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Real Life Intermediate Programme

This document provides a teaching programme for an English language "Real Life Intermediate" course. The programme contains 4 units that cover listening, speaking, reading, writing, grammar, vocabulary, pronunciation and socio-cultural skills. Unit 1 focuses on learning styles and education. Unit 2 covers the topic of sports. Each unit lists objectives, content, evaluation criteria and ways to accommodate learner diversity. The overarching goals are to improve English communication skills and develop an appreciation of different languages and cultures.

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Ney
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Download as DOC, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
44 views45 pages

Real Life Intermediate Programme

This document provides a teaching programme for an English language "Real Life Intermediate" course. The programme contains 4 units that cover listening, speaking, reading, writing, grammar, vocabulary, pronunciation and socio-cultural skills. Unit 1 focuses on learning styles and education. Unit 2 covers the topic of sports. Each unit lists objectives, content, evaluation criteria and ways to accommodate learner diversity. The overarching goals are to improve English communication skills and develop an appreciation of different languages and cultures.

Uploaded by

Ney
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Real Life

INTERMEDIATE
Programme

_____________________________

Area of Foreign Languages

English

1
Teaching Programme – Real Life Intermediate
Real Life Intermediate Teaching Programme

UNIT 1: LEARNING STYLE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Speak about different kind of schools
- Listen to a radio programme about gender in education and work
- Talk about education
- Talk about studying
- Discuss about concentration
- Have a conversation
- Attract attention
- Greet someone
- Introduce someone
- Show interest
- Debate about positive and negative achievements
- Ask for repetition and clarification
- Listen to a radio programme about gender education
- Talk about schools
BLOCK 2 - Reading and Writing
- Understand basic information from texts
- Understand instructions
- Read a text about different ways to learn
- Read a text about boys and girls in education
- Read a text about becoming a digital goldfish
- Read a conversation
- Read a formal letter of application
- Write a letter of application
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Get to know people from other countries
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Present simple and continuous
- State and activity verbs

2
Teaching Programme – Real Life Intermediate
Lexical sets
- Education
- Education and work
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand personal information including family relationships,
nationality, place of work, daily routine, free time activities and possessions,
food and common objects. Recognizing and using the present simple and the
present continuous. To use state and activity verbs
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in

3
Teaching Programme – Real Life Intermediate
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 2-9).

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

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To speak about different kind of schools
- To listen to a radio programme about gender in education and work
- To talk about education
- To talk about studying
- To discuss about concentration
- To have a conversation
- To attract attention while speaking
- To greet someone
- To introduce someone
- To show interest
- To debate about positive and negative achievements
- To ask for repetition and clarification
- To listen to a radio programme about gender education
- To talk about schools
BLOCK 2 – Reading and writing
- To understand basic information from texts
- To understand instructions
- To read a text about different ways to learn
- To read a text about boys and girls in education
- To read a text about becoming a digital goldfish
- To read a conversation
- To read a formal letter of application
- To write a letter of application
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
- To write descriptions
Grammar
- To talk about thinks that usually happen
- To write sentences
- To ask questions
- To use questions words
- To use the present simple and the present continuous

4
Teaching Programme – Real Life Intermediate
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking
countries.

5
Teaching Programme – Real Life Intermediate
UNIT 2: INTO SPORT

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Talk about sports
- Give definitions
- Listen to likes and dislikes
- Speak about likes and dislikes
- Tell their partner about how they feel
- Describe pictures
- Listen to six extracts from a radio interview about sports
- Listen to stress patterns
- Listen to four people giving their opinion today
- Talk about sports they like and they don’t like
- Listen to people’s sporting likes and dislikes
BLOCK 2 - Reading and Writing
- Understand basic information
- Understand instructions
- Take notes
- Read a quiz about sports
- Read a text about surfing, taekwondo and sailing
- Write a short paragraph about a sport or other interests
- Read a text about how the English invented sports
- Read a text about an Olympic Gold Medal
- Write the description of a sport
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Defining relative clauses
- Present perfect and past simple
Lexical sets
- Sporting activities
- Likes and dislikes
Pronunciation

