ADDRESSES

II liceo linguistico

LEVEL

MODULE NUMBER

TITLE

B1 of the CEF

2^nd

DAILY LIFE

(Previous module: Personal Identification/House and Home)

TITLE OF TEACHING

UNITES

1)Free Time 5h

2)Food and drink 5h

3)Music and sports 5h

4)A Saturday afternoon of an English teenager 3h

PREREQUISITES

GRAMMAR: Knowledge of basic grammar: present tense, like, hate, use of the article, adjectives.

Use of past tense and past perfect.

LEXICAL:  Lexicon and structures concerning “daily life”, “free time”, food topics, music and sports.

FUNCTIONAL: Giving and asking personal information.

Talking about habits.

Talking about free time activities/ music/sport

CAN DO STATEMENTS:

-Can express personal opinions on topics that are familiar and pertinent to everyday life.

-Can take notes and summarize.

-Can connect phrases in a simple way in order to describe experiences and events.

-Can write about everyday aspects of his environment.

GENERAL AIMS

-Ability to work in team.

-Comparing one’s daily routine to that of people living in different countries.

-Cultural and social enrichment

-To stimulate Ss’ interest on specific cultural aspects of everyday life in terms of being able to assume an active role of critical reflection and judgement, thus contributing to Ss’ psychological and moral growth.

Objectives

GRAMMAR: -would you like+ object.

-Comparatives and superlatives.

–Indefinites.

-Consolidation of adverbs of frequency such as always, never, ever, sometimes, etc  and time expressions.

-Prepositions of place, prepositions of time and movement.

VOCABULARY: Enrich vocabulary linked to food and drinks; sports, daily routine, TV , music, etc..

FUNCTIONS: Understanding, giving and asking for information about daily life, free time, food and drinks.

-Expressing opinions, agreement and disagreement.

-Talking about likes/dislikes. Make comparisons.

COMMUNICATIVE ACTIVITIES:

-interviewing;

-interacting on familiar topics;

-can understand everyday signs and notices in public places: schools, streets, gyms;

-can say what people like and dislike.

Productive:  Written realize an interview, elaborate a questionnaire

                   Spoken role play

Receptive:  Listening understanding and finding the  gist in recorded  videotapes about English habits

                    Reading can recognize significant points in straightforward newspapers articles on familiar subjects

GENERAL COMPETENCES INVOLVED

Declarative knowledge: -Knowledge of some aspects of daily life, living standards, habits in Britain and in other English speaking countries;

-Awareness and understanding of the relation (similarities and distinctive differences) between the ‘world of origin’ and  ‘the world of the target community’

Existential knowledge: openness, and interest in …other people, societies and cultures.

Sociolinguistic Competences

-Can use and choose expletives in everyday situations.

-Can distinguish the right language register in conversations on familiar  topics

TEXTS TO BE USED

Spoken   dialogues and conversations

Written textbooks, authentic material (menu, letters..)

TASKS TO BE PERFORMED

-taking part in a conversation/discussion;

-work in pair, work in group and individual work;

-listening for the gist and for specific information;

-skimming and scanning activities;

-interviewing;

-note-taking;

-sharing information;

-summarising;

-fill in the chart.

STRATEGIES

Receptive identifying unknown words from the context; can identify unfamiliar words from the context.

Productive -building on previous knowledge.

-Can exploit any resources available to communicate the main points he/he wants to get across.

Interaction can intervene in a discussion on a familiar topic;

-Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.

-Asking for clarification/ -Give clarification.

-Can compare and contrast alternatives, discussing what to do, what to eat or where to go.

-Can exchange, check and confirm accumulated factual information on familiar routine matters within his/her field with some confidence. 

AIDS

 Blackboard, transparencies, OHP, Tape recorder, recorder, leaflets, newspapers.

ASSESSMENT TOOLS AND CRITERIA

For the written work:

Formative assessment (structured, consisting of closed questions, matching and not structured) at the end of each Teaching unit (30m’) and summative at the end of the module ( semi structured-texts such as interviews, summaries, compositions) through a grid with the following parameters: Content, Communicative effectiveness, Use of right register, Grammatical correctness, Spelling and punctuation.

For the oral work: Systematic observation of the Ss’ performances through a grid with the following parameters: Content, Communication, Use of lexis, Grammatical correctness, Pronunciation and intonation.

WRITTEN WORK: vote 10/10

ORAL WORK: vote 10/10

REMEDIAL WORK

Multiple choice, fill in the blanks, completing dialogues.

LINKS TO OTHER SUBJECTS

Italiano (interview)

Maths/Informatic (tabulation of data)

Geography (descriptions of places)

Sciences ( diet education)

TIME

 21H=18h lessons+ 2h format. assess.+1h summat. assessment