Real Life

Elementary
Programme

_____________________________

Area of Foreign Languages

English

1
Teaching Programme – Real Life Elementary
Real Life Elementary Teaching Programme

STARTER UNIT

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Ask and answer basic questions to exchange personal information about
themselves and others.
- Ask for information
- Ask for time
- Tell the time
- Say the phone numbers
- Understand exercise instructions.
- Talk about their partner
- Greet people
- Ask and talk about their family
BLOCK 2 - Reading and Writing
- Understand basic information in which people present themselves
- Understand introductions
- Understand personal emails
- Understand descriptions about teenagers’ life
- Write an e-mail to a friend
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
- Verb To Be
- Possessive adjectives
- Subject pronouns
- Nouns
- This, that
- These , those
Lexical sets
- Alphabet
- Nationalities
- Months
- School equipment

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Teaching Programme – Real Life Elementary
 - Numbers
- The time

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: present
simple be; there is, there are; a lot of. 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, adverbs
and expressions
- 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).

3
Teaching Programme – Real Life Elementary
 - 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 2-5).

EVALUATION
Assessment
Student’s book. Activestudy 1 page 22

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To ask and answer basic questions to exchange personal information about
themselves and others.
- To listen to phone numbers
- To ask for information
- To ask the time
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.
- To read and write e-mails to friends
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 ask and answer questions in present simple with the verb To Be.
- To order words to make sentences which include possessive adjectives and
subject pronouns
- To write sentences
- To ask 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.

4
Teaching Programme – Real Life Elementary
UNIT 1: IT’S MY LIFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Ask and answer basic questions to exchange personal information about
themselves and others.
- Ask for information
- Understand exercise instructions
- Ask and answer questions about their bedroom
- Tell the class about their partner
- Listen to someone talking about the family
- Talk about the family
- Listen to descriptions
- Talk about someone’s desk
- Listen to a conversation
BLOCK 2 - Reading and Writing
- Understand basic information in which people present themselves
- Understand introductions
- Understand personal emails
- Understand descriptions of their family
- Understand texts about friends
- Write a description about their partner’s bag
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
- Verb have got
- Possessive ‘s
- There is/There are
- Possessive pronouns
Lexical sets
- Things
- Family
- Describing people

5
Teaching Programme – Real Life Elementary
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 Verb have got, Possessive
‘s, There is/There are, Possessive pronouns
- 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

6
Teaching Programme – Real Life Elementary
 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 6-13).

EVALUATION
Assessment
Student’s book. Activestudy 1 page 22
Student’s book. Miniworkbook. (pages 104-105).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To ask and answer basic questions to exchange personal information about
themselves and others.
- To ask for information
- To understand exercise instructions
- To ask and answer questions about their bedroom
- To tell the class about their partner
- To listen to someone talking about the family
- To talk about the family
- To listen to descriptions
- To talk about someone’s desk
- To listen to a conversation

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.
- To read and write e-mails to friends
- To understand personal emails
- To understand descriptions of their family
- To understand texts about friends
- To write a description about their partner’s bag

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 ask and answer questions in present simple with the verb To Have.
- To order words to make sentences which include possessive pronouns and there
is/are.
- To write sentences
- To ask questions
Phonetics

7
Teaching Programme – Real Life Elementary
 - 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.

8
Teaching Programme – Real Life Elementary
UNIT 2: YOUR DAY

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Ask and answer basic questions about school
- Listen to a talk about school subjects
- Speak about subjects
- Tell people about their day
- Talk about daily routines
- Listen to dialogues
- Listen to people talking about free time
- Talk about free time
BLOCK 2 - Reading and Writing
- Understand basic information in which people talk about their free time
- Understand basic information about daily routines
- Understand a text about school subjects
- Understand a text about helping hands
- Understand texts about friends
- Read dialogues
- Write sentences
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 simple affirmative
- Time expressions
- Present simple negative
- Present simple questions
- Object pronouns
Lexical sets
- School subjects
- School routine
- Routines
- Free time
Pronunciation
- Identify and produce English sounds
- Pronunciation of /s//z//iz/.

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Teaching Programme – Real Life Elementary
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. To talk
about routines.
- 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.

