Microsoftpearsonespana.blob.core.windows.net/books/Real Life Int… · Web viewTo describe a house. To describe differences. To talk realistically about the future. To talk about

Real LifeINTERMEDIATE

Programme

_____________________________

Area of Foreign Languages

English

Teaching Programme – Real Life Intermediate1

Real Life Intermediate Teaching Programme

UNIT 1: LEARNING STYLE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Speak about different kind of schools- Listen to a radio programme about gender in education and work- Talk about education- Talk about studying- Discuss about concentration- Have a conversation- Attract attention- Greet someone- Introduce someone- Show interest- Debate about positive and negative achievements- Ask for repetition and clarification- Listen to a radio programme about gender education- Talk about schools

BLOCK 2 - Reading and Writing- Understand basic information from texts- Understand instructions- Read a text about different ways to learn- Read a text about boys and girls in education- Read a text about becoming a digital goldfish- Read a conversation - Read a formal letter of application- Write a letter of application

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

CONTENTSGrammar

- Present simple and continuous- State and activity verbs


Lexical sets- Education - Education and work

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 state and activity verbs

- 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 DIVERSITYExtra-practice and extension activities

Workbook (pages 2-9).

EVALUATIONAssessment

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

Evaluation CriteriaBLOCK 1 – Listening, speaking and conversation

- To speak about different kind of schools- To listen to a radio programme about gender in education and work- To talk about education- To talk about studying- To discuss about concentration- To have a conversation- To attract attention while speaking- To greet someone- To introduce someone- To show interest- To debate about positive and negative achievements- To ask for repetition and clarification- To listen to a radio programme about gender education- To talk about schools

BLOCK 2 – Reading and writing- To understand basic information from texts- To understand instructions- To read a text about different ways to learn- To read a text about boys and girls in education- To read a text about becoming a digital goldfish- To read a conversation - To read a formal letter of application- To write a letter of application

BLOCK 3 – Knowledge of the languageVocabulary

- 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. 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 2: INTO SPORT

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Talk about sports- Give definitions- Listen to likes and dislikes- Speak about likes and dislikes- Tell their partner about how they feel- Describe pictures- Listen to six extracts from a radio interview about sports- Listen to stress patterns- Listen to four people giving their opinion today- Talk about sports they like and they don’t like- Listen to people’s sporting likes and dislikes

BLOCK 2 - Reading and Writing- Understand basic information - Understand instructions- Take notes- Read a quiz about sports- Read a text about surfing, taekwondo and sailing- Write a short paragraph about a sport or other interests- Read a text about how the English invented sports- Read a text about an Olympic Gold Medal- Write the description of a sport




own.- Show a receptive attitude towards others’ life and people from another countries

CONTENTSGrammar

- Defining relative clauses- Present perfect and past simple

Lexical sets- Sporting activities- Likes and dislikes

Pronunciation


- Identify and produce English sounds - Pronunciation of stress patterns



skills.


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 present perfect; defining relative clauses







- 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.






- To talk about sports- To give definitions- To listen to likes and dislikes- To speak about likes and dislikes- To tell their partner about how they feel- To describe pictures- To listen to six extracts from a radio interview about sports- To listen to stress patterns- To listen to four people giving their opinion today- To talk about sports they like and they don’t like- To listen to people’s sporting likes and dislikes

BLOCK 2 – Reading and writing- To understand basic information - To understand instructions- To take notes- To read a quiz about sports- To read a text about surfing, taekwondo and sailing- To write a short paragraph about a sport or other interests- To read a text about how the English invented sports- To read a text about an Olympic Gold Medal- To write the description of a sport


- To find the vocabulary in a photograph- To put words in the correct groups

Grammar- To ask and answer questions in past simple.- To use the present perfect- To write statements in the past simple and the present perfect continuous- To use the defining relative clauses- To order words to make sentences


rhythms and intonation.- To recognize the stress patterns


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 3: FAMILY MATTERS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Understand instructions- Listen to a TV show about celebrity news- Talk about families- Talk about a famous person- Talk about themselves- Make suggestions- Respond to suggestions- Describe a person- Listen to a TV show- Describe personalities

BLOCK 2 - Reading and Writing- Understand basic information - Understand instructions- Read a text about quadruplets- Read a text about births and personalities- Write the description of a person- Read the description of someone they admire.





