Real Life Pre-Intermediate Teaching Programme

Real Life PRE- INTERMEDIATE

Programme

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Area of Foreign Languages English

1 Teaching Programme – Real Life Pre-intermediate Real Life Pre-intermediate Teaching Programme

UNIT 1: YOUR LIFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Compare information on any topic - Listen to some interviews - Talk about the things they usually do - Describe themselves - Talk about free time - Greet people BLOCK 2 - Reading and Writing - Understand basic information from texts - Understand instructions - Read a text about time twins - Write a description of themselves - Read a quiz about being chilled or hyper - Read a quiz about their world - Read a text about talking teenagers - Write a paragraph about themselves - Read a form - Fill in a form - Write a description of themselves and their family BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Get to know people from other countries - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Present simple and continuous - Questions and questions words Lexical sets - Social life - Family and relationships

2 Teaching Programme – Real Life Pre-intermediate Pronunciation - Identify and produce English sounds

Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using the present simple and the present continuous. To use questions and questions words - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English

3 Teaching Programme – Real Life Pre-intermediate Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 2-9).

EVALUATION Assessment Student’s book. Activestudy 1 page 18 Student’s book. Miniworkbook. (pages 100-101).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To compare information on any topic - To listen to some interviews - To talk about the things they usually do - To describe themselves - To talk about free time - To greet people BLOCK 2 – Reading and writing - To understand basic information from texts - To understand instructions - To read a text about time twins - To write a description of themselves - To read a quiz about being chilled or hyper - To read a quiz about their world - To read a text about talking teenagers - To write a paragraph about themselves - To read a form - To fill in a form - To write a description of themselves and their family BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups - To write descriptions Grammar - To talk about thinks that usually happen - To write sentences - To ask questions - To use questions words - To use the present simple and the present continuous Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

4 Teaching Programme – Real Life Pre-intermediate BLOCK 4 – Socio-cultural aspects and cultural awareness - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries.

5 Teaching Programme – Real Life Pre-intermediate UNIT 2: THE GREATS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Talk about icons - Understand instructions - Listen to the pronunciation of regular past forms - Ask about famous people - Listen to a story - Listen to information about an unknown character - Listen to a life story - Listen to a radio biography - Exchange information - Narrate past events - Talk about famous people - Talk about Marilyn Monroe - Talk about Che Guevara BLOCK 2 - Reading and Writing - Understand basic information - Understand instructions - Read a text about Audrey Hepburn - Read a text about Kurt Cobain - Read a text about Muhammad Ali - Read about the life of Joe Average - Read a text about famous pairs - Read a text about an unknown character - Read an article about greatest Britons - Write about past events BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Past simple - Past simple and past continuous Lexical sets - Life events - Famous people

6 Teaching Programme – Real Life Pre-intermediate - Personal characteristics Pronunciation - Identify and produce English sounds - Pronunciation of ed /t//d//id/.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using the past simple and the past continuous - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in

7 Teaching Programme – Real Life Pre-intermediate order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To talk about icons - To understand instructions - To listen to the pronunciation of regular past forms - To ask about famous people - To listen to a story - To listen to information about an unknown character - To listen to a life story - To listen to a radio biography - To exchange information - To narrate past events - To talk about famous people - To talk about Marilyn Monroe - To talk about Che Guevara BLOCK 2 – Reading and writing - To understand basic information - To understand instructions - To read a text about Audrey Hepburn - To read a text about Kurt Cobain - To read a text about Muhammad Ali - To read about the life of Joe Average - To read a text about famous pairs - To read a text about an unknown character - To read an article about greatest Britons - To write about past events BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions in past simple. - To write statements in the present simple and present continuous - To order words to make sentences

Phonetics

8 Teaching Programme – Real Life Pre-intermediate - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. - To pronounce ed at the end of words Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and cultural awareness - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

9 Teaching Programme – Real Life Pre-intermediate UNIT 3: YOUR STYLE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Understand instructions - Describe a place - Listen to someone talking about his/her favourite coffee shop - Talk about their favourite place to hang out. - Describe a person - Talk about people in the photos - Listen to a street survey fashion - Express opinions - Show agreement - Talk about money - Listen to people going shopping - Talk about going shopping - Listen to conversations - Describe a picture BLOCK 2 - Reading and Writing - Understand basic information about someone’s bedroom - Read a text about what a bedroom says about someone - Read a quiz about the spending style - Read an email about a bargain-aholic - Read a text about business and a bedroom - Read an e-mail letter home - Read an internet blog - Read a magazine interview - Read a news article - Write an email to a foreign friend BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Comparatives and superlatives - Too, enough Lexical sets - Describing a place - Describing personal style

