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Going Places 3Programme

________________

Area of Foreign Languages

English

Teaching Programme – Going Places 31

MODULE 1: SCHOOLS

I. OBJECTIVESContent block 1 - Oral communication: listening, speaking and conversing Produce and participate in a variety of oral interactions and conversations:

- Talk about the school and its facilities- give opinions, argue and compare.- Key expressions: Express preferences.

Be able to listen to and understand general and specific information in different communicative contexts

- An advertisement for a school.- Information about summer courses.- A dialogue (The Going Places story)

Content block 2 - Written communication: reading and writing Understand the general information and relevant data in written texts:

- An advert for a school: Petergate School of Performing Arts.- A cross-cultural text about schools and education in Japan: Schools in Japan

(Across Culture) Write, with guidance, structured texts, using basic strategies of reflection and

composition in the process, and a register appropriate to the reader- A description of the student’s ideal school (Project/Portfolio).

Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents

below). Use strategies for revision, reflection about language and self-evaluation.Content block 4 - Socio-cultural features and intercultural awareness Recognize and value the foreign language as an instrument of international

communication Show a receptive attitude towards speakers of other languages and from different

cultures. Prepare a project demonstrating a knowledge of different social and cultural events,

and obtaining information through a variety of media (Project: Your ideal school)

II. LANGUAGE CONTENTSGrammar Present simple and continuous Sentence builder: comparison: (not) as..+ adjective + as Preferences: verbs + to/ingVocabulary Multi-part verbs Word Builder: collocations Alter-school clubsPhonetics Correct pronunciation of weak forms: a, are, of, have.Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning.


Show interest in making the most of learning opportunities created both in and outside the classroom.

Participate actively in group work. Proper use of the course book as a learning resource

III. BASIC COMPETENCIESLinguistic competence Talking about your school and likes and dislikes and asking and answering questions

about these. Correctly use the present simple and the present continuous and verbs of preference. Understanding spoken language and paying attention to detail: ‘Course Information’.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Asking about and expressing preferences. Learning about educational institutions in other countries and cultures.Cultural and artistic competence Immersion in the language, heritage and culture of the English speaking world.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing

new words and phrases and the Text Builder to learn basic strategies in the composition of texts.

Scanning a text to find specific information. Discovering your course book and the resources it contains.Autonomy and personal initiative Taking responsibility for a portfolio of work: writing a description of your ideal

school.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 12 - 22Photocopiable activity 1, page 6 (False facts)Photocopiable activity 2, page 7 (Tell me about)Word Bank, page 127-134 TIME OUT! page 113, exercises 1,2, and 3.Workbook

V. ASSESSMENTSummative assessmentGoing Places 3 Module Tests: Module 1 testGoing Places 3 Test Book: Language Test 1 A and B; Skills test 1 & 2 A and B

Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about the school and its facilities Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: expressing opinions and preferences.


Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of producing a description of an ideal school.Content block 3 - Understanding of the language (Module 1 Test-page3)Vocabulario Complete words (School facilities). Complete multi-part verbs (Multi-part verbs).Grammar Complete sentences with verbs in brackets in Present Simple or Present Continuous

(Present Simple and Present Continuous). Complete sentences with one Word from the box (Adverbs of frequency / Time

expressions). Correct mistakes in sentences (Sentence Builder). Choose the correct words in each sentence (Sentence Builder). Complete sentences with the words in box. There are two extra words (Key

Expressions).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign

language is spoken, and the most significant customs, rules, attitudes and values of their societies, valuing cultural characteristics different from ones own.


MODULE 2: TALENT


- Talk about abilities. - Talk about famous women - Key expressions: Express opinions and agreement and disagreement.


- An oral text about famous young people. - An interview for a summer job.- A dialogue (The Going Places story)


- Profiles of two magicians: David Copperfield, and Houdini.- A text about four talented women: Hidden Talents.

Write, with guidance, structured texts, using basic strategies of reflection and composition in the process, and a register appropriate to the reader

- An e-mail to a friend. Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents

below). Use strategies for revision, reflection about language and self-evaluation.Content block 4 - Socio-cultural features and intercultural awareness Identify common features and the most significant differences that exist between the

customs, habits, attitudes and values of the societies whose language is being studied and ones own, and show respect for these.