10
Teaching Programme – Real Life Elementary
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 14-19).

EVALUATION
Assessment
Student’s book. Activestudy 1 page 22
Student’s book. Miniworkbook. (pages 105-106).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To ask and answer basic questions about school
- To listen to a talk about school subjects
- To speak about subjects
- To tell people about their day
- To talk about daily routines
- To listen to dialogues
- To listen to people talking about free time
- To talk about free time

BLOCK 2 – Reading and writing

- To understand basic information in which people talk about their free time
- To understand basic information about daily routines
- To understand a text about school subjects
- To understand a text about helping hands
- To understand texts about friends
- To read dialogues
- To write sentences

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 present simple with the present simple.
- To write statements in the present simple
- To order words to make sentences which include time expressions and object
pronouns
- To write sentences
- To ask questions
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
- To pronounce s in its different positions.
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.

11
Teaching Programme – Real Life Elementary
 - To identify cultural and geographical characteristics of English speaking
countries

12
Teaching Programme – Real Life Elementary
UNIT 3: URBAN LIFE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to a conversation about shopping
- Listen to a conversation about homes
- Talk about a town
- Listen to a monologue about a town
- Listen to someone giving directions
- Listen to a radio programme
- Listen to an interview
- Listen to the description of a town
- Exchange information about where they live
- Ask for directions
- Give directions
BLOCK 2 - Reading and Writing
- Understand basic information about shopping malls
- Understand basic information about cool cities
- Understand short notes
- Read a text about shopping malls
- Read a dialogue about a home on the water
- Write the description of a town
- Write short notes
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
- Countable/uncountable nouns
- Some/any
- Much/many/a lot
Lexical sets
- Shops
- Rooms and furniture
- Free time
- Routines
Pronunciation
- Identify and produce English sounds

13
Teaching Programme – Real Life Elementary
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 countable and uncountable
nouns.
- 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 Elementary
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 22- 29).

EVALUATION
Assessment
Student’s book. Activestudy 2 page 38
Student’s book. Miniworkbook. (pages 107-108).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to a conversation about shopping
- To listen to a conversation about homes
- To speak about a town
- To listen to a monologue about a town
- To listen to someone giving directions
- To listen to a radio programme
- To listen to an interview
- To listen to the description of a town
- To speak about their city
- To speak about their house
- To ask for directions
- To give directions

BLOCK 2 – Reading and writing

- To understand basic information about shopping malls
- To understand basic information about cool cities
- To understand short notes
- To read a text about shopping malls
- To read a dialogue about a home on the water
- To write the description of a town
- To write short notes

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 countable and uncountable nouns
- To order words to make sentences which include some/any, much, many, a lot
of.
- To write sentences
- To ask 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.

15
Teaching Programme – Real Life Elementary
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

16
Teaching Programme – Real Life Elementary
UNIT 4: KEEP FIT

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about sports
- Listen to a dialogue about pains
- Listen to six people at the doctor’s
- Listen to a conversation about sports
- Listen to someone asking for directions
- Speak with a doctor
- Speak about extreme sports
- Listen to a questionnaire
- Listen to a radio programme
- Have a jumbled conversation
BLOCK 2 - Reading and Writing
- Understand basic information about sports
- Read a text about sports
- Read a dialogue at the doctor’s
- Read a text about extreme sports
- Write sentences
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
- Can (ability)
- Adverbs
- Imperatives
Lexical sets
- Sports
- Health
- Sports equipment
Pronunciation
- Identify and produce English sounds
- Reproduce correct stress in English

17
Teaching Programme – Real Life Elementary
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
modal verbs, adverbs and imperatives
- 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 30-35).

18
Teaching Programme – Real Life Elementary
EVALUATION
Assessment
Student’s book. Activestudy 1 page 22
Student’s book. Miniworkbook. (pages 108-109).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about sports
- To listen to a dialogue about pains
- To listen to six people at the doctor’s
- To listen to a conversation about sports
- To listen to someone asking for directions
- To speak with a doctor
- To speak about extreme sports
- To listen to a questionnaire
- To listen to a radio programme
- To have jumbled conversation
BLOCK 2 – Reading and writing
- To understand basic information about sports
- To read a text about sports
- To read a dialogue at the doctor’s
- To read a text about extreme sports
- To write sentences
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 ability with can
- To know the correct position of adverbs in a sentence
- To use the imperatives
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
- Identify stress 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

19
Teaching Programme – Real Life Elementary
UNIT 5: EAT WELL

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to a conversation about food
- Talk about food
- Talk about healthy food
- Listen to an interview
- Listen to a food quiz
- Listen to a conversation about a food survey
- Listen to friends talking
- Talk about prices
- Listen to intonation
- Listen to a conversation in a café
- Give opinions
- Responding to opinions
- Order food
BLOCK 2 - Reading and Writing
- Understand basic information about food
- Read a TV guide
- Write questions
- Read an article about cooking
- Read some recipes
- Write a salad recipe
- Read a food quiz
- Read a text about wild food
- Read a postcard
- Write a postcard to a friend
- Read a teenage super cook
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

20
Teaching Programme – Real Life Elementary
CONTENTS
Grammar
- Like/love/hate + ing
- Articles

Lexical sets
- Food
- Cooking
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. Recognizing and using
love/hate/like + ing; articles
- 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.