10 Teaching Programme – Real Life Pre-intermediate - Money and spending Pronunciation - Identify and produce English sounds - Intonation of the English Language

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects. Recognizing and using comparatives and superlatives; too, enough. - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in

11 Teaching Programme – Real Life Pre-intermediate order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 20- 27).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To understand instructions - To describe a place - To listen to someone talking about his/her favourite coffee shop - To talk about their favourite place to hang out. - To describe a person - To talk about people in the photos - To listen to a street survey fashion - To express opinions - To show agreement - To talk about money - To listen to people going shopping - To talk about going shopping - To listen to conversations - To describe a picture BLOCK 2 – Reading and writing - To understand basic information about someone’s bedroom - To read a text about what a bedroom says about someone - To read a quiz about the spending style - To read an email about a bargain-aholic - To read a text about business and a bedroom - To read an e-mail letter home - To read an internet blog - To read a magazine interview - To read a news article - To write an email to a foreign friend BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use the comparative and superlative of adjectives - To order words to make sentences which include too, enough - To write sentences - To ask questions

12 Teaching Programme – Real Life Pre-intermediate Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. - Reproduce correct English intonations Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and cultural awareness - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

13 Teaching Programme – Real Life Pre-intermediate UNIT 4: YOUR GOALS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Listen to an interview about school life - Express wishes and intentions - Speak about the future - Talk about jobs - Describe a job - Talk about being an au pair - Discuss opinions - Listen to a street survey - Talk about the future career BLOCK 2 - Reading and Writing - Understand basic information about jobs in England - Read a text about courses English and American students are choosing - Read an interview - Write about future plans and ambitions - Read internet postings - Read about getting a first job - Read a text about a volunteer teacher - Read about doing something different BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Wishes and intentions - Gerunds and infinitives Lexical sets - Education - Getting a job - Describing jobs Pronunciation - Identify and produce English sounds - Reproduce correct stress in English Reflection on learning

14 Teaching Programme – Real Life Pre-intermediate - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. To express wishes and intentions; to use gerunds and infinitives. - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest. ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 28 - 33). EVALUATION Assessment

15 Teaching Programme – Real Life Pre-intermediate Student’s book. Activestudy 2 page 34 Student’s book. Miniworkbook. (pages 106-107).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To listen to an interview about school life - To express wishes and intentions - To speak about the future - To talk about jobs - To describe a job - To talk about being an au pair - To discuss opinions - To listen to a street survey - To talk about the future career BLOCK 2 – Reading and writing - To understand basic information about jobs in England - To read a text about courses English and American students are choosing - To read an interview - To write about future plans and ambitions - To read internet postings - To read about getting a first job - To read a text about a volunteer teacher - To read about doing something different BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To express wishes and intentions - To complete sentences with gerunds and infinitives Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

UNIT 5: STAY WELL

16 Teaching Programme – Real Life Pre-intermediate OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Listen for specific information - Listen to a fitness expert - Talk about food and drinks - Make predictions - Discuss customs - Respond to someone using proper expressions - Make arrangements - Make suggestions - Listen to a conversation - Listen to a radio programme - Give advice - Generalize - Listen to a telephone conversation BLOCK 2 - Reading and Writing - Understand basic information about food - Read quiz about looking good and living longer - Read a quiz about running - Read a text about eating right - Read a text about what British people really eat - Read invitations - Read mobile messages - Write mobile messages - Read about healthy lifestyles - Read about food and drinks - Read about meals and meal times BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Should - Must - Articles

Lexical sets - Food

17 Teaching Programme – Real Life Pre-intermediate - Cooking - Health - Meals and mealtimes Pronunciation - Identify and produce English sounds - Reproduce correct intonation in English Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using should, must; to use the articles. - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English

18 Teaching Programme – Real Life Pre-intermediate Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 38 - 45).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To listen for specific information - To listen to a fitness expert - To talk about food and drinks - To make predictions - To discuss customs - To respond to someone using proper expressions - To make arrangements - To make suggestions - To listen to a conversation - To listen to a radio programme - To give advice - To generalize - To listen to a telephone conversation BLOCK 2 – Reading and writing - To understand basic information about food - To read quiz about looking good and living longer - To read a quiz about running - To read a text about eating right - To read a text about what British people really eat - To read invitations - To read mobile messages - To write mobile messages - To read about healthy lifestyles - To read about food and drinks - To read about meals and meal times BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use should, must - To complete sentences using the articles Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

