text about appearance- Speaking about the appearance of characters- Listening and reading a text about ‘A new friend’- Writing sentences with have/has got and haven’t/hasn’t got- Speaking about families- Listening and reading a text about a family photo- Speaking about things that one has/has not- Listening and reading an episode on the cartoon Earth Explorer- Listening and reading a text about cool people- Listening to exercises describing people- Speaking about famous stars- Writing about a famous person


- To be + adjectives (physical)- Have got/haven’t got- Have got to make questions - Possessive ’s- Have + adjectives (hair and eyes)


B. Vocabulary- Adjectives about appearance - The beach - The family

III. Sociocultural aspects- To debate about family - To think and talk about people’s appearance - To debate about cool people- To think and talk about friendship- To show interest in people

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 people’s appearancesTo think about the qualities that make a person importantTo debate about famous people’s lifeTo debate about the familyEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo be aware of the value of human relationshipsEducation for peaceTo respect people’s opinionsTo respect different points of view

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: to be + adjectives (physical), have got/haven’t got, have got to make questions , possessive ’s, have + adjectives (hair and eyes)

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

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

- Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact


with the world around. This should include awareness of ethical values and promote good governance.




- 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: Homes

AIMS- To know vocabulary about rooms- To listen to a text about a webpage describing homes- To use there is/there are/there isn’t/there aren’t + some/any- To know vocabulary about furniture- To describe rooms- To listen and read a text about ghosts in houses- To write sentences about the house and its furniture- To write sentences about your own house- To use is there/are there...? + any- To use prepositions of place- To know vocabulary about adjectives to describe places- To ask about houses/homes- To listen and read a text about ‘Fun homes’- To write questions using there is/there are- To listen to an interview- To write sentences locating where things in a treehouse are- To use the imperative form- To know vocabulary about instruction verbs- To listen and read an episode on the cartoon Earth Explorer- To give instructions following the actions described in a short cartoon- To give instructions to your partner- To listen and read a text about ‘Discover Culture’- To speak about your home- To describe and draw your home

CONTENTS

I. Communication skills- Listening to a text about homes- Speaking about rooms- Listening and reading a text about ghosts in houses- Writing sentences about the house and its furniture- Writing sentences about your own house- Listening and reading a text about ‘Fun homes’- Writing questions using there is/there are- Listening to an interview- Writing sentences locating where things in a treehouse are- Listening and reading an episode on the cartoon Earth Explorer- Listening and reading a text about ‘Discover Culture’- Speaking about your home


- There is/there are/there isn’t/there aren’t + some/any - Is there/Are there...? + any- Prepositions of place- The imperative


B. Vocabulary- Rooms - Furniture - Adjectives to describe places- Instruction verbs

III. Sociocultural aspects- To show interest in learning English- To respect and show interest in different cultures- To show interest in the different kind of activities to do- To think about different houses- To think and talk about what makes a home

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 and debate about different house stylesTo think and debate about different lifestylesTo talk about beliefs and ghostsEducation 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 think about houses and the environmentTo debate about different house styles

BASIC COMPETENCES- Communication in the mother tongue and in foreign languages: There

is/there are/there isn’t/there aren’t + some/any, is there/are there...? + any, prepositions of place, verbs in the imperative form








- 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: Animals

AIMS- To know vocabulary about animals- To listen to a text about a webpage describing animals- To mime an animal- To use the verb can in the affirmative, negative and interrogative form- To listen and read a text about amazing animals- To know action verbs- To write a text about a shark- To listen to a text about animals and identify them afterwards- To speak and ask about ability- To use irregular plurals: teeth, feet- To know vocabulary about body parts- To listen and read a text about ‘Animal robots’- To listen to short texts about ability- To listen to a song and be able to repeat it- To know adjectives for describing animals- To listen and read an episode on the cartoon Earth Explorer- To ask for permission- To listen and read a text about ‘Water Wonders’- To listen to short texts about animals- To speak with a friend about an animal that you imagine- To write a description of your favourite animal

CONTENTS

I. Communication skills- Listening to a text about animals- Listening and reading a text about amazing animals- Writing a text about a shark- Listening to a text about animals and identify them afterwards- Speaking about ability- Listening and reading a text about ‘Animal robots’- Listening to short texts about ability- Listening to a song and be able to repeat it- Listening and reading an episode on the cartoon Earth Explorer- Listening and reading a text about ‘Water Wonders’- Listening to short texts about animals- Speaking with a friend about an animal that you imagine- Writing a description of your favourite animal


