UNIT1: The Celts
Listening, speaking and conversing
-Listening to and understanding oral texts and extracting specific information (how long and when something happened).
– selecting the most important information in oral messages; asking questions and giving answers for specific information.
– performing dialogues in practical and real-life situations (narrating things from the past).
Reading and Writing
– Reading written texts for specific information; inferring meaning of words from the context; Writing someone’s biography.
Language functions
-Asking for and giving information about past events.
-Talking about how long something has happened.
-Talking about holidays and traditions.
-Contrasting past and present uses of tenses and using them appropriately.
A) Grammar
– The Past Simple and the Present Perfect.
– Regular and irregular verbs.
– Used to + infinitive.
– Interrogative pronouns.
– Pronunciation of –ed endings in regular verbs.
– For, since, already, yet, ago…
– Conjunctions.
– Affirmative, negative and interrogative structures: word order.
B) Vocabulary
– Time expressions.
– Specific vocabulary to describe what happened in the past.
C) Pronunciation
– Revision of verbs ending in –ed.
– Revision of the differences in pronunciation between a present simple tense and past simple tense.
– Perception and clear articulation of initial and final consonants.
Block V: Socio-cultural aspects and intercultural awareness.
– Interest in and respect for other people’s opinions and appreciation of other socio-cultural ways of life.
– Integrate an interdisciplinary approach with historical information.
– Draw ties between historical similarities in L1 and L2 to promote a plurilinguistic and pluricultural attitude.
– Positive attitude to understanding and making oneself understood in a foreign language and respecting formal and informal styles according to who is speaking.
Assessment criteria ( to be able to)
1. Write about a past event.
2. Say how often people do things in comparison to how often people used to do things.
3. Understand historical events.
4. Have an active role in a group project.
UNIT 2: MEDIA
Listening, speaking and conversing
Predicting content before listening to contextualised oral texts.
Interacting with people appropriately.
Reading and Writing
Reading messages and short texts in order to identify information. Deducing meaning from context.
Writing sentences from previously introduced models.
Knowledge of the language
A) Language functions
– Describing future situations.
– Reporting information.
– Expression an opinion about current affairs.
– Partaking in turn-taking in a conversation.
B) Grammar
– Reported speech (form and use).
– Reporting verbs.
– Appropriate references for people, things and places in reported speech.
– Intonation and rhythm.
– Past Simple uses compared to the present perfect for recent actions.
– Modal auxiliary verbs (could, might, should…).
– Affirmative, negative and interrogative structures: word order.
– Question-tags.
– Pronunciation of question-tags.
– Pronunciation of special consonant sounds (words like think).
– Stress and intonation of words.
– Past Simple
– Present Perfect
– Future tenses.
C) Vocabulary
– Specific vocabulary for reported speech.
– Time expressions.
– Specific vocabulary related to the news and its and different sections.
– Weather forecast.
– Expressions of probability.
D) Pronunciation
– Use sound aspects such as rhythm, stress and intonation in a meaningful way.
– Special emphasis of the pronunciation of the third person singular (like-likes).
– Work on interrogative intonation.
Socio-cultural aspects and intercultural awareness
– Cooperating with peers to carry our different tasks.
– Developing a positive attitude with regard to their own learning process that enables them to accept their mistakes and those of their mates as another element of their own process.
Assessment criteria (to be able to)
– Compare people, things and places.
– Produce correct grammar structures orally and in a written manner.
– Write a short text using tenses appropriately.
– Comprehend suggestions.
– Work in groups to solve problems requiring the resolution of conflicting information.
UNIT3: FEELINGS
Listening, speaking and conversing
Making and verifying predictions
Speaking about photographs.
Reading and Writing
Reading for the main idea and specific details.
Writing familiar words and sentences when dictated.
Knowledge of the language Language functions
– Comparing and contrasting cultural traditions.
– Accepting or refusing an invitation.
– Listening and analysing the presence of information.
– Expressing preferences and opinions.
B) Grammar
– Modal auxiliary verbs II (can, could, must, mustn’t, have to, ought to…).
– Conditional sentences type I, II, III
– Review of tenses.
C) Vocabulary
– Instructions to use things.
– Lexis related to the school and community infrastructure.
– Specific vocabulary related to complaints and suggestions.
– Lexis for creating a polite register.
D) Pronunciation
– Pronunciation of special consonant sounds (words like shower)
– Stress and intonation of words.
Socio-cultural aspects and intercultural awareness
– Emphasising the importance of active participation by rewarding good behaviour quickly, clearly and systematically.
– Understanding error as an integral part of their learning process.
– Encouraging students to be eager to participate.
Assessment criteria (to be able to)
– Structure information according to a sentences model.
– Exchange ideas about the topic dealt with in this classroom.
– Write correct statements using conditional sentences.
– Modalise statements by using appropriate modal verbs.
UNIT 4: Human rights
Listening, speaking and conversing
Listening to contextualised aural texts.
Participating in contextualised oral exchanges.
Block II: Reading and Writing
Decoding regular sound symbol correspondences.
Dictating sentences and messages for others to write.
Knowledge of the language
Language functions
– Asking for and giving permission.
– Expressing prohibition.
A) Grammar
– Modal auxiliary verbs (can, could, must, mustn’t, have to, ought to…).
– Pronunciation of special consonant sounds (words like shower).
– Stress and intonation of words.
B) Vocabulary
– Instructions to use things.
– Related to motorbikes.
– Related to drug and alcohol use.
– Related to marriage and voting.
– Specific vocabulary related to things one can and cannot do.
C) Pronunciation
– Practice of stress and intonation (interrogative sentences).
– Pronunciation of /h/.
– Perception of initial and final consonants.
Block V: Socio-cultural aspects and intercultural awareness.
– Solving problems through social interaction with other classmates.
– Establishing and maintain social relationships.
– Imaginatively projecting themselves into another’s situation in order to understand his/her thoughts, reasoning and emotions.
Assessment criteria (to be able to)
– Take part in short, contextualised dialogues and give their opinion about the things they are or they aren’t allowed to do.
– Identify and reproduce the pronunciation of English words when exchanging information.
– Write short statements about their rights and duties at school and at home.
UNIT 5: PUBLICITY
Listening, speaking and conversing
Grasping the general sense and identifying specific information.
Interacting with their classmates appropriately.
Reading and Writing
Scanning for specific information and reading for the main idea.
Writing texts from previously introduced models.
Knowledge of the language
Language functions
– Accepting or refusing an invitation.
– Giving advice and warnings.
A) Grammar
– Modal auxiliary verbs (will, would, shall, should, etc.).
– Expressions for giving advice, warning and permission.
– Affirmative, negative and interrogative structures: word order.
– Stress and intonation of words.
B) Vocabulary
– Expressions to give advice or to warn someone.
– Specific vocabulary for inviting someone to do something.
– Related to consumerism.
– Related to everybody products.
– Adjectives defining value and worth.
C) Pronunciation
– Production of correct stress on individual words and on longer stretches depending on the meaning the student wants to convey (whether s/he likes it or not).
– Relationship between the graphic representation of words and their pronunciation.
Block IV: Socio-cultural aspects and intercultural awareness
– Challenging each child according to his/her ability.
– Helping students develop lively, enquiring minds.
Assessment criteria (to be able to)
– Analyse and discuss specific info in adverts
– Exchange key ideas from advert messages.
– Create a publicity spot for television.