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Going Places 1

Programme

_____________________________

Area of Foreign Languages

English

Teaching Programme – Going Places 11

GET READY

I. OBJECTIVESContent block 1 - Oral communication: listening, speaking and conversing Revise countries and nationalities, months, classroom objects, school subjects and

prepositions of place. Use and pronounce the alphabet correctly. Talk about your family. Give and understanding instructions. Use the verb to be, subject pronouns, possessive adjectives, articles and the

demonstrative adjectives this / that / these / those correctly.Content block 2 - Written communication: reading and writing Revise cardinal and ordinal numbers from 1-90. Use times and dates correctly.Content block 3 - Understanding of the language Understand and correctly apply features of grammar.(see contents below) Revise and identify the vocabulary of the unit (see contents below). Use the Basic rules of spelling and punctuation. Recognise and reproduce aspects, of rhyme, stress and intonation. Start thinking about revision strategies, reflection on learning, and auto- evaluation.Content block 4 - Socio-cultural features and intercultural awareness Use polite language to give and ask for personal information

II. LANGUAGE CONTENTSGrammar Use of the verb to be. Suffixes to form nationalities: -an/-ian, -ish, -ese. Use of Wh- to make questions. Subject pronouns and object pronouns. Imperatives. Possessive adjetives. Place prepositions. Demonstrative adjectives: this/that/these//those. Articles: a, an, theVocabulary Countries and nationalities. Ordinal and cardinal numbers. The alphabet. The members of the family. The months of the year. Easy formulas to present yourself and to give personal School subjects Adjectives to describe appearance Objects that you can find in a roomPhonetics Pronunciation of the verb to be. Pronunciation of the alphabet; ordinal and cardinal numbers; school objects, singular,

plural, school subjects and timetables Practice the pronunciation of /x/, /z/ and /ɪz/ sounds.


Reflection on learning Interest and curiosity in developing knowledge about to the English language Organise ones personal work as strategy for progressing on the learning Interest in taking advantage of the learning opportunities created in the context of the

room and out of Active participation on the activities and works in groups

III. BASIC COMPETENCESLinguistic competence Revision and identification of countries and nationalities vocabulary, months of the

year, school objects, school subjects and place prepositions. Correct use and pronunciation of the English alphabet. Ability to talk about ones family. Giving and understanding instructions. Understanding simple oral texts in different communicative contexts. Understanding and correct application of features of grammar like the verb to be,

pronouns subjects and of direct object, possessive adjectives, articles and demonstrative adjectives: this/that/these//those.

Mathematical competence Revision of ordinal and cardinal numbers from 1 to 90.Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Meeting people for the first time.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world.Learning-to-learn Understanding good learning practises in a language classroom. Using the Sentence Builder and Word Builder sections of the book as a basis to

construct new words and sentences.Autonomy and personal initiative Describing an old photograph of oneself.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesPhotocopiable activity 1, page 6 (Find your partner)Photocopiable activity 2, page 6 (John’s family tree)Photocopiable activity 3, page 7 (Spot the differences)Photocopiable activity 4, page 8 (What time is…?)Photocopiable activity 5, page 9 (What is this?)Photocopiable activity 6, page 10 (Double dictation)Picture Dictionary, pages 125, 126 and 127Additional and alternative activities: TG, pages 12 - 21Workbook


V. ASSESSMENTSummative assessmentGoing Places 1 Module Tests: Get Ready Test

Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Use and pronounce the English alphabet correctly. Be able to talk about ones family. Give and understand instructions. Use the correct questions and answers to give personal information. Use presentation and interaction strategies and formulas in a first meeting with

someone.Content block 2 - Written communication: reading and writing Understand simple written texts. Produce simple written texts.Content block 3- Understanding of the language (Get ready Test - pages 3 and 4)Vocabulary: Put the letters in the correct order (Nationalities). Complete the crossword. Write the numbers as words. (Numbers) Complete the sentences. (Family) Put the letters in the correct order to make months. Then put the months in order.