- Can in the affirmative, negative and interrogative form- Irregular plurals: teeth, feet

B. Vocabulary- Animals


- Action verbs- Body parts - Adjectives for describing animals

III. Sociocultural aspects- To show interest in learning English- To show interest in the different kind of activities to do- To talk about animals- To debate about animals and the environment- To think about animals in different parts of the 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 respect other culturesTo debate about environmental problemsEducation 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 the climate changesTo debate about favourite animalsTo think about the importance of animals and environmentTo debate about zoos and aquariumsConsumer educationTo think about consumerism and the environmentTo think about robot dogs and robots in generalHealth EducationTo debate about the importance of enjoying nature for our health

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: the verb can in the affirmative, negative and interrogative form , irregular plurals: teeth, feet

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


- 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: My Life

AIMS- To know vocabulary about daily routines- To listen to a text about a webpage describing daily routines- To use the present simple in the affirmative, negative and interrogative form

and short answers- To use the present simple for daily routines- To use numbers- To tell the time: at one o’clock/two o’clock, quarter past, half past, a quarter

to, etc.- It’s + the time- To ask for the time- To listen and read a text about ‘Daily routines’- To use have/eat + food- To speak about daily routines- To know vocabulary about transport- To read a text about different ways of going to school- To listen to short texts about transport- To write sentences about what you do in your way to school comparing it to

your partner- To use prepositions by/on + means of transport- To use What + present simple- To listen and read an episode on the cartoon Earth Explorer- To speak about your day- To read a text about UK meals- To know vocabulary about food- To describe and draw your meals

CONTENTS

I. Communication skills- Listening to a text about a webpage describing daily routines- Listening and reading a text about ‘Daily routines’- Speaking about daily routines- Telling the time - Asking for the time- Reading a text about different ways of going to school- Listening to short texts about transport to go to school- Writing sentences about what you do in your way to school comparing it to

your partner- Listening and reading an episode on the cartoon Earth Explorer- Speaking about your day- Reading a text about UK meals- Speaking about your meals


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


- have/eat + food- by/on + means of transport- What + present simple- It’s + the time

B. Vocabulary- Daily routines- The time: at one o’clock/two o’clock, quarter past, half past, a quarter to, etc.- Transport- Food

III. Sociocultural aspects- To debate daily routines- To think and talk about ways of transport to go to school- To debate about meals in different countries- To talk about different ways of planning a day- To think about leisure time and activity time

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 culturesTo debate about different means of transportEducation 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 the climate changes and transportHealth EducationTo debate about healthy dietsTo deabte about the healthiest mean of transportTo think about different healthy daily habits

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present simple in the affirmative, negative and interrogative form and short answers, differences between have/eat + food, by/on + means of transport, what + present simple, It’s + the time

- 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.







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



Unit 5: Sport

AIMS- To know vocabulary about sports- To listen to a text about a webpage describing sports- To read clues about sports and guess them- To speak about sports with a friend- To know the days of the week- To use the object pronoun it- To use the question words who , where, what and when- To know vocabulary about seasons- To know vocabulary about times of the day (morning, evening, afternoon...)- To listen and read a text about ‘Sports Heroes’- To use the prepositions in, on, at + time of the day- To ask for and giving personal information- To write sentences about famous sport players- To write a factfile about your friend’s sports star- To use the verbs like/love/hate + -ing- To use the verbs go and play + sports- To listen and read a text about ‘Saturday’- To write true sentences about what you love, like and hate- To speak about likes and dislikes- To write about what your friends like and dislike- To use object pronouns- To use let’s + infinitive- To use how about + -ing?- To make suggestions- To listen and read an episode on the cartoon Earth Explorer- To read a text about ‘Holiday fun’- To speak about sports activities- To listen to short texts about sports- To listen to a text about Tom’s diary- To ask friends questions about sports- To speak to the class about your friend’s favourite sports- To write a poster about a summer camp for you

CONTENTS

I. Communication skills- Listening to a text about a webpage describing sports - Reading clues about sports and guessing them- Speaking about sports with a friend- Listening and reading a text about ‘Sports Heroes’- Speaking about personal information- Writing sentences about famous sport players- Writing a factfile about your friend’s sports star- Listening and reading a text about ‘Saturday’- Writing true sentences about what you love, like and hate- Speaking about likes and dislikes- Writing about what your friends like and dislike


- Making suggestions- Listening and reading an episode on the cartoon Earth Explorer- Reading a text about ‘Holiday fun’- Speaking about sports activities- Listening to short texts about sports- Listening to a text about Tom’s diary- Speaking to the class about your friend’s favourite sports- Writing a poster about a summer camp for you


- Object pronouns- Who , where, what and when - In, on, at + time of the day- Like/love/hate + ing- Go/play + sports- Let’s + infinitive- How about + -ing?