Understand about the most significant cultural characteristics of the countries where the foreign language is spoken: literature, Art, music, cinema, etc.

II. LANGUAGE CONTENTSGrammar Past simple and continuous Had to / didn’t have to, could / couldn’t Question tags and short questions.Vocabulary Abilities Word Builder: verbs with prepositions Linkers: when and while / too, also, as well and either Opinions: agreeing / disagreeingPhonetics Correct pronunciation of the sounds /t/, / d/, /θ/, and /δ/.Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning.



Participate actively in group work.

III. BASIC COMPETENCIESLinguistic competence Talking about your abilities, expressing your opinions and asking and answering

questions about these. Correctly use the past simple and the past continuous, verbs with dependent

prepositions and question tags. Understanding spoken language and paying attention to detail: ‘A Job Interview’Data processing and digital competence Using e-mail Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Considering the changing role of women from the past to the present day. Asking about and expressing opinions.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world. Learning about the lives of two great magicians.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Thinking about the importance of generating ideas before starting to write. Using similarities between languages to help you learn vocabulary.Autonomy and personal initiative Taking responsibility for a portfolio of work: writing an e-mail to an English-speaking

friend.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 23 a 32Photocopiable activity 3, page 8 (Mixed-up stories)Photocopiable activity 4, page 9 (Wiggle)Word Bank, page 127-134 TIME OUT! page 116, exercises 4, 5 and 6.Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about abilities and skills. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: expressing opinions. Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing an email to a friend. Content block 3 - Understanding of the language (Module 2 Test-page 4)Vocabulario Read definitions. Then write adjectives. (Abilities) Complete sentences using the correct preposition from box (Verbs + prepositions).Grammar Complete text with verbs in brackets in Past Simple or Past Continuous (Past Simple

and Past Continuous). Complete questions about text in Exercise 3. Complete sentences with when or while (Sentence Builder). Complete sentences with had to, didn’t have to or could (Sentence Builder). Complete responses with one word in each space (Key Expressions).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 3: HEALTH


- Talk about health.- Give advice on a healthy lifestyle.- Key expressions: at the doctor’s


- Conversations between a doctor and a patient. - A dialogue (The Going Places story)


- Read and understand an article about illnesses and epidemics.- A cross-cultural text about exotic food (Across Culture)


- A short report about young peoples’ eating habits, after having carried out a survey (Project).

Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents



Understand about the most significant cultural characteristics of the countries where the foreign language is spoken: literature, Art, music, cinema, etc.,

Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: A survey)

II. LANGUAGE CONTENTSGrammar The Passive Sentence Builder: good to do, important to do /( not) good enough to; too busy toVocabulary Health Illnesses Prefixes for opposites e.g. unhealthy, impossible Food and nutrition Word builder: Word families e.g. lunch, snack, dinnerPhonetics Main stress in common phrases


Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning. Show interest in making the most of learning opportunities created both in and outside

the classroom. Participate actively in group work. Reflect on how to store words / phrases

III. BASIC COMPETENCIESLinguistic competence Talking about health and exercise and asking and answering questions about these. Correctly use the passive voice and prefixes to form opposites. Understand spoken language and paying attention to detail: “At the doctor’s”.Competence in knowledge and interaction with the physical world Considering the elements of healthy lifestyle including diet and exercise.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Being sensitive to other people’s health problems and offering help when appropriate.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Skimming a text for global understanding. Using notes to help you prepare and speak better. Considering key points when organising your vocabulary notes.Autonomy and personal initiative

Taking responsibility for a portfolio of work: writing up the results of a survey.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 33- 42Photocopiable activity 5, page 10 (The great do-it-yourself quiz)Photocopiable activity 6, page 11 (Who’s the expert)Word Bank, page 127-134 TIME OUT! Page 115, exercises 7, 8 and 9. Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about health and illnesses. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: expressing oneself at the doctor’sContent block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing a report about young peoples’ eating habits after having carried

out a survey.Content block 3 - Understanding of the language (Module 3 Test-page 5)Vocabulary Order letters to make words (Health and Diseases). Complete phrases with a verb. Complete each adjective with correct prefix (Negative prefixes).Grammar Put verbs in brackets in active or passive and in correct tense (The Passive). Rewrite sentences in the passive. Complete sentences with the words in brackets and either too or not/enough (Sentence

Builder).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 4: CITIES


- Talk about cities.- Speculate.- Describe the town or city where the students live.- Key expressions: Phone calls.


