SSIS V° CICLO A.A.
2004-05
AOS Prof. Pietro Gentile
MODULE “FRIENDS”
by
Addresses: 2nd year - Liceo Scientifico
Language Level: A2 of CEF
Module n. 1
Hours 24
Previous and following modules:
1. Friends
2. Travelling around the world
3. Living abroad
TEACHING UNITS:
1. What a wonderful party last Saturday night! (4 hours)
2. Would you like to come to the cinema this evening? (6 hours)
3. What’s your favourite pop band? (4 hours)
4. What are you going to do next summer? (6 hours)
5. Revision and check (4 hours)
Grammar: Present Continuous; Past Simple; possessive adjectives and pronouns; comparative and superlative; prepositions of time and place; W/H questions.
Vocabulary: Vocabulary referred to people, places, music, hobbies, likes and dislikes.
Functions: describing people; talking about likes and dislikes; talking about past events.
- can describe him/herself; where he/she lives and what he/she does;
- can describe people and place in short, very simple terms;
- can interact in a very simple way, using repetition at a slower rate of speech;
- can ask and answer simple questions on very familiar topics;
- can understand everyday expressions aimed at the satisfaction of simple needs;
- can handle numbers, quantities, cost and time;
- can ask and answer questions about him/herself and other people;
- can ask for or pass on personal details in written form;
- can write a short, simple post-card.
Vocabulary: vocabulary expansion for describing people, places, clothes, for expressing likes and dislikes; some phrasal verbs such as look at/for/after, keep on, go in/out/to.
Functions: talking about past events; offering and inviting, accepting and refusing; talking about musical likes; expressing likes and dislikes; making comparisons; making arrangements; talking about plans and projects.
Communicative Activities (can do statements)
Oral Production:
- can give a simple description or presentation of people, daily routines, likes/dislikes;
- can give short, basic descriptions of events and activities;
- can describe plans and arrangements, habits, routines, past activities and personal experiences.
Written Production:
- can write a series of simple phrases and sentences about themselves, their family, living conditions, etc. and link them with simple connectors;
- can write very short, basic descriptions of events, past activities, personal experiences.
Listening Comprehension:
- can understand and extract the essential information from short, even recorded, passages dealing with simple or everyday matters which are delivered slowly and clearly.
Reading Comprehension:
- can understand short, simple texts on familiar matters;
- can find specific, predictable information in simple, authentic material such as advertisements, menus, timetables, extracts from newspapers and magazines,…
Overall Spoken Interaction:
- can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters;
- can handle very short social exchanges; use simple everyday polite forms of greetings and address; make and respond to invitations, suggestions and apologies;
- can discuss what to do in the evening, at the weekend,…
Overall Written Interaction and
Correspondence:
- can write short, simple notes relating to matters in area of immediate need;
- can write very simple, personal letters expressing thanks and apology.
Linguistic competence:
General linguistic
range
-
can produce brief everyday expressions in
order to satisfy simple needs of a concrete type: personal details, daily
routines, wants and needs, requests for information;
-
can use basic sentence patterns and communicate
with memorised phrases, groups of a few words and formulae about themselves and
other people, what they do, places, possessions etc.
- has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.
Vocabulary range &
control
-
has a suf.cient vocabulary for the
expression of basic communicative needs;
- has a suffcient vocabulary for coping with simple survival needs;
- can control a narrow repertoire dealing with concrete everyday needs;
- uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.
Grammatical accuracy
- uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.
Ortographic control
-
can copy short sentences on everyday
subjects – e.g. directions how to get somewhere;
- can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary.
Sociolinguistic competence:
-
can handle very short social exchanges, using
everyday polite forms of greeting and address. Can make and respond to
invitations, suggestions, apologies, etc.
Pragmatic competence:
- can expand learned phrases through simple recombinations of their elements (flexibility);
- can ask for attention (turntaking);
- can tell a story or describe something in a simple list of points (thematic development);
- can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’ (coherence and cohesion).
Functional competence:
- can construct phrases on familiar topics with suf.cient ease to handle short exchanges, despite very noticeable hesitation and false starts (fluency);
- can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message (propositional precision).
TEXTS
Spoken: songs; dialogues; conversations; interviews.
Written: articles from magazines and newspapers; extracts from books; comics; ads; cards; Web pages; text-book.
Listening Activities: listening for gist and for specific information.
Reading Activities: reading for gist (skimming) and for specific information (scanning); comprehension questions.
Speaking Activities: speaking spontaneously; reading a written text aloud; acting out a rehearsed role; singing.
Writing Activities: fill-in-the-chart; completing forms and questionnaires; matching; multiple choice.
Interactive Activities: conversations; dialogues;
role-plays.
STRATEGIES
Reception: identifying the context and knowledge of the world relevant to it (identifying cues and inferring).
Interaction: turn-taking; co-operating; asking for clarification.
Production: planning (can recall and rehearse an appropriate set of phrases from his/her repertoire); compensating (can identify what he/she means by pointing to it).
REMEDIAL
WORK
According to the outcomes, it may include: cloze tests, multiple choice questions, matching exercises, scramble order ex., questionnaire, etc..
TEACHING
AIDS
Books; photocopies; CD player and CDs; audio-cassette recorder and cassettes; newspapers; magazines; dictionaries; text-book.
ASSESSMENT TOOLS AND
CRITERIA
Written
test
It should consist in objective/structured type of tests (true/false, multiple choice, fill-in-the-gaps, matching, etc.) and semi-structured tests (open dialogues; write a letter of reply to an invitation; write a description of yourself or about a classmate).
Considering 10/10 the maximum point, we could use the following scheme:
Content |
4/10 |
Grammatical
correctness |
3/10 |
Vocabulary
range |
3/10 |
It may consist in a role-play, a guided dialogue (T asks S some questions about a given topic), a class discussion or conversation.
The assessment criteria could be organized as follows:
|
Fluency |
2/10 |
|
Content |
2/10 |
|
Grammatical correctness & vocabulary range |
2/10 |
|
Communication
/Interaction |
2/10 |
|
Pronunciation |
2/10 |