My Life 1 Teaching Programme

My Life 1
Teaching Programme
Modern Foreign Languages

English
1
Teaching Programme – My life 1
Starter Unit
I. OBJECTIVES
BLOCK 1- Listening, speaking and conversation
Ask someone’s name, say what their name is, spell their name.
Understand the alphabet and numbers to give basic information and spell where
necessary.
BLOCK 2- Reading and writing
Understand basic information in which people introduce themselves.
Understand and answer a cultural Quiz.
BLOCK 3 – Knowledge of the language
Understand and apply elements of grammar correctly.
Identify, apply and use the vocabulary of the unit.
To use of basic spelling and punctuation rules and recognising their importance.
Recognise and reproduce sounds, rhythm, accentuation, and intonation.
Get started on strategies to review and reflect on their own learning and self-evaluation.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and value a foreign language as an instrument to communicate in the
classroom and with people from other cultures.
Use appropriate ways and good manners when asking and giving personal information.
II. CONTENTS
Grammar
Verb to be: singular and plural.
Possessive adjectives: my, your, his, her, its.
Lexical sets
Numbers 1-100.
Countries and nationalities.
Compass points.
Days of the week.
Functions
Use the alphabet and numbers to give basic information and spell where necessary.
Reflection on learning
Interest and curiosity in widening knowledge related to the English language.
Organise personal work as a strategy to progress in learning
Interest in taking the opportunities for learning created inside and outside of the
classroom.
Active participation in group activities.
III. BASIC COMPETENCES

Linguistic competence
Exchange basic information and clarify spelling.
Understanding the alphabet, numbers, days of the week and basic personal information
including countries of origin and nationality.
Recognising and using the present simple of the verb to be and the singular possessive
adjectives: my, your, his, her, its.
Mathematical competence
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Using cardinal numbers 1 to 100.
Performing basic mathematical calculations.
Data processing and digital competence
Design a Web page.
Interpersonal, social and civic competences
Building basic essential communication skills and learning to interact with others in an
appropriate manner regardless of their background.
Understanding how to express opinions appropriately and how to behave in familiar
situations of negotiation and transaction.
Cultural and artistic competence
Learning about the language, lifestyle and culture of English-speaking world.
Learning to learn
Developing effective language-learning practices.
Learning to evaluate your own learning.
IV. ATTENTION TO DIVERSITY

Extra-practice and extension activities
Workbook pages 4 to 9
V. EVALUATION
Assessment
Evaluation criteria
BLOCK 1- Listening, speaking and conversation
To use and pronounce the English alphabet correctly.
To recognise the letters of the alphabet and the numbers when used to spell and give
basic information.
To understand basic information on presentations others made about themselves.
To understand and answer a cultural form.
BLOCK 3 – Knowledge of the language
To fill in a Quiz about places in the world.
To complete dialogs with the singular form of the verb to be.
To build simple phrases the singular form of the to be.
To ask and answer questions using the plural form of the verb to be.
To put together possessive adjectives (my / your / his / her / its) with their corresponding
personal pronoun.
To order the days of the week.
Phonetics
To appreciate the capacity to apply the acquired learning to use the phonetics aspects of
rhythm and intonation.
To reflect over their own learning.
To evaluate if the basic strategies that favour the learning process are been used.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognise the
linguistic diversity as an opportunity to enrich their lives.
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To identify some cultural and geographical characteristics of a country and the cultures
where a foreign language is spoken: to use appropriate ways to give and ask personal
information.
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Unit 1: My Life
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Ask and answer questions about the contents of their school bags.
Ask and answer basic questions about themselves.
Understand someone talking about things that are important in their life.
Listen for specific information about prices.
Understand a conversation in a shop.
BLOCK 2- Reading and writing
Understand the contents of a personal webpage.
Understand a real life story about birthday presents including day-to-day conversations.
Write a webpage about what’s important to them.
Write a descriptive paragraph about them.
Understand and apply grammar rules correctly.
To use basic spelling and punctuation rules and recognising their importance.
Acknowledging mistakes as part of the learning process maintaining a positive attitude to
overcome them.
BLOCK 4 – Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.
Show a receptive attitude towards those who speak a different language to their own.
II. CONTENTS
Grammar
The indefinite article: a / an.
Regular noun plural endings: -s, -es.
Demonstrative pronouns: this, that, theses, those.
Genitive ’s (singular) and s’ (plural).
Possessive adjectives: our, your, their.
Can (for requests).
Lexical sets
Common objects.
Colours.
Fast food and drink.
British money.
Functions
Use appropriate phrases to respond to comments and questions.
Understand a menu and order and pay for food and drink.
Pronunciation
Identify and produce the schwa /ə/ sound.
Show interest and curiosity to expand their knowledge related to the English language.
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Organise personal work as a strategy to progress in learning.
Interest in taking advantage if learning opportunities created inside and out of the
classroom.
Reflect on strategies to use to improve their oral and written comprehension skills.
Tips
Keep talking and not worry about making mistakes when they speak.
Capital letters.