(Months) Complete the words (School subjects).Grammar: Complete sentences with the verb to be in the correct form (to be). Subject pronouns, objects pronouns and possessive adjectives (Subject and object

pronouns). Make sentences about the room, using the words in the box (Prepositions of place). Complete the sentences using the words in the box (Imperatives). Complete sentences using this, that, these, or those (this, that, these those). Complete sentences with a, an, or the (Articles). Write three sentences as one sentence. (Sentence Builder).Phonetics Appreciate the capacity to apply knowledge acquired when using features of rhythm

and intonation. Practice the pronunciation of the sounds/x/, /z/ and /ɪz/.Reflection on learning Evaluate whether basic strategies which encourage learning progress are being used. Content block 4 - Socio-cultural features and intercultural awareness Show interest and curiosity in learning the foreign language and recognise the

enriching quality of linguistic diversity. Identify cultural or geographical features of countries and cultures which speak the

target language: Use polite forms when asking for and giving personal information.


MODULE 1: THE CHALLENGE

I. OBJECTIVESContent block 1 - Oral communication: listening, speaking and conversing Participate in oral interaction:

- Speak about interests- Express ones abilities- Answer a questionnaire- An interview- Key Expressions: Opinions

Understand simple oral texts in different communicative contexts: - Personal information- An interview- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing Understand a variety of simple written texts: a text about the disabled Produce simple written texts with different intentions: fil in a formContent block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognize and reproduce features of rhythm, stress and intonation (see contents

below). Use strategies of revision, reflection on learning and self evaluation.Content block 4 - Socio-cultural features and intercultural awareness Recognize and learn basic social skills in the foreign language. Show a receptive attitude towards speakers of other languages and from different

cultures. II. LANGUAGE CONTENTSGrammar The modal verb can for abilities Question words Linkers: and/but Sentence Builder: and/but Word Builder: verb-noun collocationsVocabulary Interests and abilities SportsPhonetics Correctly pronounces the vocabulary and structures of the unit. Pronunciation of the modal can/can’t (weak/strong). Pronunciation of Questions Words.Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside

the classroom Participate actively in group work.


III. BASIC COMPETENCIESLinguistic competence Talking about your interests and abilities and asking and answering questions about

these. Completing a questionnaire. Using correctly the modal verb can to Talk about abilities, question words and the

connectors and / but.Data processing and digital competence Interpreting and processing the information from a table.Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Raising awareness of the challenges faced by disabled young people. Learning about the Duke of Edinburgh’s Award scheme in the UK. Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understand good learning practices in a language classroom. Using the Sentence Builder and Word Builder sections of the book as a basis to

construct new words and sentences.Autonomy and personal initiative Describing an old photography of yourself.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 22 - 30Photocopiable activity 7, page 11 (What can you do with a broken arm?)Photocopiable activity 8, page 12 (Make a question)Picture Dictionary, pages 129 and 130TIME OUT! page 115, exercises 1, 2, 3,Workbook

V. ASSESSMENTSummative assessmentGoing Places 1 Module Tests: Module 1 testGoing Places 1 Test Book: Language Test 1 A and B; Skills test 1 & 2 A and B

Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about interest and abilities Can understand simple oral texts in different communicative contexts, related with the

context of the unit. Participates in a variety of oral interactions: answering a questionnaire, doing and

interview.Content block 2 - Written communication: reading and writing Can understand simple written texts. Is capable of filling in a form.


Content block 3- Understanding of the language (Module 1 Test - page 5)Vocabulary: What can they do? Write a sentence for each picture (Abilities). Complete sentences. (Opinion adjectives).Grammar Tick correct sentences. Correct wrong (7) sentences. (can (ability)). Put words in the correct order. (Question words). Join two sentences, using and or but (Sentence Builder). Look at underlined words in sentences and correct the mistakes (Key Expressions)Phonetics Shows capacity to apply learning, using correctly features of rhythm and intonation. Pronounces correctly the modal can/can’t (weak/strong).Reflection on learning Uses basic strategies which favour progress in learning. Content block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the

enriching quality of linguistic diversity. Can identify some cultural or geographical features typical of the countries and

cultures which speak the foreign language.