19 Teaching Programme – Real Life Pre-intermediate - Identify intonation in a sentence Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

UNIT 6: THE RULES

BLOCK 1 – Listening, speaking and conversation - Listen for gist - Express obligation - Ask for permission - Understand instructions - Listen to teenagers talking about their parents’ rules - Talk about parents - Express obligations and permission in the past - Listen to Ivy describing when she was young - Talk about domestic tasks - Speak about society and law - Discuss opinions - Listen to three generations talking about their life - Plan a camping trip - Describe photos BLOCK 2 - Reading and Writing - Understand basic information - Read a text about a camp - Read a quiz about tasks in the family - Write sentences about their family - Read a text about law - Write texts BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Obligation and permission in the present - Obligation and permission in the past Lexical sets - Rules and behavior - Domestic tasks - Society and the law Pronunciation - Identify and produce English sounds Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize personal work as a strategy to progress in learning.

21 Teaching Programme – Real Life Pre-intermediate - 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Expressing obligation and permission in the present and in the past. - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 46 - 51). EVALUATION Assessment Student’s book. Activestudy 3 page 50

22 Teaching Programme – Real Life Pre-intermediate Student’s book. Miniworkbook. (pages 110-111).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To listen for gist - To express obligation - To ask for permission - To understand instructions - To listen to teenagers talking about their parents’ rules - To talk about parents - To express obligations and permission in the past - To listen to Ivy describing when she was young - To talk about domestic tasks - To speak about society and law - To discuss opinions - To listen to three generations talking about their life - To plan a camping trip - To describe photos BLOCK 2 – Reading and writing - To understand basic information - To read a text about a camp - To read a quiz about tasks in the family - To write sentences about their family - To read a text about law - To write texts BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To express obligation and permission in the present - To express obligation and permission in the past Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and cultural awareness - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

UNIT 7: TIME OUT

BLOCK 1 – Listening, speaking and conversation - Talk about holidays - Listen to someone talking to friends - Make questions - Listen to someone speaking about the airport - Talk about things to do at an airport - Listen to five announcements at an airport - Listen to predictions - Make predictions - Describe holidays - Show interest using the proper expressions and intonation - Complain about something - Guess meaning from context - Listen to a conversation about a trip to Paris - Listen to five people visiting their country - Speculate about the future - Understand instructions BLOCK 2 - Reading and Writing - Read a text about holidays and the family - Read a text about cheap travel - Read a text about the sea - Read a postcard - Read a letter - Write a postcard - Write a letter BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Future arrangements - Will, may, might Lexical sets - Holidays - Flying - Describing holidays Pronunciation - Identify and produce English sounds

24 Teaching Programme – Real Life Pre-intermediate Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Expressing future arrangements; to use will, may and might - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

25 Teaching Programme – Real Life Pre-intermediate Extra-practice and extension activities Workbook (pages 56-63). EVALUATION Assessment Student’s book. Activestudy 4 page 66 Student’s book. Miniworkbook. (pages 112-113).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To talk about holidays - To listen to someone talking to friends - To make questions - To listen to someone speaking about the airport - To talk about things to do at an airport - To listen to five announcements at an airport - To listen to predictions - To make predictions - To describe holidays - To show interest using the proper expressions and intonation - To complain about something - To guess meaning from context - To listen to a conversation about a trip to Paris - To listen to five people visiting their country - To speculate about the future - To understand instructions BLOCK 2 – Reading and writing - To read a text about holidays and the family - To read a text about cheap travel - To read a text about the sea - To read a postcard - To read a letter - To write a postcard - To write a letter BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use will, may might - To make future arrangements Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

26 Teaching Programme – Real Life Pre-intermediate - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

27 Teaching Programme – Real Life Pre-intermediate UNIT 8: JUST DO IT!

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Listen to a quiz about sports - Listen to an interview with Jo-Anne - Talk about the things they have done - Describe sports equipment - Give a presentation about sports - Describe photos - Describe people’s achievements BLOCK 2 - Reading and Writing - Read a text about the champions tomorrow awards - Write a description of a sport - Read a website - Read a text about unfit kids - Read a text about champions about the odds - Read a text about Kelly Holmes - Describe a sport - Describe a sporting hero BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Present perfect with ever and never - Present perfect with just, already, yet Lexical sets - Sports - Sports equipment Pronunciation - Identify and produce English sounds Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

28 Teaching Programme – Real Life Pre-intermediate - Reflect on strategies to use to improve their oral and written comprehension skills.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use present perfect with ever, never; use present perfect with just, already, might - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest. ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 64 - 69). EVALUATION Assessment Student’s book. Activestudy 4 page 66 Student’s book. Miniworkbook. (pages 114-115).

