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My Life 1

Teaching Programme

Modern Foreign LanguagesEnglish

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Teaching Programme – My life 1

Starter Unit

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationAsk someone’s name, say what their name is, spell their name.Understand the alphabet and numbers to give basic information and spell where necessary.BLOCK 2- Reading and writing Understand basic information in which people introduce themselves.Understand and answer a cultural Quiz.BLOCK 3 – Knowledge of the languageUnderstand and apply elements of grammar correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures. Use appropriate ways and good manners when asking and giving personal information.

II. CONTENTSGrammarVerb to be: singular and plural.Possessive adjectives: my, your, his, her, its.Lexical setsNumbers 1-100.Countries and nationalities.Compass points.Days of the week.FunctionsUse the alphabet and numbers to give basic information and spell where necessary.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learningInterest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.

III. BASIC COMPETENCES Linguistic competenceExchange basic information and clarify spelling.Understanding the alphabet, numbers, days of the week and basic personal information including countries of origin and nationality.Recognising and using the present simple of the verb to be and the singular possessive adjectives: my, your, his, her, its.Mathematical competence

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Using cardinal numbers 1 to 100.Performing basic mathematical calculations.Data processing and digital competenceDesign a Web page. Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understanding how to express opinions appropriately and how to behave in familiar situations of negotiation and transaction. Cultural and artistic competence Learning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook pages 4 to 9

V. EVALUATIONAssessment

Evaluation criteriaBLOCK 1- Listening, speaking and conversation To use and pronounce the English alphabet correctly.To recognise the letters of the alphabet and the numbers when used to spell and give basic information. To understand basic information on presentations others made about themselves. To understand and answer a cultural form. BLOCK 3 – Knowledge of the language To fill in a Quiz about places in the world. To complete dialogs with the singular form of the verb to be. To build simple phrases the singular form of the to be.To ask and answer questions using the plural form of the verb to be.To put together possessive adjectives (my / your / his / her / its) with their corresponding personal pronoun.To order the days of the week.PhoneticsTo appreciate the capacity to apply the acquired learning to use the phonetics aspects of rhythm and intonation. To reflect over their own learning.To evaluate if the basic strategies that favour the learning process are been used. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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To identify some cultural and geographical characteristics of a country and the cultures where a foreign language is spoken: to use appropriate ways to give and ask personal information.

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Unit 1: My Life

I. OBJECTIVESBLOCK 1. Listening, speaking and conversation Ask and answer questions about the contents of their school bags.Ask and answer basic questions about themselves.Understand someone talking about things that are important in their life.Listen for specific information about prices.Understand a conversation in a shop.BLOCK 2- Reading and writing Understand the contents of a personal webpage.Understand a real life story about birthday presents including day-to-day conversations. Write a webpage about what’s important to them.Write a descriptive paragraph about them.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation.Acknowledging mistakes as part of the learning process maintaining a positive attitude to overcome them.BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTSGrammarThe indefinite article: a / an.Regular noun plural endings: -s, -es.Demonstrative pronouns: this, that, theses, those.Genitive ’s (singular) and s’ (plural).Possessive adjectives: our, your, their.Can (for requests).Lexical setsCommon objects.Colours.Fast food and drink.British money.FunctionsUse appropriate phrases to respond to comments and questions.Understand a menu and order and pay for food and drink.PronunciationIdentify and produce the schwa /ə/ sound.

Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.

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Organise personal work as a strategy to progress in learning.Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills. TipsKeep talking and not worry about making mistakes when they speak.Capital letters.