21
Teaching Programme – Real Life Elementary
 - 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 40 - 47).

EVALUATION
Assessment
Student’s book. Activestudy 3 page 54
Student’s book. Miniworkbook. (pages 110-111).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to a conversation about food
- To talk about food
- To talk about healthy food
- To listen to an interview
- To listen to a food quiz
- To listen to a conversation about a food survey
- To listen to friends talking
- To talk about prices
- To listen to intonation
- To listen to a conversation in a café
- To give opinions
- To respond to opinions
- To order food

BLOCK 2 – Reading and writing

- To understand basic information about food
- To read a TV guide
- To write questions
- To read an article about cooking
- To read some recipes
- To write a salad recipe
- To read a food quiz
- To read a text about wild food
- To read a postcard
- To write a postcard to a friend
- To read a teenage super cook

BLOCK 3 – Knowledge of the language

Vocabulary

22
Teaching Programme – Real Life Elementary
 - To find the vocabulary in a photograph
- To put words in the correct groups
Grammar
- To ask and answer questions.
- To use love/like/hate + ing
- To use the articles

Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.
- Identify intonatio 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

23
Teaching Programme – Real Life Elementary
UNIT 6: MY TIME

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about actions in the time of speaking
- Have a conversation
- Listen to a conversation
- Talk about clothes
- Talk about style icons
- Tell the class about what they are wearing
- Tell the class about their partner
- Listen to a radio programme about the things students do
- Make suggestions
- Respond to suggestions
- Describe a picture
BLOCK 2 - Reading and Writing
- Understand basic information about clothes and fashion
- Understand basic information about teenagers’ life
- Read a text about fashion
- Read a questionnaire about the net generation
- Read a text about smart surfing
- Describe a picture
- Write the description of a person
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 continuous
- Present simple and present continuous
Lexical sets
- Clothes
- Computers and internet
Pronunciation
- Identify and produce English sounds
Reflection on learning
- Interest and curiosity in widening knowledge related to the English Language.

24
Teaching Programme – Real Life Elementary
 - 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
present continuous, present simple and present continuous
- 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 48 - 53).

25
Teaching Programme – Real Life Elementary
EVALUATION
Assessment
Student’s book. Activestudy 3 page 54
Student’s book. Miniworkbook. (pages 111-112).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about actions in the time of speaking
- To have a conversation
- To listen to a conversation
- To talk about clothes
- To talk about style icons
- To tell the class about what they are wearing
- To tell the class about their partner
- To listen to a radio programme about the things students do
- To make suggestions
- To respond to suggestions
- To describe a picture
BLOCK 2 – Reading and writing
- To understand basic information about clothes and fashion
- To understand basic information about teenagers’ life
- To read a text about fashion
- To read a questionnaire about the net generation
- To read a text about smart surfing
- To describe a picture
- To write the description of a person

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 present simple and the present continuous
- To use the present simple
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

26
Teaching Programme – Real Life Elementary
UNIT 7: FESTIVAL FEVER

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to kinds of music
- Talk about favourites
- Listen to conversations
- Talk about people and the things they do
- Talk about last weekend
- Listen to people talking about New York
- Talk about festivals
- Listen to a dialogue about prices
- Ask for tickets
- Ask for information
BLOCK 2 - Reading and Writing
- Read e-mails
- Read a text about the Glastonbury Festival
- Read a text about three New Year Festivals
- Read an article about strange days in the US
- Read an informal letter
- Write a letter to a friend
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
- Past simple: To Be
- Past simple affirmative
Lexical sets
- Music
- Festivals
Pronunciation
- Identify and produce English sounds
- Pronounce –ed - /d/ /t/ /id/.