Exchanging personal information about objects and things important to the speaker.
Understand personal information about possessions and friends and also transactional
information including prices.
Recognising and using the indefinite article a, regular noun plurals and demonstrative
pronouns (this, that, these, those), genitive ’s y plural possessive adjectives (our, your,
their) and can for requests.
Pronounce the /ə/ sound correctly.
Working with prices and units of currency.
Design a web page.
Understanding how to express opinions appropriately and how to behave in familiar
situations of negotiation and transaction.
Cultural and artistic competence
Learning to learn

Teacher’s Resource File
Grammar and Vocabulary pages 12 to 14
Reading and Listening pages 40 to 42
Writing page 68
Motivator pages 78 to 82
V. EVALUATION
Assessment
My Life 1 Student’s book. Revision: Units 1, 2 y 3 (pages 34-35).
My Life 1 Student’s book. Extra practice. (pages 94-95).
My Life 1 Student’s book. Extra pronunciation. (page 106).
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My Life 1 Test book (page 125).
Evaluation criteria
 BLOCK 1. Listening, speaking and conversation
To ask and answer questions about themselves and their surroundings.
To talk about things that are important in their lives.
To listen and understand a conversation in a daily context.
Understand the context of a webpage.
To write a webpage and a paragraph about themselves.
Vocabulary
To match vocabulary Word with their picture.
To match vocabulary words of common objects with their picture.
To match numbers with coloured codes.
To match pictures that represents fast food and drink, and their prizes.
Grammar
To choose an indefinite article a /an correctly to differentiate words.
To build phrases using the demonstrative pronouns this / that / these / those.
To use the genitive’s in singular and plural in different situations.
To complete phrases with the possessive pronouns our / your / their.
To ask questions in order to request food, drinks and the prize in an establishment.
Phonetics
To appreciate the capacity to apply their knowledge to use the sounds, rhythm and
intonation aspects of the English language.
To pronounce the /ə/ sound correctly.
Reflect on learning
To evaluate if they are using basic strategies to favour their learning progress.
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To identify cultural and geographical characteristics of English speaking countries.
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Unit 2: Families
I. OBJECTIVES

Ask and answer questions about people’s appearance.
Ask and answer questions about birthdays and signs.
Understand factual information about famous people.
Understand texts about different family units.
Understand a conversation about films and film stars.
Understand a conversation about birthdays and horoscopes.
Write about famous film star’s appearances.
Write a descriptive paragraph about a famous actor.
To create a project about their families (pages 36-37).
II. CONTENTS
Grammar
Have got.
Irregular plurals.
Preposition of time: in, on.
Lexical sets
Family.
Appearance.
Months and seasons.
Star signs.
Ordinal numbers.
Functions
Talk about their families and alternative family units.
Use appropriate phrases to respond to other’s comments and questions.
Pronunciation
Produce the /θ/ sound.
classroom.
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Tips
Don’t panic when listening for the first time.
Pay attention to punctuation and use capital letters and full spots correctly.

