General Programme Speakout

GENERAL PROGRAMME SPEAKOUT STARTER ______

AREA OF FOREIGN LANGUAGES

GENERAL PROGRAMME – speakout starter 1 Speakout Teaching Programme

UNIT 1: HELLO

I. AIMS - To introduce themselves - To ask questions about people - To give personal information - To check spelling - To speak about themselves and their country - To read an article about people arriving at an airport - To read descriptions about people - To listen to people giving personal information - To listen to people saying “hello” - To listen to a conversation - To listen to conversations at reception - To watch a BBC programme about people around the world - To watch video podcasts from the BBC - To exchange personal information - To know useful language - To learn to use capital letters - To write a personal introduction - To study the verb to be - To use vocabulary about places and adjectives - To use vocabulary about jobs and countries - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize the word stress in country names

II. CONTENTS

Communication Skills - Introducing themselves - Asking questions about people - Giving personal information - Speaking about themselves and their country - Reading an article about people arriving at an airport - Reading descriptions about people - Listening to people giving personal information - Listening to people saying “hello” - Listening to a conversation - Listening to conversations at reception - Writing a personal introduction

Language reflections A. Language and grammar functions - Be: I/you - Be: he/she/it

B. Vocabulary - To make a presentation - Countries - Jobs - Alphabet

GENERAL PROGRAMME – speakout starter 2 Sociocultural Aspects - To debate about other countries - To respect other cultures - To think about social and personal differences

CROSS-CURRICULAR TOPICS Moral and civic education To greet and introduce people To talk about other countries with respect and interest. Education for peace To respect different countries Road Safety To use the car carefully

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: verb to be, vocabulary about countries and jobs. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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.

GENERAL PROGRAMME – speakout starter 3 ASSESSMENT I. Communication skills - Students’ Book. Review I: Units 1-2 pages 27, 28 II. Language reflections - Students’ Book. Review I: Units 1-2 pages 27, 28 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 1

III. Sociocultural aspects - Students’ Book. Review I: Units 1-2 pages 27, 28 - Workbook, Unit 1

GENERAL PROGRAMME – speakout starter 4 UNIT 2: PEOPLE

I. AIMS - To talk about photos of family and friends - To talk about their family - To check information about people - To suggest things to do - To talk about five people - To listen to someone talk about photos - To listen to people making suggestions - To respond to suggestions - To watch a BBC programme about a royal wedding - To read a text about family businesses - To use contractions - To write a description about five people - To know useful language - To use the possessive adjectives - To study the verb to be - To use vocabulary about family - To know the numbers - To use vocabulary about feelings - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Talking about photos of family and friends - Talking about their family - Making suggestions - Responding to suggestions - Talking about five people - Listening to someone talk about photos - Listening to people making suggestions - Reading a text about family businesses - Writing a description about five people

Language reflections A. Language and grammar functions - Be: you/we/they - Possessive adjectives

B. Vocabulary - Family - Numbers 11-100 - Feelings

Sociocultural Aspects - To debate about family relationships - To respect others - To debate about the Royal Family

GENERAL PROGRAMME – speakout starter 5 CROSS-CURRICULAR TOPICS Moral and civic education To show respect to the different kind of families To show respect when making any kind of suggestions Education for equality To respect men and women

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: verb to be, vocabulary about numbers, family and feelings. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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.

GENERAL PROGRAMME – speakout starter 6 ASSESSMENT I. Communication skills - Students’ Book. Review I: Units 1-2 pages 27, 28 II. Language reflections - Students’ Book. Review I: Units 1-2 pages 27, 28 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 2

III. Sociocultural aspects - Students’ Book. Review I: Units 1-2 pages 27, 28 - Workbook, Unit 2

GENERAL PROGRAMME – speakout starter 7 UNIT 3: THINGS

I. AIMS - To ask about objects - To talk about possessions - To order food and drink - To buy things in a market - To listen to conversations in an office - To listen to people in a café - To listen to people talk about their favourite things - To ask for the names of things in English - To say prices - To watch a BBC programme about a famous market - To read an article about famous possessions - To read a text about the Museum of Memorabilia - To read a text about Covent garden - To use linkers and, but - To write a description about a market - To know useful language - To use possessive ‘s - To study this/that/these/those - To use vocabulary about clothes and colours - To know names of objects - To use vocabulary about food and drink - To know the main objects to be found in a market - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Asking about objects - Talking about possessions - Listening to conversations in an office - Listening to people in a café - Listening to people talk about their favourite things - Asking for the names of things in English - Saying prices - Reading an article about famous possessions - Reading a text about the Museum of Memorabilia - Reading a text about Covent garden - Writing a description about a market

Language reflections A. Language and grammar functions - This/that - These/those - Possessive ‘s

B. Vocabulary - Objects - Clothes and colours - Food and drink

GENERAL PROGRAMME – speakout starter 8 - Objects in a market

Sociocultural Aspects - To debate about consumerism - To think about different ways to spend free time - To show interest in famous people

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards different kinds of Arts. To respect others’ tastes Consumer Education To think about consumerism To debate about different ways to spend money

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: this, that, these, those, possessive‘s; objects, clothes, colours, food, drink, objects in a market. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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.