Evaluation Criteria

29 Teaching Programme – Real Life Pre-intermediate BLOCK 1 – Listening, speaking and conversation - To listen to a quiz about sports - To listen to an interview with Jo-Anne - To talk about the things they have done - To describe sports equipment - To give a presentation about sports - To describe photos - To describe people’s achievements BLOCK 2 – Reading and writing - To read a text about the champions tomorrow awards - To write a description of a sport - To read a website - To read a text about unfit kids - To read a text about champions about the odds - To read a text about Kelly Holmes - To describe a sport - To describe a sporting hero BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use the present perfect with ever, never - To use the present perfect with just, already, yet - To complete sentences with ever, never, just, already, yet Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

30 Teaching Programme – Real Life Pre-intermediate UNIT 9: COOL TECH

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Describe a machine - Give instructions - Talk about inventions - Make predictions - Listen about gadgets - Give an opinion - Listen to numbers - Listen to dates - Listen to predictions - Complain about something - Listen to a conversation - Listen to a radio phone-in - Describe pictures - Say numbers - Talk about TV - Understand instructions BLOCK 2 - Reading and Writing - Read a text about companies that sell green alternatives - Write about the most important possessions - Read about mobile phones - Read a text about TV and other screens - Read a letter of complaint - Write a letter of complaint BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Defining relative clauses - First conditional - Future time clauses

Lexical sets

31 Teaching Programme – Real Life Pre-intermediate - Machines Pronunciation - Identify and produce English sounds Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using defining relative clauses, first conditional and future time clauses - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

32 Teaching Programme – Real Life Pre-intermediate ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 74 - 81). EVALUATION Assessment Student’s book. Activestudy 5 page 82 Student’s book. Miniworkbook. (pages 116-117).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To describe a machine - To give instructions - To talk about inventions - To make predictions - To listen about gadgets - To give an opinion - To listen to numbers - To listen to dates - To listen to predictions - To complain about something - To listen to a conversation - To listen to a radio phone-in - To describe pictures - To say numbers - To talk about TV - To understand instructions BLOCK 2 – Reading and writing - To read a text about companies that sell green alternatives - To write about the most important possessions - To read about mobile phones - To read a text about TV and other screens - To read a letter of complaint - To write a letter of complaint BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use defining relative clayses - To use the first conditional - To use future time clauses Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness

33 Teaching Programme – Real Life Pre-intermediate - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

34 Teaching Programme – Real Life Pre-intermediate UNIT 10: OUT THERE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Talk about the natural world - Tell the class about their childhood - Tell the class about the places they used to visit - Talk about the global warming - Listen to a radio programme about the Carteret Islands - Discuss about problems - Predict something - Tell a story - Describe how they felt - Respond to something with interest - Interview someone - Understand instructions BLOCK 2 - Reading and Writing - Read fantastic facts about the Earth - Read Hannah’s memories - Write the description of a place - Read a text about the global warming - Read three diary extracts, written more than 120 years ago - Describe a place BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Used to - Present perfect with for, since Lexical sets - Natural world - Global warming Pronunciation - Identify and produce English sounds Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize personal work as a strategy to progress in learning.

35 Teaching Programme – Real Life Pre-intermediate - 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use used to. Use present perfect with for, since - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

EVALUATION

36 Teaching Programme – Real Life Pre-intermediate Assessment Student’s book. Activestudy 5 page 82 Student’s book. Miniworkbook. (pages 118-119).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To talk about the natural world - To tell the class about their childhood - To tell the class about the places they used to visit - To talk about the global warming - To listen to a radio programme about the Carteret Islands - To discuss about problems - To predict something - To tell a story - To describe how they felt - To respond to something with interest - To interview someone - To understand instructions BLOCK 2 – Reading and writing - To read fantastic facts about the Earth - To read Hannah’s memories - To write the description of a place - To read a text about the global warming - To read three diary extracts, written more than 120 years ago - To describe a place BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use used to - To use the present perfect with for and since Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