Exchanging information about families, relationships between family members, personal
descriptions and birthdays.
Understanding information about families both similar and different to your own and
physical descriptions of people.
Recognising and using have got and prepositions of time in and on.
Pronouncing the sound /θ/ correctly.
Using ordinal numbers from 1stto 31st for days of the month and relating these to their
correspondent cardinal numbers.
Interpersonal, social and civic competences
Considering alternative family units and multicultural families.
Learning to learn

Workbook page 20
Writing page 69
V. EVALUATION
Assessment
Evaluation criteria
To ask and give information about someone’s appearance.
To understand information about famous people.
Participate conversations where people exchange personal information.
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Understand simple written texts.
Writing about someone else appearance.
Vocabulary
Complete a family tree.
Understand descriptions about someone’s appearance.
Grammar
Complete a phrase with an adequate use of the verb have got.
Answer questions with the verb have got.
Write a description about Scarlett Johansson and Mario Casas.
Order the months of the year.
Build phrases with the month of the year and the star signs.
Ask and answer questions about dates, using in / on correctly.
Phonetics
Appreciate the capacity to apply the acquired knowledge to use the sounds and rhythms
and intonation.
Correct pronunciation the /θ/ sound.
Reflect on learning
Evaluate if the basic strategies are used in order to favour the learning process.
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Unit 3: Work
I. OBJECTIVES
Ask and answer questions about their nationality, where they live and the languages they
speak.
Ask and answer questions about their likes and dislikes.
Understand a radio quiz and guess a job.
Understand a talk about recycling.
Understand a conversation about nationalities.
Understand and article about street art.
Understand a conversation expressing likes and dislikes.
Understand a text about creative recycling.
Write about the jobs which family members do and their places of work.
Write a descriptive paragraph about another person.
To use basic spelling and punctuation rules and recognise their importance.
II. CONTENTS
Grammar
Present simple.
Objects pronouns.
Lexical sets
Jobs.
Places of work.
Like, love y hate.
Adjective of opinion: good, bad, awful, great, funny, etc.
Functions
Use appropriate phrases to respond to others’ comments and questions.
Exchange opinions and express likes and dislikes.
Pronunciation
Identify and produce the // sound.
Interest in taking advantage of learning opportunities created inside and out of the
classroom.
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Tips
Keep Reading and guess new words from context before using a dictionary or consulting
their teacher.
Organise information in a description, thinking about the order, detail and connectors.

Exchanging information about yourself and those close to you in relation to your work,
origins and simple opinions.
Understanding information about people’s jobs, places of work, origins, places of
residence and their opinions about others.
Recognising and using the present simple, verbs of preference (like, love, hate) and
object pronouns: me, you, him, her, it, us, them.
Pronouncing the // sound.
Competence in Knowledge and interaction with the physical world
Considering the importance of recycling and learning about more creative and less
conventional forms of recycling.
Understanding how to express exchange and ask for opinions and respond appropriately
both positive and negative.
Learn about a British street artist.
Learning to learn

Writing page 70
V. EVALUATION
Assessment
Evaluation criteria
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To ask and answer questions about personal information.
To understand simple texts orally in different contexts of communication related to the
content of the unit.
Understand simple written texts with the vocabulary of the unit.
Write a description.
Vocabulary
Match pictures with the corresponding job.
Match jobs with the places of work.
Grammar
Complete phrases with the correct form of a present simple verb.
Replace the marked words with their respective pronoun..
Write questions and answers using the present simple.
Identify if an adjective is positive or negative.
Write phrases to give an opinion.
Phonetics
and intonation
Correct pronunciation of the // sound.
Reflect on learning
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Unit 4: Daily life
I. OBJECTIVES
Ask and answer questions about times.
Ask and answer questions about their daily routine.
Ask and answer questions about good and bad habits.
Talk about their habits and the habits of their friends and family.
Understand information about others’ daily routines.
Understand information about others’ habits.
Listen for specific information to correct mistakes in summary texts.
Understand a conversation about football.
Understand a text about a daily routine.
Understand information about part-time jobs for teenagers.
Write about your partner’s daily routine.
Complete a form with information about a job.
Acknowledging mistakes as part of the learning process and to keep a positive attitude to
overcome them.
Prepare a project: a blog about a day in school (pages 64-65).
II. CONTENTS
Grammar
Present simple with fixed times.
Preposition of time: at.
Adverbs of frequency: always, usually, often, sometimes, never.
Adverbials phrases of frequency: once a week, twice a day, etc.
Lexical sets
Clock times.
Daily routines.
Functions
Express surprise and comment both positively and negatively.
Express what actions are thought of as good or bad in a difficult situation.
Pronunciation
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Organize personal work as a strategy to progress in learning.
classroom.
Tips
Speak clearly and look the person they are talking to in the eye.
Fill in information.

