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My Life 4

Teaching Programme

Modern Foreign LanguagesEnglish

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Teaching Programme – My Life 4

Starter Unit

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationTalk about their personality and that of their friends and other people who they do not know personality.Ask questions to clarify and check information.Understand basic information in which people present themselves and others, life, friends, family and preferences.Understand basic information related to using public transport.Understand a phone call and clarify when information is not clear.BLOCK 2- Reading and writing Understand semi-detailed information narrating events in the past.Understand emails and texts in which people present themselves.Understand facts and figures about the United Kingdom.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 awarenessRecognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures

II. CONTENTSGrammarPresent simplePresent continuousStative verbsWh- questions and other question wordsPast simplePast continuousTime markers when, while... / ... asLexical setsPersonality adjectivesJobsCommon verbsFunctionsMake and respond to requests.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.

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III. BASIC COMPETENCESLinguistic competenceInterchanging information about your personality and the personality of others along with other common personal information and asking for clarification when you do not understand.Understand personal information in which people present themselves and others, travel plans and phone conversations.Recognising and using the present simple and the present continuous, and the past simple and the past continuous, stative verbs and question words including (Wh- questions).Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Finding out about the rich ethnical mix in the UKCultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Learning about one the UK’s leading animation artists.Developing effective language-learning practices.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook (pages 4-9).Extra PracticeStudent's book (page 94).

V. EVALUATIONAssessment

Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo talk about their personality and that of their friends. To ask questions to clarify and check information.To understand basic information in which people present themselves and others, life, friends, family and preferences.To understand basic information related to using public transport.To understand a phone call and clarify when information is not clear.BLOCK 2- Reading and writing To understand semi-detailed information narrating events in the past.To understand emails and texts in which people present themselves.To understand facts and figures about the United Kingdom.BLOCK 3 – Knowledge of the languageVocabularyRecall adjectives of personality learned previously and classify them by their positive or negative connotation. Write descriptive phrases using adjectives of personality.Complete jobs vocabulary words.Answer questions about different jobs.Grammar

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Complete phrases using the present simple and the present continuous.Write an email with the correct form of the given verbs.Write questions to match them with the given answers.Complete a text using the correct past tense of the verbs given. Complete a text using the correct past tense of the verbs given choosing between when, while and as, accordingly.Talk about their family using when, while and as.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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 1: Music and film

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationAsk and answer questions about musical preferences.Talk about future arrangements.Rate and express opinions about well-known films.Understand an interview about a band.BLOCK 2- Reading and writing Understand an article about music.Understand a conversation about future arrangements.Understand a text about major music events.Write a composition about films.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarGoing to and will for future plans, intentions, predictions and decisionsPresent continuous for future arrangementsComparative adjectives with much and (not) as ... as Superlative adjectivesLexical setsTypes of music and musical instrumentsAdjectives of opinionFunctionsMake arrangements and invite, accept and refuse with excusesPronunciationIdentify and produce the sounds // and /a/.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsListen for key words.Make an ideas map

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III. BASIC COMPETENCESLinguistic competenceInterchanging information about your musical preferences and abilities, your appointments and arrangements and your opinions about well-know films.Understanding information about people’s feelings about music and musical instruments, appointments and arrangements, opinions and comparisons and extended written information.Recognising and using the use of going to and will for the future, the use of the present continuous for future arrangements, and comparative and superlatives adjectives including the constructions much + comparative and (not) as ... as.Pronouncing the sounds // and /a/ correctly.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Reading about macro charity events, including Band Aid, Live Aid, Live 8 and Live Earth.Understanding how to make arrangements, invite, accept and refuse and give excuses appropriately.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.Learning to use titles, pictures and headings to help you read better.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook (pages 10-19).Teacher's Resource FileGrammar and Vocabulary (pages 12-14).Reading and Listening (pages 40-42).Writing (page 68).Motivator (page 77-82).

V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 1, 2 y 3 (page 34).My Life 4 Student’s book. Extra practice. (page 95).My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo ask and answer questions about musical preferences.To talk about future arrangements.

