inglês 5º ano - aeghdesjcp.aeghd.pt/arvore_2014_15/planificacoes_14_15/2_ciclo/5_pca/... · win!...
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Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Inglês 5º Ano
COMPETÊNCIAS TRANSVERSAIS
Competências transversais
Promoção da educação para a cidadania A língua materna enquanto dimensão transversal Utilização das novas tecnologias de informação
Adquirir progressivamente a capacidade para trabalhar de forma
autónoma e como membro de uma equipa realizando tarefas de forma responsável e com alguma criatividade.
Fomentar uma educação inter/multi cultural progressivamente crítica e participativa, assumindo-se a diversidade cultural como fonte de riqueza identitária
-Promover uma cultura de liberdade, participação, cooperação de progressiva reflexão .
Desenvolver atitudes de progressiva responsabilização e intervenção pessoal e social
Participar em pequenos projectos com apoio dum guião, que articulem competências desenvolvidas no âmbito das diferentes disciplinas dando atenção especial à correcção na utilização da língua materna.
Incentivar a utilização das novas tecnologias de informação, como fonte de saber
Seleccionar informação, e organizá-la seguindo um guião.
METAS A NÍVEL DE DISCIPLINA
Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Skills starter Unit
Learning objectives Starter unit
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
2. Understand simple greetings and parting ways (good morning, hello, goodbye).
3. Understand and respond to short, simple instructions given by the teacher (please
come in, open your book on page x).
4. Identify everyday vocabulary: days of the week, months of the year, colours and
shapes.
5. Identify cardinal numbers, prices, times and dates.
6. Understand questions about personal information, when formulated in a clear and
paused way; name, age, address, nationalities.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
1. Use simple words and expressions to greet, thank and say goodbye.
2. Ask and answer previously prepared questions on personal identification.
3. Formulate simple questions and answers on familiar topics (family, school,
numbers, quantities, prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they
can be understood.
4. Repeat short texts heard in media audio/audiovisual (rhymes, songs, chants).
8. Expressing themselves, with limited vocabulary, in previously prepared situations
1. Communicate basic information (name, age, address and nationality).
Writing
9. Developing spelling knowledge
1. Associate the characteristic sounds of the English language to the correct spelling.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language
structures
26b. Verb to be to say/ask how old someone is.
Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Skills Starter unit
Speaking
saying and following instructions
playing a spelling game
asking and answering questions about names
asking and answering questions about ages
playing Bingo
playing a counting game
asking and answering questions about colours
Listening
extracts of people saying hello, the alphabet,
extracts of people talking about their names,
numbers, extracts of people talking about their
ages, a song
completing sentences
confirming
listening for specific information
completing song lyrics
Writing
completing sentences
matching
writing phrases
completing a chart
writing a list of English words
writing maths problems
writing a list of favourite colours
Intercultural domain
2. Understanding the social environment: Identify themselves and others.
Vocabulary Grammar
Hello! / Goodbye!: Bye, Goodbye, Hello, Hi
Classroom language: Close your book. Draw.
Listen. Open your book. Read. Repeat. Write.
The alphabet: a, b, c, d, e, f, g, h, I, j, k, l, m,
n, o, p, q, r, s, t, u, v, w, x, y, z
Numbers: 1−100
Colours: black, blue, brown, green, orange,
pink, purple, red, white, yellow
Shapes: circle, rectangle, square, triangle
Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Learning objectives Unit 1
Listening
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
2. Understand simple greetings and parting ways (good morning, hello, goodbye).
5. Identify cardinal numbers, prices, times and dates.
6. Understand questions about personal information, when formulated in a clear and paused way;
name, age, address, nationalities.
Reading
3. Understanding words, sentences and very simple texts
2. Identify names of people and / or places.
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
2. Ask and answer previously prepared questions on personal identification.
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
8. Expressing themselves, with limited vocabulary, in previously prepared situations
1. Communicate basic information (name, age, address and nationality).
3. Introduce relatives and friends.
Writing
11. Writing a very simple text, between 20 and 30 words, with limited vocabulary
2. Describe themselves and their family.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
10. Use my, your, his, her, its, our, their.
11. Use I, you, he, she, it, we, they (personal pronouns).
16. Using the verb to be in the present simple in the affirmative form.
17. Using the abbreviated forms of to be.
26b. Using the verb to be to say / ask how old someone is.
Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Skills unit 1
Reading
a dialogue, a paragraph about favourite things,
sentences about a family
completing charts
choosing the correct answer
correcting sentences
Speaking
acting out a dialogue
talking about family members
talking about favourite things
playing a guessing game
Listening
a dialogue, an extract about favourite things,
an extract about a family
listening for specific information
confirming
choosing the correct answer
Writing
completing charts
matching
ordering letters to make words
creating a family tree
completing and writing sentences
writing about favourite things
writing personal information
correcting sentences
writing descriptions
Intercultural domain
1. Knowing cultural and geographical aspects of English-speaking countries: Identify some
elements of the British royal family (Culture Club extra 1).
2. Understanding the social environment: Identify themselves, close family members and
friends; Recognize celebrations and holidays.
Vocabulary Grammar
Family: aunt, brother, cousin, dad, grandad,
grandma, mum, sister, uncle
Subject pronouns: I, you, he, she, it
be: affirmative
Possessive adjectives: my, your, his, her, its
Topic and text types
descriptions of family members
Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Evaluation and additional materials
Evaluation
Unit 1 Test A & Test B Teacher’s Resource Book pages 7−10
Additional materials
Unit 1 Basic Worksheet Teacher’s Resource Book page 73
Unit 1 Revision Worksheet Teacher’s Resource Book page 85
Unit 1 Extension Worksheet Teacher’s Resource Book page 97
Unit 1 Communication Activity Teacher’s Resource Book page 115
Win! 5
1st term Units 1−4 Number of lessons:
Unit 1
Learning objectives Unit 2
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
6. Understand questions about personal information, when formulated in a clear and paused way;
name, age, address, nationalities.
Reading
3. Understanding words, sentences and very simple texts
2. Identify names of people and / or places.
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
2. Ask and answer previously prepared questions on personal identification.
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).
8. Expressing themselves, with limited vocabulary, in previously prepared situations
1. Communicate basic information (name, age, address and nationality).
3. Introduce relatives and friends.
Writing
11. Writing a very simple text, between 20 and 30 words, with limited vocabulary
2. Describe themselves and their family.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
10. Use my, your, his, her, its, our, their.
11. Use I, you, he, she, it, we, they (personal pronouns).
16. Using the verb to be in the present simple in the affirmative form.
17. Using the abbreviated forms of to be.
26. Learn new lexical items related to the thematic areas set out in the intercultural domain.
26b. Using the verb to be to say / ask how old someone is.
Win! 5
1st term Units 1−4 Number of lessons:
Unit 2
Skills Unit 2
Reading
a dialogue, short texts about countries and
nationalities, a webpage about a girl’s family,
best friend and hero
completing an identity card
labelling countries on a map
true or false
completing sentences
completing a paragraph
Speaking
acting out a dialogue
playing a guessing game
talking about countries and nationalities
talking about a pop group
talking about yourself and your best friend
Listening
a dialogue, an extract about countries and
nationalities, a song, an extract about a girl’s
family, best friend and hero
matching
listening for specific information
confirming
labelling countries on a map
true or false
Writing
completing an identity card
matching
completing and writing sentences
completing charts
ordering words to make sentences
writing about family and friends
writing descriptions of people
labelling countries on a map
completing a text
writing about a pop group
creating a webpage
Intercultural domain
1. Knowing cultural and geographical aspects of English-speaking countries: Identify the British
royal family (Culture Club extra 1); Identify UK, Ireland, USA, Canada, South Africa, Australia and
New Zealand; Identify UK capitals.
2. Understanding the social environment: Identify themselves, family and friends; Recognize
celebrations and holidays.
Vocabulary Grammar
Countries and nationalities: Angola, Brazil,
Britain, Cape Verde, China, France, Germany,
Mozambique, Portugal, Spain, Ukraine, the
USA
Subject pronouns: we, you, they
be: affirmative plural
Possessive adjectives: our, your, their
Topic and text types
short texts about countries and nationalities
a webpage about a girl’s family, best friend
and hero
Win! 5
1st term Units 1−4 Number of lessons:
Unit 2
Evaluation and additional materials
Evaluation
Unit 2 Test A & Test B Teacher’s Resource Book pages 11−14
Additional materials
Unit 2 Basic Worksheet Teacher’s Resource Book page 74
Unit 2 Revision Worksheet Teacher’s Resource Book page 86
Unit 2 Extension Worksheet Teacher’s Resource Book page 98
Unit 2 Communication Activity Teacher’s Resource Book page 116
Units 1 & 2 DVD Worksheet Teacher’s Resource Book CD
Win! 5
1st term Units 1−4 Number of lessons:
Unit 3
Learning objectives unit 3
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
6. Understand questions about personal information, when formulated in a clear and paused way;
name, age, address, nationalities.