6
Teaching Programme – Real Life Intermediate
- Identify and produce English sounds
- Pronunciation of stress patterns

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

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand personal information including family relationships,
nationality, place of work, daily routine, free time activities and possessions,
food and common objects. Recognizing and using the past simple and the
present perfect; defining relative clauses
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English

7
Teaching Programme – Real Life Intermediate
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 10-15).

EVALUATION
Assessment
Student’s book. Activestudy 1 page 18
Student’s book. Miniworkbook. (pages 102-103).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about sports
- To give definitions
- To listen to likes and dislikes
- To speak about likes and dislikes
- To tell their partner about how they feel
- To describe pictures
- To listen to six extracts from a radio interview about sports
- To listen to stress patterns
- To listen to four people giving their opinion today
- To talk about sports they like and they don’t like
- To listen to people’s sporting likes and dislikes
BLOCK 2 – Reading and writing
- To understand basic information
- To understand instructions
- To take notes
- To read a quiz about sports
- To read a text about surfing, taekwondo and sailing
- To write a short paragraph about a sport or other interests
- To read a text about how the English invented sports
- To read a text about an Olympic Gold Medal
- To write the description of a sport
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions in past simple.
- To use the present perfect
- To write statements in the past simple and the present perfect continuous
- To use the defining relative clauses
- To order words to make sentences
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
- To recognize the stress patterns

8
Teaching Programme – Real Life Intermediate
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness


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

9
Teaching Programme – Real Life Intermediate
UNIT 3: FAMILY MATTERS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Understand instructions
- Listen to a TV show about celebrity news
- Talk about families
- Talk about a famous person
- Talk about themselves
- Make suggestions
- Respond to suggestions
- Describe a person
- Listen to a TV show
- Describe personalities
BLOCK 2 - Reading and Writing
- Understand basic information
- Understand instructions
- Read a text about quadruplets
- Read a text about births and personalities
- Write the description of a person
- Read the description of someone they admire.
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Making comparisons
- Questions with look like, be like, like
Lexical sets
- Physical description
- Personality
Pronunciation
- Identify and produce English sounds
- Intonation of the English Language

Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.

10
Teaching Programme – Real Life Intermediate
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand personal information including family relationships,
nationality, place of work, daily routine, free time activities and possessions,
food and common objects. Making comparisons; questions with look like, be
like, like.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 20- 27).

11
Teaching Programme – Real Life Intermediate
EVALUATION
Assessment
Student’s book. Activestudy 2 page 34
Student’s book. Miniworkbook. (pages 104-105).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand instructions
- To listen to a TV show about celebrity news
- To talk about families
- To talk about a famous person
- To talk about themselves
- To make suggestions
- To respond to suggestions
- To describe a person
- To listen to a TV show
- To describe personalities
BLOCK 2 – Reading and writing
- To understand basic information
- To understand instructions
- To read a text about quadruplets
- To read a text about births and personalities
- To write the description of a person
- To read the description of someone they admire.
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the comparative and superlative of adjectives
- To make comparisons
- To make questions with look like, be like, like
- To write sentences
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
- Reproduce correct English intonations
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness


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

12
Teaching Programme – Real Life Intermediate
UNIT 4: WORKING LIFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Listen to a TV programme about child labour
- Listen to predictions
- Make predictions
- Talk about jobs
- Speak about the career they have in mind
- Talk about their future
- Give advice
- Express obligation
- Discuss opinions
- Present an opinion
- Talk about parents
- Roleplay a job interview
- Understand instructions
BLOCK 2 - Reading and Writing
- Understand basic information about jobs in England
- Read a text about powder monkeys
- Read a text about a job no one did twenty years ago
- Read a text about a job no one does now
- Read a text about easy money
- Read job advertisements
- Read about three candidates for a job and write about one of them
- Write about someone selected for a job
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Obligation
- Make, let
Lexical sets
- Work and young people
- Jobs

