CONTENTS: 

To understand and apply the Wh- questions.

To make difference between Present Simple / Continuous.

To apply useful words such as ‘and’, ‘or’, ‘but’ or ‘because’.
To refer to existence in the past by using ‘there was/wasn’t/were/weren’t’ and to compare it to the present.

To learn about culture and habits in Christmas.

ASSESSMENT CRITERIA: 

B1.1. Comprehension strategies:

-       a) Mobilization of previous information about kind of task and topic.

-       b) Identification of the type of text, adapting the comprehension to it.

-       c) Distinction of types of comprehension (general meaning, essential information, main points).

-       d) Formulation of the hypotheses about content and context.

-       e) Inference and formulation of hypotheses about meanings from the comprehension of significant, linguistic and paralinguistic elements.

-       f) Reformulation of the hypotheses from the comprehension of new elements.

B1.2. Sound, stress, rhythm and intonation patterns:  interest in a proper pronunciation, in the rhythm, in the intonation and in the correct stress, as much in the oral participations as in imitations, recitations and dramatizations.

B2.1. Strategies of production:

-       Planning

-       a) To conceive a message with clarity, distinguishing its main idea(s) and its basic structure.

-       b) To adequate the text to the person addressed, the context and the channel applying the register and the structure of the speech appropriate in each case.

-       Execution

-       a) To express a message with clarity and coherence, structuring it adequately and being adjusted, in its case, to the models and patterns of each kind of texts.

-       b) To readjust the task (undertake a humbler version of the task) or the message (to make concessions in which s/he would really like to express), after considering the difficulties and the available resources.

-       c) To focus on making the most of the previous knowledge (using a prefabricated language, etc.)

-       d) To compensate the linguistic lacks through linguistic, paralinguistic and paratextual procedures.

-       Linguistic

-       a) To modify words with a similar meaning.

-       b) To define or paraphrase a term or a expression.

-       Paralinguistic and paratextual

-       a) To ask for help.

-       b) To point at objects, to use deictic verbs or to do actions which clarify the meaning.

-       c) To use body language culturally appropriated (gestures, facial expressions, visual or body contact and proxemics).

-       d) To use extra linguistic sounds and prosodic conventional qualities.

B2.2. Sound, stress, rhythmic and intonation patterns: interest in the daily appropriate pronunciation, in the rhythm, in the intonation and in the adequate stress.

B3.1. Comprehension strategies:

-       a) Mobilization of previous information about kind of task and topic.

-       b) Identification of the textual type, adapting the comprehension to it.

-       c) Distinction of the types of comprehension (general sense, essential information, main points).

-       d) Formulation of the hypothesis from the comprehension of new elements.

-       e) Inference or formulation of the hypothesis about meanings from the comprehension of the significant, linguistic and paralinguistic elements.

B3.2. Sociocultural and sociolinguistic aspects: social conventions, courtesy norms and registers; habits, values, beliefs and attitudes; non-verbal language.

B3.3.Communicative functions:

-       c) Description of people, activities, places, objects, habits and plans.

-       d) Narration of remote past and recent facts.

-       e) Request and offering of help, information, instructions, objects, opinion and permission.

-       f) Establishment and maintenance of communication.

B3.2*[4] Graphic patterns and orthographic conventions:

-       a) Interest in reading written own and other people’s texts valuing their aesthetical sense, their correct spelling and orthography.

B4.1. Strategies of production:

-       Planning:

-       a) To mobilize and coordinate the own general and communicative competences in order to do the task in an effective way (to review what the child knows about the topic, what can be said or what the child wants to say).

-       b) To locate and use adequately linguistic or thematic resources (use of a dictionary or a grammar, collecting of help, etc.).

-       Execution:

-       a) To express the message with clarity being adjusted to the models and patterns of each type of text.

-       b) To readjust the task (to undertake a humbler version of the task) or the message (to make concessions in which s/he would really like to express), after considering the difficulties and the available resources.

-       c) To focus on making the most of the previous knowledge (using a prefabricated language, etc.)

B4.2. Graphic patterns and orthographic conventions:

a)    Interest in the presentation of the own and other people’s written texts valuing their aesthetical sense and using the correct spelling and orthography.

B5.1. Sociocultural and sociolinguistic aspects: social conventions, norms of courtesy and registers; habits, values, beliefs and attitudes; non-verbal language, as well as the plurilinguistic and multicultural reality of the own environment.

B5.2.Communicative functions:

-       c) Description of people, activities, places, objects, habits and plans.

-       d) Narration of remote past facts and recent ones.

-       e) Request and offering of help, information, instructions, objects, opinion and permission.

