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7/29/2019 Discover English 1 Programme
http://slidepdf.com/reader/full/discover-english-1-programme 1/34
Discover English
1
Programme
_____________________________
Area of Foreign Languages
English
Teaching Programme – Discover English 1
1
7/29/2019 Discover English 1 Programme
http://slidepdf.com/reader/full/discover-english-1-programme 2/34
Discover English 1 Teaching Programme
Unit Starter: Hello!
AIMS
- To use the verb to be in all forms- To know vocabulary about colours
- To listen to a text about a webpage introducing yourself
- To speak about favourite things
- To greet someone
- To use possessive adjectives
- To know vocabulary about countries
- To know vocabulary about favourite things
- To know vocabulary about nationalities
- To listen and read a text about ‘A new home’
- To write plurals
- To use this, that, these and those- To listen and read an episode on the cartoon Earth Explorer
CONTENTS
I. Communication skills
- Listening to a text about introducing yourself
- Speaking about favourite things
- Greeting people
- Listening and reading a text about “A new home”
- Writing plurals
- Listening and reading an episode on the cartoon Earth Explorer
II. Language reflections
A. Language and grammar functions
- To be in all forms
- Possessive adjectives
- Plurals
- This, that, these and those
B. Vocabulary
- Colours
- Countries- Favourite things
- Nationalities
III. Sociocultural aspects
- To debate about personal things
- To think about other cultures
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activityTo debate about new homes
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Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
Education for peace
To respect people’s opinions
To respect different points of viewTo respect people from different countries and nationalities
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: To be in all
forms , possessive adjectives , plurals , this, that, these and those
- 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.
ASSESSMENT
I. Communication skills
- Workbook, Unit Starter.
II. Language reflections
- Workbook, Unit Starter.
III. Sociocultural aspects
- Workbook, Unit Starter.
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Unit 1: People
AIMS
- To know adjectives about appearance
- To listen to a text about a webpage describing appearance
- To use to be + adjectives (physical)- To use have + adjectives (hair and eyes)
- To describe appearance of characters
- To use have got/haven’t got
- To know vocabulary about the beach
- To listen and read a text about ‘A new friend’
- To write sentences with have/has got and haven’t/hasn’t got
- To use have got to make questions
- To know vocabulary about family
- To speak about families
- To listen and read a text about a family photo
- To speak about things that one has/has not- To use the possessive ’s
- To know adjectives about appearance (hair and eyes)
- To describe people
- To describe someone in your class
- To listen and read an episode on the cartoon Earth Explorer
- To listen and read a text about cool people
- To listen to exercises describing people
- To speak about famous stars
- To write about a famous person
CONTENTS
I. Communication skills
- Listening to a text about appearance
- Speaking about the appearance of characters
- Listening and reading a text about ‘A new friend’
- Writing sentences with have/has got and haven’t/hasn’t got
- Speaking about families
- Listening and reading a text about a family photo
- Speaking about things that one has/has not
- Listening and reading an episode on the cartoon Earth Explorer - Listening and reading a text about cool people
- Listening to exercises describing people
- Speaking about famous stars
- Writing about a famous person
II. Language reflections
A. Language and grammar functions
- To be + adjectives (physical)
- Have got/haven’t got
- Have got to make questions
- Possessive ’s- Have + adjectives (hair and eyes)
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B. Vocabulary
- Adjectives about appearance
- The beach
- The family
III. Sociocultural aspects
- To debate about family
- To think and talk about people’s appearance
- To debate about cool people
- To think and talk about friendship
- To show interest in people
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activityTo think about human relationships
To respect people’s appearances
To think about the qualities that make a person important
To debate about famous people’s life
To debate about the family
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: to be +
adjectives (physical), have got/haven’t got , have got to make questions ,
possessive ’s, have + adjectives (hair and eyes)
- 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 thefoundation for acquiring more specific skills and knowledge needed to interact
Teaching Programme – Discover English 1
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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.