13
Teaching Programme – Real Life Intermediate
Pronunciation
- Identify and produce English sounds
- Reproduce correct stress in English

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

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. To express obligation;
make, let
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

14
Teaching Programme – Real Life Intermediate
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 28 - 33).
EVALUATION
Assessment
Student’s book. Activestudy 2 page 34
Student’s book. Miniworkbook. (pages 106-107).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to a TV programme about child labour
- To listen to predictions
- To make predictions
- To talk about jobs
- To speak about the career they have in mind
- To talk about their future
- To give advice
- To express obligation
- To discuss opinions
- To present an opinion
- To talk about parents
- To roleplay a job interview
- To understand instructions
BLOCK 2 – Reading and writing
- To understand basic information about jobs in England
- To read a text about powder monkeys
- To read a text about a job no one did twenty years ago
- To read a text about a job no one does now
- To read a text about easy money
- To read job advertisements
- To read about three candidates for a job and write about one of them
- To write about someone selected for a job
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To express obligation
- To use make, let
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.

15
Teaching Programme – Real Life Intermediate
- To identify cultural and geographical characteristics of English speaking
countries

16
Teaching Programme – Real Life Intermediate
UNIT 5: GETTING THERE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Understand instructions
- Speak about lifestyle change
- Listen to some extract from a TV news programme
- Talk about intentions
- Speak about eco-tourism
- Ask for directions
- Give directions
- Apologize
- Respond to an apology
- Thank and respond to thanks
- Listen to the description of a place
- Listen to someone talking about the environment
- Speak about transport and the environment
BLOCK 2 - Reading and Writing
- Understand basic information about ecology
- Read a text about global warming
- Read an extract from a TV new programme
- Make notes
- Read a text about getting around a city
- Read a text about transport and cities
- Write about experiences with public transport
- Read a text about eco-tourism
- Read a postcard
- Write a postcard
- Read an online conversation
- Read the description of a place
- Write the description of a town
- Describe famous buildings and monuments
- Give reasons to visit a city
- Describe their favourite area
- Describe their favourite place
- Read a text about future trends
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

17
Teaching Programme – Real Life Intermediate
CONTENTS
Grammar
- Going to
- Will
- First conditional and future time clauses
Lexical sets
- Protecting the environment
- Transport and the environment
Pronunciation
- Identify and produce English sounds
- Reproduce correct intonation in English
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. The future. Will, going to.
First conditional and future time clauses
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.

18
Teaching Programme – Real Life Intermediate
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 38 - 45).

EVALUATION
Assessment
Student’s book. Activestudy 3 page 50
Student’s book. Miniworkbook. (pages 108-109).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand instructions
- To speak about lifestyle change
- To listen to some extract from a TV news programme
- To talk about intentions
- To speak about eco-tourism
- To ask for directions
- To give directions
- To apologize
- To respond to an apology
- To thank and respond to thanks
- To listen to the description of a place
- To listen to someone talking about the environment
- To speak about transport and the environment
BLOCK 2 – Reading and writing
- To understand basic information about ecology
- To read a text about global warming
- To read an extract from a TV new programme
- To make notes
- To read a text about getting around a city
- To read a text about transport and cities
- To write about experiences with public transport
- To read a text about eco-tourism
- To read a postcard
- To write a postcard
- To read an online conversation
- To read the description of a place
- To write the description of a town
- To describe famous buildings and monuments
- To give reasons to visit a city

19
Teaching Programme – Real Life Intermediate
- To describe their favourite area
- To describe their favourite place
- To read a text about future trends

BLOCK 3 – Knowledge of the language


Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To talk about the future
- To use will, going to.
- To complete sentences using the first conditional
- To use time clauses
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
- Identify intonation in a sentence
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness