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

27
Teaching Programme – Real Life Elementary
 - 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 to
be, past simple; past simple affirmative.
- 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 56-63).
EVALUATION
Assessment
Student’s book. Activestudy 4 page 70

28
Teaching Programme – Real Life Elementary
Student’s book. Miniworkbook. (pages 113-114).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to kinds of music
- To talk about favourites
- To listen to conversations
- To talk about people and the things they do
- To talk about last weekend
- To listen to people talking about New York
- To talk about festivals
- To listen to a dialogue about prices
- To ask for tickets
- To ask for information
BLOCK 2 – Reading and writing
- To read e-mails
- To read a text about the Glastonbury Festival
- To read a text about three New Year Festivals
- To read an article about strange days in the US
- To read an informal letter
- To write a letter to a friend
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 past simple: to be
- To use the past simple affirmative
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

29
Teaching Programme – Real Life Elementary
UNIT 8: WEIRD SCIENCE

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Listen to some conversations about things people did in the morning
- Ask and answer questions about the past
- Listen to someone talking about the last weekend
- Talk about a day out
- Listen to teenagers talking about the best modern inventions
- Express opinions
- Show agreement
- Show disagreement
BLOCK 2 - Reading and Writing
- Read a text about techno world
- Write questions
- Read a techno quiz
- Describe a day out
- Write simple questions
- Read a text about the inventor of modern life
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
- Past simple negative and questions
- Questions words
Lexical sets
- Everyday technology
- Inventions
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.

30
Teaching Programme – Real Life Elementary
 - 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
past simple negative and questions; question words
- 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 64 - 69).
EVALUATION
Assessment
Student’s book. Activestudy 4 page 70
Student’s book. Miniworkbook. (pages 114-115).

31
Teaching Programme – Real Life Elementary
 Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To listen to some conversations about things people did in the morning
- To ask and answer questions about the past
- To listen to someone talking about the last weekend
- To talk about a day out
- To listen to teenagers talking about the best modern inventions
- To express opinions
- To show agreement
- To show disagreement
BLOCK 2 – Reading and writing
- To read a text about techno world
- To write questions
- To read a techno quiz
- To describe a day out
- To write simple questions
- To read a text about the inventor of modern life
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 past simple negative and questions
- To use the questions words
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

32
Teaching Programme – Real Life Elementary
UNIT 9: GO GREEN

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about their family
- Make predictions
- Talk about the future
- Listen to the weather forecast
- Talk about the weather
- Listen to a conversation
- Buy things
- Listen to a Radio Programme
- Speculate about the future
- Speak about celebrities and the environment
- Speak about solutions to environmental problems
BLOCK 2 - Reading and Writing
- Read a text about greenteen
- Read Luke’s blog
- Write sentences comparing things
- Read a text about the planet in the future
- Read an article about KT goes green
- Write ideas about environment
- Read a notice
- Write a notice
- Read the Planet Earth chartroom
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
- Comparative adjectives
- Will for predictions
Lexical sets
- Green lifestyle
- Our planet
- Weather
- Problems and solutions

33
Teaching Programme – Real Life Elementary
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
will for predictions, comparative adjectives
- 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.

34
Teaching Programme – Real Life Elementary
ATTENTION TO DIVERSITY
Extra-practice and extension activities
Workbook (pages 74 - 81).
EVALUATION
Assessment
Student’s book. Activestudy 5 page 86
Student’s book. Miniworkbook. (pages 116-117).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about their family
- To make predictions
- To talk about the future
- To listen to the weather forecast
- To talk about the weather
- To listen to a conversation
- To buy things
- To listen to a Radio Programme
- To speculate about the future
- To speak about celebrities and the environment
- To speak about solutions to environmental problems

BLOCK 2 – Reading and writing

- To read a text about greenteen
- To read Luke’s blog
- To write sentences comparing things
- To read a text about the planet in the future
- To read an article about KT goes green
- To write ideas about environment
- To read a notice
- To write a notice
- To read the Planet Earth chartroom

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 adjectives
- To use will for predictions
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

35
Teaching Programme – Real Life Elementary
 - 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

36
Teaching Programme – Real Life Elementary
UNIT 10: GETTING AWAY

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about holidays
- Listen to a dialogue about the last summer
- Listen to someone speaking about what he/she is going to do during holidays
- Make suggestions
- Accept suggestions
- Refuse suggestions
- Listen to students talking about Jason Lewis’s journey
- Understand instructions
- Listen to interviews
- Listen to conversations
- Talk about their town
- Talk about holidays
- Talk about transport
- Roleplay a newspaper interview
BLOCK 2 - Reading and Writing
- Read a text about Britain
- Read a text about things to do in Britain
- Read an article about travelling around the world
- Write about towns
- Write about travelling
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
- Superlative adjectives
- Be going to for plans and intentions
Lexical sets
- Holidays
- Transport
Pronunciation
- Identify and produce English sounds

37
Teaching Programme – Real Life Elementary
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 be
going to for plans and intentions; superlative adjectives
- 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 82-87).