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To rate and express opinions about well-known films.To understand an interview about a band.BLOCK 2- Reading and writing Understand an article about music.Understand a conversation about future arrangements.Understand a text about major music events.Write a composition about films.BLOCK 3 – Knowledge of the languageVocabularyRecall the different types of music they know.Using pictures to identify different musical instruments.Have a conversation with a peer about music.Relate the vocabulary of adjectives of opinion with the related vocabulary. GrammarComplete sentences using will and going to.Complete and interview and some phrases using will or going to, accordingly.Write sentences about a girl’s plan using the present continuous.Write comparative phrases using as many comparative adjectives as possible and superlative phrases. PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Identify and produce the sounds // and /a/ correctly.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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 2: Life experiences

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationTalk and express opinions about household.Talk about actions in the past and specify clearly when they took place.Talk about things which are stressful and what they can do to combat stress.Express their opinions about the best course of action in a difficult situation. Understand someone talking about stress-related problems.BLOCK 2- Reading and writing Understand and answer a quiz.Understand a conversation about personal plans.Understand a magazine article about stress-busting tips.Understand a webpage about problems and suggested solutions.Write an article about a perfect party.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarPresent perfect simple with time adverbials ever, never, already, just and yetPresent perfect contrasted with past simple.Time adverbialsDefining relative clauses with who, which, that, whose and where and the omission of Relative pronounLexical setsHousehold jobsCommon irregular verbsRelationshipsFamilyFunctionsTalk about problems and respond with suggestions and advice.PronunciationIdentify and produce the sounds // and /a/.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside 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. TipsTake every opportunity to practice and join conversations.Use commas.

III. BASIC COMPETENCESLinguistic competenceInterchanging information about what household jobs you do, relationships and special events in your life, detailed family descriptions and opinions about the best course of action to take.Understanding a variety of text types including quizzes, articles, scripts and blogs and spoken advice for common problems. Recognising and using the present perfect simple with time adverbials ever, never, already, just and yet; the contrast between the present perfect and the past simple, time adverbials and defining clauses with con who, which, that, whose and where.Pronouncing the sounds // and /a/ correctly.Data processing and digital competenceWrite an article about 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.Evaluating different courses of action in a problematic situation.Understanding how to ask about problems and respond with appropriate suggestions and advice.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.Learning to speak as much as possible and take advantage of opportunities.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook (pages 20-29).Teacher's Resource FileGrammar and Vocabulary (pages 15-17).Reading and Listening (pages 43-45).Writing (page 69).Motivator (pages 83-87).

V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 1, 2 and 3 (page 34).My Life 4 Student’s book. Extra practice. (page 96).My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

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Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo talk and express opinions about household.To talk about actions in the past and specify clearly when they took place.To talk about things which are stressful and what they can do to combat stress.To express their opinions about the best course of action in a difficult situation. To understand someone talking about stress-related problems.BLOCK 2- Reading and writing To understand and answer a quiz.To understand a conversation about personal plans.To understand a magazine article about stress-busting tips.To understand a webpage about problems and suggested solutions.To write an article about a perfect party.BLOCK 3 – Knowledge of the languageVocabularyReview and complete sentences using the household vocabulary.Talk about themselves and the jobs they do in their house Write a romantic movie script using the vocabulary about personal relations. Recall all the words they know about family.Write sentences to describe the different links in their family.GrammarComplete phrases applying the rules of the present perfect simple.Write sentences using the present perfect simple and just, yet, already or never, accordingly.Order phrases with just, yet, already or never.Complete phrases applying the rules of the present perfect and the past simple.Write sentences using the past tense of the time adverbials correctly.Write a sentence in present perfect or past simple accordingly.Write sentences applying the rules of the defining relative clauses.Write sentences using relative defining clauses with who, which, that, whose and where following the instructions given. Detect the possibility to write a second phrases with omission of the relative pronoun. Write phrase using the defining relative clauses.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Identify and produce the sounds // and /a/ correctly.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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 3: Now and then