GENERAL PROGRAMME – speakout starter 9 ASSESSMENT I. Communication skills - Students’ Book. Review 2: Units 3-4 pages 49, 50 II. Language reflections - Students’ Book. Review 2: Units 3-4 pages 49, 50 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 3

III. Sociocultural aspects - Students’ Book. Review 2: Units 3-4 pages 49, 50 - Workbook, Unit 3

GENERAL PROGRAMME – speakout starter 10 UNIT 4: LIFE

I. AIMS - To speak about things they have in common - To speak about the things people do to have fun - To speak about their favourite season - To talk about cultural events - To find differences in pictures - To tell the time - To talk about their favourite season - To listen to people talk about life in the USA - To listen to people tell the time - To listen to conversations about times - To watch a BBC programme about life on a river - To read an article about people and their avatars - To read an article about rivers - To use linkers and, because - To write a text about their favourite season - To write a forum reply - To write a blog about their life - To study the present simple - To use verb phrases - To know the days of the week and time phrases - To use vocabulary about events - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Speaking about things they have in common - Speaking about the things people do to have fun - Speaking about their favourite season - Talking about cultural events - Telling the time - Talking about their favourite season - Listening to people talk about life in the USA - Listening to people tell the time - Listening to conversations about times - Reading an article about people and their avatars - Reading an article about rivers - Writing a text about their favourite season - Writing a forum reply - Writing a blog about their life

Language reflections A. Language and grammar functions - Present simple - Telling the time

B. Vocabulary - Verb phrases - Days - Time phrases - Events

GENERAL PROGRAMME – speakout starter 11 Sociocultural Aspects - To debate about consumerism - To think about different ways to spend free time - To show interest in nature - To debate about climate change - To show interest in people’s life - To debate about life in the USA - To show interest in discovering new cities - To debate about cultural events

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards different kinds of cultural events To respect others’ tastes Consumer Education To think about consumerism To debate about different ways to spend free time Environmental Education To respect nature

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: present simple, telling the time. Verb phrases, days, time phrases, events. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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).

GENERAL PROGRAMME – speakout starter 12 - 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.

ASSESSMENT I. Communication skills - Students’ Book. Review 2: Units 3-4 pages 49, 50 II. Language reflections - Students’ Book. Review 2: Units 3-4 pages 49, 50 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 4

GENERAL PROGRAMME – speakout starter 13 UNIT 5: ROUTINES

I. AIMS - To discuss bad habits - To talk about food - To talk about routines - To ask for tourist information - To speak about things they do at the weekend - To listen to people say what drives them crazy - To listen to a tourist asking questions - To listen to enquiries in a hotel - To watch a BBC programme about Doctor Who - To read an article about what a sportsman and a model eat - To read a text about someone’s morning routine - To use linkers to sequence - To write a forum entry about food to take to a desert island - To study present simple question forms - To use adverbs of frequency - To use vocabulary to talk about daily routines - To know vocabulary about food - To know vocabulary about hotel services - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Discussing bad habits - Talking about food - Talking about routines - Asking for tourist information - Speaking about things they do at the weekend - Listening to people say what drives them crazy - Listening to a tourist asking questions - Listening to enquiries in a hotel - Reading an article about what a sportsman and a model eat - Reading a text about someone’s morning routine - Writing a forum entry about food to take to a desert island

Language reflections A. Language and grammar functions - Present simple questions - Adverbs of frequency - Asking for information

B. Vocabulary - Daily routines - Food - Hotel services

GENERAL PROGRAMME – speakout starter 14 Sociocultural Aspects - To show interest in Doctor Who - To debate about bad habits - To debate about healthy and unhealthy habits - To show interest in sports - To debate about living in a desert island

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards people’s habits Consumer Education To think about consumerism To debate about different ways to spend free time Environmental Education To respect nature Health Education To debate about food To discuss about healthy and unhealthy habits

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: present simple questions, adverbs of frequency, asking for information. Daily routines, food, hotel services. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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).