III. BASIC COMPETENCES Linguistic competenceExchanging personal information about objects and things important to the speaker.Understand personal information about possessions and friends and also transactional information including prices.Recognising and using the indefinite article a, regular noun plurals and demonstrative pronouns (this, that, these, those), genitive ’s y plural possessive adjectives (our, your, their) and can for requests.Pronounce the /ə/ sound correctly.Mathematical competenceWorking with prices and units of currency.Data processing and digital competenceDesign a web page. Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understanding how to express opinions appropriately and how to behave in familiar situations of negotiation and transaction. Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook pages 10 to 19 Teacher’s Resource File Grammar and Vocabulary pages 12 to 14Reading and Listening pages 40 to 42Writing page 68Motivator pages 78 to 82

V. EVALUATIONAssessmentMy Life 1 Student’s book. Revision: Units 1, 2 y 3 (pages 34-35).My Life 1 Student’s book. Extra practice. (pages 94-95).My Life 1 Student’s book. Extra pronunciation. (page 106).

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My Life 1 Test book (page 125).

Evaluation criteria BLOCK 1. Listening, speaking and conversation To ask and answer questions about themselves and their surroundings.To talk about things that are important in their lives.To listen and understand a conversation in a daily context. BLOCK 2- Reading and writing Understand the context of a webpage.To write a webpage and a paragraph about themselves. BLOCK 3 – Knowledge of the languageVocabularyTo match vocabulary Word with their picture.To match vocabulary words of common objects with their picture. To match numbers with coloured codes. To match pictures that represents fast food and drink, and their prizes.GrammarTo choose an indefinite article a /an correctly to differentiate words.To build phrases using the demonstrative pronouns this / that / these / those.To use the genitive’s in singular and plural in different situations.To complete phrases with the possessive pronouns our / your / their.To ask questions in order to request food, drinks and the prize in an establishment. PhoneticsTo appreciate the capacity to apply their knowledge to use the sounds, rhythm and intonation aspects of the English language.To pronounce the /ə/ sound correctly.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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To identify cultural and geographical characteristics of English speaking countries.

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Unit 2: Families

I. OBJECTIVES

BLOCK 1. Listening, speaking and conversation Ask and answer questions about people’s appearance.Ask and answer questions about birthdays and signs.Understand factual information about famous people.BLOCK 2- Reading and writing Understand texts about different family units.Understand a conversation about films and film stars.Understand a conversation about birthdays and horoscopes. Write about famous film star’s appearances.Write a descriptive paragraph about a famous actor.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own. To create a project about their families (pages 36-37).

II. CONTENTSGrammarHave got.Irregular plurals.Preposition of time: in, on.Lexical setsFamily.Appearance.Months and seasons.Star signs.Ordinal numbers.FunctionsTalk about their families and alternative family units.Use appropriate phrases to respond to other’s comments and questions.PronunciationProduce the /θ/ sound.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities.

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Reflect on strategies to use to improve their oral and written comprehension skills. TipsDon’t panic when listening for the first time.Pay attention to punctuation and use capital letters and full spots correctly.

III. BASIC COMPETENCES Linguistic competenceExchanging information about families, relationships between family members, personal descriptions and birthdays.Understanding information about families both similar and different to your own and physical descriptions of people.Recognising and using have got and prepositions of time in and on.Pronouncing the sound /θ/ correctly.Mathematical competenceUsing ordinal numbers from 1stto 31st for days of the month and relating these to their correspondent cardinal numbers. Interpersonal, social and civic competences Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Considering alternative family units and multicultural families.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook page 20Teacher’s Resource File Grammar and Vocabulary pages 15 to 17Reading and Listening pages 43 to 45Writing page 69Motivator pages 83 to 87

V. EVALUATIONAssessmentMy Life 1 Student’s book. Revision: Units 1, 2 y 3 (pages 34-35).My Life 1 Student’s book. Extra practice. (pages 95-96).My Life 1 Student’s book. Extra pronunciation. (page 106).My Life 1 Test book (page 125).

Evaluation criteria BLOCK 1. Listening, speaking and conversation To ask and give information about someone’s appearance. To understand information about famous people.Participate conversations where people exchange personal information.