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationTalk about themselves and their lives experiences.Ask and answer questions about school and their hobbies.Understanding and informal interview about someone’s life including when specific actions happened or started.BLOCK 2- Reading and writing Understand a personal blog.Understand a conversation about people’s recent activities.Understand a conversation about preparing food for a party.Write a personal profile of themselves.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarPresent perfect simplePresent perfect continuousPresent perfect simple contrasted with present perfect continuous.For and since.Lexical setsCollocations with make and doPhrasal verbs with lookFood and drinkCooking verbsFunctionsMake offers, accept or refuse and persuade others.PronunciationPronouncing the sounds Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsGuess the meaning of words from the context.

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Write paragraphs and topic sentences.

III. BASIC COMPETENCESLinguistic competenceInterchanging information about your life and interests both in the past and in the present. Understanding a variety of text types, including blogs, scripts and postcards, high frequency expressions with make and do, and people talking about their lives up until the time of speaking.Recognising and using both the present perfect simple as the present perfect continuous with for and since, and phrasal verbs with the same verb (look) and different particles.Pronouncing the sounds correctly.Competence in knowledge and interaction with the physical worldLearning about trips to space, the planets and life in space. Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Learning how to make offers and accept, refuse and persuade others appropriately.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.Learning to guess the meaning of new words from context and grammar.


V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 1, 2 and 3 (page 34).My Life 4 Student’s book. Extra practice. (page 97).My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo talk about themselves and their lives experiences.To ask and answer questions about school and their hobbies.

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To understanding and informal interview about someone’s life including when specific actions happened or started.BLOCK 2- Reading and writing To understand a personal blog.To understand a conversation about people’s recent activities.To understand a conversation about preparing food for a party.To write a personal profile of themselves.BLOCK 3 – Knowledge of the languageVocabularyComplete expressions using make or do, accordingly.Complete phrases using phrasal verbs with the verb look.Using pictures to identify food and drink vocabulary.Write sentences using food and drink vocabulary and the cooking verbs. GrammarComplete phrases using the correct use of for and since.Classify expressions of time using for or since.Write sentences using the present perfect with for or since.Complete a letter using the present perfect continuous.Write phrases using the present perfect simple or present perfect continuous and for or since, accordingly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Identify and produce the sounds Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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.To Make a project: Work together to create a class blog (pages.36-37)

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Unit 4: Memories

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationTalk about how their life was when they were younger.Retell a story using past narrative tenses.Improvise a conversation based on a past story.Talk about funny events which happened to them.Express opinions about an ethical issue.Understand a semi-detailed past narrative.Understand a conversation talking about a problem and possible solutions.BLOCK 2- Reading and writing Understand a dialogue about past habits and situations.Follow a story told in the past about children’s miraculous abilities. Understand a newspaper article about a documentary.Understand a text about an ethical issue.Write about changes which have happened in their lives.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarUsed toEcho questionsCould and was /were able to for past abilityPast perfect simpleLexical setsVerbs of actionCollocations with lose.FunctionsShow interestPronunciationShow interest by using appropriate rising intonation.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside 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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TipsUnderstand the task to prepare notes.Use sequencing words before, after, when and then.

III. BASIC COMPETENCESLinguistic competenceInterchanging information about yourself and your family and your past habits, retelling stories which you have been told, role play situations and giving and justifying opinions.Understanding a variety of text types including scripts, complex past narratives, articles and case studies, and people talking about problems and possible solutions and narrative past events.Recognising and using used to, echo questions, could and was /were able to for past ability and the past perfect simple.Using rising information correctly to show interest.Competence in knowledge and interaction with the physical worldReading about a miraculous case of survival on a desert island.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 a problematic situation.Learning how to express interest.Cultural and artistic competenceLearning about the language, lifestyle and culture of English-speaking world. Reading about a controversial documentary made from a true story.Learning to learnDeveloping effective language-learning practices.Learning to evaluate your own learning.Learning to use key words to help understand important information.


