UNITÀ DI APPRENDIMENTODISCIPLINA INGLESENUMERO UNITÀ D’APPRENDIMENTO N° totale 6 unità

DATI IDENTIFICATIVITITOLO TOP SECRETCLASSI / ALUNNI

COINVOLTI

Quinte Cazzago

ARTICOLAZIONE DELL’UNITÀ DI APPRENDIMENTO

OBIETTIVI DELLE

INDICAZIONI

PER IL CURRICOLO

1. Ricezione orale (ascolto) – Comprendere istruzioni, espressioni e frasi di usoquotidiano (es.:consegne brevi e semplici) e identificare il tema generale di undiscorso in cui si parla di argomenti conosciuti (es.: la scuola, le vacanze, ipassatempi, i propri gusti…)

2. Ricezione scritta (lettura) – Comprendere testi brevi e semplici (es.:cartoline, messaggi di posta elettronica, lettere personali, corti brani…)accompagnati preferibilmente da supporti visivi, cogliendo nomi familiari,parole e frasi basilari.

3. Interazione orale – Esprimersi linguisticamente in modo comprensibile,utilizzando espressioni e frasi adatte alla situazione e all’interlocutore, perinteragire con un compagno o un adulto con cui si ha familiarità; scambiaresemplici informazioni inerenti la sfera personale (gusti, amici, attivitàscolastica, giochi, vacanze…), sostenendo ciò che si dice o si chiede conmimica e gesti e chiedendo eventualmente all’interlocutore di ripetere.

4. Produzione scritta – Scrivere brevi e semplici messaggi, liste, biglietti, brevilettere o descrizioni personali (per fare gli auguri, per ringraziare o invitarequalcuno per chiedergli notizie, per raccontare proprie esperienze…) in modocomprensibile.

OBIETTIVI FORMATIVI

CONTENTS

UNIT 1: AT HOMEUNIT 2: WORKING PEOPLE

UNIT 3: AROUND TOWN

UNIT 4: KEEPING BUSYUNIT 5: CAN YOU?UNIT 6: IT’S SUNNY TODAY

ABILITIES

UNIT 1: Numbers from 20 to 9990 (oral and written distinction) Nomenclature related to the different rooms and furniture in the house Use of the structures There is/are (pos., neg., interrog.form)

Use of the short answers: Yes, there is/are. No there isn’t/aren’t. Plus use ofthe interrogative form: How many……….. are there?

Use of some and any (pos./ neg./ interrog. form) + some in offers. Revision of the following Place Prepositions: IN , ON , UNDER ,

BETWEEN , ON THE RIGHT OF , ON THE LEFT OF + introductionof : IN FRONT OF, BEHIND, NEAR, NEXT TO, IN THE MIDDLE OFand some others P.P. in order to describe a place/a room/an object comparedwith another one.

UNIT 2: Nomenclature related to people’s different jobs (use of the question: What do

you want to be when you grow up?) Revision and consolidation of the “s” of the 3^ sing. pers. of verbs in

pos./neg./interrog. form (Does he/she work…..? and related answers “Yes,he/she does. No, he/she doesn’t)

Revision of Frequency adverbs Use of the form “How much is it/ are they?

UNIT 3: Nomenclature related to different places in town Nomenclature related to directions ( How can I get to……..?) Revision of Possessive Adjectives Short mention about the Possessive Pronouns and Object Pronouns Imperative form of verbs (pos,/neg. form?) + use of Let’s… (plural) Time for a tale: The Canterville Ghost (part 1)

UNIT 4: Use of the linguistic structure of the PRESENT CONTINUOUS (subject +

am/are/is + ing form , used to talk about an action or situation in progress) Use of the “5 W” in the Present Continuous in order to ask questions and

give answers Use of the rules in order to write the verbs in the Present Continuous form

correctly Use of the short answers in order to answer simple questions in the Present

Continuous form Time for a tale: The Canterville Ghost (part 2)

UNIT 5: Nomenclature related to some sports and musical instruments Use of the modal CAN (pos./neg./interrog. form) Time for a tale: The Canterville Ghost (part 3) Revision and consolidation of the “5 W”

UNIT 6: Nomenclature related to some words describing different meteorological

weather /use of the question: What’s/what was the weather liketoday/yesterday……?)

Use of the SIMPLE PAST of the verb TO BE (pos./neg./interrog. form) +short answers related to the questions

Use of the structure “I was born in……” Revision of days of the week/months/time + Time Prepositions related to

them (in/on/at)

MEDIAZIONE / ORGANIZZAZIONE DIDATTICATIMES The abilities concerning the Units of the set book (Top Secret) will be taught

the students during the whole year and each Unit might take the time of about amonth and a half.

METHODS

Listening and repetition of the terms related to the different topics Oral practice in pairs or individually. Filling in the book exercises Listening and comprehension: True or False. Learning by heart through songs and rhymes. Listening, comprehension and reading of short dialogues and texts Activities and games in order to consolidate and internalize vocabulary and

grammar structures Focus on “Culture stop” in order to know habits and traditions of the

countries visited by the schoolbook characters

CONTROLLO DEGLI APPRENDIMENTIVERIFICHE ORALI

VERIFICHE SCRITTE: DOMANDE A RISPOSTA CHIUSA

DOMANDE A RISPOSTA MULTIPLA

DOMANDE A RISPOSTA APERTA

SINTESI

ESERCIZI DI COMPLETAMENTO

LETTURA DI CARTE TEMATICHE

LETTURA DI GRAFICI

ESERCIZI DI COMPRENSIONE DI DOCUMENTI

LETTURA DI TABELLE

COSTRUZIONE DI GRAFICI

PRODUZIONE TESTO SCRITTO

ESERCIZI DI ORIENTAMENTO SPAZIO-TEMPORALE

ALTRO:______________________________________________________________________________________________________________________________________________________________________________________________________