CONTENTSGrammar

- Making comparisons- Questions with look like, be like, like

Lexical sets- Physical description- Personality

Pronunciation- Identify and produce English sounds- Intonation of the English Language

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.


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. Making comparisons; questions with look like, be like, like.







- 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.


Workbook (pages 20- 27).





- To understand instructions- To listen to a TV show about celebrity news- To talk about families- To talk about a famous person- To talk about themselves- To make suggestions- To respond to suggestions- To describe a person- To listen to a TV show- To describe personalities

BLOCK 2 – Reading and writing- To understand basic information - To understand instructions- To read a text about quadruplets- To read a text about births and personalities- To write the description of a person- To read the description of someone they admire.



Grammar- To ask and answer questions.- To use the comparative and superlative of adjectives- To make comparisons- To make questions with look like, be like, like- To write sentences


rhythms and intonation.- Reproduce correct English intonations




countries


UNIT 4: WORKING LIFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Listen to a TV programme about child labour- Listen to predictions- Make predictions- Talk about jobs- Speak about the career they have in mind- Talk about their future- Give advice- Express obligation- Discuss opinions- Present an opinion- Talk about parents- Roleplay a job interview- Understand instructions

BLOCK 2 - Reading and Writing- Understand basic information about jobs in England- Read a text about powder monkeys- Read a text about a job no one did twenty years ago- Read a text about a job no one does now- Read a text about easy money- Read job advertisements- Read about three candidates for a job and write about one of them- Write about someone selected for a job





CONTENTSGrammar

- Obligation- Make, let

Lexical sets- Work and young people- Jobs


Pronunciation- Identify and produce English sounds - Reproduce correct stress in English



skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. To express obligation; make, let










Workbook (pages 28 - 33).EVALUATION

AssessmentStudent’s book. Activestudy 2 page 34Student’s book. Miniworkbook. (pages 106-107).


- To listen to a TV programme about child labour- To listen to predictions- To make predictions- To talk about jobs- To speak about the career they have in mind- To talk about their future- To give advice- To express obligation- To discuss opinions- To present an opinion- To talk about parents- To roleplay a job interview- To understand instructions

BLOCK 2 – Reading and writing- To understand basic information about jobs in England- To read a text about powder monkeys- To read a text about a job no one did twenty years ago- To read a text about a job no one does now- To read a text about easy money- To read job advertisements- To read about three candidates for a job and write about one of them- To write about someone selected for a job



Grammar- To ask and answer questions.- To express obligation- To use make, let






- To identify cultural and geographical characteristics of English speaking countries


UNIT 5: GETTING THERE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Understand instructions- Speak about lifestyle change- Listen to some extract from a TV news programme- Talk about intentions- Speak about eco-tourism- Ask for directions- Give directions- Apologize- Respond to an apology- Thank and respond to thanks- Listen to the description of a place- Listen to someone talking about the environment- Speak about transport and the environment

BLOCK 2 - Reading and Writing- Understand basic information about ecology- Read a text about global warming- Read an extract from a TV new programme- Make notes- Read a text about getting around a city- Read a text about transport and cities- Write about experiences with public transport- Read a text about eco-tourism- Read a postcard- Write a postcard- Read an online conversation- Read the description of a place- Write the description of a town- Describe famous buildings and monuments- Give reasons to visit a city- Describe their favourite area- Describe their favourite place- Read a text about future trends






CONTENTSGrammar

- Going to- Will- First conditional and future time clauses

Lexical sets- Protecting the environment- Transport and the environment

Pronunciation- Identify and produce English sounds - Reproduce correct intonation in English



skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. The future. Will, going to. First conditional and future time clauses










Workbook (pages 38 - 45).