Exchange information on lifestyle, routines and habits.
Understanding information about times, routines, the frequency of these and possible
positive and negative effects on health.
Recognising and using the present simple with fixed times, the preposition of time at and
adverbs and adverbial phrases of frequency.
Pronouncing the // sound correctly.
Telling the time.
Evaluating different courses of action in problematic situations.
Understanding how to express surprise and comment both positively and negatively.
Learning to learn

Writing page 71
V. EVALUATION
Assessment
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Evaluation criteria
BLOCK 1. Listening, speaking and conversation
To ask and answer questions about habits and daily routines.
To participate in conversations: asking and giving the time.
Fill in information.
Vocabulary
To answer questions about the time.
Identify different daily routines.
Grammar
Ask and answer questions using the present simple and the preposition at.
Ask and answer questions with the correct adverb of frequency: always, usually, often,
sometimes and never.
Complete a Quiz building adverbial phrases.
Build phrases combining different adverbial phrases: every day, once a week, twice a
month, three times a year, etc.
Phonetics
and intonation.
Correct pronunciation of the sound //.
Reflect on learning
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Unit 5: Homes
I. OBJECTIVES
Ask and answer questions about what there is in their homes.
Ask and answer questions about an imaginary club room.
Ask and answer questions about the location of objects.
Talk about their ideal home.
Understand a conversation about a room in a hotel.
Listen for specific information to correct mistakes in a picture.
Understand a radio interview about where a person lives.
Understand texts about where people live.
Understand a conversation about a youth club.
Understand a conversation about where personal objects can be found.
Write a descriptive paragraph about their home.
II. CONTENTS
Grammar
There is / are.
Definite article: the.
Some and any with plural nouns.
Prepositions of place: in, on, under, behind, in front of, next to.
Lexical sets
Rooms, parts of a house and fittings.
Furniture.
Describing where you live.
Functions
Make and respond to requests.
Pronunciation
classroom.
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Tips
Predicting content before doing a listening activity.
Pay attention to punctuation and use of commas, question marks and exclamation marks
correctly.

Exchanging information about your home, your ideal home and other spaces around you.
Understanding spoken and written information about people’s home and other spaces
around you.
Recognising and using there is / are, the definite article for a previously defined noun,
some / any with plural nouns, and prepositions of place: in, on, under, behind, in front of,
next to.
Using correct punctuation in written English: commas, question marks and exclamation
marks.
Pronouncing the // sound correctly.
Understanding and processing statistics from a written document.
Learning about differences between homes in the UK and the USA.
Understanding how to make requests and agree or refuse appropriately.
Learning to learn
Using diagrams and pictures to help assimilate vocabulary.

Writing page 72
V. EVALUATION
Assessment
My Life 1 Student’s book. Revision: Units 4, 5 y 6 (pages. 62-63).
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Evaluation criteria
To ask and answer questions about their surroundings.
To understand a radio interview.
Write a description about their homes.
Vocabulary
To identify the names of the parts of a house.
To identify the name of furniture and place it correctly in the rooms of their house.
Grammar
To write affirmative and negative phrases using there is and the definite article the.
To ask and answer questions about their own home and their peers using there is.
To complete phrases using there are y some / any accordingly.
To describe a picture using the prepositions of place: in, on, under, behind, in front of,
next to properly.
Write True or False in statements about a picture.
To answer questions about the proper place for different objects.
Phonetics
and intonation.
To identify and produce the sound //.
Reflect on learning
 To identify cultural and geographical characteristics of English speaking countries.
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Unit 6: Sport
I. OBJECTIVES
Talk about which sports they do and the frequency and duration of these activities.
Ask and answer questions about their families.
Understand a conversation about activities in progress.
Listen for specific information about abilities.
Answer specific questions about a conversation.
Understand an article about a football academy.
Understand a conversation about leisure activities.
Understand a conversation about abilities and preferences.
Understand an article about sports and the human body.
Write a postcard to a friend.
II. CONTENTS
Grammar
Present continuous.
Can (abilities).
Lexical sets
Sports.
Leisure activities.
Functions
Make and respond to suggestions.
Pronunciation
Produce the /b/ and the /v/ sounds.
classroom.
Tips
Predict content from pictures and titles before Reading to help them understand better.
Check tenses in their written work.
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Exchanging information about the sports and physical activities you do habitually, the
duration of these, your ability to do certain physical activities and whether such actions are
occasional or regular.
Understanding information about sports and physical activities, people’s capacity to do
these things and how frequently they do them.
Recognising the present continuous and can for abilities.
Pronouncing the sounds /b/ and /v/ correctly.
Considering the benefits of physical sports and exercise in the human body.
Building essential communication skills and learning to interact with others in an
Understanding how to make suggestions and respond both positively and negatively.
Learning to learn