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BLOCK 2- Reading and writing Understand simple written texts. Writing about someone else appearance.BLOCK 3 – Knowledge of the languageVocabularyComplete a family tree.Understand descriptions about someone’s appearance. GrammarComplete a phrase with an adequate use of the verb have got.Answer questions with the verb have got.Write a description about Scarlett Johansson and Mario Casas.Order the months of the year.Build phrases with the month of the year and the star signs.Ask and answer questions about dates, using in / on correctly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Correct pronunciation the /θ/ sound. Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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Unit 3: Work

I. OBJECTIVESBLOCK 1. Listening, speaking and conversation Ask and answer questions about their nationality, where they live and the languages they speak.Ask and answer questions about their likes and dislikes.Understand a radio quiz and guess a job.Understand a talk about recycling.BLOCK 2- Reading and writing Understand a conversation about nationalities.Understand and article about street art.Understand a conversation expressing likes and dislikes.Understand a text about creative recycling. Write about the jobs which family members do and their places of work.Write a descriptive paragraph about another person.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use basic spelling and punctuation rules and recognise their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTSGrammarPresent simple.Objects pronouns.Lexical setsJobs.Places of work.Like, love y hate.Adjective of opinion: good, bad, awful, great, funny, etc.FunctionsUse appropriate phrases to respond to others’ comments and questions.Exchange opinions and express likes and dislikes.PronunciationIdentify and produce the // sound.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking advantage of learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills.

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TipsKeep Reading and guess new words from context before using a dictionary or consulting their teacher.Organise information in a description, thinking about the order, detail and connectors.

III. BASIC COMPETENCES Linguistic competenceExchanging information about yourself and those close to you in relation to your work, origins and simple opinions.Understanding information about people’s jobs, places of work, origins, places of residence and their opinions about others.Recognising and using the present simple, verbs of preference (like, love, hate) and object pronouns: me, you, him, her, it, us, them.Pronouncing the // sound.Competence in Knowledge and interaction with the physical worldConsidering the importance of recycling and learning about more creative and less conventional forms of recycling.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understanding how to express exchange and ask for opinions and respond appropriately both positive and negative.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learn about a British street artist.Learning to learnDeveloping effective language-learning practices.



Evaluation criteria BLOCK 1. Listening, speaking and conversation

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To ask and answer questions about personal information.To understand simple texts orally in different contexts of communication related to the content of the unit. BLOCK 2- Reading and writing Understand simple written texts with the vocabulary of the unit. Write a description.BLOCK 3 – Knowledge of the languageVocabularyMatch pictures with the corresponding job.Match jobs with the places of work.GrammarComplete phrases with the correct form of a present simple verb.Replace the marked words with their respective pronoun..Write questions and answers using the present simple.Identify if an adjective is positive or negative.Write phrases to give an opinion.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation Correct pronunciation of the // sound.Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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Unit 4: Daily life

I. OBJECTIVESBLOCK 1. Listening, speaking and conversation Ask and answer questions about times.Ask and answer questions about their daily routine.Ask and answer questions about good and bad habits.Talk about their habits and the habits of their friends and family.Understand information about others’ daily routines.Understand information about others’ habits.Listen for specific information to correct mistakes in summary texts.BLOCK 2- Reading and writing Understand a conversation about football.Understand a text about a daily routine.Understand information about part-time jobs for teenagers.Write about your partner’s daily routine.Complete a form with information about a job.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation.Acknowledging mistakes as part of the learning process and to keep a positive attitude to overcome them.BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own. Prepare a project: a blog about a day in school (pages 64-65).

II. CONTENTSGrammarPresent simple with fixed times.Preposition of time: at.Adverbs of frequency: always, usually, often, sometimes, never.Adverbials phrases of frequency: once a week, twice a day, etc.Lexical setsClock times.Daily routines.FunctionsUse appropriate phrases to respond to others’ comments and questions.Express surprise and comment both positively and negatively.Express what actions are thought of as good or bad in a difficult situation. PronunciationIdentify and produce the // sound.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.