- To understand instructions- To speak about lifestyle change- To listen to some extract from a TV news programme- To talk about intentions- To speak about eco-tourism- To ask for directions- To give directions- To apologize- To respond to an apology- To thank and respond to thanks- To listen to the description of a place- To listen to someone talking about the environment- To speak about transport and the environment

BLOCK 2 – Reading and writing- To understand basic information about ecology- To read a text about global warming- To read an extract from a TV new programme- To make notes- To read a text about getting around a city- To read a text about transport and cities- To write about experiences with public transport- To read a text about eco-tourism- To read a postcard- To write a postcard- To read an online conversation- To read the description of a place- To write the description of a town- To describe famous buildings and monuments- To give reasons to visit a city


- To describe their favourite area- To describe their favourite place- To read a text about future trends



Grammar- To ask and answer questions.- To talk about the future- To use will, going to.- To complete sentences using the first conditional- To use time clauses


rhythms and intonation.- Identify intonation in a sentence




countries


UNIT 6: MEETING UP

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Understand instructions- Understand basic information- Describe photos- Give short talks about people- Give advice- Listen to six situations involving emotions- Talk about feelings- Act out a conversation- Have a polite conversation with a stranger- Start a conversation- Ask polite questions- Respond politely- Listen to the description of relationships- Listen to a crime thriller

BLOCK 2 - Reading and Writing- Understand basic information- Read a text about teenagers problems- Read the introduction to Strangers on a train- Write the start of a conversation





CONTENTSGrammar

- Present perfect with for and since- Present perfect continuous and present perfect simple

Lexical sets- Social relationships- Adjectives about feelings





skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use the present perfect simple and the present perfect continuous. Use the present perfect with for and since.














- To understand instructions- To understand basic information- To describe photos- To give short talks about people- To give advice- To listen to six situations involving emotions- To talk about feelings- To act out a conversation- To have a polite conversation with a stranger- To start a conversation- To ask polite questions- To respond politely- To listen to the description of relationships- To listen to a crime thriller

BLOCK 2 – Reading and writing- To understand basic information- To read a text about teenagers problems- To read the introduction to Strangers on a train- To write the start of a conversation



Grammar- To ask and answer questions.- To complete sentences with the present perfect simple and the present perfect

continuous- To use the present perfect with for, since







UNIT 7: FAST FOOD

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Understand instructions- Understand basic information- Talk about fast food in the world- Listen to a conversation about chocolate- Listen to a TV series- Speak about Elizabethan food- Speak about snacks- Guess meaning from context- Listen to a conversation- Ask for typical dishes- Describe dishes- Make a request- Respond to a request- Make an offer- Respond to an offer- Thank someone- Listen to a person talking about preparing food- Describe food

BLOCK 2 - Reading and Writing- Read a text about fast food- Understand basic information- Read a text about the dark side of chocolate- Read two recipes- Read a text about Elizabethan food- Describe dishes- Read the description of a health check- Read a text about street food around the world- Read a formal letter of enquiry- Write a formal letter of enquiry






CONTENTSGrammar

- The Passive- Have something done

Lexical sets- Preparing food- Nutrition and health




skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use the passive voice; have something done.










Workbook (pages 56-63).EVALUATION



- To understand instructions- To understand basic information- To talk about fast food in the world- To listen to a conversation about chocolate- To listen to a TV series- To speak about Elizabethan food- To speak about snacks- To guess meaning from context- To listen to a conversation- To ask for typical dishes- To describe dishes- To make a request- To respond to a request- To make an offer- To respond to an offer- To thank someone- To listen to a person talking about preparing food- To describe food

BLOCK 2 – Reading and writing- To read a text about fast food- To understand basic information- To read a text about the dark side of chocolate- To read two recipes- To read a text about Elizabethan food- To describe dishes- To read the description of a health check- To read a text about street food around the world- To read a formal letter of enquiry- To write a formal letter of enquiry




Grammar- To ask and answer questions.- To use the passive voice- To use have something done



- To evaluate if they are using basic strategies to favour their learning progress.BLOCK 4 – Socio-cultural aspects and cultural awareness