B. Vocabulary- Sports and hobbies- Days of the week- Seasons- Times of the day- Go/play + sports- Likes and dislikes

III. Sociocultural aspects- To talk about sports and its practice- To debate about holidays and its different possibilities- To think and talk about free time- To show interest in using their imagination to invent stories and situations- To show interest in presenting a topic

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 talk about likes and dislikesTo talk about favourite sportsTo talk about favourite sports starsEducation 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 viewTo be aware of sportsmanship when practising a sport


To enjoy winning and loosing in sports games or competitionsConsumer educationTo think about consumerism and the environmentTo think about summer campsHealth EducationTo debate about health and sportsTo think about healthy sports routines

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Object pronoun it, who , where, what and when , in, on, at + time of the day, like/love/hate + ing, go and play + sports, object pronouns, let’s + infinitive, how about + -ing?









II. Language reflections- Students’ Book. Let’s Revise! 5, page 58


- Workbook, Unit 5.- Teacher’s Book, Unit 5 Consolidation/Extension, page 141



Unit 6: Detectives

AIMS- To know vocabulary about places in town- To listen to a text about a webpage describing detective activities- To use the present continuous in the affirmative, negative, interrogative form

and short answers- To learn about the present participle form (-ing)- To speak about actions in progress- To read two texts (Part 1 and Part 2) about ‘The Money Mistery’- To listen to a text about the end of the story ‘The Money Mistery’- To write sentences in the present continuous describing the pictures of the

story - To know vocabulary about clothes- To listen and read a text about a famous person- To describe what people are wearing- To ask about ongoing activities- To describe people in a photo- To write about someone on the photo- To know vocabulary about directions (go straight on, turn left/right, go past,

on the left/right)- To ask for and give directions- To listen and read to an episode on the cartoon Earth Explorer- To listen and read a text about famous detectives- To write a paragraph about a spy or a detective- To describe famous spies or detectives

CONTENTS

I. Communication skills- Listening to a text about a webpage describing detective activities- Speaking about actions in progress- Reading two texts (Part 1 and Part 2) about ‘The Money Mistery’- Listening to a text about the end of the story ‘The Money Mistery’- Writing sentences in the present continuous describing the pictures of the

story- Listening and reading a text about a famous person- Speaking about people in a photo- Writing about someone on the photo- Asking for and giving directions- Listening and reading an episode on the cartoon Earth Explorer- Listening and reading a text about famous detectives- Writing a paragraph about a spy or a detective- Speaking about famous spies or detectives


- Present continuous in the affirmative, negative, interrogative form and short answers

- The present participle ending (-ing)


B. Vocabulary- Places in town- Clothes- Directions

III. Sociocultural aspects- To think and talk about what it means to be a detective/spy- To show interest in reading stories- To think about creating stories and acting them out- To debate about people’s appearances and the reasons to it- To talk about cities- To talk about famous people

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 famous spiesTo debate about people’s fashion styleTo debate about citiesEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewTo respect different fashion stylesEducation for peaceTo respect people’s opinionsTo respect different points of viewConsumer educationTo debate about fashionTo debate about the use of different places in town (restaurants, cinemas, museums, supermarket, etc.)

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Present continuous in the affirmative, negative, interrogative form and short answers; the present participle ending (-ing)


- 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;




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: Celebrations

AIMS- To know the months of the year- To know vocabulary about celebrations, birthdays and festivals- To listen to a text about a webpage describing celebrations- To write a puzzle about your own celebrations- To use in + months- To use frequency adverbs + present simple (verb to be and other verbs)- To talk about frequency- To listen and read a text about ‘Happy Birthday!’- To write sentences using frequency adverbs- To listen to a short text about celebrating birthdays- To speak about your birthday with a friend- To write about your friend’s birthday- To use the present simple and the present continuous- To use on + dates- To know vocabulary about dates- To listen and read a text about ‘Let’s celebrate!’- To learn ordinal numbers- To write dates- To know vocabulary about the weather- To talk about the weather- To use It’s + weather adjectives- To listen and read an episode on the cartoon Earth Explorer- To listen and read a text about ‘Festivals’- To speak about a photo on a celebration with a friend- To write a page of your diary about your favourite celebration

