My Life 3

Teaching Programme

Modern Foreign Languages

English

Starter Unit

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversation

  • Ask and answer basic questions to exchange personal information about themselves and others.

BLOCK 2- Reading and writing

  • Understand basic information in which people present themselves including the relationships between the people and their interests and daily routine.

BLOCK 3 – Knowledge of the language

  • Understand and apply grammar rules correctly.
  • Identify, apply and use the vocabulary of the unit.
  • The use of basic spelling and punctuation rules and recognising their importance.
  • Recognise and reproduce sounds, rhythm, accentuation, and intonation.
  • Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4_Socio-cultural aspects and intercultural awareness

  • Recognise and value a foreign language as an instrument to communicate in the classroom and with people from other cultures.

II. CONTENTS

Grammar
  • Present simple
  • Adverbs and expressions of frequency
  • Present continuous
  • Object pronouns
  • Possessive adjectives and pronouns
  • Genitive’s, s'and Whose...?
  • Countable and uncountable nouns withsome, anyandno
Lexical sets
  • Family members
  • Countries and nationalities
  • Daily routines
  • The time
  • Leisure activities
  • Jobs
  • Money
  • Everyday objects
  • Food and drink
  • Prices
Functions
  • Make and respond to requests.
Reflection on learning
  • Interest and curiosity in widening knowledge related to the English language.
  • Organise personal work as a strategy to progress in learning.
  • Interest in taking the opportunities for learning created inside and outside of the classroom.
  • Active participation in group activities.
III. BASIC COMPETENCES

Linguistic competence

  • Interchanging personal information and information about things important to the speaker.
  • Understand personal information including family relationships, nationality, place of work, daily routine, free time activities and possessions, food and common objects.
  • Recognising and using the present simple and the present continuous, adverbs and expressions of frequency, the questionWhose...?, genitive'sands', possessive adjectives and pronouns, andsome, anyandno with countable and accountable nouns.

Mathematical competence

  • Telling the time.
  • Working with prices and units of currency.

Interpersonal, social and civic competences

  • Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.

Cultural and artistic competence

  • Learning about the language, lifestyle and culture of English-speaking world.

Learning to learn

  • Developing effective language-learning practices.

iv. Attention to diversity

Extra-practice and extension activities

Workbook (pages 4-9).

v. Evaluation

Assessment

Evaluation criteria

BLOCK 1- Listening, speaking and conversation

  • To ask and answer basic questions to exchange personal information about themselves and others.

BLOCK 2- Reading and writing

  • To understand basic information about texts where other people introduce themselves.
  • To understand basic information in which people present themselves including the relationships between the people and their interests and daily routine.

BLOCK 3 – Knowledge of the language

Vocabulary

  • To write a list of the membersof their family by gender.
  • To complete the names of the countries and the nationality adjective.
  • To write sentences using the present simple.
  • To recognise phrases with daily routine vocabulary words.
  • To order phrases according to their meaning.
  • To recognise vocabulary about leisure time activities.
  • Write phrases about themselves using leisure time activities.

Grammar

  • To ask and answer questions in present simple.
  • To order words to make sentences which include adverbs and frequency expressions.
  • To write sentences in present continuous.
  • To ask questions using the present continuous.

Phonetics

  • Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.

Reflect on learning

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

BLOCK 4 – Socio-cultural aspects and intercultural awareness

  • To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
  • To identify cultural and geographical characteristics of English speaking countries.

Unit 1: Work and play

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversation

  • Ask Yes / No questions to find out the job in a missing game.
  • Ask and answer questions about the role of sports in their live.
  • Talk about what rules they have at home and their reactions to these.
  • Understand exercise instructions.
  • Understand a conversation about others’ leisure activities.

BLOCK 2- Reading and writing

  • Understand a diary extract about someone’s dream job.
  • Understand a conversation in which people express their interests and preferences related to sport.
  • Understand a magazine quiz articles about sports.
  • Understand a fact file about teenagers.
  • Write an email to a friend.

BLOCK 3 – Knowledge of the language

  • Understand and apply grammar rules correctly.
  • Identify, apply and use the vocabulary of the unit.
  • The use of basic spelling and punctuation rules and recognising their importance.
  • Recognise and reproduce sounds, rhythm, accentuation, and intonation.
  • Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4_Socio-cultural aspects and intercultural awareness

  • Recognise and learn basic forms of social interactions in a foreign language.
  • Show a receptive attitude towards those who speak a different language tan their own.

II. CONTENTS

Grammar
  • Present simple and present continuous
  • Verbs of emotion + gerund
  • Imperatives
  • Must / mustn'tfor rules
Lexical sets
  • Jobs
  • Sports and places
  • Parts of the body
Pronunciation
  • Identify and produce the sounds// and //.
Reflection on learning
  • Interest and curiosity in widening knowledge related to the English language.
  • Organise personal work as a strategy to progress in learning.
  • Interest in taking the opportunities for learning created inside and outside of the classroom.
  • Active participation in group activities.
  • Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
  • How to write an informal email.
III. BASIC COMPETENCES

Linguistic competence

  • Interchanging information about your daily routine and general preferences, like and dislikes, rules and instructions for yourself and others.
  • Understanding information about other people’s daily routine and preferences regarding sports and activities, instructions and rules relating to sports.
  • Recognising and using verbs of emotion followed by a gerund, imperatives and must / mustn'tfor rules.
  • Pronounce the sounds// and // correctly.

