Discover English
2
Programme
______
Area of Foreign Languages
English
Discover English 2 Teaching Programme
Unit Starter: Joint Discovery Web!
Aims
-To use the verb to be in the affirmative, negative, interrogative forms and short answers
-To use the verb to have in the affirmative, negative, interrogative forms and short answers
-To know vocabulary about family
-To know vocabulary about sports
-To know vocabulary about body parts
-To know vocabulary about personal things
-To speak about my things
-To write about your friends and their things
-To use the verb can in the affirmative, negative, interrogative forms and short answers
-To know vocabulary about computers
-To know vocabulary about years
-To listen and read a text about ‘Meet the Team!’
-To speak about ability
-To speak about dates
-To write dates
-To use imperatives
-To listen and read an episode on the cartoonAdventure Island
-To give positive and negative instructions
Contents
I. Communication skills
-Speaking about my things
-Writing about your friends and their things
-Listening and reading a text about ‘Meet the Team!’
-Speaking about ability
-Speaking about dates
-Writing dates
-Listening and reading an episode on the cartoon Adventure Island
II. Language reflections
A. Language and grammar functions
-To be in the affirmative, negative, interrogative forms and short answers
-To have in the affirmative, negative, interrogative forms and short answers
-Can in the affirmative, negative, interrogative forms and short answers
-Imperatives
B. Vocabulary
-Family
-Sports
-Body parts
-Personal things
-Computers
-Years
III. Sociocultural aspects
-To debate about personal things
-To think about internet and the web
-To talk about team work and its advantages/disadvantages
-To think about adventures
-To show interest in technology and English
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think and talk about internet and society nowadays
To respect people’s appearances
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect people’s abilities
Consumer education
To think about the use of computers at school
To think and debate about the use and abuse of internet
To debate about the use of machines and gadgets
To debate about the use of new technologies and human relationships
Education for peace
To respect people’s opinions
To respect different points of view
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: To be in the affirmative, negative, interrogative forms and short answers, to have in the affirmative, negative, interrogative forms and short answers, can in the affirmative, negative, interrogative forms and short answers, 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.
Assessment
I. Communication skills
-Workbook, Unit Starter.
II. Language reflections
-Workbook, Unit Starter.
III. Sociocultural aspects
-Workbook, Unit Starter.
Unit 1: Fun!
Aims
-To know vocabulary about free time activities
-To listen to a text about free time activities
-To write free time activities
-To speak about free time activities
-To use the present simple in the affirmative, negative, interrogative forms and short answers
-To use frequency adverbs
-To listen and read a text about ‘After School’
-To listen to a short text about activities
-To talk about routines
-To use the present continuous in the affirmative, negative, interrogative forms and short answers
-To know vocabulary about TV programmes
-To listen and read a webpage text about ‘No TV Day’
-To speak and write sentences about activities happening now
-To use present continuous for actions happening at the moment
-To use present simple for routines
-Yo use present simple and continuous
-To listen and read an episode on the cartoon Adventure Island
-To make questions about activities
-To listen and read a text about ‘What’s new?’
-To listen to an interview about free time
-To speak about hobbies
-To write a letter about your hobby
Contents
I. Communication skills
-Listening to a text about free time activities
-Writing free time activities
-Speaking about free time activities
-Listening and reading a text about ‘After School’
-Talking about routines
-Listening and reading a webpage text about ‘No TV Day’
-Saying and writing sentences about activities happening now
-Listening and reading an episode on the cartoonAdventure Island
-Listening and reading a text about ‘What’s new?’
-Listening to an interview about free time
-Speaking about hobbies
-Writing a letter about your hobby
II. Language reflections
A. Language and grammar functions
-Present simple in the affirmative, negative, interrogative forms and short answers
-Frequency adverbs
-Present continuous in the affirmative, negative, interrogative forms and short answers
-Present simple and present continuous
B. Vocabulary
-Free time activities
-Routines
-TV programmes
III. Sociocultural aspects
-To debateabout leisure and its relevance
-To think and talk about free time in other cultures
-To show interest in computers and technology
-To be aware of the importance of TV in our society
-To debate about daily routines
-To show interest in having hobbies
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To think about human relationships
To respect people’s hobbies and routines
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To be aware of the value of human relationships
Consumer education
To think about the use of computers
To debate about the use of internet
To debate about the use of new technologies and human relationships
To think about people’s hobbies
To debate about the advantages and disadvantages of TV
Education for peace
To respect people’s opinions
To respect different points of view
Health Education
To debate about health and having hobbies (like dancing, rollerblading, climbing, etc.)
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: Present simple in the affirmative, negative, interrogative forms and short answers; frequency adverbs; present continuous in the affirmative, negative, interrogative forms and short answers; present continuous and present simple.
-Mathematical competence: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.
-Digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
-Learning to learn is related to learning, the ability to pursue and organise one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.
-Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
-Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
-Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
-Students’ Book. Let’s Revise! 1, page 18
-Workbook, Unit 1.
II. Language reflections
-Students’ Book. Let’s Revise! 1, page 18
-Workbook, Unit 1.
-Teacher’s Book, Unit 1 Consolidation/Extension, page 137
III. Sociocultural aspects
-Students’ Book. Let’s Revise! 1, page 18.
Unit 2: I’m Hungry!
