Relacion Objetivos Y Contenidos.docx

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OBJECTIVES Understand films, shorts and other videos with different English accents. Apply communicative strategies when speaking. Show certain fluency when speaking. Give opinions and ideas out loud openly showing critical sense. Interact actively in the open activities with classmates and teacher. Comprehend different types of written texts. Comprehend different types of written texts. Write simple and structured texts, using elements of cohesion and basic strategies. Use the appropriate register to the reader to whom the text is addressed. Use properly coordination and subordination, capital letters, punctuation, and connectors. Write informal and personal texts to communicate with speakers of the foreign language. Show interest in the careful presentation of written texts.

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CONTENTS Understanding oral productions with different English accents showed by films, documentaries and other videos. Autonomous use of communication strategies to initiate, maintain and finish the interaction: intonation, rhythm and accent; request repetition, respect the shifts of word, ask for clarification, use of synonyms, antonyms or definitions to prevent the conversation is interrupted. Oral production of descriptions, narrations and explanations about experiences, events and diverse contents, and also argumentations to show opinions on videos or films. Fluent interaction with the teacher and the classmates. General comprehension of the most relevant data of informative and descriptive texts about the accumulation of garbage in natural environments, the theft of works of art, comics and their influence on reading habits, physical characteristics and heart functions, global warming, the influence of mobile phones in interpersonal communication, etc .; newspaper articles, reviews, questionnaires, etc. Consolidation of reading strategies. Autonomous reading of texts related to their interests. Composition of simple and structured texts, with some elements of cohesion to clearly mark the relationship between ideas and using basic strategies in the written composition process. BLOG??? Use the appropriate register to the reader to whom the text is addressed.

A. CRITERIA

A. STANDARDS -

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Recognise vocabulary related to cinema and other derived topics. Identify and interiorize false friends. Recognise and use certain phrasal verbs. Use correctly the linguistic structures settled in Section ‘4. Contents’, Block 3. Distinguish all English sounds, paying attention to the difficult pairs. Pronounce the English sounds properly. Take into account intonation and rhythm.

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Appropriate use of coordination and subordination, of capital letters and signs of punctuation, of the order of the words in English, connectors of sequence, etc. Personal communication with speakers of the foreign language through postal correspondence or using computer media. Interest in the careful presentation of written texts, in paper and digital formats. Vocabulary of cinema, etc. False friends and the translation in Spanish. Phrasal verbs. Formulas and expressions. Use and review of Present Simple and Present Continuous, their contrast and use of the temporary expressions that accompany them. Narration of past events: the Past Simple. Narration of actions that were in progress in the past: the Past Continuous and its contrast with Past Simple. Questions and answers about events that have ended or have not yet finished, about recent events and experiences: the Present Perfect Simple and its contrast with Past Simple. The Passive Voice in the present and in the past. The future with will, be going to and the Present Continuous with future value. The First and Second Conditionals. The Indirect style. Description and identification of people, places and things. Countable and uncountable nouns: some and any. Sequence connectors.

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Distinguish the main English speaking countries and aspects of their culture and history. Show respect and interest for the historical, cultural, and artistic aspects presented. Respect the values fostered in the classroom, rejecting stereotypes and prejudices. Appropriate use of linguistic formulas to show courtesy, agreement, discrepancy… Use registers, varieties, formulas and styles typical of in everyday situations. Show interest for communicative exchanges with speakers of the foreign language. Show respect for the proposed tasks and activities.

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Expression of possibility, probability, obligation and certainty. Modal verbs: can, could, must, must not, should, have to, may, might. The adjectives in comparative and superlative. Word stress. Sentence intonation and rhythm. Pronunciation of contracted forms ‘ve and ‘s. Pronunciation of the weak forms of was and were Pronunciation of contracted forms ‘ll, I'd and won’t. Compound sentences intonation. Pronunciation of sounds / θ /, / ð / .. Pronunciation of the sounds / ae / and / ʌ /. Stress of words in sentences; pronunciation of the contracted forms couldn’t, musn’t, can’t, shouldn’t, mightn’t. Assessment of the use of the foreign language as a means to communicate with people with diverse origins. Identification of common features and differences that exist between the customs, uses, attitudes and values of the English speaking countries. Knowledge of the most significant cultural elements of the English speaking countries: cinema, literature, art, music, cinema… Appreciation for the cultural differences and respect towards foreign values and behaviours. Respect for values fostered in the classroom, rejecting stereotypes and prejudices. Appropriate use of linguistic formulas associated with specific situations of communication (courtesy, agreement, discrepancy ...). Development of the ability to use registers, varieties, formulas and styles typical of in everyday situations.

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Respect different opinions and ideas from all members of the class. Work individually showing personal initiative. Work cooperatively in groups. Use the ICTs to present the different tasks and to look for specific information.

Ability to work individually showing personal initiative. Ability to work in group respect and interest for other classmates’ productions and opinions. Ability to use the Internet and other ICT as a tool for learning in any context.