Interpersonal, social and civic competences

  • Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
  • Understanding differences in lifestyle around the world.

Cultural and artistic competence

  • Learning about the language, lifestyle and culture of English-speaking world.

Learning to learn

  • Developing effective language-learning practices.
  • Learning to evaluate your own learning.

iv. Attention to diversity

Extra-practice and extension activities

Workbook (pages 10-19).

Teacher's Resource File

Grammar and Vocabulary (pages 12-14).

Reading and Listening (pages 40-42).

Writing (pages 68).

Motivator (pages 78-82).

v. Evaluation

Assessment

My Life 3 Student’s book. Revision: Units 1, 2 and 3 (page 34).

My Life 3 Student’s book. Extra practice. (pages 94-98).

My Life 3 Student’s book. Extra pronunciation. (page 105).

My Life 3 Test book (page 125).

Evaluation criteria

BLOCK 1- Listening, speaking and conversation

  • To ask Yes / No questions to find out the job in a missing game.
  • To ask and answer questions about the role of sports in their live.
  • To talk about what rules they have at home and their reactions to these.
  • To understand exercise instructions.
  • To understand a conversation about others’ leisure activities.

BLOCK 2- Reading and writing

  • To understand a diary extract about someone’s dream job.
  • To understand a conversation in which people express their interests and preferences related to sport.
  • To understand a magazine quiz articles about sports.
  • To understand a fact file about teenagers.
  • To write an email to a friend.

BLOCK 3 – Knowledge of the language

Vocabulary

  • Complete words to make vocabulary words about jobs.
  • Choose a job according to the description.
  • Order verbs about sports usingplay, goordo.
  • Identify the parts of the body in pictures.

Grammar

  • Write sentences using both, the present simple and the present continuous.
  • Complete a conversation using verbs of emotion +gerund (-ing).
  • Complete phrases using the imperative, in affirmativeand negative.
  • Complete phrases using must / mustn'tto describe the rules of the dojo.

Phonetics

  • Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
  • Pronounce the sounds /e/ and // correctly.

Reflect on learning

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

BLOCK 4 – Socio-cultural aspects and intercultural awareness

  • To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
  • To identify cultural and geographical characteristics of English speaking countries.

Unit 2: Places

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversation

  • Ask and answer questions to exchange information about the size of landmarks.
  • Understand an interview about different houses.
  • Understand information and a description of a distinctive building.

BLOCK 2- Reading and writing

  • Understand a text about different houses.
  • Understand conversations including references of quantity.
  • Understand and article about famous modern landmarks.
  • Write sentences about what’s going to happen.
  • Write a paragraph comparing two houses.

BLOCK 3 – Knowledge of the language

  • Understand and apply grammar rules correctly.
  • Identify, apply and use the vocabulary of the unit.
  • The use of basic spelling and punctuation rules and recognising their importance.
  • Recognise and reproduce sounds, rhythm, accentuation, and intonation.
  • Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4_Socio-cultural aspects and intercultural awareness

  • Recognise and learn basic forms of social interactions in a foreign language.
  • Show a receptive attitude towards those who speak a different language to their own.

II. CONTENTS

Grammar
  • Be going tofor future plans, intentions and prediction
  • Comparative and superlative adjectives
  • Countable and unaccountable nouns withmuch, many, a lot, a few, anda little
  • Question wordHow...? + adjectives of dimension
Lexical sets
  • House and furniture
  • Common unaccountable nouns
  • Large numbers
Functions
  • Ask for, make and respond to suggestions.
Pronunciation
  • Pronounce the sounds /v/ and /w/.
Reflect on learning
  • Interest and curiosity in widening knowledge related to the English language.
  • Organise personal work as a strategy to progress in learning.
  • Interest in taking the opportunities for learning created inside and outside of the classroom.
  • Active participation in group activities.
  • Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
  • Make predictions before attempting a listening task.
  • but and however

III. BASIC COMPETENCES

Linguistic competence

  • Interchanging information about different houses and their characteristics and information about famous landmarks.
  • Interchanging information about your future plans, intentions and predictions.
  • Understanding information about people’s home, including comparisons of these, quantities and information about landmarks, including quantities, sizes, cost and distances.
  • Recognising and using comparative and superlative adjectives, countable and uncountable nouns with quantifiers and using the question How...? with adjectives of dimension.
  • Pronounce the sounds /v/ and /w/ correctly.

Mathematical competence

  • Working with large numbers, years, distances, areas, prices and dimensions.

Interpersonal, social and civic competences

  • Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
  • Finding out information about homes in the UK and Australia.
  • Learning about well-known landmarks both in the UK and around the world.
  • Understanding how to make and respond to suggestions appropriately.

Cultural and artistic competence

  • Learning about the language, lifestyle and culture of English-speaking world.