ASSESSMENT
I. Communication skills
- Students’ Book. Let’s Revise! 1, page 18
- Workbook, Unit 1.
II. Language reflections
- Students’ Book. Let’s Revise! 1, page 18- Workbook, Unit 1.
- Teacher’s Book, Unit 1 Consolidation/Extension, page 137
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 1, page 18.
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Unit 2: Homes
AIMS
- To know vocabulary about rooms
- To listen to a text about a webpage describing homes
- To use there is/there are/there isn’t/there aren’t + some/any- To know vocabulary about furniture
- To describe rooms
- To listen and read a text about ghosts in houses
- To write sentences about the house and its furniture
- To write sentences about your own house
- To use is there/are there...? + any
- To use prepositions of place
- To know vocabulary about adjectives to describe places
- To ask about houses/homes
- To listen and read a text about ‘Fun homes’
- To write questions using there is/there are- To listen to an interview
- To write sentences locating where things in a treehouse are
- To use the imperative form
- To know vocabulary about instruction verbs
- To listen and read an episode on the cartoon Earth Explorer
- To give instructions following the actions described in a short cartoon
- To give instructions to your partner
- To listen and read a text about ‘Discover Culture’
- To speak about your home
- To describe and draw your home
CONTENTS
I. Communication skills
- Listening to a text about homes
- Speaking about rooms
- Listening and reading a text about ghosts in houses
- Writing sentences about the house and its furniture
- Writing sentences about your own house
- Listening and reading a text about ‘Fun homes’
- Writing questions using there is/there are- Listening to an interview
- Writing sentences locating where things in a treehouse are
- Listening and reading an episode on the cartoon Earth Explorer
- Listening and reading a text about ‘Discover Culture’
- Speaking about your home
II. Language reflections
A. Language and grammar functions
- There is/there are/there isn’t/there aren’t + some/any
- Is there/Are there...? + any
- Prepositions of place- The imperative
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B. Vocabulary
- Rooms
- Furniture
- Adjectives to describe places
- Instruction verbs
III. Sociocultural aspects
- To show interest in learning English
- To respect and show interest in different cultures
- To show interest in the different kind of activities to do
- To think about different houses
- To think and talk about what makes a home
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English languageTo respect others when taking part in any kind of activity
To respect other cultures
To think and debate about different house styles
To think and debate about different lifestyles
To talk about beliefs and ghosts
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect men and women
Education for peace
To respect people’s opinions
To respect different points of view
Consumer education
To think about houses and the environment
To debate about different house styles
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: There
is/there are/there isn’t/there aren’t + some/any, is there/are there...? + any,
prepositions of place, verbs in the imperative form
- Learning to learn is related to learning, the ability to pursue and organise one’sown 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 andcivil rights) equips individuals to engage in active and democratic participation;
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- 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 arange 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. Let’s Revise! 2, pages 26, 27
- Workbook, Unit 2- Workbook, Unit 2, Let’s Revise!, page 22
II. Language reflections
- Students’ Book. Let’s Revise! 2, pages 26, 27
- Workbook, Unit 2
- Workbook, Unit 2, Let’s Revise!, page 22
- Teacher’s Book, Unit 2 Consolidation/Extension, page 138
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 2, pages 26, 27
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Unit 3: Animals
AIMS
- To know vocabulary about animals
- To listen to a text about a webpage describing animals- To mime an animal
- To use the verb can in the affirmative, negative and interrogative form
- To listen and read a text about amazing animals
- To know action verbs
- To write a text about a shark
- To listen to a text about animals and identify them afterwards
- To speak and ask about ability
- To use irregular plurals: teeth, feet
- To know vocabulary about body parts
- To listen and read a text about ‘Animal robots’
- To listen to short texts about ability- To listen to a song and be able to repeat it
- To know adjectives for describing animals
- To listen and read an episode on the cartoon Earth Explorer
- To ask for permission