MODULE 2: EXERCISE


- Talk about favourite foods and drinks- Talk about sport, appearances and food- Key Expressions: Asking what things are like

Understand simple oral texts in different communicative contexts: - Sporting advice- A radio interview about diet and sport- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing Understand a variety of simple written texts:

- A text on the relationship between sport and fashion: The new fashion models.- A cross-cultural text on national sports (Across Cultures: National Sports)

Produce simple written texts with different intentions: an SMS or text message. Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents

below). Use strategies for revision, reflection about language and self-evaluation.Content block 4 - Socio-cultural features and intercultural awareness Recognize and learn basic social skills in the foreign language. Show a receptive attitude towards speakers of other languages and from different

cultures. Be capable of preparing a project: a poser about a favourite sport

II. LANGUAGE CONTENTSGrammar The verb have got The possessive ‘s Word Builder: noun compounds Sentence Builder: andVocabulary Sports Clothes and appearances Food and drinkPhonetics Correctly pronounces the sounds /s/, /z/ and /ɪz/. Correctly pronounces the sounds /s/ and /ς/.Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside

the classroom Participate actively in group work


III. BASIC COMPETENCIESLinguistic competence Talking about exercise, food and personal appearance and asking and answering

questions about these. Understanding a text about sports icons. Using correctly the verb have got and the possessive’s.Competence in knowledge and interaction with the physical world Learning about healthy eating and diet and the value of physical activity.Data processing and digital competence Writing an SMS text message. Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Learning about the national sports of different countries.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Using the Picture dictionary to help with vocabulary learning and revision.Autonomy and personal initiative Taking responsibility for a portfolio of work: Copying and completing a registration

form.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 31 - 40Photocopiable activity 9, page 13 (Who is it?)Photocopiable activity 10, page 13 (Whose food is it?)Picture Dictionary, pages 125, 126, 128, 130TIME OUT! page 116, exercises, 4, 5, 6Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about sports, external appearance and diet. Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: express favourites Content block 2 - Written communication: reading and writing Understands simple written texts Can write an SMSContent block 3- Understanding of the language (Module 2 Test- page 6)Vocabulary:


Add words under the headings food, sports, and clothes.Grammar Complete sentences with the correct form of to be or to have. All sentences are

positive (to be / to have got). Make questions and negatives with the verbs to be or to have (to be / have got). Put apostrophes in the correct place(s) in sentences (Possessive’s). Join sentences to make one sentence (Sentence Builder). Put words into the correct place in a text (Key Expressions).Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Correctly pronounces the sounds /s/, /z/ and /ɪz/. Correctly pronounces the sounds /s/ and /ς/Reflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the

enriching quality of linguistic diversity. Can identify cultural or geographical features typical of the countries and cultures

where the foreign language is spoken.


MODULE 3: RISK


- Talk about work, routines and feelings- Do a class survey- Key Expressions: preferences

Understand simple oral texts in different communicative contexts: - Identify and classify jobs - Write a letter to a magazine asking for and offering safety advice - A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing Understand a variety of simple written texts: A text on a day in the life of a fire-

fighter. Produce simple written texts with different intentions: a report based on a survey.Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm , stress and intonation (see contents

below). Use strategies for revision, reflection about language and self-evaluationContent block 4 - Socio-cultural features and intercultural awareness Recognize and learn basic social skills in the foreign language. Show a receptive attitude towards speakers of other languages and from different

cultures.

II. LANGUAGE CONTENTSGrammar Present simple: affirmative, negative, Yes/No questions. Sentence Builder: time clauses; expressions with every; verbs of preference + noun/-

ing.Vocabulary Jobs/Adjective Routines FeelingsPhonetics The sounds /s/, /z/ and /ɪz/.Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside



III. BASIC COMPETENCIESLinguistic competence Talking about jobs, routines and likes and dislikes and asking and answering questions

about these Understanding a text about daily routine. Using correctly the present simple and prepositions associated with times.Competence in knowledge and interaction with the physical world Learning about common dangers and worries in the modern world. Data processing and digital competence Collecting organising and interpreting the answers to a survey on free time activities.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Showing concern for others and responding to their feelings and emotions.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Using English in the classroom at all times in order to maximise learning.Autonomy and personal initiative Taking responsibility for a portfolio of work: Writing a report based on the results of a

class survey.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 41 - 48Photocopiable activity 11 page 15 (How well do you know your partner?)Photocopiable activity 12 page 16 (Cross the river)Picture Dictionary, pages 131TIME OUT! Page 113, exercises, 7, 8, 9Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about jobs, routines and preferences. Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: expressing preferences.Content block 2 - Written communication: reading and writing Understands simple written texts. Can write a reportContent block 3- Understanding of the language (Module 3 Test – page 7)Vocabulary: Identify jobs in pictures (Jobs).