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Organize personal work as a strategy to progress in learning.Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills. TipsSpeak clearly and look the person they are talking to in the eye.Fill in information.

III. BASIC COMPETENCES Linguistic competenceExchange information on lifestyle, routines and habits.Understanding information about times, routines, the frequency of these and possible positive and negative effects on health.Recognising and using the present simple with fixed times, the preposition of time at and adverbs and adverbial phrases of frequency.Pronouncing the // sound correctly.Mathematical competenceTelling the time.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Evaluating different courses of action in problematic situations.Understanding how to express surprise and comment both positively and negatively.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activities

Workbook pages 40 to 49 Teacher’s Resource File Grammar and Vocabulary pages 21 to 23Reading and Listening pages 49 to 51Writing page 71Motivator pages 93 to 97


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Evaluation criteriaBLOCK 1. Listening, speaking and conversationTo ask and answer questions about habits and daily routines.To understand simple texts orally in different contexts of communication related to the content of the unit. To participate in conversations: asking and giving the time.BLOCK 2- Reading and writing Understand simple written texts. Fill in information.BLOCK 3 – Knowledge of the languageVocabularyTo answer questions about the time.Identify different daily routines.

GrammarAsk and answer questions using the present simple and the preposition at.Ask and answer questions with the correct adverb of frequency: always, usually, often, sometimes and never.Complete a Quiz building adverbial phrases.Build phrases combining different adverbial phrases: every day, once a week, twice a month, three times a year, etc.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Correct pronunciation of the sound //.Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.To identify cultural and geographical characteristics of English speaking countries.

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Unit 5: Homes

I. OBJECTIVESBLOCK 1. Listening, speaking and conversationAsk and answer questions about what there is in their homes.Ask and answer questions about an imaginary club room.Ask and answer questions about the location of objects.Talk about their ideal home.Understand a conversation about a room in a hotel.Listen for specific information to correct mistakes in a picture.Understand a radio interview about where a person lives.BLOCK 2- Reading and writing Understand texts about where people live.Understand a conversation about a youth club.Understand a conversation about where personal objects can be found.Write a descriptive paragraph about their home.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTSGrammarThere is / are.Definite article: the.Some and any with plural nouns.Prepositions of place: in, on, under, behind, in front of, next to.Lexical setsRooms, parts of a house and fittings.Furniture.Describing where you live.FunctionsUse appropriate phrases to respond to others’ comments and questions.Make and respond to requests.PronunciationIdentify and produce the // sound.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities.

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Reflect on strategies to use to improve their oral and written comprehension skills. TipsPredicting content before doing a listening activity.Pay attention to punctuation and use of commas, question marks and exclamation marks correctly.

III. BASIC COMPETENCES Linguistic competenceExchanging information about your home, your ideal home and other spaces around you.Understanding spoken and written information about people’s home and other spaces around you. Recognising and using there is / are, the definite article for a previously defined noun, some / any with plural nouns, and prepositions of place: in, on, under, behind, in front of, next to.Using correct punctuation in written English: commas, question marks and exclamation marks.Pronouncing the // sound correctly.Mathematical competenceUnderstanding and processing statistics from a written document.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Learning about differences between homes in the UK and the USA.Understanding how to make requests and agree or refuse appropriately.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Using diagrams and pictures to help assimilate vocabulary.Learning to evaluate your own learning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook pages 50 to 59Teacher’s Resource File Grammar and Vocabulary pages 24 to 25Reading and Listening pages 52 to 54Writing page 72Motivator pages 98 to 102

V. EVALUATIONAssessmentMy Life 1 Student’s book. Revision: Units 4, 5 y 6 (pages. 62-63).My Life 1 Student’s book. Extra practice. (pages 98-99).My Life 1 Student’s book. Extra pronunciation. (page 106).My Life 1 Test book (page 125).