CONTENTS

I. Communication skills- Listening to a text about a webpage describing celebrations- Writing a puzzle about your own celebrations- Speaking about frequency- Listening and reading a text about ‘Happy Birthday’- Writing sentences using frequency adverbs- Listening to a short text about celebrating birthdays- Speaking about your birthday with a friend- Writing about your friend’s birthday- Listening and reading a text about ‘Let’s celebrate!’- Writing dates- Listening and reading an episode on the cartoon Earth Explorer- Listening and reading a text about ‘Festivals’- Speaking about a photo on a celebration with a friend- Writing a page of your diary about your favourite celebration


- In + months


- Frequency adverbs + present simple (verb to be and other verbs)- Present simple and present continuous- On + dates

B. Vocabulary- Months of the year- Celebrations, birthdays and festivals- Dates- Ordinal numbers- The weather

III. Sociocultural aspects- To think and talk about celebrations- To debate about different ways of celebrating- To talk about festivals around the world- To think about presents in celebrations- To respect different opinions - To appreciate various cultures

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 environmental problemsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewTo think about the importance of celebrating in different culturesEducation for peaceTo respect people’s opinionsTo respect different points of viewEnvironmental EducationTo debate about the weather and the environmentConsumer educationTo think about presents at bithday partiesTo debate about the idea of spending so much money in certain celebrationsTo debate about the commercial side of festivals and celebrations

BASIC COMPETENCES- Communication in the mother tongue and in foreign languages: In + months,

frequency adverbs + present simple (verb to be and other verbs), present simple and present continuous, on + dates



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







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




Unit 8: School

AIMS- To know vocabulary about school subjects- To listen to a text about a webpage describing school subjects- To speak about school subjects- To use the past simple of the verb to be in the affirmative, negative,

interrogative form and short answers- To speak about your last weekend- To read and listen a text about ‘A bad day’- To write the dates, days, months or years- To use time expressions- To speak about yesterday- To listen and read a text about a story on a “Lesson For Life”- To use the past simple of regular verbs in the affirmative, negative,

interrogative form and short answers- To write the past simple of regular verbs- To listen and read an episode on the cartoon Earth Explorer- To know adjectives for feelings- To speak about feelings- To listen and read a text about ‘Discover Culture’- To write about your school

CONTENTS

I. Communication skills- Listening to a text about a webpage describing school subjects- Speaking about school subjects- Speaking about your last weekend- Reading and listening a text about ‘A bad day’- Writing the dates, days, months or years- Speaking about yesterday- Listening and reading a text about a story on a ‘Lesson for life’- Writing the past simple of regular verbs- Listening and reading an episode on the cartoon Earth Explorer- Speaking about feelings- Listening and reading a text about ‘Discover Culture’- Writing about your school


- Past simple of the verb to be in the affirmative, negative, interrogative form and short answers

- Past simple of regular verbs in the affirmative, negative, interrogative form and short answers

- Past simple ending -ed

B. Vocabulary- School subjects- Dates, days of the week, months and years


- Adjectives for feelingsIII. Sociocultural aspects

- To debate about school and its importance- To talk about solidarity- To think and talk about their favourite subject at school- To think and talk about feelings and its communication

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 schoolsEducation for equalityTo respect other people, no matter age, sex or colour of their skinTo respect workmates, classmatesTo respect different points of viewTo be aware of the importance of educationEducation for peaceTo respect people’s opinionsTo respect different points of viewTo respect people’s feelingsEnvironmental EducationTo debate about tsunamis and climate changes

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Past simple of the verb to be in the affirmative, negative, interrogative form and short answers, past simple of regular verbs in the affirmative, negative, interrogative form and short answers; the –ed ending.