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

20
Teaching Programme – Real Life Intermediate
UNIT 6: MEETING UP

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Understand instructions
- Understand basic information
- Describe photos
- Give short talks about people
- Give advice
- Listen to six situations involving emotions
- Talk about feelings
- Act out a conversation
- Have a polite conversation with a stranger
- Start a conversation
- Ask polite questions
- Respond politely
- Listen to the description of relationships
- Listen to a crime thriller
BLOCK 2 - Reading and Writing
- Understand basic information
- Read a text about teenagers problems
- Read the introduction to Strangers on a train
- Write the start of a conversation
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Present perfect with for and since
- Present perfect continuous and present perfect simple
Lexical sets
- Social relationships
- Adjectives about feelings

21
Teaching Programme – Real Life Intermediate
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Use the present perfect
simple and the present perfect continuous. Use the present perfect with for and
since.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

22
Teaching Programme – Real Life Intermediate
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 46 - 51).

EVALUATION
Assessment
Student’s book. Activestudy 3 page 50
Student’s book. Miniworkbook. (pages 110-111).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand instructions
- To understand basic information
- To describe photos
- To give short talks about people
- To give advice
- To listen to six situations involving emotions
- To talk about feelings
- To act out a conversation
- To have a polite conversation with a stranger
- To start a conversation
- To ask polite questions
- To respond politely
- To listen to the description of relationships
- To listen to a crime thriller
BLOCK 2 – Reading and writing
- To understand basic information
- To read a text about teenagers problems
- To read the introduction to Strangers on a train
- To write the start of a conversation
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To complete sentences with the present perfect simple and the present perfect
continuous
- To use the present perfect with for, since
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking
countries

23
Teaching Programme – Real Life Intermediate
UNIT 7: FAST FOOD

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Understand instructions
- Understand basic information
- Talk about fast food in the world
- Listen to a conversation about chocolate
- Listen to a TV series
- Speak about Elizabethan food
- Speak about snacks
- Guess meaning from context
- Listen to a conversation
- Ask for typical dishes
- Describe dishes
- Make a request
- Respond to a request
- Make an offer
- Respond to an offer
- Thank someone
- Listen to a person talking about preparing food
- Describe food
BLOCK 2 - Reading and Writing
- Read a text about fast food
- Understand basic information
- Read a text about the dark side of chocolate
- Read two recipes
- Read a text about Elizabethan food
- Describe dishes
- Read the description of a health check
- Read a text about street food around the world
- Read a formal letter of enquiry
- Write a formal letter of enquiry
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

24
Teaching Programme – Real Life Intermediate
CONTENTS
Grammar
- The Passive
- Have something done
Lexical sets
- Preparing food
- Nutrition and health
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Use the passive voice;
have something done.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.

25
Teaching Programme – Real Life Intermediate
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 56-63).
EVALUATION
Assessment
Student’s book. Activestudy 4 page 66
Student’s book. Miniworkbook. (pages 112-113).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand instructions
- To understand basic information
- To talk about fast food in the world
- To listen to a conversation about chocolate
- To listen to a TV series
- To speak about Elizabethan food
- To speak about snacks
- To guess meaning from context
- To listen to a conversation
- To ask for typical dishes
- To describe dishes
- To make a request
- To respond to a request
- To make an offer
- To respond to an offer
- To thank someone
- To listen to a person talking about preparing food
- To describe food
BLOCK 2 – Reading and writing
- To read a text about fast food
- To understand basic information
- To read a text about the dark side of chocolate
- To read two recipes
- To read a text about Elizabethan food
- To describe dishes
- To read the description of a health check
- To read a text about street food around the world
- To read a formal letter of enquiry
- To write a formal letter of enquiry

26
Teaching Programme – Real Life Intermediate
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the passive voice
- To use have something done
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking
countries

27
Teaching Programme – Real Life Intermediate
UNIT 8: LIVING SPACE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Understand basic instructions
- Understand basic information
- Describe buildings
- Ask for description
- Describe a house
- Describe differences
- Talk realistically about the future
- Talk about the ideal home
- Debate about annoying habits
- Listen to a radio phone-in
- Give a two minute presentation about themselves
- Speak about reality TV
BLOCK 2 - Reading and Writing
- Understand basic information
- Read to the description of a building
- Write the description of a building
- Read what some teenagers say about where they would like to live
- Write a short description of an ideal home
- Read a quiz about annoying habits
- Read a text about the worst things about people they live with
- Introduce opposite arguments
- Summarize
- Read a text about a reality TV
- Read an essay about reality TV
- Write an essay
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