37 Teaching Programme – Real Life Pre-intermediate UNIT 11: MUST SEE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Talk about films - Listen to a description of how a film is made - Listen to extracts from TV programmes - Talk about TV - Listen to a phone call - Listen to voicemail messages - Describe how films are made - Talk about favourite types of films BLOCK 2 - Reading and Writing - Read a text about subbed or dubbed films - Read a text about TV programmes - Read a text about a book I’ve read recently - Write the review of a book or film - Describe a book or film - Read adverts - Read notices - Read phone messages - Read the introduction of the book About a boy BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Present simple passive - Past simple and present perfect passive Lexical sets - Making a film - TV programmes - What we read Pronunciation - Identify and produce English sounds

38 Teaching Programme – Real Life Pre-intermediate Reflection on learning - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use present simple passive. Use past simple and present perfect passive. - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY

39 Teaching Programme – Real Life Pre-intermediate Extra-practice and extension activities Workbook (pages 92 - 99).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To talk about films - To listen to a description of how a film is made - To listen to extracts from TV programmes - To talk about TV - To listen to a phone call - To listen to voicemail messages - To describe how films are made - To talk about favourite types of films BLOCK 2 – Reading and writing - To read a text about subbed or dubbed films - To read a text about TV programmes - To read a text about a book I’ve read recently - To write the review of a book or film - To describe a book or film - To read adverts - To read notices - To read phone messages - To read the introduction of the book About a boy

BLOCK 3 – Knowledge of the language

Vocabulary

- To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use the present simple passive - To use the past simple and present perfect passive Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress. BLOCK 4 – Socio-cultural aspects and cultural awareness - To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. - To identify cultural and geographical characteristics of English speaking countries

40 Teaching Programme – Real Life Pre-intermediate UNIT 12: STAY SAFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation - Listen to four teenagers - Ask the partner to do five things - Tell the partner to do five things - Listen to a radio phone-in about teenagers and crime - Describe photos - Report a crime - Repeat what other people have said - Understand instructions BLOCK 2 - Reading and Writing - Read the opinions of some teenagers - Read a quiz about honesty - Read three articles about crimes - Read an article about teenage victims of crime - Read an advice about how to avoid crime - Read a newspaper article - Read a letter to the editor - Read an article about pensioner fear “hoodies” - Read a letter to an editor - Write a letter responding to an article - Read a text about crimes that went wrong BLOCK 3 – Knowledge of the language - Understand and apply grammar rules correctly. - Identify, apply and use the vocabulary of the unit. - Use of basic spelling and punctuation rules and recognizing their importance. - Recognize and reproduce sounds, rhythm, accentuation, and intonation. - Get started on strategies to review and reflect on their own learning and self- evaluation. BLOCK 4 – Socio-cultural aspects and intercultural awareness - Recognize 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. - Show a receptive attitude towards others’ life and people from another countries

CONTENTS Grammar - Second conditional - Reported requests and commands Lexical sets - Crimes - Adjectives ending in ed, ing Pronunciation - Identify and produce English sounds

Reflection on learning

41 Teaching Programme – Real Life Pre-intermediate - Interest and curiosity in widening knowledge related to the English Language. - Organize 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.

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using the second conditional, reported requests and commands - Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. - Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); - Learning to learn is related to learning, the ability to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). - Being autonomous: is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.

ATTENTION TO DIVERSITY Extra-practice and extension activities Workbook (pages 100 - 105).

42 Teaching Programme – Real Life Pre-intermediate EVALUATION Assessment Student’s book. Activestudy 6 page 98 Student’s book. Miniworkbook. (pages 122-123).

Evaluation Criteria BLOCK 1 – Listening, speaking and conversation - To listen to four teenagers - To ask the partner to do five things - To tell the partner to do five things - To listen to a radio phone-in about teenagers and crime - To describe photos - To report a crime - To repeat what other people have said - To understand instructions BLOCK 2 – Reading and writing - To read the opinions of some teenagers - To read a quiz about honesty - To read three articles about crimes - To read an article about teenage victims of crime - To read an advice about how to avoid crime - To read a newspaper article - To read a letter to the editor - To read an article about pensioner fear “hoodies” - To read a letter to an editor - To write a letter responding to an article - To read a text about crimes that went wrong BLOCK 3 – Knowledge of the language Vocabulary - To find the vocabulary in a photograph - To put words in the correct groups Grammar - To ask and answer questions. - To use the second conditional - To use reported requests and commands Phonetics - Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation. Reflect on learning - To evaluate if they are using basic strategies to favour their learning progress.

43 Teaching Programme – Real Life Pre-intermediate