GENERAL PROGRAMME – speakout starter 16 UNIT 6: JOURNEYS

I. AIMS - To talk about differences in lifestyles - To ask and answer questions about transport - To buy a ticket for travel, using the proper expressions - To read an articles about transport facts - To ask about places - To compare cities’ transport - To talk about travel - To learn to start and end an e-mail - To speak about India - To listen to a man stuck at a station - To listen to someone buy a bus ticket - To watch a BBC programme about rush hour in India - To read some fun facts about transport - To write an email - To write in a travel forum - To watch a video podcast about how to get to school or work - To use there is/are - To use a/an, some, a lot of, not any - To know vocabulary about places and travel - To know vocabulary about transport - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Talking about differences in lifestyles - Asking and answering questions about transport - Buying a ticket for travel, using the proper expressions - Reading an articles about transport facts - Asking about places - Comparing cities’ transport - Talking about travel - Speaking about India - Listening to a man stuck at a station - Listening to someone buy a bus ticket - Reading some fun facts about transport - Writing an email - Writing in a travel forum

Language reflections A. Language and grammar functions - There is /are - A/an, some, a lot of, not any - Buying a ticket

B. Vocabulary - Places - Transport - Travel

GENERAL PROGRAMME – speakout starter 17 Sociocultural Aspects - To show interest in different countries - To show interest in India - To debate about travelling abroad - To talk about different means of transport - To debate about different kinds of places

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards people’s habits To respect different countries Consumer Education To think about consumerism To debate about travelling Environmental Education To respect nature To respect different countries

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: there is/are, a/an, a lot of, some, any. Buying a ticket. Places, transport, travel. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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).

GENERAL PROGRAMME – speakout starter 19 UNIT 7: PAST

I. AIMS - To talk about the past - To talk about what others did in the past - To talk about important dates in the past - To give an opinion - To do a history quiz - To listen to people talk about New Year 2000 - To listen to people give opinions - To watch a BBC programme about the Chilean miners - To read an article about amazing records - To improve punctuation - To write a history quiz - To watch a video podcast about Britain - To show feelings - To use the past simple was/were - To use the past simple of regular verbs - To know vocabulary to talk about dates - To know vocabulary about actions - To know vocabulary about adjectives - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Talking about the past - Talking about what others did in the past - Talking about important dates in the past - Giving an opinion - Listening to people talk about New Year 2000 - Listening to people give opinions - Reading an article about amazing records - Writing a history quiz

Language reflections A. Language and grammar functions - Past simple: was/were - Past simple: regular verbs - Giving opinions

B. Vocabulary - Dates - Actions - Adjectives

Sociocultural Aspects - To be aware of the situation of other people and other countries - To debate about History - To respect people’s past - To talk about amazing records - To give an opinion using proper expressions in English

GENERAL PROGRAMME – speakout starter 20 CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards people’s opinions To respect different countries Consumer Education To think about consumerism Environmental Education To respect nature To respect different countries

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: was/were, past simple regular verbs, giving opinions. Dates, actions, adjectives. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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.

GENERAL PROGRAMME – speakout starter 21 ASSESSMENT I. Communication skills - Students’ Book. Review 4: Units 7-8 pages 93, 94 II. Language reflections - Students’ Book. Review 4: Units 7-8 pages 93, 94 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 7

GENERAL PROGRAMME – speakout starter 22 UNIT 8: PLACES

I. AIMS - To talk about first meetings - To ask and answer about a good holiday - To give directions - To speak about unusual stories - To speak about supermarkets - To learn to use examples - To give directions in a supermarket - To tell a bad holiday story - To listen to a radio programme about holidays - To watch a BBC comedy about tourists in Spain - To read about how people met their friends - To read about unusual stories - To use linkers so, because - To write a text about a bad holiday story - To use the past simple of irregular verbs - To use the past simple question forms - To know prepositions of place - To know vocabulary about holiday activities - To know vocabulary about holidays - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Talking about first meetings - Asking and answer about a good holiday - Giving directions - Speaking about unusual stories - Speaking about supermarkets - Learning to use examples - Giving directions in a supermarket - Telling a bad holiday story - Listening to a radio programme about holidays - Reading about how people met their friends - Reading about unusual stories - Writing a text about a bad holiday story

Language reflections A. Language and grammar functions - Past simple irregular verbs - Past simple questions - Giving directions

B. Vocabulary - Prepositions of place - Holidays - Holiday activities

GENERAL PROGRAMME – speakout starter 23 Sociocultural Aspects - To compare supermarkets - To think about unusual stories - To debate about the past - To compare between good and bad experiences - To talk about holidays

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards people’s opinions To respect different countries Consumer Education To think about consumerism Environmental Education To respect nature To respect different countries

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: past simple irregular verbs, questions, giving opinions. Prepositions of place, holiday activities, holidays. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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).