- To listen and read a text about ‘Water Wonders’
- To listen to short texts about animals
- To speak with a friend about an animal that you imagine
- To write a description of your favourite animal
CONTENTS
I. Communication skills
- Listening to a text about animals
- Listening and reading a text about amazing animals
- Writing a text about a shark
- Listening to a text about animals and identify them afterwards
- Speaking about ability
- Listening and reading a text about ‘Animal robots’
- Listening to short texts about ability
- Listening to a song and be able to repeat it
- Listening and reading an episode on the cartoon Earth Explorer - Listening and reading a text about ‘Water Wonders’
- Listening to short texts about animals
- Speaking with a friend about an animal that you imagine
- Writing a description of your favourite animal
II. Language reflections
A. Language and grammar functions
- Can in the affirmative, negative and interrogative form
- Irregular plurals: teeth, feet
B. Vocabulary- Animals
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- Action verbs
- Body parts
- Adjectives for describing animals
III. Sociocultural aspects
- To show interest in learning English- To show interest in the different kind of activities to do
- To talk about animals
- To debate about animals and the environment
- To think about animals in different parts of the world
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To respect other cultures
To debate about environmental problemsEducation for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect men and women
Education for peace
To respect people’s opinions
To respect different points of view
Environmental Education
To debate about the climate changes
To debate about favourite animals
To think about the importance of animals and environment
To debate about zoos and aquariums
Consumer education
To think about consumerism and the environment
To think about robot dogs and robots in general
Health Education
To debate about the importance of enjoying nature for our health
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: the verb canin the affirmative, negative and interrogative form , irregular plurals: teeth, feet
- 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 equipindividuals to participate in an effective and constructive way in social and
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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 thefoundation 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.
ASSESSMENT
I. Communication skills
- Students’ Book. Let’s Revise! 3, page 38
- Workbook, Unit 3.
II. Language reflections
- Students’ Book. Let’s Revise! 3, page 38
- Workbook, Unit 3.
- Teacher’s Book, Unit 3 Consolidation/Extension, page 139
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 3, page 38
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Unit 4: My Life
AIMS
- To know vocabulary about daily routines
- To listen to a text about a webpage describing daily routines
- To use the present simple in the affirmative, negative and interrogative formand short answers
- To use the present simple for daily routines
- To use numbers
- To tell the time: at one o’clock/two o’clock, quarter past, half past, a quarter
to, etc.
- It’s + the time
- To ask for the time
- To listen and read a text about ‘Daily routines’
- To use have/eat + food
- To speak about daily routines
- To know vocabulary about transport- To read a text about different ways of going to school
- To listen to short texts about transport
- To write sentences about what you do in your way to school comparing it to
your partner
- To use prepositions by/on + means of transport
- To use What + present simple
- To listen and read an episode on the cartoon Earth Explorer
- To speak about your day
- To read a text about UK meals
- To know vocabulary about food
- To describe and draw your meals
CONTENTS
I. Communication skills
- Listening to a text about a webpage describing daily routines
- Listening and reading a text about ‘Daily routines’
- Speaking about daily routines
- Telling the time
- Asking for the time
- Reading a text about different ways of going to school- Listening to short texts about transport to go to school
- Writing sentences about what you do in your way to school comparing it to
your partner
- Listening and reading an episode on the cartoon Earth Explorer
- Speaking about your day
- Reading a text about UK meals
- Speaking about your meals
II. Language reflections
A. Language and grammar functions
- Present simple in the affirmative, negative and interrogative form and shortanswers
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- have/eat + food
- by/on + means of transport
- What + present simple
- It’s + the time
B. Vocabulary- Daily routines
- The time: at one o’clock/two o’clock, quarter past, half past, a quarter to, etc.