- A street survey.- Telephone calls. - A dialogue (The Going Places story)


- A Tourist’s diary: Mexico City.- A tourist leaflet about Norwich: Welcome to Norwich!


- An e-mail or short note to a friend.Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




II. LANGUAGE CONTENTSGrammar Modal verbs of deduction / speculation (must, could, can’t). Sentence Builder: it is and there is Understanding grammar: adjectives and pronounsVocabulary Cities Places Word builder: (not) very, really, quite, a bit Telephone calls Text Builder: Reference words: adverbs e.g. actually, luckilyPhonetics Distinguish it isn’t and it’s not



the classroom. Participate actively in group work. Techniques for memorising vocabulary.

III. BASIC COMPETENCIESLinguistic competence Talking about cities and their problems and asking and answering questions about

these. Correctly use modal verbs of deduction (must, could, can’t) in the present and

personal nouns. Understanding spoken language and paying attention to detail: ‘Telephone

Conversations’.Mathematical competence Using and understanding telephone numbers.Competence in knowledge and interaction with the physical world Understanding the common problems of big cities.Data processing and digital competence Using e-mail. Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Making phone calls to make invitations and arrangements.Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world.

Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Learning techniques to help predict information and complete listening tasks more effectively.

Using a checklist with your written work. Assessing what kind of learner you are in order to help with vocabulary learning. Autonomy and personal initiative Taking responsibility for a portfolio of work: writing notes to make arrangements for

the weekend.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 43 - 52Photocopiable activity 7, page 12 (By the sea)Photocopiable activity 8, page 13 (City Quiz).Word Bank, page 127-134 TIME OUT! page 116, exercises 10, 11, 12Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about cities. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: acting out telephone calls. Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing an email or short note to a friend. Content block 3 - Understanding of the language (Module 4 Test-page 6)Vocabulario Match beginnings (a-h) with endings (1-8) to make places in cities (Cities). Read definitions and write the places (Places). Cross out wrong words (really/very/bit/quite).Grammar Complete sentences with must/could/can’t and correct verb from box (Speculating). Complete text with it or there (Sentence Builder). Complete text with words in box (Key Expressions).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 5: ON THE MOVE


- Talk about travel and transport.- Ask and answer questions in an interview about travel.- Key expressions: Asking for information.


- A radio advertisement about an adventure holiday.- A dialogue (The Going Places story)


- A text about a wildlife photographer and writer.- A publicity leaflet about safaris.- A cross-cultural text about the lifestyle of nomadic peoples (Across Culture)


- A description of a tour around the student’s own country (Project).Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: Touring your country).

II. LANGUAGE CONTENTSGrammar Present Perfect Word Builder: Compounds Sentence Builder: –ing Word Builder: Confusing wordsVocabulary Transport Jobs Animals Asking for information Sentence Builder: looks (freezing), sounds (reasonable)


Phonetics Correct pronunciation of the sounds /ɔ:/, /u:/, /aʊ/, /ə/Reflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning. Show interest in making the most of learning opportunities created both in and outside

the classroom. Participate actively in group work. Explaining words.

III. BASIC COMPETENCIESLinguistic competence Talking about travel and transport and asking and answering questions about these. Correctly use the present perfect for indefinite past time and with already, yet, ever

and never. Understanding spoken language and paying attention to detail: ‘A radio Advert’.Competence in knowledge and interaction with the physical world Learning about wild animals in their natural habitats.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Asking for information and responding appropriately. Learning about nomadic cultures around the World. Cultural and artistic competence Immersion in the language, heritage and culture of the English-speaking world.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Using sentence stress to help understanding the main points of spoken language. Using English in the classroom when asking for or explaining new vocabulary in order

to maximise learning.Autonomy and personal initiative Taking responsibility for a portfolio of work: preparing a poster with a tour of your

country.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 53 - 62Photocopiable activity 9, page 14 (School Reunion).Photocopiable activity 10, page 15 (Crossword).Word Bank, page 127-134 TIME OUT! page 117, exercises 13, 14, 15.Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing I sable to talk about travel and transport. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: asking for information.Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing the description of a tour.Content block 3 - Understanding of the language (Module 5 Test-page7)Vocabulario Complete types of transport (Transport). Choose the correct animal for each description (Animals). Complete sentences with a word from each box. Then decide if they are written as one

word two words, or joined with hyphen (Compound).Grammar Put verbs into the Present Perfect (Present Perfect). Complete sentences. Complete each sentence with a –ing word (Sentence Builder). Put dialogue for speaker A into the correct order (Key Expressions).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 6: FILMS