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
2. Ask and answer previously prepared questions on personal identification.
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
3. Use, with some ease, proper intonation in simple and familiar sentences (statements, questions and
exclamations).
4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).
8. Expressing themselves, with limited vocabulary, in previously prepared situations
1. Communicate basic information (name, age, address and nationality).
Writing
11. Writing a very simple text, between 20 and 30 words, with limited vocabulary
2. Describe themselves and their family.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
3. Identify regular plurals of names ending in -s / -es.
16. Using the verb to be in the present simple in the negative and interrogative forms.
17. Using the abbreviated forms of to be.
20. Answer questions using short answers in the affirmative and negative forms.
26b. Using the verb to be to say / ask how old someone is.
Win! 5
1st term Units 1−4 Number of lessons:
Unit 3
Skills unit3
Reading
a dialogue, an email
true or false
looking for specific information
Speaking
acting out a dialogue
playing guessing games
asking and answering questions about
nationality and school
talking about school and school subjects
Listening
a dialogue, an email, an extract about school, a
song
listening for specific information
true or false
confirming
completing a chart
completing song lyrics
Writing
matching
writing a school timetable
completing a description
completing and writing sentences
ordering words to make questions
writing questions
writing opinions on school subjects
completing a chart
writing an email
writing about a classmate
Intercultural domain
2. Understanding the social environment: Identify school environments; Identify themselves.
Vocabulary Grammar
School subjects: Art, English, Geography,
History, Information Technology (IT), Maths,
Music, Portuguese, Physical Education (PE),
Science
Adjectives (1): boring, difficult, easy,
interesting
Plural nouns
be: negative
be: questions and short answers
Topic and text types
an email from an e-pal about school
Win! 5
1st term Units 1−4 Number of lessons:
Unit 3
Evaluation and additional materials
Evaluation
Unit 3 Test A & Test B Teacher’s Resource Book pages 15−18
Additional materials
Unit 3 Basic Worksheet Teacher’s Resource Book page 75
Unit 3 Revision Worksheet Teacher’s Resource Book page 87
Unit 3 Extension Worksheet Teacher’s Resource Book page 99
Unit 3 Communication Activity Teacher’s Resource Book page 117
Win! 5
1st term Units 1−4 Number of lessons:
Unit 4
Learning objectives unit4
Listening
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
5. Identify cardinal numbers, prices, times and dates.
Reading
3. Understanding words, sentences and very simple texts
2. Identify names of people and / or places.
4. Identify information in texts with pictures.
4. Using elementary dictionaries and picture dictionaries
1. Know how to search words related to the topics discussed in class.
Spoken Interaction
5. Expressing themselves appropriately, with help, in different contexts
1. Use appropriate forms of treatment in dialogues with the teacher (Miss, Sir, Mr Santos).
6. Interaction with colleagues in very simple and previously prepared situations
2. Ask and answer previously prepared questions on personal identification.
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
8. Expressing themselves, with limited vocabulary, in previously prepared situations
1. Communicate basic information (name, age, address and nationality).
Writing
9. Developing spelling knowledge
2. Use the correct spelling of new words with the help of a dictionary.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
1. Distinguish between a and an (indefinite articles).
2. Distinguish situations of use and omission of the (definite article).
5. Understand that adjectives in English do not vary in gender and number.
6. Identify the position of the adjective in the sentence.
7. Learn antonyms (pairs of adjectives).
8. Use and, but, or.
12. Use this, that, these, those (demonstrative pronouns).
16. Using the verb to be in the present simple in the interrogative form.
25. Formulate and answer questions beginning with who, what, where, whose, how old.
26. Learn new lexical items related to the thematic areas set out in the intercultural domain.
26b. Using the verb to be to say / ask how old someone is.