38
Teaching Programme – Real Life Elementary
EVALUATION
Assessment
Student’s book. Activestudy 5 page 86
Student’s book. Miniworkbook. (pages 117-118).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about holidays
- To listen to a dialogue about the last summer
- To listen to someone speaking about what he/she is going to do during holidays
- To make suggestions
- To accept suggestions
- To refuse suggestions
- To listen to students talking about Jason Lewis’s journey
- To understand instructions
- To listen to interviews
- To listen to conversations
- To talk about their town
- To talk about holidays
- To talk about transport
- To roleplay a newspaper interview

BLOCK 2 – Reading and writing

- To read a text about Britain
- To read a text about things to do in Britain
- To read an article about travelling around the world
- To write about towns
- To write about travelling

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 superlative adjectives
- To use be going to for plans and intentions
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

39
Teaching Programme – Real Life Elementary
UNIT 11: NICE WORK?

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about rules and obligations
- Talk about jobs
- Listen to people talking about their success
- Talk about their qualities
- Listen to Rikki Perez
- Listen to someone applying for a job
- Listen to a job interview
- Prepare a job interview
- Talk about holiday jobs
- Talk about being a volunteer
- Listen to a radio interview
- Guess jobs in a game
- Discuss skills and qualities
- Talk about volunteer jobs
BLOCK 2 - Reading and Writing
- Read a text about holiday jobs
- Read a text about the secrets of success
- Read a text about someone’s qualities
- Write about someone’s qualities
- Read a text about being a volunteer
- Read job adverts
- Read a letter to apply for a job
- Write a letter to apply 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
- Have to
- Prepositions

40
Teaching Programme – Real Life Elementary
Lexical sets
- Job and activities
- Feelings
- Skills and qualities
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
have to and prepositions
- 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

41
Teaching Programme – Real Life Elementary
 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 90 - 97).

EVALUATION
Assessment
Student’s book. Activestudy 6 page 102
Student’s book. Miniworkbook. (pages 119-120).

Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about rules and obligations
- To talk about jobs
- To listen to people talking about their success
- To talk about their qualities
- To listen to Rikki Perez
- To listen to someone applying for a job
- To listen to a job interview
- To prepare a job interview
- To talk about holiday jobs
- To talk about being a volunteer
- To listen to a radio interview
- To guess jobs in a game
- To discuss skills and qualities
- To talk about volunteer jobs

BLOCK 2 – Reading and writing

- To read a text about holiday jobs
- To read a text about the secrets of success
- To read a text about someone’s qualities
- To write about someone’s qualities
- To read a text about being a volunteer
- To read job adverts
- To read a letter to apply for a job
- To write a letter to apply 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 use have to
- To use the prepositions
Phonetics
- Appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation.

42
Teaching Programme – Real Life Elementary
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

43
Teaching Programme – Real Life Elementary
UNIT 12: OUR WORLD

OBJECTIVES

BLOCK 1 – Listening, speaking and conversation

- Talk about culture
- Talk about politics
- Ask and answer questions
- Listen to someone talking about his/her holiday in India
- Talk about some topics
- Listen to a conversation
- Discuss about different cultures
- Talk about youth politics
- Give advice for visitors
BLOCK 2 - Reading and Writing
- Take notes
- Read a culture quiz
- Read things to do in Brighton
- Read a text about politics
- Read a text about watching the British
- Write a text about advices for visitors to their town
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
- If + imperative
- Present perfect
Lexical sets
- Cultural habits
- Politics
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.

44
Teaching Programme – Real Life Elementary
 - 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 if
+ imperative; present 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
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 98 - 103).
EVALUATION
Assessment
Student’s book. Activestudy 6 page 022
Student’s book. Miniworkbook. (pages 120-121).

45
Teaching Programme – Real Life Elementary
 Evaluation Criteria
BLOCK 1 – Listening, speaking and conversation
- To talk about culture
- To talk about politics
- To ask and answer questions
- To listen to someone talking about his/her holiday in India
- To talk about some topics
- To listen to a conversation
- To discuss about different cultures
- To talk about youth politics
- To give advice for visitors

BLOCK 2 – Reading and writing

- To take notes
- To read a culture quiz
- To read things to do in Brighton
- To read a text about politics
- To read a text about watching the British
- To write a text about advices for visitors to their town

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 if + imperative
- To use the present perfect
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

46
Teaching Programme – Real Life Elementary