Unit 1: The Simpsons

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DIDACTIC UNITS OUTLINE
Unit 1: The Simpsons
1. Specific objectives.
Blocks 1 and 2 (listening and speaking):
• To identify essential information applying strategies for the general understanding of well structured and short oral texts in a neutral or informal style about daily routines and situations or general issues such as personal, public or educational interest.
• To produce simple and comprehensible texts applying appropriate strategies to produce oral texts such as mologues or dialogues in a neutral or informal style about everyday issues, general and personal ones.
Blocks 3 and 4 (reading and writing):
• To know and use sociocultural and sociolinguistic aspects about everyday issues to understand the text.
• To identify essential information
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(learnenglishteens.britishcouncil.org)
• Production of a simple dialogue between the students where they express their habits.

Blocks 3 and 4 (reading and writing):
• Reading the diaries of the British teens on the webpage.
• Production of a personal diary about the students own daily routines including vocabulary related everyday actions using the present simple for habits, frequency adverbs, sequence conjunctions and the modal verb can.
4. Assessment criteria
Blocks 1 and 2 (listening and speaking):
• The student understands essential information and relevant details about the text.
• The student participates in informal conversations exchanging information about everyday actions in the present simple interrogative.
Blocks 3 and 4 (reading and writing):
• The student identifies essential information and relevant details about the text.
• The student writes a simple diary entry consisting of basic sentences in the presentsimple affirmative and negative.
Unit 3: The fellowship of the ring. Chapter 1: Concerning the
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1. Specific objectives.
Blocks 1 and 2 (listening and speaking):
• To differentiate the most common patterns of stress, rythm and intonation and recognise their meaning and communicative functions. To incorporate knowledge about sociocultural and sociolinguistic issues regarding social interaction and respecting manners.
• To pronounce and intonate appropriately, although accepting minor errors while handling short phrases and formules to communicate in everyday situations to interact clearly and structuredly.
Blocks 3 and 4 (reading and writing):
• To recognise the most common spelling convenctions and punctuation marks.
• To know and use the most common vocabulary in order to communicate information, opinions, points of view regarding everyday issues, general or personal ones applying spelling rules to make the text easily comprehensible.
2. Contribution to the development of the key competences.
Through this unit I will contribute more on the CC, LLC, SCC, CAEC and SIEC and the competences I will impact less are MSTC and DC.
3. Contents.
Blocks 1 and 2 (listening and speaking):
• Identification of texts types and the type of information through the skeleton song to work the parts of the
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