Learning to learn

  • Developing effective language-learning practices.
  • Learning to evaluate your own learning.
  • Learning to predict information before attempting a listening task.

iv. Attention to diversity

Extra-practice and extension activities

Workbook (pages20-29).

Teacher's Resource File

Grammar and Vocabulary (pages15-17).

Reading and Listening (pages43-45).

Writing (page 69).

Motivator (pages 83-87).

v. Evaluation

Assessment

My Life 3 Student’s book. Revision: Units 1, 2 and 3 (page 34).

My Life 3 Student’s book. Extra practice. (Pages 94-98).

My Life 3 Student’s book. Extra pronunciation. (pages105).

My Life 3 Test book (page125).

Evaluation criteria

BLOCK 1- Listening, speaking and conversation

  • To ask and answer questions to exchange information about the size of landmarks.
  • To understand an interview about different houses.
  • To understand information and a description of a distinctive building.

BLOCK 2- Reading and writing

  • To understand a text about different houses.
  • To understand conversations including references of quantity.
  • To understand and article about famous modern landmarks.
  • To write sentences about what’s going to happen.
  • To write a paragraph comparing two houses.

BLOCK 3 – Knowledge of the language

Vocabulary

  • To identify using pictures the vocabulary of the parts of the house.
  • To recall all the words they know about houses and furniture.
  • Complete a table using unaccountable nouns vocabulary.
  • To complete phrases using large numbers.

Grammar

  • To complete a dialogue about future plans and intentions using going to.
  • To write sentences using going to.
  • To write comparative and superlative phrases using the data in a table.
  • To choose the correct option between much / many / some / a lot of.
  • To ask questions usingHow...? + adjectives of dimension.

Phonetics

  • Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms and intonation.
  • Pronounce the sounds /v/ and /w/ correctly.

Reflect on learning

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

BLOCK 4 – Socio-cultural aspects and intercultural awareness

  • To show interest and curiosity for learning a foreign language and to recognise the linguistic diversity as an opportunity to enrich their lives.
  • To identify cultural and geographical characteristics of English speaking countries.

Unit 3: Truth and lies

I. OBJECTIVES

BLOCK 1- Listening, speaking and conversation

  • Talk about what they were doing at specific times in the past.
  • Tell a simple story based on picture prompts.
  • Listen for and transcribe dates.
  • Understand a true story told in the past.

BLOCK 2- Reading and writing

  • Understand a conversation about travel in the past.
  • Understand an urban myth told in the past.
  • Understand and evaluate excuses.
  • Follow a true story told in the past.
  • Write the rest of an unfinished story including some dialogue.

BLOCK 3 – Knowledge of the language

  • Understand and apply grammar rules correctly.
  • Identify, apply and use the vocabulary of the unit.
  • The use of basic spelling and punctuation rules and recognising their importance.
  • Recognise and reproduce sounds, rhythm, accentuation, and intonation.
  • Get started on strategies to review and reflect on their own learning and self-evaluation.

BLOCK 4_Socio-cultural aspects and intercultural awareness

  • Recognise and learn basic forms of social interactions in a foreign language.
  • Show a receptive attitude towards those who speak a different language tan their own.
  • Make a project: create a TV advert and perform in class (pages 36-37).

II. CONTENTS

Grammar

  • Past simple verbto be
  • Past adverbial phrases
  • Past simple of irregular verbs
  • Past simple of irregular
  • Past adverbial phrases withago

Lexical sets

  • Dates.
  • Common regular verbs
  • Verb and noun collocations

Functions

  • Make and respond to apologies.

Pronunciation

  • Pronounce the past simple -edending.

Reflection on learning

  • Interest and curiosity in widening knowledge related to the English language.
  • Organise personal work as a strategy to progress in learning.
  • Interest in taking the opportunities for learning created inside and outside of the classroom.
  • Active participation in group activities.
  • Reflect on strategies to use to improve their oral and written comprehension skills.

Tips

  • Scan a text for information.
  • Including dialogue in a story.

III. BASIC COMPETENCES

Linguistic competence

  • Interchanging information about your past activities and when you did them.
  • Understanding information about people’s past actions, simple narrative told in the past, past problems and apologies.
  • Recognising and using the past simple ofto beand of regular and irregular verbs, past adverbial phraseslast year / night, and adverbial phrases withagoand common verb and noun collocations with make, do, miss, tell and have.
  • Pronouncing past simple-edverb endings correctly.

Mathematical competence

  • Using cardinal and ordinal numbers to express complete dates including the year.

Interpersonal, social and civic competences

  • Building basic essential communication skills and learning to interact with others in an appropriate manner regardless of their background.
  • Learning about the Gold Rush inCalifornia.
  • Understanding how to make and respond to apologies appropriately.

Cultural and artistic competence

  • Learning about the language, lifestyle and culture of English-speaking world.

Learning to learn

  • Developing effective language-learning practices.
  • Learning to evaluate your own learning.
  • Learning to scan a written text for specific information.

iv. Attention to diversity

Extra-practice and extension activities

Workbook (page 30-39).

Teacher's Resource File

Grammar and Vocabulary (pages18-20).

Reading and Listening (pages46-48).

Writing (page70).

Motivator (pages 88-92).