- Transport
- Food
III. Sociocultural aspects
- To debate daily routines
- To think and talk about ways of transport to go to school
- To debate about meals in different countries
- To talk about different ways of planning a day
- To think about leisure time and activity time
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To respect other cultures
To debate about different means of transport
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
Education for peace
To respect people’s opinions
To respect different points of view
To respect different cultures
Environmental Education
To debate about the climate changes and transport
Health Education
To debate about healthy diets
To deabte about the healthiest mean of transport
To think about different healthy daily habits
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Present
simple in the affirmative, negative and interrogative form and short answers,
differences between have/eat + food, by/on + means of transport, what + present
simple, It’s + the time
- 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.
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- 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.
ASSESSMENT
I. Communication skills
Students’ Book. Let’s Revise! 4, pages 46, 47
- Workbook, Unit 4.
- Workbook, Unit 4, Let’s Revise!, page 38
II. Language reflections
- Students’ Book. Let’s Revise! 4, pages 46, 47
- Workbook, Unit 4.
- Workbook, Unit 4, Let’s Revise! 4, page 38
- Teacher’s Book, Unit 4 Consolidation/Extension, page 140
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 4, pages 46, 47
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Unit 5: Sport
AIMS
- To know vocabulary about sports
- To listen to a text about a webpage describing sports
- To read clues about sports and guess them- To speak about sports with a friend
- To know the days of the week
- To use the object pronoun it
- To use the question words who , where, what and when
- To know vocabulary about seasons
- To know vocabulary about times of the day (morning, evening, afternoon...)
- To listen and read a text about ‘Sports Heroes’
- To use the prepositions in, on, at + time of the day
- To ask for and giving personal information
- To write sentences about famous sport players
- To write a factfile about your friend’s sports star - To use the verbs like/love/hate + -ing
- To use the verbs go and play + sports
- To listen and read a text about ‘Saturday’
- To write true sentences about what you love, like and hate
- To speak about likes and dislikes
- To write about what your friends like and dislike
- To use object pronouns
- To use let’s + infinitive
- To use how about + -ing?
- To make suggestions
- To listen and read an episode on the cartoon Earth Explorer
- To read a text about ‘Holiday fun’
- To speak about sports activities
- To listen to short texts about sports
- To listen to a text about Tom’s diary
- To ask friends questions about sports
- To speak to the class about your friend’s favourite sports
- To write a poster about a summer camp for you
CONTENTS
I. Communication skills
- Listening to a text about a webpage describing sports
- Reading clues about sports and guessing them
- Speaking about sports with a friend
- Listening and reading a text about ‘Sports Heroes’
- Speaking about personal information
- Writing sentences about famous sport players
- Writing a factfile about your friend’s sports star
- Listening and reading a text about ‘Saturday’
- Writing true sentences about what you love, like and hate
- Speaking about likes and dislikes- Writing about what your friends like and dislike
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- Making suggestions
- Listening and reading an episode on the cartoon Earth Explorer
- Reading a text about ‘Holiday fun’
- Speaking about sports activities
- Listening to short texts about sports
- Listening to a text about Tom’s diary- Speaking to the class about your friend’s favourite sports
- Writing a poster about a summer camp for you
II. Language reflections
A. Language and grammar functions
- Object pronouns
- Who , where, what and when
- In, on, at + time of the day
- Like/love/hate + ing
- Go/play + sports
- Let’s + infinitive- How about + -ing?
B. Vocabulary
- Sports and hobbies
- Days of the week
- Seasons
- Times of the day
- Go/play + sports
- Likes and dislikes
III. Sociocultural aspects
- To talk about sports and its practice
- To debate about holidays and its different possibilities
- To think and talk about free time
- To show interest in using their imagination to invent stories and situations
- To show interest in presenting a topic
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activityTo think about human relationships
To talk about likes and dislikes
To talk about favourite sports
To talk about favourite sports stars
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of viewTo be aware of sportsmanship when practising a sport
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To enjoy winning and loosing in sports games or competitions
Consumer education
To think about consumerism and the environment
To think about summer camps
Health Education
To debate about health and sportsTo think about healthy sports routines
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Object
pronoun it, who , where, what and when , in, on, at + time of the day ,
like/love/hate + ing, go and play + sports , object pronouns , let’s + infinitive ,
how about + -ing?