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Evaluation criteriaBLOCK 1. Listening, speaking and conversationTo ask and answer questions about their surroundings.To understand simple texts orally in different contexts of communication related to the content of the unit.To understand a radio interview. BLOCK 2- Reading and writing Understand simple written texts.Write a description about their homes. BLOCK 3 – Knowledge of the languageVocabularyTo identify the names of the parts of a house.To identify the name of furniture and place it correctly in the rooms of their house. GrammarTo write affirmative and negative phrases using there is and the definite article the.To ask and answer questions about their own home and their peers using there is.To complete phrases using there are y some / any accordingly.To describe a picture using the prepositions of place: in, on, under, behind, in front of, next to properly.Write True or False in statements about a picture. To answer questions about the proper place for different objects.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.To identify and produce the sound //.Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives. To identify cultural and geographical characteristics of English speaking countries.

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Unit 6: Sport

I. OBJECTIVESBLOCK 1. Listening, speaking and conversationTalk about which sports they do and the frequency and duration of these activities.Ask and answer questions about their families.Understand a conversation about activities in progress.Listen for specific information about abilities.Answer specific questions about a conversation.BLOCK 2- Reading and writing Understand an article about a football academy.Understand a conversation about leisure activities.Understand a conversation about abilities and preferences.Understand an article about sports and the human body.Write a postcard to a friend.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTSGrammarPresent continuous.Can (abilities).Lexical setsSports.Leisure activities.FunctionsUse appropriate phrases to respond to others’ comments and questions.Make and respond to suggestions.PronunciationProduce the /b/ and the /v/ sounds.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills. TipsPredict content from pictures and titles before Reading to help them understand better.Check tenses in their written work.

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III. BASIC COMPETENCES Linguistic competenceExchanging information about the sports and physical activities you do habitually, the duration of these, your ability to do certain physical activities and whether such actions are occasional or regular.Understanding information about sports and physical activities, people’s capacity to do these things and how frequently they do them.Recognising the present continuous and can for abilities.Pronouncing the sounds /b/ and /v/ correctly.Competence in Knowledge and interaction with the physical worldConsidering the benefits of physical sports and exercise in the human body.Interpersonal, social and civic competencesBuilding essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Understanding how to make suggestions and respond both positively and negatively.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.



Evaluation criteria BLOCK 1. Listening, speaking and conversationTo talk about sports.To understand simple texts orally in different contexts of communication related to the content of the unit.Participate in conversations about: sports and different activities.To talk about abilities..BLOCK 2- Reading and writing Understand simple written texts.

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Understand conversations about daily events.Write a postcard.BLOCK 3 – Knowledge of the language (Module 6 Test-page 10)VocabularyIdentify different sports.Recognise different leisure time activities.GrammarTo write phrases using the present continuous positive or negative using the vocabulary of the unit.To complete a dialogue using the present continuous in simple questions.Write True, False or Not Sure in statements that use the vocabulary of the unit.To ask and answer questions using the present continuous.To write phrases using can / can’t appropriately.To ask and answer questions can / can’t.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation Correct pronunciation of the sounds /b/ and /v/.Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives. To identify cultural and geographical characteristics of English speaking countries.

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Unit 7: People

I. OBJECTIVESBLOCK 1. Listening, speaking and conversationTalk about their last weekend.Say what people are wearing.Talk about what was in a picture.Describe their things in their bedrooms.Express their opinions on good or bad ideas.Understand and respond to specific questions related to a picture.Understand a conversation in which people interact in a difficult situation.BLOCK 2- Reading and writing Understand a text about a brave teenager.Understand a conversation about someone’s clothes.Understand other’s people thoughts or speech based on a dialog.Understand a difficult situation and some tips for how to react.Write a descriptive text about a picnic or a party.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTSGrammarPast simple of to be.There was / were.Some / any.What’s something like?Positions of adjectives.Lexical setsPersonality adjectives.Clothes.Common adjectives.FunctionsUse appropriate phrases to respond to others’ comments and questions.Pay and respond to compliments.PronunciationProduce the weak /wəz/ and/wə/ sounds.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learning.