-       f) Establishment and maintenance of communication.

B5.3. Syntactic- discursive structures:

-       a) Expression of logic relations: conjunction (and); disjunction (or); opposition (but); cause (because); finality (to- infinitive, e.g. I did it to help her); comparison (as Adj. as; smaller (than); the biggest).

-       c) Affirmative (affirmative sentences; Yes (+ tag)).

-       f) Interrogative (Wh- questions; Aux. questions).

-       g) Expression of time: past (simple past; present perfect); present (simple present); future (going to; will).

-       h) Expression of aspects; punctual (simple tenses), durative (present and past continuous); usual (simple tenses (+ Adv., e.g. always, everyday)); inchoative (start –ing.); finish –ing.

-       j) Expression of existence (there is/are), entity (nouns and pronouns, articles, demonstratives); quality ((very +) Adj.).

B5.4. Oral vocabulary of high frequency (reception and production) related to personal information, house and environment, activities of daily life; family and friends; work and occupations; free time, leisure and sports; trips and holidays; health and physical care; education and studies; sales and commercial activities; food and catering; transport; language and communication; environment and weather; and information and communication technologies.

MEASURABLE LEARNING STANDARDS AND RESULTS: 

PLEB1.3. Understands what is told in simple usual transactions (instructions, indications, requests and warnings).

PLEB1.4. Identifies the topic of a predictable daily conversation which takes place in her/his presence (for instance: in a shop or in a train).

PLEB1.5. Understands the essential information in brief and simple conversations in which s/he participates, which deal with familiar topics such as oneself, family, school, free time, and the description of an object or a place.

PLEB1.6. Understands the main ideas of simple and well-structured presentations on familiar topics or of his/her interest (e.g. music, sports, etc.), as long as it has images and illustrations and it is spoken in a slow and clear way.

PLEB1.7. Understands the general and essential sense and distinguish the changes of topic of TV programmes or of another audio-visual and multimedia material in his/her area of interest (e.g. those in which youngsters or celebrities are asked about daily topics (e.g. what they like to do in their free time) or in which they inform about leisure activities (theatre, cinema, sports events, etc.).

PLEB2.1. The child makes brief and simple presentations, previously prepared and essayed, about daily topics or of his or her interest (to introduce oneself and to introduce other people; to give basic information about oneself, one’s family and one’s class; to indicate one’s hobbies and interests, and the main activities of one’s daily life; to describe briefly and in a simple way one’s bedroom, one’s favourite menu and the appearance of a person or an object; to introduce a topic of one’s interest (one’s favourite music group); to say what one likes or dislikes and to give one’s opinion) using simple structures and with an understandable pronunciation and intonation.

PLEB3.3. Understands correspondence (SMS, electronic mails and postcards) brief and simple which deals with familiar topics such as oneself, family, school, free time, the description of an object or of a place, the indication of time or place for an appointment, etc.

PLEB3.4. Understands the essential and the main points of brief news and articles from magazines for teenagers which deal with topics which are familiar or of the child’s interest (sports, musical groups or computer games).

PLEB3.5. Understands the essential from brief and well-structured stories and identifies the main characters, as long as the image and the action drive a great part of the plot (adapted readings, comics, etc.).

PLEB3.6. Uses in a appropriate way the basic orthographic signs (e.g. dot and comma), as well as frequent symbols (e.g. J, @ or £).

PLEB4.1. Completes a brief application form or a worksheet with his or her personal data (e.g. to register in the social networks, to open an account of electronic mail, etc.).

PLEB4.2. Writes brief and simple personal correspondence (messages, notes, postcards, mails, chats or SMS) in which s/he thanks, congratulates someone, makes an invitation, gives instructions or talks about him/herself and his/her immediate environment (family, friends, hobbies, daily activities, objects and places) and asks about these topics.

PLEB5.1. Understands the essential information in brief and simple conversations in which s/he participates which deal with familiar topics, such as oneself, family, school, free time and description of an object or a place.

PLEB5.3. Participates in conversations which take place face-to-face or with technical support (telephone, Skype) in which social contact is established (to thank, to greet, to say goodbye, to address to somebody, to apologise, to introduce oneself, to show concern about somebody’s status, to compliment someone), in which personal information about daily business is exchanged, in which feelings are expressed, something is offered or borrowed, in which a meeting with friends is set or in which instructions are given (e.g. how to reach a place with the help of a map).

PLEB5.5 Compares linguistic and cultural aspects of the languages which s/he knows to improve his or her learning process and to achieve an integrated competences through audio-visual and multi-media productions and artistic expressions.

 KEY COMPETENCES: 

LCC

LLC

SCC