UNIT 8: LIVING SPACE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Understand basic instructions- Understand basic information- Describe buildings- Ask for description- Describe a house- Describe differences- Talk realistically about the future- Talk about the ideal home- Debate about annoying habits- Listen to a radio phone-in- Give a two minute presentation about themselves- Speak about reality TV

BLOCK 2 - Reading and Writing- Understand basic information- Read to the description of a building- Write the description of a building- Read what some teenagers say about where they would like to live- Write a short description of an ideal home- Read a quiz about annoying habits- Read a text about the worst things about people they live with- Introduce opposite arguments- Summarize- Read a text about a reality TV- Read an essay about reality TV- Write an essay





CONTENTSGrammar

- First and second conditional- Wish + past simple/would


Lexical sets- Describing buildings- Annoying habits




skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use the first and second conditional. Use wish + past simple/would










-ATTENTION TO DIVERSITY

Extra-practice and extension activitiesWorkbook (pages 64 - 69).




- To understand basic instructions- To understand basic information- To describe buildings- To ask for description- To describe a house- To describe differences- To talk realistically about the future- To talk about the ideal home- To debate about annoying habits- To listen to a radio phone-in- To give a two minute presentation about themselves- To speak about reality TV

BLOCK 2 – Reading and writing- To understand basic information- To read to the description of a building- To write the description of a building- To read what some teenagers say about where they would like to live- To write a short description of an ideal home- To read a quiz about annoying habits- To read a text about the worst things about people they live with- To introduce opposite arguments- To summarize- To read a text about a reality TV- To read an essay about reality TV- To write an essay



Grammar- To ask and answer questions.- To use the first and second conditional- To use wish + past simple/ would


rhythms and intonation.





countries


UNIT 9: HELP! HELP!

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Listen to a lecture about first aid- Speak about childhood- Speak about stories of emergencies of lucky escapes- Tell a story- Listen to a conversation- Describe previous events- Describe main events- Say how they felt- Start a conversation- Invite someone- Accept an invitation- Refuse an invitation- Listen to a narrative- Narrate a story about an emergency

BLOCK 2 - Reading and Writing- Read a leaflet about first aid- Read about childhood accidents- Write a short description of an accident they had when children- Read three stories- Read a text about a lucky escape- Read a story about endurance- Read extracts from letters- Write a letter from a sailor to his sweetheart- Read a blog narrating an accident- Describe events- Write a narrative- Write an informal letter





CONTENTSGrammar- Used to and past continuous


- Past perfectLexical sets

- Accidents- First Aid




skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using used to and past continuous; past perfect.











Workbook (pages 74 - 81).EVALUATION



- To listen to a lecture about first aid- To speak about childhood- To speak about stories of emergencies of lucky escapes- To tell a story- To listen to a conversation- To describe previous events- To describe main events- To say how they felt- To start a conversation- To invite someone- To accept an invitation- To refuse an invitation- To listen to a narrative- To narrate a story about an emergency

BLOCK 2 – Reading and writing- To read a leaflet about first aid- To read about childhood accidents- To write a short description of an accident they had when children- To read three stories- To read a text about a lucky escape- To read a story about endurance- To read extracts from letters- To write a letter from a sailor to his sweetheart- To read a blog narrating an accident- To describe events- To write a narrative- To write an informal letter



Grammar- To ask and answer questions.- To use used to and past continuous- To use the past perfect








UNIT 10: IN THE NEWS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Listen to story and explain what it is about- Listen to four people discussing celebrities- Make predictions- Talk about newspapers- Ask others opinion- Give an opinion- Explain an opinion- Tell the students about a story they have read- Listen to some people discussing stories- Listen to radio news programme- Express opinions

BLOCK 2 - Reading and Writing- Read an article about Lisa and her father- Read a reported story- Read three articles about celebrities and the media- Show agreement- Show disagreement- Write an article about a celerity- Read some headlines- Read true life stories- Make predictions- Write a short paragraph giving an opinion about a story





CONTENTSGrammar

- Reported speech- Reported questions

Lexical sets- News features- Celebrities and the media





skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Repeat others’ words. Recognizing and using the reported speech and reported questions.