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Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills. TipsLook at the person they are talking to in the eye.Include adjectives to make descriptions more interesting.

III. BASIC COMPETENCESLinguistic competenceExchanging information to describe objects and events both in the present and in the past and also describing people in terms of both character and dress.Understand a semi-detailed description of people, places and activities both in the present and in the past.Recognising and using the past simple of to be, there was / were, some / any, What’s it like? and the correct position of adjectives.Pronouncing the weak forms /wəz/ and /wə/ correctly.Data processing and digital competenceWrite an email.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook pages 70 to 79Teacher’s Resource File Grammar and Vocabulary pages 30 to 32Reading and Listening pages 58 to 60Writing page 74Motivator pages 108 to 112


Evaluation criteriaBLOCK 1. Listening, speaking and conversationTo talk about leisure activities and describe other people. To express their opinions on good or bad ideas. To understand simple texts orally in different contexts of communication related to the content of the unit.

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To participate in a variety of conversations: solve a difficult situation.BLOCK 2- Reading and writing Understand simple written texts.To write a description about a party or a picnic.BLOCK 3 – Knowledge of the languageVocabularyTo complete sentences using different adjectives of personality correctly.To identify vocabulary about clothes and write phrases properly. To match different adjectives with their antonym or opposites. GrammarWrite phrases: affirmatives, negatives and interrogatives with the past time of the verb to be: was /wasn’t.To complete a dialogue choosing was / were accordingly.Change phrases into the past simple of positives and negatives.To complete questions and answer them about something that happened in the past.To complete a dialogue using there was / there were, some /any in positive and negative.Describe a scene placing in the correct place different adjectives. Write phrases using the content of a chart.To describe themselves using the vocabulary of the unit. Write small dialogues using pay compliments.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation Pronounce correctly the soft sound of /wəz/ and /wə/.Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness

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To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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Unit 8: Animals

I. OBJECTIVESBLOCK 1. Listening, speaking and conversationTalk about what they did yesterday.Give and follow instructions.Ask and answer questions about pets.Understand and follow ten specific instructions.Listen for specific information about and exotic pet.BLOCK 2- Reading and writing Understand a text about an unusual bird.Understand a conversation about wild animals.Understand a series of instructions to teach a dog to sit.Understand a webpage about the British and their pets.Write an email to a friend.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTSGrammarPast simple of regular and irregular verbs.Imperatives.Lexical setsCommon regular verbs.Wild animals.Common irregular verbs.Parts of the body.FunctionsUse appropriate phrases to respond to others’ comments and questions.Make apologies and respond appropriately.PronunciationIdentify and produce the regular past simple ending –ed correctly.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learningInterest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills. Tips

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Use headings for quick understanding.Check the structure of a written passage to improve clarity.

III. BASIC COMPETENCESLinguistic competenceExchanging information about activities in the past and about your pets, and giving instructions.Understanding stories which took place in the past, common instructions and information about both domestic and wild animals.Recognising and using imperative, the past simple of both regular and irregular verbs.Pronouncing the past simple –ed ending correctly.Competence in Knowledge and interaction with the physical worldThinking about the close relationships between the human and animal kingdoms.Data processing and digital competenceWrite an email.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Learning about the British and their sometimes eccentric love of animals.Understand how to make and respond to apologies.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.


V. EVALUATIONAssessmentMy Life 1 Student’s book. Revision: Units 7, 8 y 9 (pages 90-91).My Life 1 Student’s book. Extra practice. (page 102).My Life 1 Student’s book. Extra pronunciation. (page 107).My Life 1 Test book (page 125).