Writing page 73
V. EVALUATION
Assessment
Evaluation criteria
To talk about sports.
Participate in conversations about: sports and different activities.
To talk about abilities..
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Understand conversations about daily events.
Write a postcard.
BLOCK 3 – Knowledge of the language (Module 6 Test-page 10)
Vocabulary
Identify different sports.
Recognise different leisure time activities.
Grammar
To write phrases using the present continuous positive or negative using the vocabulary
of the unit.
To complete a dialogue using the present continuous in simple questions.
Write True, False or Not Sure in statements that use the vocabulary of the unit.
To ask and answer questions using the present continuous.
To write phrases using can / can’t appropriately.
To ask and answer questions can / can’t.
Phonetics
and intonation
Correct pronunciation of the sounds /b/ and /v/.
Reflect on learning
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Unit 7: People
I. OBJECTIVES
Talk about their last weekend.
Say what people are wearing.
Talk about what was in a picture.
Describe their things in their bedrooms.
Express their opinions on good or bad ideas.
Understand and respond to specific questions related to a picture.
Understand a conversation in which people interact in a difficult situation.
Understand a text about a brave teenager.
Understand a conversation about someone’s clothes.
Understand other’s people thoughts or speech based on a dialog.
Understand a difficult situation and some tips for how to react.
Write a descriptive text about a picnic or a party.
II. CONTENTS
Grammar
Past simple of to be.
There was / were.
Some / any.
What’s something like?
Positions of adjectives.
Lexical sets
Personality adjectives.
Clothes.
Common adjectives.
Functions
Pay and respond to compliments.
Pronunciation
Produce the weak /wəz/ and/wə/ sounds.
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classroom.
Tips
Look at the person they are talking to in the eye.
Include adjectives to make descriptions more interesting.

Exchanging information to describe objects and events both in the present and in the past
and also describing people in terms of both character and dress.
Understand a semi-detailed description of people, places and activities both in the present
and in the past.
Recognising and using the past simple of to be, there was / were, some / any, What’s it
like? and the correct position of adjectives.
Pronouncing the weak forms /wəz/ and /wə/ correctly.
Write an email.
Learning to learn

Writing page 74
V. EVALUATION
Assessment
Evaluation criteria
To talk about leisure activities and describe other people.
To express their opinions on good or bad ideas.
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To participate in a variety of conversations: solve a difficult situation.
To write a description about a party or a picnic.
Vocabulary
To complete sentences using different adjectives of personality correctly.
To identify vocabulary about clothes and write phrases properly.
To match different adjectives with their antonym or opposites.
Grammar
Write phrases: affirmatives, negatives and interrogatives with the past time of the verb to
be: was /wasn’t.
To complete a dialogue choosing was / were accordingly.
Change phrases into the past simple of positives and negatives.
To complete questions and answer them about something that happened in the past.
To complete a dialogue using there was / there were, some /any in positive and negative.
Describe a scene placing in the correct place different adjectives.
Write phrases using the content of a chart.
To describe themselves using the vocabulary of the unit.
Write small dialogues using pay compliments.
Phonetics
and intonation
Pronounce correctly the soft sound of /wəz/ and /wə/.
Reflect on learning
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Unit 8: Animals
I. OBJECTIVES
Talk about what they did yesterday.
Give and follow instructions.
Ask and answer questions about pets.
Understand and follow ten specific instructions.
Listen for specific information about and exotic pet.
Understand a text about an unusual bird.
Understand a conversation about wild animals.
Understand a series of instructions to teach a dog to sit.
Understand a webpage about the British and their pets.
Write an email to a friend.
II. CONTENTS
Grammar
Past simple of regular and irregular verbs.
Imperatives.
Lexical sets
Common regular verbs.
Wild animals.
Common irregular verbs.
Parts of the body.
Functions
Make apologies and respond appropriately.
Pronunciation
Identify and produce the regular past simple ending –ed correctly.
Organise personal work as a strategy to progress in learning
classroom.
Tips
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Use headings for quick understanding.
Check the structure of a written passage to improve clarity.

