OBJETIVES: Negotiating what is improper behaviour at school and making suggestions as to how can we prevent it.
CONTENTS:
• Vocabulary: School subjects, improper behaviour. The times. Unit 2 revision.
• Grammar: Can, to be (revision), have got (revision).
• Connectors: Temporal (on, in, at)
• Phonetics and spelling: can /'kæn/, can’t /'kɑ:nt/, half /'hɑ:f/, quarter /'kwɔːtə/, minute, /'mɪnɪt/. Vowel digraphs. R-controlled vowels II. Irregular pronunciations.
• Cross-curricular: Interpersonal relations. Rights and duties in community life. Self-control and assertiveness.
KEY COMPETENCES: Linguistic communication, social competence and citizenship, learning how to learn, autonomy and entrepreneurship.
EVALUATION:
• Being able to create a monster that attacks students at school and forces them to do wrong. Then, presenting it to the class including some advice as to how to neutralise its attack.
• Taking notes during other classmates’ presentation. Evaluating their creativity in connection to the monster and usefulness of their advice.
CONTENTS:
• Vocabulary: School subjects, improper behaviour. The times. Unit 2 revision.
• Grammar: Can, to be (revision), have got (revision).
• Connectors: Temporal (on, in, at)
• Phonetics and spelling: can /'kæn/, can’t /'kɑ:nt/, half /'hɑ:f/, quarter /'kwɔːtə/, minute, /'mɪnɪt/. Vowel digraphs. R-controlled vowels II. Irregular pronunciations.
• Cross-curricular: Interpersonal relations. Rights and duties in community life. Self-control and assertiveness.
KEY COMPETENCES: Linguistic communication, social competence and citizenship, learning how to learn, autonomy and entrepreneurship.
EVALUATION:
• Being able to create a monster that attacks students at school and forces them to do wrong. Then, presenting it to the class including some advice as to how to neutralise its attack.
• Taking notes during other classmates’ presentation. Evaluating their creativity in connection to the monster and usefulness of their advice.
Última modificación: Luns, 21 de Decembro de 2015, 20:57