- 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 andknowledge.
- 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.
ASSESSMENT
I. Communication skills
- Students’ Book. Let’s Revise! 5, page 58
- Workbook, Unit 5.
II. Language reflections- Students’ Book. Let’s Revise! 5, page 58
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- Workbook, Unit 5.
- Teacher’s Book, Unit 5 Consolidation/Extension, page 141
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 5, page 58
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Unit 6: Detectives
AIMS
- To know vocabulary about places in town
- To listen to a text about a webpage describing detective activities
- To use the present continuous in the affirmative, negative, interrogative formand short answers
- To learn about the present participle form (-ing )
- To speak about actions in progress
- To read two texts (Part 1 and Part 2) about ‘The Money Mistery’
- To listen to a text about the end of the story ‘The Money Mistery’
- To write sentences in the present continuous describing the pictures of the
story
- To know vocabulary about clothes
- To listen and read a text about a famous person
- To describe what people are wearing
- To ask about ongoing activities- To describe people in a photo
- To write about someone on the photo
- To know vocabulary about directions ( go straight on, turn left/right, go past,
on the left/right )
- To ask for and give directions
- To listen and read to an episode on the cartoon Earth Explorer
- To listen and read a text about famous detectives
- To write a paragraph about a spy or a detective
- To describe famous spies or detectives
CONTENTS
I. Communication skills
- Listening to a text about a webpage describing detective activities
- Speaking about actions in progress
- Reading two texts (Part 1 and Part 2) about ‘The Money Mistery’
- Listening to a text about the end of the story ‘The Money Mistery’
- Writing sentences in the present continuous describing the pictures of the
story
- Listening and reading a text about a famous person
- Speaking about people in a photo- Writing about someone on the photo
- Asking for and giving directions
- Listening and reading an episode on the cartoon Earth Explorer
- Listening and reading a text about famous detectives
- Writing a paragraph about a spy or a detective
- Speaking about famous spies or detectives
II. Language reflections
A. Language and grammar functions
- Present continuous in the affirmative, negative, interrogative form and short
answers- The present participle ending (-ing )
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B. Vocabulary
- Places in town
- Clothes
- Directions
III. Sociocultural aspects
- To think and talk about what it means to be a detective/spy
- To show interest in reading stories
- To think about creating stories and acting them out
- To debate about people’s appearances and the reasons to it
- To talk about cities
- To talk about famous people
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English languageTo respect others when taking part in any kind of activity
To think about human relationships
To debate about famous spies
To debate about people’s fashion style
To debate about cities
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
To respect different fashion styles
Education for peace
To respect people’s opinions
To respect different points of view
Consumer education
To debate about fashion
To debate about the use of different places in town (restaurants, cinemas, museums,
supermarket, etc.)
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Presentcontinuous in the affirmative, negative, interrogative form and short answers;
the present participle ending (-ing )
- 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
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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.
ASSESSMENTI. Communication skills
Students’ Book. Let’s Revise! 6, pages 66, 67
- Workbook, Unit 6.
- Workbook, Unit 6, Let’s Revise!, page 54
II. Language reflections
- Students’ Book. Let’s Revise! 6, pages 66, 67
- Workbook, Unit 6.
- Workbook, Unit 6, Let’s Revise! 6 , page 54
- Teacher’s Book, Unit 6 Consolidation/Extension, page 142
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 6, page 66, 67
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Unit 7: Celebrations
AIMS
- To know the months of the year
- To know vocabulary about celebrations, birthdays and festivals
- To listen to a text about a webpage describing celebrations- To write a puzzle about your own celebrations
- To use in + months
- To use frequency adverbs + present simple (verb to be and other verbs)
- To talk about frequency
- To listen and read a text about ‘Happy Birthday!’
