3.-+Islands.

UNIDAD DIDÁCTICA 3ª: Islands.

http://www.richmondelt.com/spain/english/catalogue/programaciones/Sprint/sprint_6_2009_loe.pdf

Objetivos de aprendizaje: Objetivos de aprendizaje: 􀂃 Reconocer y producir el vocabulario (Vocabulary) programado en la Unidad didáctica: • Animals and conservation: crab, extinct, goat, habitat, hunt, iguana, penguin, pollution, ranger, research centre, seal, tortoise, turtle, vet, wild, wildlife. • Ships and the sea: anchor, archipelago, barrel, captain, crew, deck, dock, island, islet, life jacket, net, port, rope, sail, supplies, wave, voyage. • Holidays: airport, beach ball, binoculars, gloves, snowsuit, swimsuit, torch, wet suit. • Verbs: cheer, cry, close, cross, fall, finish, make a mess, mend, paint, pick up, punish, sit up, sweep, take a step, tie up, turn, win. • Past participles: been, built, come, cut down, done, dug, flown, lived, planted, saved, seen, travelled, visited. 􀂃 Aprender y poner en práctica las estructuras gramaticales y contenidos lingüísticos (Grammar) programados en la Unidad didáctica: • Present perfect: - She has been all over the world. - They have built houses. - Where has she lived? - What has she seen? • Positive and negative imperatives: - Work harder. - Don’t be sad. • Reported orders: - He told me to make a fire. - He told me not to play cards. - She asked John and James to be quiet. - Mr. Christian asked Maimiti not to forget him. • Object pronouns (me, you, him, her, it, us, them): - I told him to pick up the rubbish.

CONTENIDOS. 􀂃 [Los contenidos previos asociados a la Unidad didáctica serán determinados por el Equipo docente en función del proceso de enseñanza y aprendizaje realizado] 􀂃 En cada una de las Unidades didácticas de Sprint se integra una variada tipología de contenidos así como los cuatro bloques de contenidos establecidos por el currículo para la Lengua Inglesa a partir de la LOE: • Bloque 1 [B1]: Escuchar, hablar y conversar. • Bloque 2 [B2]: Leer y escribir. • Bloque 3 [B3]: Conocimiento de la lengua. • Bloque 4 [B4]: Aspectos socio-culturales y consciencia intercultural. 􀂃 Functional language: [B1; B2; B4] Reconocimiento y aplicación productiva de las diversas intenciones comunicativas y funciones asociadas a la Unidad didáctica: • Describing animals: a fast, red crab. 􀂃 Vocabulary [B3; B1, B2]: Reconocimiento y producción del vocabulario programado en la Unidad didáctica: • Animals and conservation: crab, extinct, goat, habitat, hunt, iguana, penguin, pollution, ranger, research centre, seal, tortoise, turtle, vet, wild, wildlife. • Ships and the sea: anchor, archipelago, barrel, captain, crew, deck, dock, island, islet, life jacket, net, port, rope, sail, supplies, wave, voyage. • Holidays: airport, beach ball, binoculars, gloves, snowsuit, swimsuit, torch, wet suit. • Verbs: cheer, cry, close, cross, fall, finish, make a mess, mend, paint, pick up, punish, sit up, sweep, take a step, tie up, turn, win. 31 • Past participles: been, built, come, cut down, done, dug, flown, lived, planted, saved, seen, travelled, visited. 􀂃 Grammar [B3; B1, B2]: Aprendizaje y puesta en práctica de las estructuras gramaticales y contenidos lingüísticos programados en la Unidad didáctica: • Present perfect: - She has been all over the world. - They have built houses. - Where has she lived? - What has she seen? • Positive and negative imperatives: - Work harder. - Don’t be sad. • Reported orders: - He told me to make a fire. - He told me not to play cards. - She asked John and James to be quiet. - Mr. Christian asked Maimiti not to forget him. • Object pronouns (me, you, him, her, it, us, them): - I told him to pick up the rubbish.