V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 4, 5 and 6 (page 62).My Life 4 Student’s book. Extra practice. (pages 98-99).My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

Evaluation criteriaBLOCK 1- Listening, speaking and conversation

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To talk about how their life was when they were younger.To retell a story using past narrative tenses.To improvise a conversation based on a past story.To talk about funny events which have happened to them.To express opinions about an ethical issue.To understand a semi-detailed past narrative.To understand a conversation talking about a problem and possible solutions.BLOCK 2- Reading and writing Understand a dialogue about past habits and situations.Follow a story told in the past about children’s miraculous abilities. Understand a newspaper article about a documentary.Understand a text about an ethical issue.Write about changes which have happened in their lives.Be able to understand a dialogue about habits and situations in the past.BLOCK 3 – Knowledge of the languageVocabularyUsing pictures to identify action verbs vocabulary.Complete phrases using the correct action verb.Complete phrases using the different meanings of the verb lose.GrammarAsk and answer questions using the correct form of the verb used to.Complete echo questions.Complete phrases using the correct form of could / was / were able to.Write phrases using past perfect simple and past simple from a given information.Complete a story using the past simple or the past perfect simple accordingly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Correct pronunciation of the right intonation to show interest.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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: Our world

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationAsk and answer questions to identify objects.Talk and express their opinions about different means of communication.Understand a conversation about items made from recycled objects.Understand semi-detailed information about a natural wonderUnderstand a radio interview about someone who was caught in a natural disaster.BLOCK 2- Reading and writing Understand a conversation in a charity shop.Understand a webpage about the creation of Facebook.Understand a text about natural wonders of the world including large numbers.Understanding a text about global warming and its consequences. Write an article for a school magazine.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarPresent simple passivePast simple passiveNon-defining clauses with who, whose, which and where.Lexical setsMaterialsLandscape and environmentFunctionsGive and agree or disagree with opinions.PronunciationIdentify and produce the sounds correctly.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsUse linking phrases to help predict what they are going to read next.Use linking phrases to organise your writing.

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III. BASIC COMPETENCESLinguistic competenceInterchanging information about what things are made of and how you communicate.Understanding a variety of text types including scripts, and extended informative texts and people talking about recycling and giving semi-detailed information about natural wonders and disasters.Recognising and using the present present and past simple passive, and non-defining clauses with, whose, which and where.Pronouncing the sounds correctly.Mathematical competenceUnderstanding relatively complex large numbers including years and physical dimensions.Competence in knowledge and interaction with the physical worldFinding out about some unusual recycling possibilities.Learning about some of the most impressive natural wonders of the world.Reading about global warming and how this is affecting the natural world. Data processing and digital competenceLearning about the history of Facebook and social networking.Considering the value of different forms of communication.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Reading about Fairtrade products and their value to the developing world.Talking about climate change and what we can do about it.Learning how to give opinions and agree or disagree with the opinions of others appropriately.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.Learning to use linking phrases to predict Reading content.


V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 4, 5 and 6 (page 62).My Life 4 Student’s book. Extra practice. (pages 99-100).

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My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo ask and answer questions to identify objects.To talk and express their opinions about different means of communication.To understand a conversation about items made from recycled objects.To understand semi-detailed information about a natural wonderTo understand a radio interview about someone who was caught in a natural disaster.BLOCK 2- Reading and writing To understand a conversation in a charity shop.To understand a webpage about the creation of Facebook.To understand a text about natural wonders of the world including large numbers.To understanding a text about global warming and its consequences. To write an article for a school magazine.BLOCK 3 – Knowledge of the languageVocabularyUsing pictures to identify the vocabulary of different types of materials.Recall the vocabulary about countries and landscapes.Match landscapes and environment vocabulary with their description. GrammarComplete a text with the passive form of the present simple.Complete a text with the passive form of the past simple.Ask and answer questions using the passive form of past simple.Choose the correct options of the non-defining relative clauses. Complete phrases using who, whose, which or where accordingly.Match phrases using who, whose, which or where accordingly; paying attention to the correct use of commas.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.Be able to identify and produce the sounds 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. To identify cultural and geographical characteristics of English speaking countries.