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

28
Teaching Programme – Real Life Intermediate
Lexical sets
- Describing buildings
- Annoying habits
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Use the first and second
conditional. Use wish + past simple/would
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English

29
Teaching Programme – Real Life Intermediate
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.
-
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 64 - 69).
EVALUATION
Assessment
Student’s book. Activestudy 4 page 66
Student’s book. Miniworkbook. (pages 114-115).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand basic instructions
- To understand basic information
- To describe buildings
- To ask for description
- To describe a house
- To describe differences
- To talk realistically about the future
- To talk about the ideal home
- To debate about annoying habits
- To listen to a radio phone-in
- To give a two minute presentation about themselves
- To speak about reality TV
BLOCK 2 – Reading and writing
- To understand basic information
- To read to the description of a building
- To write the description of a building
- To read what some teenagers say about where they would like to live
- To write a short description of an ideal home
- To read a quiz about annoying habits
- To read a text about the worst things about people they live with
- To introduce opposite arguments
- To summarize
- To read a text about a reality TV
- To read an essay about reality TV
- To write an essay
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the first and second conditional
- To use wish + past simple/ would
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.

30
Teaching Programme – Real Life Intermediate
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness


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

31
Teaching Programme – Real Life Intermediate
UNIT 9: HELP! HELP!

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Listen to a lecture about first aid
- Speak about childhood
- Speak about stories of emergencies of lucky escapes
- Tell a story
- Listen to a conversation
- Describe previous events
- Describe main events
- Say how they felt
- Start a conversation
- Invite someone
- Accept an invitation
- Refuse an invitation
- Listen to a narrative
- Narrate a story about an emergency
BLOCK 2 - Reading and Writing
- Read a leaflet about first aid
- Read about childhood accidents
- Write a short description of an accident they had when children
- Read three stories
- Read a text about a lucky escape
- Read a story about endurance
- Read extracts from letters
- Write a letter from a sailor to his sweetheart
- Read a blog narrating an accident
- Describe events
- Write a narrative
- Write an informal letter
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Used to and past continuous

32
Teaching Programme – Real Life Intermediate
- Past perfect
Lexical sets
- Accidents
- First Aid
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Recognizing and using
used to and past continuous; past perfect.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English

33
Teaching Programme – Real Life Intermediate
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 74 - 81).
EVALUATION
Assessment
Student’s book. Activestudy 5 page 82
Student’s book. Miniworkbook. (pages 116-117).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to a lecture about first aid
- To speak about childhood
- To speak about stories of emergencies of lucky escapes
- To tell a story
- To listen to a conversation
- To describe previous events
- To describe main events
- To say how they felt
- To start a conversation
- To invite someone
- To accept an invitation
- To refuse an invitation
- To listen to a narrative
- To narrate a story about an emergency
BLOCK 2 – Reading and writing
- To read a leaflet about first aid
- To read about childhood accidents
- To write a short description of an accident they had when children
- To read three stories
- To read a text about a lucky escape
- To read a story about endurance
- To read extracts from letters
- To write a letter from a sailor to his sweetheart
- To read a blog narrating an accident
- To describe events
- To write a narrative
- To write an informal letter
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use used to and past continuous
- To use the past perfect

34
Teaching Programme – Real Life Intermediate
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking
countries

35
Teaching Programme – Real Life Intermediate
UNIT 10: IN THE NEWS

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Listen to story and explain what it is about
- Listen to four people discussing celebrities
- Make predictions
- Talk about newspapers
- Ask others opinion
- Give an opinion
- Explain an opinion
- Tell the students about a story they have read
- Listen to some people discussing stories
- Listen to radio news programme
- Express opinions
BLOCK 2 - Reading and Writing
- Read an article about Lisa and her father
- Read a reported story
- Read three articles about celebrities and the media
- Show agreement
- Show disagreement
- Write an article about a celerity
- Read some headlines
- Read true life stories
- Make predictions
- Write a short paragraph giving an opinion about a story
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Reported speech
- Reported questions
Lexical sets
- News features
- Celebrities and the media