- Talk about the cinema.- Make predictions about a television series.- Take part in a film quiz.- Key expressions: Instructions and reasons


- Descriptions of films- A scene from a film.- A dialogue (The Going Places story)


- The profile of a film / character and an article about him: 007 Factfile.- An article about mistakes in films: Film Goofs.- A film review


- A film review (Portfolio).Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: Film review)

II. LANGUAGE CONTENTSGrammar Predictions Sentence Builder: although and however Understanding grammar: Present Perfect and Past Simple. Vocabulary Films Word Builder: Multi-part verbs. Instructions and reasons Sentence Builder: I don’t know when/where/how/what Text Builder: Paragraphs, linking words.


Phonetics Weak formsReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning. Show interest in making the most of learning opportunities created both in and outside

the classroom. Participate actively in group work. Reflect about how to learn multi-part verbs

III. BASIC COMPETENCIESLinguistic competence Talk about films and television and asking and answering questions about these. Correctly use the grammar of predictions and distinguishing uses of the present

perfect and the past simple. Understanding spoken language and paying attention to detail: ‘Films’.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Giving instructions clearly.Cultural and artistic competence Immersion in the language, heritage and culture of the English speaking world. Finding out about famous films including the James Bond series and Gladiator,

Titanic and King Kong, amongst others.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Learning to identify unknown words from the context. Using example sentences to help learn multi-part verbs.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 63 - 72Photocopiable activity 11, page 16 (Fortune-tellers)Photocopiable activity 12, page 17 (Match up)Word Bank, page 127-134 TIME OUT! page 118 and 119 exercises 16, 17 and 18Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Is capable of talking about films. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: giving instructions and reasons. Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing a film review. Content block 3 - Understanding of the language (Module 6 Test-page 8)Vocabulario Complete each sentence with a type of film (Films). Grammar Complete sentences with will, won’t, be going to, might and a verb from box

(Predictions). Complete the sentences with correct form of verbs in brackets and will, won’t, going

to, might. Complete verbs with one Word (Multi-part verbs). Complete second sentence so that it has same meaning as first (Sentence Builder). Complete each sentence with so (that), because or to (Key Expressions).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 7: PEOPLE


- Talk about personality, personal relationships and adolescence.- Act out arguments between parents and teenagers (Roleplay)- Key expressions: Making suggestions


- A conversation in a travel agent’s.- A dialogue (The Going Places story)


- Letters explaining teenage problems: Problem Busters.- Descriptions of parents by teenagers and vice versa: What do you argue about at home?

- A cross-cultural text about teenagers in Great Britain and coming of age celebrations (Across Cultures)


- An essay about a celebration (Project).Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: A celebration)

II. LANGUAGE CONTENTSGrammar Future ConditionalVocabulary Personality adjectives Feelings Word Builder: Make/do Sentence Builder: let/make someone do something. Suggestions Multi-part verbsPhonetics The sounds /ɡ/, /dʒ/ and/ɳ/



the classroom. Participate actively in group work. Use of the dictionary

III. BASIC COMPETENCIESLinguistic competence Talking about personality, relationships and being a teenager and asking and

answering questions about these. Correctly use the future conditional and collocations with make and do. Understanding spoken language and paying attention to detail: ‘Travel Agent’s’.Mathematical competence Understanding times and prices.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Understanding the generation gap between parents and children. Making suggestions and responding to the suggestions of others. Learning about coming of age ceremonies in other cultures around the world.Cultural and artistic competence Immersion in the language, heritage and culture of the English speaking world. Finding out about famous musicians and their style through the ages from Beethoven

to Nirvana.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Using a dictionary to help establishing the meanings of words and their part of speech.Autonomy and personal initiative Taking responsibility for a portfolio of work: writing a description of a celebration.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities: TG, pages 73 - 82Photocopiable activity 13 page 18 (Kidnap).Photocopiable activity 14 page 19 (Good parents).Word Bank, page 127-134 TIME OUT! pages 120 and 121, exercises 19, 20, 21.Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about personality, relationships and adolescence Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: Making suggestionsContent block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing an essay describing a celebration.Content block 3 - Understanding of the language (Module 7 Test-page 9)Vocabulario Find eight adjectives in Word search and then write them in correct column (e Match feelings (1-6) to situations (a-f) (Feelings). Complete with make or do (Make / Do).Grammar Put verbs in brackets into correct form (Future conditional). Choose the correct words to complete phrases. Complete with one word in each space (Multi-part verb). Complete text with make or let (Sentence Builder). Complete dialogue with words in the box. There is one extra word. (Key Expressions)

Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 8: MUSIC


- Talk about and describe music.- Give opinions on musical tastes.- Key expressions: making a short presentation.


- A song: I’m a Believer.- Different styles of music.- A dialogue (The Going Places story)


- A text about the history of pop music: The first fifty years of pop.- The biography of a famous musician: Ludwig van Beethoven.- A text about odd musical instruments.


- The biography of a famous musician - (Portfolio).Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




II. LANGUAGE CONTENTSGrammar Defining relative clauses Nouns and adjectivesVocabulary Music Musical instruments Word Builder: Adjective suffixes e.g. beautiful, famous, interesting Sentence Builder: Linking: either… or, neither…nor, both…and, not only…but also. Vocabulary for presentations.Phonetics Identifying individual wordsReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning.



Participate actively in group work. Use songs to learn English

III. BASIC COMPETENCIESLinguistic competence Talk about music and musicians and asking and answering questions about these. Using correctly defining relative clauses, omitting pronouns where possible, using

both, neither, either and not only and correct adjectival order. Understanding spoken language and paying attention to detail: ‘I’m a Believer’ /

‘Presentation’.Data processing and digital competence Using the Internet as a source of research information.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Presenting your ideas to others.Cultural and artistic competence Immersion in the language, heritage and culture of the English speaking world. Finding out about famous musicians and their styles through the ages from Beethoven

to Nirvana.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Using notes to help you prepare and structure a short presentation and speak better. Making careful use of songs in English to help learn vocabulary and structures.Autonomy and personal initiative Taking responsibility for a portfolio of work: writing a biography of a famous

musician.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 83 - 92Photocopiable activity 15, page 20 (Shapes).Photocopiable activity 16a page 21 (Music Reviews).Photocopiable activity 16b page 22 (John Lennon biography).Word Bank, page 127-134 TIME OUT! page 122 and 123, exercises 22, 23 and 24Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about music. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: making short presentations. Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing the biography of a famous musician. Content block 3 - Understanding of the language (Module 8 Test-page 10)Vocabulario Order letters to make adjectives that describe music (Music). Find nine instruments in word snake and write them in correct category (Instruments). Complete sentences with one of the words from box (Noun / Adjectives).Grammar Complete sentences with a relative pronouns. Join sentences with a relative clause. Make other changes that are necessary. Complete a second sentence so that it has same meaning as first using one word from

box (Sentence Builder).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 9: BOOKS


- Talk about reading.- Say what others have said or ordered.- Talk about discrimination.- Key expressions: Telling stories.


- People talking about reading habits- A story- A dialogue (The Going Places story)


- A text about American classic novels. - A short story - An Indian folk tale (Across Culture).


- A folk tale (Project).Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




Prepare a project demonstrating a knowledge of different social and cultural events, and obtaining information through a variety of media (Project: A folk tale)

II. LANGUAGE CONTENTSGrammar Reported orders, requests and advice Sentence builder: Relative clauses; verbs followed by infinitivesVocabulary Reading Adjectives and prepositions, e.g. worried about Key expressions: Telling stories Multi-part verbsPhonetics Correct pronunciation of the sounds: /æ/, /a:/ and /eɪ/ and /ə/



the classroom. Participate actively in group work.