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Unit 6: Holidays

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationTalk about where they would go on holiday and the advantages and disadvantages of different types of accommodation.Understand a conversation in which a travel agent makes predictions about holidays in the future.Understand a conversation about preparing for an adventure course.Understand what people might like to do in a gap year.BLOCK 2- Reading and writing Understand predictions about holidays in the future.Understand a conversation about preparing for an adventure course.Understand an informal letter to a pen friend.Understand a text about a gap year activity.Write a letter to a pen friend.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own. Make a Project: Give a presentation about your favourite history topic. (pages 64-65).

II. CONTENTSGrammarPredictions with will, won't, may and mightFirst conditional with if and unlessFuture with will, when and as soon asLexical setsHolidaysNegative adjective with the prefixes un-, in- and im-Phrases used in informal lettersFunctionsGive reminders; make promises, reassurances and offers.PronunciationIdentify and produce the sounds // and // correctly.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside 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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TipsPhrases used in informal letters.

III. BASIC COMPETENCESLinguistic competenceInterchanging ideas about the advantages and disadvantages of different types of travel, instructions and their justifications, and ideas and suggestions for students on a gap year. Understanding a variety of text types including articles, scripts and informal letters and people talking about their predictions for a specific trip.Recognising and using will, won't, may and might for predictions, the first conditional with if and unless, will for the future with when and as soon as, the negative adjective prefixes with un-, in- and im- and phrases commonly used in informal letters.Pronouncing the sounds // and // correctly.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Finding about ‘gap years’ and the benefits of these.Learning how to make and respond to reminders, promises, reassurances and offers appropriately.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 60-69).Teacher's Resource FileGrammar and Vocabulary (pages 27-29).Reading and Listening (pages 55-57).Writing (page 73).Motivator (pages 103-107).

V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 4, 5 and 6 (page. 62).My Life 4 Student’s book. Extra practice. (pages 100-101).My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo talk about where they would go on holiday and the advantages and disadvantages of different types of accommodation.To understand a conversation in which a travel agent makes predictions about holidays in the future.

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To understand a conversation about preparing for an adventure course.To understand what people might like to do in a gap year.BLOCK 2- Reading and writing To understand predictions about holidays in the future.To understand a conversation about preparing for an adventure course.To understand an informal letter to a pen friend.To understand a text about a gap year activity.To write a letter to a pen friend.BLOCK 3 – Knowledge of the languageVocabularyWrite down all the holiday vocabulary they can recall.Change to the negative form adjectives using the prefixes un-, in- o im- accordingly.Complete phrases using the correct adjective.Place correctly common expressions of an informal letter. GrammarWrite phrases making predictions with will, won't, may and might.Complete a dialogue using will or may / might accordingly.Complete phrases using the first conditional correctly.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Correct pronunciation on the sounds // and //.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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: Reporting

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationTalk about April Fool's and similar customs and practical jokes.Understand and report spoken requests and commands.Understand a radio programme about an April Fool's Day joke.Understand and report spoken questions.Understand two students gossiping about a classmate.BLOCK 2- Reading and writing Understand a magazine article on April Fool's Day joke.Understand a text about a police artist.Understand a conversation including a telephone call.Understand a newspaper article and an email about a difficult situation.Write a detailed physical description.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarReported requests and commandsReported statementsReported questionsLexical setsCommon adjectives and word orderAppearanceFunctionsSpeak on the phonePronunciationRecognise how many syllables there are in words and the phenomenon of compression.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsAvoid one-word answers and explain their ideas.Give a detailed description of a person.

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III. BASIC COMPETENCESLinguistic competenceInterchanging detailed descriptive information about objects and people.Understanding a variety of text types including humorous articles, text describing processes, scripts and case studies and people talking about practical jokes, giving requests, commands, asking questions and gossiping about their classmates.Recognising and using reported speech, including requests, commands, statements and questions.Learning to count the amount of syllables in a word.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.Reading about April Fool's Day and similar customs around the world.Evaluating different courses of action in a problematic situation.Learning how to speak on the phone.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.Learning to give extended answers and explain your ideas when speaking.



Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo talk about April Fool's and similar customs and practical jokes.To understand and report spoken requests and commands.To understand a radio programme about an April Fool's Day joke.To understand and report spoken questions.To understand two students gossiping about a classmate.BLOCK 2- Reading and writing

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To understand a magazine article on April Fool's Day joke.To understand a text about a police artist.To understand a conversation including a telephone call.To understand a newspaper article and an email about a difficult situation.To write a detailed physical description.BLOCK 3 – Knowledge of the languageVocabularyOrder consecutive adjectives correctly.Describe pictures using at least two adjectives for each one in the correct order. Describe a classmate for the class to guess.Place the adjectives about appearance in a table by the one that is been mentioned. GrammarWrite phrases of request and order them by style. Complete phrases using an indirect style.Complete a table with the correct verbs for reported statements.Change a text from direct to indirect style.Change a question from direct to indirect style PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. To recognise how many syllables there are in words.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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 8: Time to think

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationAsk and answer questions about hypothetical situations in the present and the future.Talk about what job they would like to do and why.Talk about what things in their lives they would like to change.Talk about what types of TV programmes they like and what they would like to watch from an imaginary TV schedule.Talk about what sort of summer camp they would enjoy and which activities would interest them.Understand people discussing their answers to a quiz question.Understand a person talking about the positive and negative aspects of his jobs.Understand two teenagers, one from the USA and one from the UK, talking about summer camp.BLOCK 2- Reading and writing Understand and answer a quiz about how to behave in a crisis.Understand a text about people’s work. Understand a conversation in which people discuss what to watch on TV.Understand an article about summer camps in the USA.Write about summer camp.BLOCK 3 – Knowledge of the languageUnderstand and apply grammar rules correctly.Identify, apply and use the vocabulary of the unit.Identify, apply and use the vocabulary of the unit.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTSGrammarSecond conditionalI wish with past simpleLexical sets-ed and –ing adjectives.Phrasal verbs with out, up and on.Types of TV programmeFunctionsMake suggestions and express preferencesPronunciationProduce the elision sound Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.

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Interest in taking the opportunities for learning created inside and outside of the classroom.Active participation in group activities.Reflect on strategies to use to improve their oral and written comprehension skills. TipsBe patient, listen for key words and not worry if they don’t understand everything.Use linkers although and however.

III. BASIC COMPETENCESLinguistic competenceInterchanging ideas about how to react in hypothetical situations, preferences about various topics and things you would like to change in your life.Understanding a variety of text types including quizzes, descriptive texts, scripts, and detailed information about summer camps and people talking about their answers to hypothetical questions, the positive and negative aspects of their work, and their summer camp experiences.Recognising and using the second conditional, I wish + past simple, phrasal verbs with out, up and on and the difference between –ed and –ing activities.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background. Think about what actions you might take in a crisis situation.Considering the relationship between Money, work and happiness.Finding out about summer camps and the benefits of these.Learning to make and respond to suggestions and express preferences appropriately.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.Learning not to worry if you don’t understand everything when listening.



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Evaluation criteriaBLOCK 1- Listening, speaking and conversationTo ask and answer questions about hypothetical situations in the present and the future.To talk about what job they would like to do and why.To talk about what things in their lives they would like to change.To talk about what types of TV programmes they like and what they would like to watch from an imaginary TV schedule.To talk about what sort of summer camp they would enjoy and which activities would interest them.To understand people discussing their answers to a quiz question.To understand a person talking about the positive and negative aspects of his jobs.To understand two teenagers, one from the USA and one from the UK, talking about summer camp.BLOCK 2- Reading and writing To understand and answer a quiz about how to behave in a crisis.To understand a text about people’s work. To understand a conversation in which people discuss what to watch on TV.To understand an article about summer camps in the USA.To write about summer camp.BLOCK 3 – Knowledge of the languageVocabularyTo complete phrases using adjectives ending in -ed and -ing.Find five adjectives ending in -ed and -ing beside from the ones they already know and write a sentence with each of themMatch different phrasal verbs using out, up and on with their meaning.Complete phrases using the phrasal verbs learned.Identify TV programme vocabulary.GrammarWrite phrases using the second conditional.Complete questions using the second conditional.Write phrases using I wish + past simple.Write two phrases for each of the situations given using I wish + past simple.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Identify and produce the sounds dReflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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 9: Crime

