OBJECTIVES
STANDARDS
- Understand films, shorts and other
videos with different English accents.
- Apply communicative strategies when
speaking.
- Show certain fluency when speaking.
- Give opinions and ideas out loud openly
showing critical sense.
- Interact actively in the open activities with
classmates and teacher.
- Comprehend different types of written
texts.
- Comprehend different types of written
texts.
- Write simple and structured texts, using
elements of cohesion and basic
strategies.
- Use the appropriate register to the reader
to whom the text is addressed.
- Use properly coordination
subordination, capital letters,
punctuation, and connectors.
- Write informal and personal texts to
communicate with speakers of the
foreign language.
- Show interest in the careful presentation
of written texts.
CONTENTS A. CRITERIA A.
- Understanding oral productions with different - -
English accents showed by films, documentaries
and other videos.
- Autonomous use of communication strategies to
initiate, maintain and finish the interaction:
intonation, rhythm and accent; request repetition,
respect the shifts of word, ask for clarification, use
of synonyms, antonyms or definitions to prevent
the conversation is interrupted.
- Oral production of descriptions, narrations and
explanations about experiences, events and
diverse contents, and also argumentations to
show opinions on videos or films.
- Fluent interaction with the teacher and the
classmates.
- General comprehension of the most relevant data
of informative and descriptive texts about the
accumulation of garbage in natural environments,
and the theft of works of art, comics and their influence
on reading habits, physical characteristics and
heart functions, global warming, the influence of
mobile phones in interpersonal communication,
etc .; newspaper articles, reviews, questionnaires,
etc.
- Consolidation of reading strategies.
- Autonomous reading of texts related to their
interests.
- Composition of simple and structured texts, with
some elements of cohesion to clearly mark the
relationship between ideas and using basic
strategies in the written composition process.
BLOG???
- Use the appropriate register to the reader to whom
the text is addressed.

- Recognise vocabulary related to cinema
and other derived topics.
- Identify and interiorize false friends.
- Recognise and use certain phrasal
verbs.
- Use correctly the linguistic structures
settled in Section ‘4. Contents’, Block 3.
- Distinguish all English sounds, paying
attention to the difficult pairs.
- Pronounce the English sounds properly.
- Take into account intonation and rhythm.
- Appropriate use of coordination and
subordination, of capital letters and signs of
punctuation, of the order of the words in English,
connectors of sequence, etc.
- Personal communication with speakers of the
foreign language through postal correspondence
or using computer media.
- Interest in the careful presentation of written texts,
in paper and digital formats.
- Vocabulary of cinema, etc. - -
- False friends and the translation in Spanish.
- Phrasal verbs.
- Formulas and expressions.
- Use and review of Present Simple and Present
Continuous, their contrast and use of the
temporary expressions that accompany them.
- Narration of past events: the Past Simple.
- Narration of actions that were in progress in the
past: the Past Continuous and its contrast with
Past Simple.
- Questions and answers about events that have
ended or have not yet finished, about recent
events and experiences: the Present Perfect
Simple and its contrast with Past Simple.
- The Passive Voice in the present and in the past.
- The future with will, be going to and the Present
Continuous with future value.
- The First and Second Conditionals.
- The Indirect style.
- Description and identification of people, places
and things.
- Countable and uncountable nouns: some and
any.
- Sequence connectors.

- Distinguish the main English speaking
countries and aspects of their culture and
history.
- Show respect and interest for the
historical, cultural, and artistic aspects
presented.
- Respect the values fostered in the
classroom, rejecting stereotypes and
prejudices.
- Appropriate use of linguistic formulas to
show courtesy, agreement,
discrepancy…
- Use registers, varieties, formulas and
styles typical of in everyday situations.
- Show interest for communicative
exchanges with speakers of the foreign
language.
- Show respect for the proposed tasks and
activities.
- Expression of possibility, probability, obligation
and certainty.
- Modal verbs: can, could, must, must not, should,
have to, may, might.
- The adjectives in comparative and superlative.
- Word stress.
- Sentence intonation and rhythm.
- Pronunciation of contracted forms ‘ve and ‘s.
- Pronunciation of the weak forms of was and were
- Pronunciation of contracted forms ‘ll, I'd and won’t.
- Compound sentences intonation.
- Pronunciation of sounds / θ /, / ð / ..
- Pronunciation of the sounds / ae / and / ʌ /.
- Stress of words in sentences; pronunciation of the
contracted forms couldn’t, musn’t, can’t, shouldn’t,
mightn’t.
- Assessment of the use of the foreign language as - -
a means to communicate with people with diverse
origins.
- Identification of common features and differences
that exist between the customs, uses, attitudes
and values of the English speaking countries.
- Knowledge of the most significant cultural
elements of the English speaking countries:
cinema, literature, art, music, cinema…
- Appreciation for the cultural differences and
respect towards foreign values and behaviours.
- Respect for values fostered in the classroom,
rejecting stereotypes and prejudices.
- Appropriate use of linguistic formulas associated
with specific situations of communication
(courtesy, agreement, discrepancy ...).
- Development of the ability to use registers,
varieties, formulas and styles typical of in
everyday situations.
- Respect different opinions and ideas -
from all members of the class.
- Work individually showing personal -
initiative.
- Work cooperatively in groups.
- Use the ICTs to present the different
tasks and to look for specific information.
Ability to work individually showing personal
initiative.
Ability to work in group respect and interest for
other classmates’ productions and opinions.
- Ability to use the Internet and other ICT as a tool
for learning in any context.