III. BASIC COMPETENCIESLinguistic competence Talking about books, stories and folk tales and asking and answering questions about

these. Correctly use reported speech for orders, requests and advice, adjectives with

dependent prepositions and expressions to add interest to stories. Understanding spoken language and paying attention to detail: ‘A Story’.Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples.Cultural and artistic competence Immersion in the language, heritage and culture of the English speaking world. Telling stories and reacting to other people’s stories to show interest. Following a short story and a folk tale from India.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Learning techniques to help answer multiple choice questions correctly. Focussing on linking words and time expressions in order to follow a story. Using English in the classroom when asking for or explaining new vocabulary in order

to follow a story.Autonomy and personal initiative Taking responsibility for a portfolio of work: writing a folk tale.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 93 - 102Photocopiable activity 17 page 23 (Requests, requests!).Photocopiable activity 18 page 24 (Collect a set).Word Bank, page 127-134 TIME OUT! page 124 and 125, exercises 25, 26, 27Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about books and reading. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: Telling stories.Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing a folk tale Content block 3 - Understanding of the language (Module 9 Test-page 11)Vocabulary Complete types of book (Reading). Choose the correct words from two optionsGrammar Correct grammatical errors in sentences Transform phrases from direct speech to reported speech. Put words in the correct order to make sentences. Join sentences to make one sentence (Sentence Builder) Complete a text with one word in each gap (Key Expressions)Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



MODULE 10: DISCOVERIES


- Talk about discoveries and inventions. - Talk about unreal situations in the present and improbable situations in the future.- Key expressions: Offers and requests.


- A street survey about important inventions.- A television programme.- A dialogue (The Going Places story)


- A text about the most important inventions. - An article about the dinosaurs: A Time The World Forgot.


- Notes (Portfolio).Content block 3 - Understanding of the language Review and identify the vocabulary of the unit (see contents below). Understand and apply features of grammar correctly (see contents below). Use and learn basic rules of spelling and punctuation. Recognise and reproduce features of rhythm, stress and intonation (see contents




II. LANGUAGE CONTENTSGrammar Unreal conditionalsVocabulary Science Animals Word Builder: noun suffixes -ry, -tion, -ance, -ence, -ist. Sentence Builder: much, a lot, even, a bit Offers and requests Linking with: so, so that, to, because; reference words Phonetics ContractionsReflection on learning Show interest and curiosity in extending knowledge about the English language. Organise ones personal work as a strategy for better learning.



Participate actively in group work. Auto-evaluation

III. BASIC COMPETENCIESLinguistic competence Talking about discoveries and inventions and asking and answering questions about

these. Correctly use unreal conditionals, suffixes to build your vocabulary and quantifiers (a

lot of, much, many etc.) with countable and uncountable nouns. Understanding spoken language and paying attention to detail: ‘A TV Programme’.Competence in knowledge and interaction with the physical world Understanding some key events and discoveries across history from the eruption of

Vesuvius, via the extinction of the dinosaurs and other species to the discovery of penicillin and the invention of the personal computer.

Interpersonal, social and civic competence Developing essential communication skills and celebrating the differences and

similarities between peoples. Making offers and requests and responding to the needs of others.Cultural and artistic competence Immersion in the language, heritage and culture of the English speaking world.Learning-to-learn Understanding good learning practices in a language classroom. Using the sections Sentence Builder and Word Builder as a guide when constructing


Using information and examples to identify the main point of a text. Learning to identify your strengths and weaknesses.Autonomy and personal initiative Taking responsibility for a portfolio of work: Writing an e-mail to an English speaking

friend.

IV. MIXED ABILITY ACTIVITIESRevision and extension activitiesAdditional and alternative activities; TG, pages 103 - 112Photocopiable activity 19, page 25 (Interview a scientist)Photocopiable activity 20, page 26 (Fill the gaps).Word Bank, page 127-134 TIME OUT! page 126, exercises 28, 29 and 30Workbook



Assessment criteriaContent block 1 - Oral communication: listening, speaking and conversing Can talk about inventions and discoveries. Understands general and specific information in oral texts and messages related to the

unit content. Participates in a variety of oral interactions: Offers and requests.Content block 2 - Written communication: reading and writing Can identify and understand general and specific information in a variety of written

texts. Is capable of writing short notesContent block 3 - Understanding of the language (Module 10 Test-page 12)Vocabulario Write names of different sciences (Science). Order the letters to make animals (Animals). Complete sentences with the correct form of the word in brackets (Noun suffixes).Grammar Put the verbs in brackets into the correct form (Unreal conditionals). Complete sentences with even, much, a lot or a bit (Sentence Builder). Complete a dialogue with one word in each space (Key Expressions).Content block 4 - Socio-cultural features and intercultural awareness Can identify the most relevant cultural features of the countries where the foreign



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