Complete sentences, using the words in the box (Routines).Grammar Complete sentences with a verb in the correct form (Present simple). Complete sentences with at, in or on (at, in, on) Make sentences negative (Present Simple negative). Make questions for answers (Present Simple questions). Put words in the correct order (Sentence Builder). Complete sentences, adding a verb with –ing (Key Expressions)Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Correctly pronounces the sounds /s/, /z/ and /ɪz/Reflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 4: OUT AND ABOUT


- Talk about free time activities.- Express frequency. - Key Expressions: Asking for and giving directions

Understand simple oral texts in different communicative contexts: - A conversation giving tourist information.- Listen to a survey. - A dialogue (The Going Places story)


- A report on British teenagers today. - An informative text about a science museum: In the Millennium Point building, you can visit…- A cross-cultural text about school days in different countries: School Days.

Produce simple written texts with different intentions: write a note with directions. Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm , stress and intonation (see contents


cultures.

II. LANGUAGE CONTENTSGrammar Adverbs of frequency There is/there are with some/any. Word Builder: Multi-part verbs; First and then Sentence Builder: position of adverbsVocabulary Places / DirectionsPhonetics The sounds /ɪ/ and /i:/.Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside



III. BASIC COMPETENCIESLinguistic competence Talking about free time activities and asking and answering questions about these. Giving and understanding written and spoken directions. Using correctly adverbs of frequency, and there is / are with some / any.Mathematical competence Understanding times.Competence in knowledge and interaction with the physical world Evaluating what constitutes an active lifestyle and considering how active a person

you are. Data processing and digital competence Understanding and processing the answers to a survey on local facilities.Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Learning about alternative schooling in other countries.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Using English in the classroom at all times in order to maximise learning.Autonomy and personal initiative Taking responsibility for a portfolio of work: Writing a note to a friend with directions Preparing a timetable for your ideal school day.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 49 a 58Photocopiable activity 13, page 17 (Survey)Photocopiable activity 14 page 18 (Find de differences).Picture Dictionary, pages 133, 134TIME OUT! page 114, exercises 10, 11, 12Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about free time activities. Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: asking for and giving directionsContent block 2 - Written communication: reading and writing Understands simple written texts. Can write a note giving directions.


Content block 3- Understanding of the language (Module 2 Test - page 6)Vocabulario Complete sentences with one word from each box (Multi-part verbs).Grammar Look at a table and complete the sentences (Adverbs of frequency). Correct mistakes in sentences (there is/there are, some/any). Put words in the correct order (Sentence Builder). Complete sentences, putting one word in each gap (Key Expressions).Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Correctly pronounces the sounds /ɪ/and /i:/Reflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 5: THE WEATHER


- Talk about the weather- Do a questionnaire about tornados- Key Expressions: Shopping.

Understand simple oral texts in different communicative contexts: - Identify and classify places and weather according to the forecasts.- Listen to reporter informing about a tornado - A dialogue (The Going Places story)


A text on world climates and their geographical features.A questionnaire and a news report about a tornado.

Produce simple written texts with different intentions: a postcard describing holidaysContent block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce aspects of rhythm , stress and intonations. Use strategies for revision, reflection about language and self-evaluationContent block 4 - Socio-cultural features and intercultural awareness Recognize and learn basic social skills in the foreign language. Show a receptive attitude towards speakers of other languages and from different

cultures.

II. LANGUAGE CONTENTSGrammar Countable/Uncountable nouns. Present Continuous. Word Builder: Nouns/Adjectives; Containers Sentence Builder: Why and because; Using pronounsVocabulary The weather SeasonsReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside


III. BASIC COMPETENCIESLinguistic competence Talking about the weather, asking and answering questions about it and understanding

a radio weather report.


Using correctly countable / uncountable nouns with some / any, the present continuous and Why and because….