Exchanging information about activities in the past and about your pets, and giving
instructions.
Understanding stories which took place in the past, common instructions and information
about both domestic and wild animals.
Recognising and using imperative, the past simple of both regular and irregular verbs.
Pronouncing the past simple –ed ending correctly.
Thinking about the close relationships between the human and animal kingdoms.
Write an email.
Learning about the British and their sometimes eccentric love of animals.
Understand how to make and respond to apologies.
Learning to learn

Writing page 75
V. EVALUATION
Assessment
My Life 1 Student’s book. Extra practice. (page 102).
Evaluation criteria
Talk about what they did yesterday.
Talk about pets.
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To participate in a variety of conversations: give and receive instructions.
Understand simple written texts about animals.
Write an email to a friend.
BLOCK 3 – Knowledge of the language (Module 8 Test-page 10)
Vocabulary
To identify the name of different wild animals.
Identify and recognise the different parts of the body.
Grammar
Complete sentences using the past simple in positive and negative form.
Complete a text using a past event changing the verbs given in present form into past
simple.
Correct the verbal tense of some sentences.
Complete some questions using the past simple correctly.
Write sentences about discipline and respond in an adequate form.
To complete a text using the imperative of the verbs available.
Phonetics
and intonation.
To pronounce correctly the ending sound –ed of past simple.
Reflect on learning
37
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Unit 9: Holidays
I. OBJECTIVES
Ask and answer questions about what activities they typically do on holiday and the
frequency of these animals.
Talk about the weather both in the present and in the past.
Give rules for public places.
Give clues in order for others to guess a country.
Answer specific questions about a conversation.
Understand key information from a personal podcast.
Understand an email talking about holiday family plans.
Understand a conversation about people’s intentions.
Understand conversations about rules.
Understand information from a magazine article about World English.
Understand a webpage containing personal information.
Write answers to basic questions for a website.
To create a project: a poster about imaginary holidays, doing a small presentation for the
class (pages 92-93).
II. CONTENTS
Grammar
Going to for plans and intentions.
Must / mustn’t for rules.
Lexical sets
Holiday activities.
Weather.
Future time markers.
Functions
Say goodbye and respond appropriately.
Pronunciation
Identify rising and falling information in questions.
39
classroom.
Tips
Scan a text for key information.
Use the linking words and, but and or correctly.

Exchanging information about common holiday activities and how frequently you do
them.
Understanding information about future plans in general and particularly relating to
holidays activities; the weather in the present and past; common rules and regulations.
Recognising and using going to for plans and intentions and must / mustn’t for rules.
Using appropriate intonation in questions.
Writing personal information for a website.
Learning about other countries and languages and the role of English in the world.
Understanding how to make and respond to parting comments.
Learning about the language, lifestyle and culture of the English-speaking world.
Learning to learn

Writing page 76
V. EVALUATION
Assessment
Evaluation criteria
40
To ask and answer questions about the holidays.
To talk about conversations about the weather.
Understand simple written text.
To understand daily live conversations.
To answer simple questions.
Vocabulary
Recognise and use vocabulary proper of the activities that take place during the holidays.
Identify vocabulary about the weather.
To answer questions about the weather.
Grammar
To write sentences about their holiday plans using going to.
To match a statement with a possible plan or intention using going to.
To choose the right options to complete a dialogue.
To answer simple questions about plans and intentions.
To ask simple questions about plans and intentions, then write a sentence to ask for more
information
To write sentences about the rules in a swimming pool and a hotel using must / mustn’t.
To practise dialogues about saying goodbye.
Phonetics
To appreciate the capacity to apply the acquired knowledge to use the sounds and
rhythms and intonation
To use the right intonation when asking questions
Reflect on learning
41
42

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Modern Foreign Languages

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

BLOCK 1. Listening, speaking and conversation

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

III. BASIC COMPETENCES

IV. ATTENTION TO DIVERSITY

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