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


- 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! 8, pages 86, 87- Workbook, Unit 8.- Workbook, Unit 8, Let’s Revise!, page 70




Unit 9: Entertainment

AIMS- To know vocabulary about entertainment- To listen and read a text about a webpage describing entertainment activities- To use the past simple of irregular verbs in the affirmative, negative,

interrogative form and short answers- To listen and read a text about ‘Show time!’- To write sentences using irregular verbs in the past simple- To write a text about something you imagined you did yesterday- To know adjectives to describe opinion- To describe films- To listen and read a text about a story on ‘Super Films!’- To listen to a short text about films- To speak with a friend about a film you went to see last night using opinion

adjectives- To use why…? because…- To use sequence words (First, Then, After that, Finally) when ordering events- To order events- To listen and read an episode on the cartoon Earth Explorer- To speak about a story ordering the pictures - To listen and read a text about a ‘Star report’- To order sentences- To speak about a visit to a city- To write a report for your favourite film star

CONTENTS

I. Communication skills- Listening and reading a text about a webpage describing entertainment

activities- Reading and listening a text about ‘Show time!’- Writing sentences using irregular verbs in the past simple- Writing a text about something you imagined you did yesterday- Describing films- Listening and reading a text about a story on ‘Super Films!’- Listening to a short text about films- Speaking with a friend about a film you went to see last night using opinion

adjectives- Listening and reading an episode on the cartoon Earth Explorer- Speaking about a story ordering the pictures - Listening and reading a text about a ‘Star report’- Speaking about a visit to a city- Writing a report for your favourite film star


- Past simple of irregular verbs in the affirmative, negative, interrogative form and short answers

- Why…? because…


- Sequence words (First, Then, After that, Finally)

B. Vocabulary- Entertainment and films- Adjectives to describe opinion

III. Sociocultural aspects- To think and debate about entertainment and culture- To talk about cinema and its function in society- To show interest in cultural events- To appreciate different cultures

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 talk about films using opinion adjectivesTo debate about favourite actors/actressesEducation 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 viewTo respect people’s likes and dislikesConsumer educationTo debate about moviesTo debate about the use of new technologies and human relationshipsTo debate about the film industry

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Past simple of irregular verbs in the affirmative, negative, interrogative form and short answers, why…? because…, sequence words (First, Then, After that, Finally) when ordering events.



- 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! , page 98


Unit 10: Adventure

AIMS- To know vocabulary about places and activities- To describe outdoors and indoors activities- To listen to a text about a webpage describing adventure activities- To revise tenses (present simple, present continuous, past simple) in the

affirmative, negative, interrogative form and short answers- To revise regular and irregular past simple forms (-ed)- To speak about outdoors activities and the places to carry them out- To listen and read a text about ‘Young Explorers’- To listen to a short text about a different adventure- To write about your own adventure- To know vocabulary about camping- To ask about outdoor holidays- To listen and read a text about a story on ‘Camping’- To write sentences using the present simple, present continuous and past

simple- To use time expressions with the present simple, present continuous and past

simple- To use the verb (don’t) want to- To speak about preferences related to adventures- To listen and read a text about ‘Discover Culture’- To speak about past lives- To write about an explorer from history

CONTENTS

I. Communication skills- Speaking about outdoors and indoors activities- Listening to a text about a webpage describing adventure activities- Speaking about outdoors activities and the places to carry them out- Reading and listening a text about ‘Young Explorers’- Listening to a short text about a different adventure- Writing about your own adventure- Listening and reading a text about a story on ‘Camping’- Writing sentences using the present simple, present continuous and past

simple - Speaking about preferences related to adventures- Listening and reading a text about ‘Discover Culture’- Speaking about past lives- Writing about an explorer from history


- Revise tenses (present simple, present continuous, past simple) in the affirmative, negative, interrogative form and short answers

- Regular and irregular past simple form (-ed)- (don’t) want to


B. Vocabulary- Places and outdoors activities- Camping equipment- Explorers

III. Sociocultural aspects- To think and talk about adventures in history ant its meaning to humanity- To debate about nature and adventure in it- To show interest in outdoor activities- To debate about the link between sport and adventure- To think and talk about the environment and its protection relating it to

adventure activities

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 think about the qualities that make a person being an explorerEducation 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 viewTo respect people’s likes and dislikes on outdorrs activitesConsumer educationTo debate about different ways to travelTo debate about the use of new technologies and human relationshipsTo think about consumerism and the environmentTo debate about Summer CampsEnvironmental EducationTo debate about environmental problems and outdoors activitiesTo debate about camping and natureTo debate about preserving natureHealth EducationTo debate about health and outdoors sports

BASIC COMPETENCES

- Communication in the mother tongue and in foreign languages: Revise tenses (present, present continuous, past simple) in the affirmative, negative, interrogative form and short answers, the past simple form (-ed), (don’t) want to.










- Students’ Book. Let’s Revise! 10, pages 106, 107- Workbook, Unit 10.- Workbook, Unit 10, Let’s Revise!, page 86

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 10 Consolidation/Extension, page 146



Documents

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