Competence in knowledge and interaction with the physical world Discovering the weather systems, plants and animals of your natural environment.Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Learning about the different regions of the UK. Learning about the climate in different regions of the world. Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Using vocabulary cards to help with vocabulary learning.Autonomy and personal initiative Talking responsibility for a portfolio of work: writing a postcard to a friend to

describe a holiday.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 59 - 66Photocopiable activity 15 page 19 (What’s the question)Photocopiable activity 16 page 20 (What are they doing?).Picture Dictionary, pages 127, 128, 134TIME OUT! page 115, exercises 13, 14, 15.Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about the weather Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participate in different oral interactions: Shopping Content block 2 - Written communication: reading and writing Understands simple written texts. Can write a postcardContent block 3- Understanding of the language (Module 5 Test – page 9)Vocabulario Complete gaps (Weather).Grammar Complete sentences with is / are / isn’t / aren’t and some / any / a(n) (Countable and

uncountable nouns with some and any). Complete sentences using the Present continuous or Present Simple Change underlined words (Sentence Builder).


Put sentences in the correct order, matching them with the answers a-d. Order a dialogue (Key Expressions).Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonationReflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 6: EXPEDITIONS


- Talk about transport and expeditions- Talk about previous holidays.- Key Expressions: Suggestions.

Understand simple oral texts in different communicative contexts: - A text about the explorer Marco Polo- A survey about travel.- A dialogue (The Going Places story)


- A text about a space expeditions; Apollo 13. - A cross-cultural text with opinions of people who have moved to another country: (Across Cultures: Welcome to the UK!)

Produce simple written texts with different intentions: write a short note explaining a problem and offering advice for solving it.

Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm , stress and intonation (see contents


cultures. Be capable of preparing a project: a poster the student’s region.

II. LANGUAGE CONTENTSGrammar Past simple: was/were Word Builder: adjectives –ed. Sentence Builder: past time clauses Vocabulary Transport Space YearsPhonetics The sounds /θ/ and /δ/Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside



III. BASIC COMPETENCIESLinguistic competence Talking about travelling and understanding other people talking about their

experiences. Using correctly the past simple of the verb to be in positive, negative and question

forms of other verbs. Using common phrases to make and respond to suggestions.Mathematical competence Understanding and using years.Competence in knowledge and interaction with the physical world Discovering the history of exploration of our planet and of space. Data processing and digital competence Understanding and processing information to complete a table. Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Learning about differences in lifestyle between the UK and the other countries. Making suggestions and learning how to react to other people’s suggestions

appropriately and sensitively. Responding to the problems of others appropriately and sensitively.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Organising your homework time and balancing it with your free time.Autonomy and personal initiative Taking responsibility for a portfolio of work: Writing a note to a friend about a

problem & Making a poster about living in your country.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 67 - 76Photocopiable activity 17, page 21 (Memory Game)Photocopiable activity 18 page 22 (Consequences).Picture Dictionary, pages 133, 134TIME OUT! page 116, exercises 16, 17 and 18Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about travel and transport. Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content


Participates in a variety of oral interactions: making suggestions. Content block 2 - Written communication: reading and writing Understands simple written texts. Can write a short note to a friend explaining a problem.Content block 3- Understanding of the language (Module 6 Test- page 10)Vocabulary Put letters in the correct order (Transport).Grammar Complete sentences (was/were). Put verbs into the Past Simple. Write the past form of verbs (Past Simple). Rewrite times with a different time expression (Sentence Builder). Correct sentences (Key Expressions)Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Correctly pronounces the sounds /θ/ and /δ/Reflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 7: TELEVISION


- Talk about TV programmes.- Talk about your weekend.- Do a questionnaire about TV addiction- Talk about famous people- Key Expressions: Asking how people are.

Understand simple oral texts in different communicative contexts: - Listen to a text about TV programmes.- Listen and check the results of a quiz about Film stars.- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing Understand a variety of simple written texts: A review of last week’s TV. Produce simple written texts with different intentions: an e-mail.Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognize and reproduce features of rhythm , stress and intonation. Use strategies for revision, reflection about language and self-evaluationContent block 4 - Socio-cultural features and intercultural awareness Recognize and learn basic social skills in the foreign language. Show a receptive attitude towards speakers of other languages and from different

cultures.

II. LANGUAGE CONTENTSGrammar Past simple (affirmative, negative and interrogative) Word Builder: adjectives ending in –ed and -ing Sentence Builder: then, afterVocabulary TV programesReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside


III. BASIC COMPETENCIESLinguistic competence Talking about TV, film and actors, asking and answering questions about them and

describing them correctly with –ing adjectives. Using correctly the past simple of all regular and irregular verbs in positive, negative

and question forms.


Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Asking about how people are feeling and reacting appropriately and sensitively.Data processing and digital competence Using e-mail. Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning about film stars and their lives and experiences. Learning-to-learn Understanding good learning practices in a language classroom. Using translation to help with learning grammar. Autonomy and personal initiative Taking responsibility for a portfolio: Writing a descriptive e-mail about an expedition.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 77 - 84Photocopiable activity 19 page 23 (Truth or lie?)Photocopiable activity 20 page 24 (Find out).TIME OUT! page 118, exercises 19, 20, 21.Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about television and film stars. Can complete and carry out a questionnaire Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: asking how people areContent block 2 - Written communication: reading and writing Understands simple written texts. Can write a description in an e-mail Content block 3- Understanding of the language (Module 7 Test- page 11)Vocabulary Match titles with types of TV programme. Choose correct word in sentences (ed/ing adjectives)Grammar Make sentences negative (Past Simple negatives). Write questions for answers (Past Simple questions). Join sentences, using then or after (Sentence Builder) Put words in the correct order to make sentences (Key Expressions)Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation


Reflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 8: HELPING


- Talk about how to help other people. - Do a questionnaire.- Compare places and things.- Key Expressions: Requests.

Understand simple oral texts in different communicative contexts: - An interview with people who help others - A text with descriptions of animals for completion of a questionnaire- A dialogue (The Going Places story)


- A text about teenage campaigners.- A questionnaire to determine how helpful one is: Are you helpful?- A text about animals in danger of extinction.- A cross-cultural text about a voluntary organization (Across Cultures: UNICEF)

Produce simple written texts with different intentions: write a short note asking for something

Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly.(see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm , stress and intonation (see contents


cultures. Be capable of preparing a project: a leaflet for a good cause.

II. LANGUAGE CONTENTSGrammar Comparatives Superlatives Sentence Builder: with Vocabulary Helping Animals Phonetics The sounds /æ/ and /eɪ/Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning


Show interest in making the most of learning opportunities created both in and outside the classroom

Participate actively in group work

III. BASIC COMPETENCIESLinguistic competence Talking about helping others, understanding requests for a help and making and

responding to them appropriately and sensitively. Using correctly comparative and superlative adjectives and superlative adjectives and

a lexical set of wild and farm animals.Competence in knowledge and interaction with the physical world Thinking about ways to help the environment and to protect endangered species.Data processing and digital competence Interpreting and processing the information from a table. Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Learning about the work of UNICEF and other good causes. Responding to the problems of other young people appropriately ad sensitively.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Using English in the classroom at all times in order to maximise learning.Autonomy and personal initiative Taking responsibility for a portfolio of work: Making a leaflet for a good cause &

Writing a note to request help.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 85 - 94Photocopiable activity 21, page 25 (Who’s the best?)Photocopiable activity 22 page 26 (What’s the top answer?).Picture Dictionary, page 135TIME OUT! page 119, exercises 22, 23 and 24Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about helping others. Can make comparisons. Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: requests.


Content block 2 - Written communication: reading and writing Understands simple written texts. Can write an informal note asking for help. Content block 3- Understanding of the language (Module 8 Test - page 10)Vocabulary Put letters in the correct order. Match the adjectives with animals. Identify animalsGrammar Look at information about Minnie and Shirley and write comparative sentences. Complete sentences using the correct form of the adjective (Superlative and

comparatives). Join sentences using with (Sentence Builder). Complete sentences, using the words in the box (Key Expressions)Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Correctly pronounces the sounds /æ/ and /ei/Reflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 9: TEAMS


- Talk about sports teams and pop groups.- Do a questionnaire about the type of person one is: individual/group- Key Expressions: Warning/Congratulating.

Understanding of simple oral texts in different communicative contexts: - Listen to people talking about their favourite sports teams.- Listen to and understand a Beatles song: Hello, Goodbye.- A dialogue (The Going Places story)


- A text on the rules of the Science Olympiad.- A text about a pop group: The Beatles.

Produce simple written texts with different intentions: a congratulatory note.Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognize and reproduce features of rhythm , stress and intonation. Use strategies for revision, reflection about language and self-evaluationContent block 4 - Socio-cultural features and intercultural awareness Recognize and learn basic social skills in the foreign language. Show a receptive attitude towards speakers of other languages and from different

cultures.