- To write sentences using frequency adverbs
- To listen to a short text about celebrating birthdays
- To speak about your birthday with a friend
- To write about your friend’s birthday
- To use the present simple and the present continuous
- To use on + dates- To know vocabulary about dates
- To listen and read a text about ‘Let’s celebrate!’
- To learn ordinal numbers
- To write dates
- To know vocabulary about the weather
- To talk about the weather
- To use It’s + weather adjectives
- To listen and read an episode on the cartoon Earth Explorer
- To listen and read a text about ‘Festivals’
- To speak about a photo on a celebration with a friend
- To write a page of your diary about your favourite celebration
CONTENTS
I. Communication skills
- Listening to a text about a webpage describing celebrations
- Writing a puzzle about your own celebrations
- Speaking about frequency
- Listening and reading a text about ‘Happy Birthday’
- Writing sentences using frequency adverbs
- Listening to a short text about celebrating birthdays- Speaking about your birthday with a friend
- Writing about your friend’s birthday
- Listening and reading a text about ‘Let’s celebrate!’
- Writing dates
- Listening and reading an episode on the cartoon Earth Explorer
- Listening and reading a text about ‘Festivals’
- Speaking about a photo on a celebration with a friend
- Writing a page of your diary about your favourite celebration
II. Language reflections
A. Language and grammar functions- In + months
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- Frequency adverbs + present simple (verb to be and other verbs)
- Present simple and present continuous
- On + dates
B. Vocabulary
- Months of the year - Celebrations, birthdays and festivals
- Dates
- Ordinal numbers
- The weather
III. Sociocultural aspects
- To think and talk about celebrations
- To debate about different ways of celebrating
- To talk about festivals around the world
- To think about presents in celebrations
- To respect different opinions- To appreciate various cultures
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To debate about environmental problems
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
To think about the importance of celebrating in different cultures
Education for peace
To respect people’s opinions
To respect different points of view
Environmental Education
To debate about the weather and the environment
Consumer education
To think about presents at bithday parties
To debate about the idea of spending so much money in certain celebrationsTo debate about the commercial side of festivals and celebrations
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: In + months,
frequency adverbs + present simple (verb to be and other verbs), present simple
and present continuous, on + dates
- 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.
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- 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 thefoundation 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.
ASSESSMENT
I. Communication skills
- Students’ Book. Let’s Revise! 7, page 78
- Workbook, Unit 7
II. Language reflections
- Students’ Book. Let’s Revise! 7, page 78
- Workbook, Unit 7.
- Teacher’s Book, Unit 7 Consolidation/Extension, page 143
III. Sociocultural aspects- Students’ Book. Let’s Revise! 7, page 78
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Unit 8: School
AIMS
- To know vocabulary about school subjects
- To listen to a text about a webpage describing school subjects
- To speak about school subjects- To use the past simple of the verb to be in the affirmative, negative,
interrogative form and short answers
- To speak about your last weekend
- To read and listen a text about ‘A bad day’
- To write the dates, days, months or years
- To use time expressions
- To speak about yesterday
- To listen and read a text about a story on a “Lesson For Life”
- To use the past simple of regular verbs in the affirmative, negative,
interrogative form and short answers
- To write the past simple of regular verbs- To listen and read an episode on the cartoon Earth Explorer
- To know adjectives for feelings
- To speak about feelings
- To listen and read a text about ‘Discover Culture’
- To write about your school
CONTENTS
I. Communication skills
- Listening to a text about a webpage describing school subjects
- Speaking about school subjects
- Speaking about your last weekend
- Reading and listening a text about ‘A bad day’
- Writing the dates, days, months or years
- Speaking about yesterday
- Listening and reading a text about a story on a ‘Lesson for life’
- Writing the past simple of regular verbs
- Listening and reading an episode on the cartoon Earth Explorer
- Speaking about feelings
- Listening and reading a text about ‘Discover Culture’
- Writing about your school
II. Language reflections
A. Language and grammar functions
- Past simple of the verb to be in the affirmative, negative, interrogative form
and short answers
- Past simple of regular verbs in the affirmative, negative, interrogative form
and short answers
- Past simple ending -ed
B. Vocabulary
- School subjects- Dates, days of the week, months and years
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- Adjectives for feelings
III. Sociocultural aspects
- To debate about school and its importance
- To talk about solidarity
- To think and talk about their favourite subject at school
- To think and talk about feelings and its communication
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To debate about schools
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of viewTo be aware of the importance of education
Education for peace
To respect people’s opinions
To respect different points of view
To respect people’s feelings
Environmental Education
To debate about tsunamis and climate changes
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Past simple
of the verb to be in the affirmative, negative, interrogative form and short
answers, past simple of regular verbs in the affirmative, negative, interrogative
form and short answers; the –ed ending.