- To listen to story and explain what it is about- To listen to four people discussing celebrities- To make predictions- To talk about newspapers- To ask others opinion- To give an opinion- To explain an opinion- To tell the students about a story they have read- To listen to some people discussing stories- To listen to radio news programme- To express opinions

BLOCK 2 – Reading and writing- To read an article about Lisa and her father- To read a reported story- To read three articles about celebrities and the media- To show agreement- To show disagreement- To write an article about a celerity- To read some headlines- To read true life stories- To make predictions- To write a short paragraph giving an opinion about a story



Grammar- To ask and answer questions.- To use the reported speech- To use the reported questions







UNIT 11: FOR ART’S SAKE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Understand basic instructions- Talk about a cultural event- Listen to an interview- Describe photographs- Talk about a painting- Talk about Jackson Pollock- Listen to a suggestions- Ask what’s wrong- Ask for advice- Give advice- Agree sympathetically- Respond sympathetically- Give information- Listen to a conversation- Listen to an interview to two buskers- Listen to a radio programme

BLOCK 2 - Reading and Writing- Write a short paragraph about a cultural event- Read some texts about the Headley Rock Festival- Write sentences with gerunds and infinitives- Read about street art- Describe a cultural event- Describe a painting- Read a text about Art and money- Write about works of art- Write a description giving an opinion of a work of art- Read a concert review- Write a review






CONTENTSGrammar

- Gerunds and infinitives- Models of deduction

Lexical sets- Cultural events




skills.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Use gerunds and infinitives. Use modals of deduction.









-ATTENTION TO DIVERSITY

Extra-practice and extension activitiesWorkbook (pages 92 - 99).




- To understand basic instructions- To talk about a cultural event- To listen to an interview- To describe photographs- To talk about a painting- To talk about Jackson Pollock- To listen to a suggestions- To ask what’s wrong- To ask for advice- To give advice- To agree sympathetically- To respond sympathetically- To give information- To listen to a conversation- To listen to an interview to two buskers- To listen to a radio programme

BLOCK 2 – Reading and writing- To write a short paragraph about a cultural event- To read some texts about the Headley Rock Festival- To write sentences with gerunds and infinitives- To read about street art- To describe a cultural event- To describe a painting- To read a text about Art and money- To write about works of art- To write a description giving an opinion of a work of art- To read a concert review- To write a review




Grammar- To ask and answer questions.- To use gerunds and infinitives- To use models of deduction







UNIT 12: WHAT NEXT?

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation- Listen to a quiz about important inventions- Talk about important inventions- Talk about life events- Describe objects- Play guessing game- Talk about useful inventions- Debate about robots- Give a presentation

BLOCK 2 - Reading and Writing- Read quiz about important inventions- Read a text about the man who nearly invented the telephone- Write sentences about events- Describe objects- Write sentences about everyday objects- Read description about a bedroom- Write a description about a bedroom- Read a text about robots and the future- Describe the best robot- Describe a room





CONTENTSGrammar- Third conditional- Quantifiers

Lexical sets- Word families- Describing objects


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.


Interchanging personal information and information about things important to the speaker. Understand written and oral information. Recognizing and using the third conditional; use the quantifiers.














- To listen to a quiz about important inventions- To talk about important inventions- To talk about life events- To describe objects- To play guessing games- To talk about useful inventions- To debate about robots- To give a presentation

BLOCK 2 – Reading and writing- To read quiz about important inventions- To read a text about the man who nearly invented the telephone- To write sentences about events- To describe objects- To write sentences about everyday objects- To read description about a bedroom- To write a description about a bedroom- To read a text about robots and the future- To describe the best robot- To describe a room



Grammar- To ask and answer questions.- To use the third conditional- To use the quantifiers



- To evaluate if they are using basic strategies to favour their learning progress.



countries


Microsoftpearsonespana.blob.core.windows.net/books/Real Life Int… · Web viewTo describe a house. To describe differences. To talk realistically about the future. To talk about

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