Aims
-To know vocabulary about food
-To listen to a text about food
-To speak about your favourite meal with a friend
-To use countable and uncountable nouns
-To use some and any
-To listen and read a text about ‘Healthy Food Day’
-To speak with a friend about food quantities
-To use much, many, a lot of
-To listen and read a text about ‘Don’t Do This At Home!’
-To write questions using are there many or is there much
-To listen to short texts about cooking
-To write about a special meal that you are cooking for your family
-To listen and read an episode on the cartoon Adventure Island
-To make offers and requests
-To speak with a friend offering and requesting food
-To know vocabulary about containers
-To listen and read a text about ‘Discover Culture’
-To speak about different festivals and the food is eaten
-To write a description of a festival
Contents
I. Communication skills
-Listening to a text about food
-Speaking about your favourite meal with a friend
-Listening and reading a text about ‘Healthy Food Day’
-Speaking with a friend about food quantities
-Listening and reading a text about ‘Don’t Do This At Home!’
-Writing questions using are there many or is there much
-Listening to short texts about cooking
-Writing about a special meal that you are cooking for your family
-Listening and reading an episode on the cartoon Adventure Island
-Speaking with a friend offering and requesting food
-Listening and reading a text about ‘Discover Culture’
-Speaking about different festivals and the food is eaten
-Writing a description of a festival
II. Language reflections
A. Language and grammar functions
-Countable and uncountable nouns
-Some and any
-Much, many, a lot of
-Offers and requests (can, would you like)
B. Vocabulary
-Food
-Containers
-Festivals
III. Sociocultural aspects
-To think and debate about food and celebrations
-To show interest in cooking
-To debate about the relevance of eating healthy
-To respect and show interest in different cultures
-To be polite when offering and requesting things
CROSS-CURRICULAR TOPICS
Moral and civic education
To think about the importance of the English language
To respect others when taking part in any kind of activity
To respect other cultures
To think and debate about different festivals around the world
To show politeness when asking for things
Education for equality
To respect other people, no matter age, sex or colour of their skin
To respect workmates, classmates
To respect men and women
Education for peace
To respect people’s opinions
To respect different points of view
To respect different cultures (food, festivals, etc.)
Consumer education
To think about consumerism and the environment
To think and debate about festivals
Health Education
To debate about the importance of healthy and balanced diets
BASIC COMPETENCES
-Communication in the mother tongue and in foreign languages: Countable and uncountable nouns; some and any;much, many, a lot of.
-Learning to learn is related to learning, the ability to pursue and organise one’s own learning, either individually or in groups, in accordance with one’s own needs, and awareness of methods and opportunities; to have an active participation in the activities developed in the classroom. To listen to the rest of the classmates and have a positive attitude towards them.
-Social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.
-Knowledge and connection with the world and environment It is the foundation for acquiring more specific skills and knowledge needed to interact with the world around. This should include awareness of ethical values and promote good governance.
-Cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
-Being autonomous:is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. To have a positive attitude towards the English Language. To improve the four skills studied. To listen to the teacher’s explanations with respect and interest.
Assessment
I. Communication skills
-Students’ Book. Let’s Revise! 2, pages 26, 27
-Workbook, Unit 2.
-Workbook, Unit 2, Let’s Revise!, page 22
II. Language reflections
-Students’ Book. Let’s Revise! 2, pages 26, 27
-Workbook, Unit 2.
-Workbook, Unit 2, Let’s Revise!, page 22
-Teacher’s Book, Unit 2 Consolidation/Extension, page 138
III. Sociocultural aspects
-Students’ Book. Let’s Revise! 2, pages 26, 27
Unit 3: Stories
Aims
-To know vocabulary about stories
-To listen to a text aboutdifferent kind of stories
-To speak about favourite stories
-To use was/were in the affirmative, negative, interrogative forms and short answers
-To know vocabulary about time expressions
-To listen and read a text about ‘A Scary Story’
-To listen to a short text about time expressions
-To write a story using time expressions
-To speak about your last weekend
-To use the past simple of regular and irregular verbs (affirmative, negative and interrogative forms and short answers)
-To read and listen a text about ‘Fact or Fiction?’
-To identify past simple irregular forms in a text
-To write a list of things you did yesterday
-To speak about yesterday
-To listen and read an episode on the cartoon Adventure Island
-To ask for information using Wh- questions
-To listen and read a text about ‘The Blue Diamond’
-To speak with a friend about the story
-To write the end of the story
Contents
I. Communication skills
-Listening to a text about different kind of stories
-Speaking about favourite stories
-Listening and reading a text about ‘A Scary Story’
-Listening to a short text about time expressions
-Writing a story using time expressions
-Speaking about your last weekend
-Reading and listening a text about ‘Fact or Fiction?’
-Writing a list of things you did yesterday
-Speaking about yesterday
-Listening and reading an episode on the cartoon Adventure Island
-Asking for information using Wh- questions
-Listening and reading a text about ‘The Blue Diamond’
-Speaking with a friend about the story
-Writing the end of the story
II. Language reflections
A. Language and grammar functions
-Was/were in the affirmative, negative, interrogative forms and short answers
-Past simple of regular and irregular verbs (affirmative, negative and interrogative forms and short answers)
-Wh- questions
B. Vocabulary
-Stories
-Time expressions
III. Sociocultural aspects
-To show interest in learning stories
-To think and talk about literature