I. OBJECTIVESBLOCK 1- Listening, speaking and conversationRetell a story using past narrative tenses and so and such.Respond to others’ opinions on illegal downloading.Understand three short stories about hopeless criminals.Understand s story about a criminal.BLOCK 2- Reading and writing Understand three short stories about hopeless criminals.Understand a case study about illegal downloading.Understand a conversation about clothes shopping.Understand a text about the history of crime detection.Write a story.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 awarenessRecognise and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language tan their own. Make a Project: Create a radio station in the classroom. (pages 92-93).

II. CONTENTSGrammarSo + adjective ... (that) ...Such a / an + adjective + noun (that) ...Verb with infinitive or gerundAuxiliary verbs with so and neitherLexical setsCrimeComputer languageClothes, accessories, styles and patternsFunctionsMake and respond to requests.PronunciationIdentify and produce the sounds of the consonant groups /str/ and /tr/.Reflection on learning Interest and curiosity in widening knowledge related to the English language.Organise personal work as a strategy to progress in learning.Interest in taking the opportunities for learning created inside and outside 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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Skim a text for gist meaning.Check grammar.

III. BASIC COMPETENCESLinguistic competenceInterchanging information about crimes and criminals, retelling stories which you have been told and expressing opinions and agreement or disagreement.Understanding a variety of text types including short narrative, newspaper articles, scripts and semi-detailed historical information and people speaking and narrating past stories both brief and extended.Recognising and using the adjective constructions so + adjective ... (that) ... and such (a / an) + adjective + noun (that), verbs which are followed by an infinitive auxiliary or a gerund and auxiliary verbs with so and neither.Pronouncing the sounds /str/ and /tr/ correctly.Data processing and digital competenceLearning a lexical set related to Information Technology.Interpersonal, social and civic competencesBuilding basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background. Reflecting on illegal downloading from the internet and how this might affect others.Reading about the history of crime detention.Learning to make and respond appropriately to requests.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.Learning to skim read for gist meaning.

IV. ATTENTION TO DIVERSITYExtra-practice and extension activitiesWorkbook (pages 90-99).Teacher's Resource FileGrammar and Vocabulary (pages 36-38).Reading and Listening (pages. 64-66).Writing (page 76).Motivator (pages 118-122).

V. EVALUATIONAssessmentMy Life 4 Student’s book. Revision: Units 7, 8 and 9 (page 90).My Life 4 Student’s book. Extra practice. (pages. 103-104).My Life 4 Student’s book. Extra pronunciation. (page 105).My Life 4 Test book (page 125).

Evaluation criteriaBLOCK 1- Listening, speaking and conversation

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To retell a story using past narrative tenses and so and such.To respond to others’ opinions on illegal downloading.To understand three short stories about hopeless criminals.To understand s story about a criminal.BLOCK 2- Reading and writing To understand three short stories about hopeless criminals.To understand a case study about illegal downloading.To understand a conversation about clothes shopping.To understand a text about the history of crime detection.To write a story.BLOCK 3 – Knowledge of the languageVocabularyMatch vocabulary of different types of criminals with the crime they committed. Using pictures to identify computer language vocabulary. Match beginning of phrases with their possible endings correctly using computer language vocabulary Classify in a table vocabulary of clothes, accessories, styles and patterns accordingly.GrammarComplete phrases using two different ways: so... and such a... that.Write sentences using the infinitive verb or gerund accordingly. Complete a text with the correct form (verb + infinitive/ gerund) of some given verbs.Complete a text using phrases with so or neither to show agreement or disagreement.PhoneticsAppreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. To pronounce the sounds /str/ and /tr/ correctly.Reflect on learningTo evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and intercultural awarenessTo 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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