OBJECTIVES: Creating a 3D “tag” with students’ names and presenting them explaining the meaning of the colours used.
CONTENTS:
• Vocabulary: Classroom objects. Colours: types of colours and moods they create.
• Grammar: To be (affirmative, negative, questions
• Phonetics and spelling: Short and long vowels. Silent -e. Syllabication.
• CLIL: Arts: Colour theory and psychology. Perspective and vanishing point.
• Cross-curricular: Self- and peer knowledge. Emotional intelligence. Respect for other people’s feelings and emotions.
COMPETENCES: linguistic communication, digital competence, cultural and artistic competence, learning how to learn, autonomy and entrepreneurship.
EVALUATION:
• Being able to create and present one’s own tag with its vanishing point and a reasoned choice of colours.
• Speaking with a correct pronunciation of the new words, the short forms of “Be” and using the grammatical structures in the unit.
• Note-taking during classmates’ presentations.
CONTENTS:
• Vocabulary: Classroom objects. Colours: types of colours and moods they create.
• Grammar: To be (affirmative, negative, questions
• Phonetics and spelling: Short and long vowels. Silent -e. Syllabication.
• CLIL: Arts: Colour theory and psychology. Perspective and vanishing point.
• Cross-curricular: Self- and peer knowledge. Emotional intelligence. Respect for other people’s feelings and emotions.
COMPETENCES: linguistic communication, digital competence, cultural and artistic competence, learning how to learn, autonomy and entrepreneurship.
EVALUATION:
• Being able to create and present one’s own tag with its vanishing point and a reasoned choice of colours.
• Speaking with a correct pronunciation of the new words, the short forms of “Be” and using the grammatical structures in the unit.
• Note-taking during classmates’ presentations.
Última modificación: Luns, 21 de Decembro de 2015, 20:57