- 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
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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.
ASSESSMENT
I. Communication skills- Students’ Book. Let’s Revise! 8, pages 86, 87
- Workbook, Unit 8.
- Workbook, Unit 8, Let’s Revise!, page 70
II. Language reflections
- Students’ Book. Let’s Revise! 8, pages 86, 87
- Workbook, Unit 8.
- Workbook, Unit 8, Let’s Revise! 8, page 70
- Teacher’s Book, Unit 8 Consolidation/Extension, page 144
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 8, pages 86, 87
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Unit 9: Entertainment
AIMS
- To know vocabulary about entertainment
- To listen and read a text about a webpage describing entertainment activities
- To use the past simple of irregular verbs in the affirmative, negative,interrogative form and short answers
- To listen and read a text about ‘Show time!’
- To write sentences using irregular verbs in the past simple
- To write a text about something you imagined you did yesterday
- To know adjectives to describe opinion
- To describe films
- To listen and read a text about a story on ‘Super Films!’
- To listen to a short text about films
- To speak with a friend about a film you went to see last night using opinion
adjectives
- To use why…? because…- To use sequence words ( First, Then, After that, Finally) when ordering events
- To order events
- To listen and read an episode on the cartoon Earth Explorer
- To speak about a story ordering the pictures
- To listen and read a text about a ‘Star report’
- To order sentences
- To speak about a visit to a city
- To write a report for your favourite film star
CONTENTS
I. Communication skills
- Listening and reading a text about a webpage describing entertainment
activities
- Reading and listening a text about ‘Show time!’
- Writing sentences using irregular verbs in the past simple
- Writing a text about something you imagined you did yesterday
- Describing films
- Listening and reading a text about a story on ‘Super Films!’
- Listening to a short text about films
- Speaking with a friend about a film you went to see last night using opinionadjectives
- Listening and reading an episode on the cartoon Earth Explorer
- Speaking about a story ordering the pictures
- Listening and reading a text about a ‘Star report’
- Speaking about a visit to a city
- Writing a report for your favourite film star
II. Language reflections
A. Language and grammar functions
- Past simple of irregular verbs in the affirmative, negative, interrogative form
and short answers- Why…? because…
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- Sequence words ( First, Then, After that, Finally)
B. Vocabulary
- Entertainment and films
- Adjectives to describe opinion
III. Sociocultural aspects
- To think and debate about entertainment and culture
- To talk about cinema and its function in society
- To show interest in cultural events
- To appreciate different cultures
CROSS-CURRICU LAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationshipsTo talk about films using opinion adjectives
To debate about favourite actors/actresses
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
To respect people’s likes and dislikes
Consumer education
To debate about movies
To debate about the use of new technologies and human relationships
To debate about the film industry
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Past simple
of irregular verbs in the affirmative, negative, interrogative form and short
answers, why…? because…, sequence words ( First, Then, After that, Finally)
when ordering events.- 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 andworking life. It is linked to personal and social well-being. An understanding of
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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 interactwith 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.