GENERAL PROGRAMME – speakout starter 25 UNIT 9: SHOPPING

I. AIMS - To talk about how they spend their money - To ask people to do things - To talk about things they would like to have or buy - To talk about likes and dislikes - To speak about shopping - To describe a favourite possession - To make requests. - To listen to a radio programme about shopping mistakes - To listen to someone shopping - To watch a BBC programme about the iPod - To read a website forum about gift-giving around the world - To read an article about right gifts in someone’s country - To read a text about a favourite possession - To write photos captions - To write a description about a favourite possession - To use hesitation phrases - To use object pronouns - To use like, love, hate + -ing - To know prepositions of place - To know vocabulary about money - To know vocabulary about activities and actions - To know vocabulary about shopping departments - To know vocabulary about music players - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Talking about how they spend their money - Asking people to do things - Talking about things they would like to have or buy - Talking about likes and dislikes - Speaking about shopping - Describing a favourite possession - Making requests. - Listening to a radio programme about shopping mistakes - Listening to someone shopping - Reading a website forum about gift-giving around the world - Reading an article about right gifts in someone’s country - Reading a text about a favourite possession - Writing photos captions - Writing a description about a favourite possession

Language reflections A. Language and grammar functions - Love, like, hate + ing - Object pronouns - Making requests

GENERAL PROGRAMME – speakout starter 26 B. Vocabulary - Activities - Money - Shopping departments - Music players

Sociocultural Aspects - To think about money - To debate about shopping - To debate about likes and dislikes - To think about possessions

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards people’s opinions To respect people’s possessions To debate about money Consumer Education To think about consumerism

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: love, like, hate + -ing. Object pronouns. Making requests. Activities, money, shopping departments, music players. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - 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).

ASSESSMENT I. Communication skills - Students’ Book. Review 5: Units 9- 10 pages 115, 116 II. Language reflections - Students’ Book. Review 5: Units 9-10 pages 115, 116 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 9

III. Sociocultural aspects - Students’ Book. Review 5: Units 9- 10 pages 115, 116 - Workbook, Unit 9

GENERAL PROGRAMME – speakout starter 28 UNIT 10: PLANS

I. AIMS - To talk about the best job - To talk about plans - To start and end conversations - To talk about when they tried something new - To talk about abilities - To debate about goals and plans - To listen to job interviews - To listen to street interviews about people’s goals - To listen to people start and end conversations - To listen to street interviews about people’s goals - To watch a BBC comedy about a funny woman - To read an article about interesting jobs - To read job adverts - To read an article about top ten goals - To read an email - To write an email - To write a magazine interview about something new - To use collocations - To learn to respond naturally - To use object pronouns - To use can/can’t - To use be going to - To know how to say goodbye - To know vocabulary about problems - To know vocabulary about life changes - To know vocabulary about shopping departments - To improve the pronunciation of the English Language - To improve the intonation of the English Language - To recognize word stress

II. CONTENTS

Communication Skills - Talking about the best job - Talking about plans - Talking about when they tried something new - Talking about abilities - Speaking about goals and plans - Listening to job interviews - Listening to street interviews about people’s goals - Listening to people start and end conversations - Listening to street interviews about people’s goals - Reading an article about interesting jobs - Reading job adverts - Reading an article about top ten goals - Reading an email - Writing an email - Writing a magazine interview about something new

Language reflections A. Language and grammar functions - Can/can’t - Be going to - Starting and ending conversations

GENERAL PROGRAMME – speakout starter 29 B. Vocabulary - Collocations - Life changes - Saying goodbye - Problems

Sociocultural Aspects - To debate about the future - To think and talk about the labour market - To debate about abilities

CROSS-CURRICULAR TOPICS Moral and civic education To show respect towards people’s opinions To respect work mates Consumer Education To think about consumerism Education for equality To respect people

BASIC COMPETENCES - Communication in the mother tongue and in foreign languages: can, can’t. Be going to. Starting and ending conversations. Collocations. Life changes, saying goodbye, problems. Pronunciation, intonation and stress. - 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 organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them. - Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; - Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance. - Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and

GENERAL PROGRAMME – speakout starter 30 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.

ASSESSMENT I. Communication skills - Students’ Book. Review 5: Units 9- 10 pages 115, 116 II. Language reflections - Students’ Book. Review 5: Units 9-10 pages 115, 116 - Students’ Book. Language Bank - Students’ Book. Photo Bank (vocabulary) - Workbook, Unit 10

III. Sociocultural aspects - Students’ Book. Review 5: Units 9- 10 pages 115, 116 - Workbook, Unit 10

GENERAL PROGRAMME – speakout starter 31