II. LANGUAGE CONTENTSGrammar Modals: can/can’t, must/mustn’t Adverbs. Word Builder: make nouns from verbs. Sentence Builder: position of adverbs.Vocabulary ObjectsReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside


III. BASIC COMPETENCIESLinguistic competence Talking about teams and teamwork, and science subjects at school. Using correctly can / can’t / must / mustn’t to talk about rules. Distinguishing regular and irregular adjectives and adverbs.


Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Learning about the Science Olympiad in the USA. Evaluating if you are an individual or team person. Making telephone call to offer congratulation. Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning about the Beatles and listening to and interpreting their song ‘Hello,

Goodbye’.Learning-to-learn Understanding good learning practices in a language classroom. Seeing working in groups and peer checking as a positive opportunity to interact and

facilitate learning.Autonomy and personal initiative Taking responsibility for a portfolio of work: Writing a note of congratulation.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 95 - 102Photocopiable activity 23 page 27 (Island rules)Photocopiable activity 24 page 28 (What do you do well?).TIME OUT! page 120, exercises, 25, 26, 27Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about teams and working in a group Can carry out and respond to a questionnaire Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: Warn/CongratulateContent block 2 - Written communication: reading and writing Understands simple written texts. Can write a note of congratulation Content block 3- Understanding of the language (Module 9 Test - page 13)Vocabulary Make jobs from the words provided (Nouns from verbs).Grammar Correct the mistakes in sentences (can/can’t, must/mustn’t). Choose the correct word (adverbs/adjectives) Put words into the correct order (Sentence Builder) Complete words (Key Expressions)


Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Correctly pronounces the modal verbs can/can’t, must/mustn’tReflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




MODULE 10: FUN


- Talk about fun activities.- Make plans for the future- Act out dialogues at a party.- Key Expressions: Invitations

Understanding of simple oral texts in different communicative contexts: - Listen to people planning a holiday- A dialogue (The Going Places story)


- Readers holiday plans- A text about festivals and celebrations.- A cross-cultural text about New Year’s Celebrations en different parts of the world (Across Cultures:)

Produce simple written texts with different intentions: write an invitation. Content block 3- Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm , stress and intonation (see contents


cultures. Be capable of preparing a project: un poster about a festival.

II. LANGUAGE CONTENTSGrammar Going to Possessive pronouns Sentence Builder: future time clauses Vocabulary Holidays Celebrations Phonetics Word stressReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning Show interest in making the most of learning opportunities created both in and outside



III. BASIC COMPETENCIESLinguistic competence Talking about fun activities and holidays and asking and answering questions about

these. Learning key vocabulary connected with holidays. Making and responding to invitations Using correctly going to to talk about the future and possessive pronouns.Data processing and digital competence Using e-mail. Interpersonal, social and civic competence Development of essential communication skills, celebrating the differences and

similarities between people. Learning about different New Year Celebration and customs around the world. Learning about strange festivals around the World. Socialising with another young person at a party. Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning-to-learn Understanding good learning practices in a language classroom. Organising your revision and identifying the key areas of the course.Autonomy and personal initiative Taking responsibility for a portfolio of work: Writing an invitation to a party &

Making a poster about a festival in your country.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 103 - 112Photocopiable activity 25, page 29 (Plan a holiday)/Photocopiable activity 26, page 30 (Whose is it?).TIME OUT! page 121, exercises 28, 29 and 30Workbook


Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about fun activities. Can talk about making plans Is capable of understanding simple oral texts in different communicative contexts,

related to the unit content Participates in a variety of oral interactions: invitations Content block 2 - Written communication: reading and writing Understands simple written texts. Can write an invitation.


Content block 3- Understanding of the language (Module 10 Test - page 14)Vocabulary Match words (Holidays).Grammar Answer questions with full sentences (going to). Make questions for answers. Make sentences negative. Choose the correct words (Possessive pronouns) Change underlined words for time expressions (Sentence Builder). Complete sentences with the words in the box (Key Expressions)Phonetics Appreciates the capacity to apply learning, using features of rhythm and intonation Word stressReflection on learning Uses basic strategies which encourage progress in learningContent block 4 - Socio-cultural features and intercultural awareness Shows interest and curiosity in learning the foreign language and recognises the




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