36
Teaching Programme – Real Life Intermediate
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Repeat others’ words.
Recognizing and using the reported speech and reported questions.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

37
Teaching Programme – Real Life Intermediate
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 82-87).

EVALUATION
Assessment
Student’s book. Activestudy 5 page 82
Student’s book. Miniworkbook. (pages 118-119).
Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to story and explain what it is about
- To listen to four people discussing celebrities
- To make predictions
- To talk about newspapers
- To ask others opinion
- To give an opinion
- To explain an opinion
- To tell the students about a story they have read
- To listen to some people discussing stories
- To listen to radio news programme
- To express opinions
BLOCK 2 – Reading and writing
- To read an article about Lisa and her father
- To read a reported story
- To read three articles about celebrities and the media
- To show agreement
- To show disagreement
- To write an article about a celerity
- To read some headlines
- To read true life stories
- To make predictions
- To write a short paragraph giving an opinion about a story
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the reported speech
- To use the reported questions
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking
countries

38
Teaching Programme – Real Life Intermediate
UNIT 11: FOR ART’S SAKE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Understand basic instructions
- Talk about a cultural event
- Listen to an interview
- Describe photographs
- Talk about a painting
- Talk about Jackson Pollock
- Listen to a suggestions
- Ask what’s wrong
- Ask for advice
- Give advice
- Agree sympathetically
- Respond sympathetically
- Give information
- Listen to a conversation
- Listen to an interview to two buskers
- Listen to a radio programme
BLOCK 2 - Reading and Writing
- Write a short paragraph about a cultural event
- Read some texts about the Headley Rock Festival
- Write sentences with gerunds and infinitives
- Read about street art
- Describe a cultural event
- Describe a painting
- Read a text about Art and money
- Write about works of art
- Write a description giving an opinion of a work of art
- Read a concert review
- Write a review
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

39
Teaching Programme – Real Life Intermediate
CONTENTS
Grammar
- Gerunds and infinitives
- Models of deduction
Lexical sets
- Cultural events
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Use gerunds and
infinitives. Use modals of deduction.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).

40
Teaching Programme – Real Life Intermediate
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.
-
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 92 - 99).

EVALUATION
Assessment
Student’s book. Activestudy 6 page 98
Student’s book. Miniworkbook. (pages 120-121).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To understand basic instructions
- To talk about a cultural event
- To listen to an interview
- To describe photographs
- To talk about a painting
- To talk about Jackson Pollock
- To listen to a suggestions
- To ask what’s wrong
- To ask for advice
- To give advice
- To agree sympathetically
- To respond sympathetically
- To give information
- To listen to a conversation
- To listen to an interview to two buskers
- To listen to a radio programme
BLOCK 2 – Reading and writing
- To write a short paragraph about a cultural event
- To read some texts about the Headley Rock Festival
- To write sentences with gerunds and infinitives
- To read about street art
- To describe a cultural event
- To describe a painting
- To read a text about Art and money
- To write about works of art
- To write a description giving an opinion of a work of art
- To read a concert review
- To write a review
BLOCK 3 – Knowledge of the language
Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups

41
Teaching Programme – Real Life Intermediate
Grammar
- To ask and answer questions.
- To use gerunds and infinitives
- To use models of deduction
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.
BLOCK 4 – Socio-cultural aspects and cultural awareness
- To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
- To identify cultural and geographical characteristics of English speaking
countries