Evaluation criteria BLOCK 1. Listening, speaking and conversationTalk about what they did yesterday. Talk about pets.

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To understand simple texts orally in different contexts of communication related to the content of the unit.To participate in a variety of conversations: give and receive instructions.BLOCK 2- Reading and writing Understand simple written texts about animals. Write an email to a friend.BLOCK 3 – Knowledge of the language (Module 8 Test-page 10)VocabularyTo identify the name of different wild animals.Identify and recognise the different parts of the body.

GrammarComplete sentences using the past simple in positive and negative form.Complete a text using a past event changing the verbs given in present form into past simple. Correct the verbal tense of some sentences.Complete some questions using the past simple correctly.Write sentences about discipline and respond in an adequate form.To complete a text using the imperative of the verbs available.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.To pronounce correctly the ending sound –ed of past simple.Reflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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Unit 9: Holidays

I. OBJECTIVESBLOCK 1. Listening, speaking and conversationAsk and answer questions about what activities they typically do on holiday and the frequency of these animals.Talk about the weather both in the present and in the past.Give rules for public places.Give clues in order for others to guess a country.Answer specific questions about a conversation.Understand key information from a personal podcast.BLOCK 2- Reading and writing Understand an email talking about holiday family plans.Understand a conversation about people’s intentions.Understand conversations about rules.Understand information from a magazine article about World English.Understand a webpage containing personal information.Write answers to basic questions for a website.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.To use of basic spelling and punctuation rules and recognising their importance.Recognise and reproduce sounds, rhythm, accentuation, and intonation. Get started on strategies to review and reflect on their own learning and self-evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language to their own. To create a project: a poster about imaginary holidays, doing a small presentation for the class (pages 92-93).

II. CONTENTSGrammarGoing to for plans and intentions.Must / mustn’t for rules.Lexical setsHoliday activities.Weather.Future time markers.FunctionsUse appropriate phrases to respond to others’ comments and questions.Say goodbye and respond appropriately.PronunciationIdentify rising and falling information in questions.Reflection on learningShow interest and curiosity to expand their knowledge related to the English language.Organise personal work as a strategy to progress in learning.

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Interest in taking advantage if learning opportunities created inside and out of the classroom. Active participation in group activities. Reflect on strategies to use to improve their oral and written comprehension skills. TipsScan a text for key information.Use the linking words and, but and or correctly.

III. BASIC COMPETENCESLinguistic competenceExchanging information about common holiday activities and how frequently you do them.Understanding information about future plans in general and particularly relating to holidays activities; the weather in the present and past; common rules and regulations.Recognising and using going to for plans and intentions and must / mustn’t for rules.Using appropriate intonation in questions.Data processing and digital competenceWriting personal information for a website.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Learning about other countries and languages and the role of English in the world.Understanding how to make and respond to parting comments.Cultural and artistic competenceLearning about the language, lifestyle and culture of the English-speaking world. Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.



Evaluation criteria BLOCK 1. Listening, speaking and conversation

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To ask and answer questions about the holidays. To understand simple texts orally in different contexts of communication related to the content of the unit.To talk about conversations about the weather.BLOCK 2- Reading and writing Understand simple written text.To understand daily live conversations.To answer simple questions. BLOCK 3 – Knowledge of the languageVocabularyRecognise and use vocabulary proper of the activities that take place during the holidays. Identify vocabulary about the weather.To answer questions about the weather.GrammarTo write sentences about their holiday plans using going to.To match a statement with a possible plan or intention using going to.To choose the right options to complete a dialogue.To answer simple questions about plans and intentions.To ask simple questions about plans and intentions, then write a sentence to ask for more informationTo write sentences about the rules in a swimming pool and a hotel using must / mustn’t.To practise dialogues about saying goodbye.PhoneticsTo appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation To use the right intonation when asking questionsReflect on learningEvaluate if the basic strategies are used in order to favour the learning process. BLOCK 4 – Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.

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