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TOPIC 10 MY LITTLE MONSTER SESSIONS 6 TIMINGFROM 24TH OF FEBRUARY TO 7TH OF MARCH

OBJECTIVES: a, b, e, f, g, i, j, k
BLOCK OF CONTENTS
Block 1. Comprehension of oral texts
Functions: Comprehension of oral language to communicate and learn from other areas of the
curriculum.
Strategies: Mobilization of prior information. Formulation of hypothesis & understanding new
meanings through a story and a picture dictation.
Block 2.: Oral text production: expression and interaction
Communicative Functions: Descriptions real or fictitious people. Interaction request for information.
Strategies: Using prior knowledge. Expression of the message clearly, adjusting it to the models.
Block 3. Comprehension of written text 49
Communicative Purposes: Understanding text and do some comprehensive activities.Graphic
patterns focusing on the phonemes: /aɪ/, /e/, /ŋ/
Strategies: Formulation of hypotheses from the understanding of the new items.
Block 4. Production of written text and interaction
Communicative Purposes: Writing descriptions of a real people and a monster.
Strategies: Using models for making written compositions. Reproduction of models and formulas for
each type of text with a descriptive, informative and aesthetics purpose.
BLOCK OF CONTENTS 1, 2, 3 AND 4
Sociocultural and sociolinguistic Syntactic-discursive High frequency
aspects structures language
Expressions relate it to popular culture. Exclamatory sentences. Vocabulary related with
Expression of appearance. body.
KEY COMPETENCES
Linguistic competence (CCLI): Asking and answering questions using: How many…? Exclamatory:
What a big…you have got!
Mathematical competence and basic competences in science and technology (CMCT): Parts of
the body.
Digital competence (CD): Writing an e-mail and playing computer games.
Learning to learn competence (CAA): peer-assessment, self-assessment on each lesson.
Social and civic competence (CSC): greeting each other, working in groups and taking turns.
Initiative and entrepreneurship competence (SIEE): in the corners students need to manage their
time and improvise if they forgot their lines.
Cultural awareness and expression competence (CEC): Writing a description.
CROSS-CURRICULAR ASPECTS
Literature: Little Red Riding Hood (adapt.) Music: “Head, shoulder, knees and toes” Science: Body.
ASSESSMENT CRITERIA BL1.1, BL1.4, BL2.1, BL2.2, BL2.4, BL3.3, BL3.4, BL4.2,
BL4.5, BL4.6
INDICATORS OF ACHIEVEMENT BL1.1.3, BL1.1.4, BL1.4.1,BL2.1.1, BL.2.2.2, BL2.4.1,
BL3.3.1, BL3.4.1, BL4.2.1, BL4.2.4, BL4.5.2, BL4.6.1
ASSESSABLE LEARNING STANDARDS BL1: 1,2,3,4,5 BL2:1,3 BL3:1,3,5 BL4:1,2
ASSESSMENT PROCEDURES AND Observation, record of the children's work, self and
TOOLS peer-assessment, portfolio and rubrics.
RUBRI A B C D
C To recognise by To recognise by To recognise by To recognise by
listening, reading, listening, reading, listening, reading, listening, reading,
speaking and writing speaking and writing speaking and writing speaking and
all structures and the up to 3 structures up to 2 structures writing up to 1
vocabulary of the and 8 words of the and 6 words of the structure and 4
unit. unit. unit. words of the unit.
DEVELOPMENT OF THE TOPIC:

S 1st Warm up Nursery rhyme: Head, Shoulders, knees and toes 2'
E
2nd Listening Little Red Riding Hood 10'
S
3rd Listening Do a puppet and practice the dialogue 28'
.
&
1
Speaking
4th Finish up Rubrics: Self-assessment 5'
S 1st Warm up How many eyes has Franky got? 5'
E
2nd Speaking Describe your monsters 20'
S
3rd Listening Picture dictation 15’
.
4th Finish up Rubrics: Peer-assessment
50 5'
2
S 1st Warm up Reading cards 5’
E
2nd Reading Special people, special ways 20’
S
3rd Writing Quizz 15’
.
4th Finish up Rubrics: Self-assessment 5’
3
S 1st Warm up Body Parts (Detective’s code) 5'
E
2nd Writing Draw and describe your monster 20’
S
3rd Reading Read in front of the class 15’
.
4th Finish up Rubrics: Self-assessment 5'
4
S 1st Warm up Guess Who? 5’
E 2nd Corners Lapbook 35’
S Computers
. 3rd Finish up Rubrics: Self-assessment 5’
5
SESSION 6
TEST