42
Teaching Programme – Real Life Intermediate
UNIT 12: WHAT NEXT?

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation


- Listen to a quiz about important inventions
- Talk about important inventions
- Talk about life events
- Describe objects
- Play guessing game
- Talk about useful inventions
- Debate about robots
- Give a presentation
BLOCK 2 - Reading and Writing
- Read quiz about important inventions
- Read a text about the man who nearly invented the telephone
- Write sentences about events
- Describe objects
- Write sentences about everyday objects
- Read description about a bedroom
- Write a description about a bedroom
- Read a text about robots and the future
- Describe the best robot
- Describe a room
BLOCK 3 – Knowledge of the language
- Understand and apply grammar rules correctly.
- Identify, apply and use the vocabulary of the unit.
- Use of basic spelling and punctuation rules and recognizing their importance.
- Recognize and reproduce sounds, rhythm, accentuation, and intonation.
- Get started on strategies to review and reflect on their own learning and self-
evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
- Recognize and learn basic forms of social interactions in a foreign language.
- Show a receptive attitude towards those who speak a different language tan their
own.
- Show a receptive attitude towards others’ life and people from another countries

CONTENTS
Grammar
- Third conditional
- Quantifiers
Lexical sets
- Word families
- Describing objects
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.
- Organize personal work as a strategy to progress in learning.

43
Teaching Programme – Real Life Intermediate
- Interest in taking the opportunities for learning created inside and outside of the
classroom.
- Active participation in group activities.
- Reflect on strategies to use to improve their oral and written comprehension
skills.

BASIC COMPETENCES
- Communication in the mother tongue and in foreign languages:
Interchanging personal information and information about things important to
the speaker. Understand written and oral information. Recognizing and using
the third conditional; use the quantifiers.
- Mathematical competence: Mathematical competence is the ability to develop
and apply mathematical thinking in order to solve a range of problems in
everyday situations, with the emphasis being placed on process, activity and
knowledge.
- Digital competence involves the confident and critical use of information
society technology (IST) and thus basic skills in information and communication
technology (ICT);
- Learning to learn is related to learning, the ability to pursue and organize one's
own learning, either individually or in groups, in accordance with one's own
needs, and awareness of methods and opportunities; to have an active
participation in the activities developed in the classroom. To listen to the rest of
the classmates and have a positive attitude towards them.
- Social and civic competences. Social competence refers to personal,
interpersonal and intercultural competence and all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of
codes of conduct and customs in the different environments in which individuals
operate is essential. Civic competence, and particularly knowledge of social and
political concepts and structures (democracy, justice, equality, citizenship and
civil rights) equips individuals to engage in active and democratic participation;
- Knowledge and connection with the world and environment It is the
foundation for acquiring more specific skills and knowledge needed to interact
with the world around. This should include awareness of ethical values and
promote good governance.
- Cultural awareness and expression which involves appreciation of the
importance of the creative expression of ideas, experiences and emotions in a
range of media (music, performing arts, literature, and the visual arts).
- Being autonomous: is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects in
order to achieve objectives. To have a positive attitude towards the English
Language. To improve the four skills studied. To listen to the teacher’s
explanations with respect and interest.

ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 100 - 105).

44
Teaching Programme – Real Life Intermediate
EVALUATION
Assessment
Student’s book. Activestudy 6 page 98
Student’s book. Miniworkbook. (pages 122-123).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to a quiz about important inventions
- To talk about important inventions
- To talk about life events
- To describe objects
- To play guessing games
- To talk about useful inventions
- To debate about robots
- To give a presentation
BLOCK 2 – Reading and writing
- To read quiz about important inventions
- To read a text about the man who nearly invented the telephone
- To write sentences about events
- To describe objects
- To write sentences about everyday objects
- To read description about a bedroom
- To write a description about a bedroom
- To read a text about robots and the future
- To describe the best robot
- To describe a room

BLOCK 3 – Knowledge of the language


Vocabulary
- To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use the third conditional
- To use the quantifiers
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
Reflect on learning
- To evaluate if they are using basic strategies to favour their learning progress.

BLOCK 4 – Socio-cultural aspects and cultural awareness


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

45
Teaching Programme – Real Life Intermediate

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