ASSESSMENT
I. Communication skills
- Students’ Book. Let’s Revise! 9, page 98
- Workbook, Unit 9.
II. Language reflections
- Students’ Book. Let’s Revise! 9, page 98
- Workbook, Unit 9.
- Teacher’s Book, Unit 9 Consolidation/Extension, page 145
III. Sociocultural aspects
- Students’ Book. Let’s Revise! , page 98
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Unit 10: Adventure
AIMS
- To know vocabulary about places and activities
- To describe outdoors and indoors activities
- To listen to a text about a webpage describing adventure activities- To revise tenses (present simple, present continuous, past simple) in the
affirmative, negative, interrogative form and short answers
- To revise regular and irregular past simple forms (-ed )
- To speak about outdoors activities and the places to carry them out
- To listen and read a text about ‘Young Explorers’
- To listen to a short text about a different adventure
- To write about your own adventure
- To know vocabulary about camping
- To ask about outdoor holidays
- To listen and read a text about a story on ‘Camping’
- To write sentences using the present simple, present continuous and pastsimple
- To use time expressions with the present simple, present continuous and past
simple
- To use the verb (don’t) want to
- To speak about preferences related to adventures
- To listen and read a text about ‘Discover Culture’
- To speak about past lives
- To write about an explorer from history
CONTENTS
I. Communication skills
- Speaking about outdoors and indoors activities
- Listening to a text about a webpage describing adventure activities
- Speaking about outdoors activities and the places to carry them out
- Reading and listening a text about ‘Young Explorers’
- Listening to a short text about a different adventure
- Writing about your own adventure
- Listening and reading a text about a story on ‘Camping’
- Writing sentences using the present simple, present continuous and past
simple- Speaking about preferences related to adventures
- Listening and reading a text about ‘Discover Culture’
- Speaking about past lives
- Writing about an explorer from history
II. Language reflections
A. Language and grammar functions
- Revise tenses (present simple, present continuous, past simple) in the
affirmative, negative, interrogative form and short answers
- Regular and irregular past simple form (-ed )
- (don’t) want to
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B. Vocabulary
- Places and outdoors activities
- Camping equipment
- Explorers
III. Sociocultural aspects- To think and talk about adventures in history ant its meaning to humanity
- To debate about nature and adventure in it
- To show interest in outdoor activities
- To debate about the link between sport and adventure
- To think and talk about the environment and its protection relating it to
adventure activities
CROSS-CURRICU LAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activityTo think about human relationships
To think about the qualities that make a person being an explorer
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect different points of view
Education for peace
To respect people’s opinions
To respect different points of view
To respect people’s likes and dislikes on outdorrs activites
Consumer education
To debate about different ways to travel
To debate about the use of new technologies and human relationships
To think about consumerism and the environment
To debate about Summer Camps
Environmental Education
To debate about environmental problems and outdoors activities
To debate about camping and nature
To debate about preserving nature
Health Education
To debate about health and outdoors sports
BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages: Revise
tenses (present, present continuous, past simple) in the affirmative, negative,
interrogative form and short answers, the past simple form (-ed ), (don’t) want to.
- 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.
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- 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 thefoundation 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.
ASSESSMENT
I. Communication skills
- Students’ Book. Let’s Revise! 10, pages 106, 107
- Workbook, Unit 10.
- Workbook, Unit 10, Let’s Revise!, page 86
II. Language reflections
- Students’ Book. Let’s Revise! 10, pages 106, 107
- Workbook, Unit 10.
- Workbook, Unit 10, Let’s Revise!, page 86- Teacher’s Book, Unit 10 Consolidation/Extension, page 146
III. Sociocultural aspects
- Students’ Book. Let’s Revise! 10, pages 106, 107