Win! 5
1st term Units 1−4 Number of lessons:
Unit 4
Skills unit4
Reading
a dialogue, an article about possessions, a
description of a school
looking for specific information
correcting sentences
Speaking
acting out a dialogue
playing guessing games
asking and answering questions
describing possessions
Listening
a dialogue, tongue twisters, descriptions of
possessions, an extract about a school
listening for specific information
confirming
correcting sentences
completing sentences
Writing
matching
describing a picture
describing objects
completing questions
ordering words to make questions
completing and writing sentences
writing the correct answer
writing about possessions
correcting sentences
creating a dialogue
writing a paragraph about your school
Intercultural domain
2. Understanding the social environment: Identify school environments; Identify themselves.
Vocabulary Grammar
Common possessions: book, calculator, key
ring, pen, pencil, pencil case, pencil
sharpener, rubber, rucksack, watch
Adjectives (2): big, cheap, expensive, fantastic,
horrible, new, old, small
be: question words
Articles: a / an
Demonstratives: this, that, these, those
Topic and text types
an article about different possessions
a description of a school
Win! 5
1st term Units 1−4 Number of lessons:
Unit 4
Evaluation and additional materials
Evaluation
Unit 4 Test A & Test B Teacher’s Resource Book pages 19−22
End-of-term 1 Test A & Test B Teacher’s Resource Book pages 23−28
Additional materials
Unit 4 Basic Worksheet Teacher’s Resource Book page 76
Unit 4 Revision Worksheet Teacher’s Resource Book page 88
Unit 4 Extension Worksheet Teacher’s Resource Book page 100
Unit 4 Communication Activity Teacher’s Resource Book page 118
Units 3 & 4 DVD Worksheet Teacher’s Resource Book CD
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 5
Learning objectives unit 5
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
6. Understand questions about personal information, when formulated in a clear and paused way;
name, age, address, nationalities.
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
Spoken Interaction
5. Expressing themselves appropriately, with help, in different contexts
2. Utilizar interjeições / expressões para expressar alegria, tristeza e surpresa (Great! Oh! Wow!).
6. Interaction with colleagues in very simple and previously prepared situations
2. Ask and answer previously prepared questions on personal identification.
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).
8. Expressing themselves, with limited vocabulary, in previously prepared situations
1. Communicate basic information (name, age, address and nationality).
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
4. Identify the possessive case with ‘s / ’.
16. Using the verb to have (got) in the present simple in the affirmative, negative and interrogative
forms.
17. Using the abbreviated forms of the verb to have.
20. Answer questions using short answers in the affirmative and in the negative forms.
25. Formulate and answer questions beginning with which.
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 5
Skills unit 5
Reading
a dialogue, a webpage about a pet
looking for specific information
matching
completing a chart
Speaking
acting out a dialogue
playing guessing games
talking about pets
playing a memory game
asking and answering questions using have got
Listening
a dialogue, a tongue twister, an extract about a
pet, extracts about favourite animals, a song
listening for specific information
matching
confirming
completing charts
completing song lyrics
Writing
matching
writing a list of favourite pets
completing and writing sentences
writing questions and answers
completing charts
writing about a pet
writing a description of an imaginary animal
Intercultural domain
1. Knowing cultural and geographical aspects of English-speaking countries: Recognize national
symbols (Big Ben, kangaroos, etc.) (Culture Club extra 2); Identify some capitals of English-speaking
countries (Culture Club extra 2).
2. Understanding the social environment: Identify types of houses; Identify rooms and various
features of houses.
Vocabulary Grammar
Pets: budgie, cat, dog, goldfish, guinea pig,
hamster, horse, mouse, parrot, rabbit, snake,
tortoise
Animal body parts: beak, fin, leg, tail, wing
have got: affirmative and negative
have got: questions and short answers
Possessive ‘s
Topic and text types
a webpage about an unusual pet
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 5
Evaluation and additional materials
Evaluation
Unit 5 Test A & Test B Teacher’s Resource Book pages 29−32
Additional materials
Unit 5 Basic Worksheet Teacher’s Resource Book page 77
Unit 5 Revision Worksheet Teacher’s Resource Book page 89
Unit 5 Extension Worksheet Teacher’s Resource Book page 101
Unit 5 Communication Activity Teacher’s Resource Book page 119
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 6
Learning objectives unit6
Listening
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
Reading
3. Understanding words, sentences and very simple texts
2. Identify names of people and / or places.
4. Identify information in texts with pictures.
Spoken Interaction
5. Expressing themselves appropriately, with help, in different contexts
1. Use appropriate forms of treatment in dialogues with the teacher (Miss, Sir, Mr Santos).
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
8. Expressing themselves, with limited vocabulary, in previously prepared situations
4. Speak about houses.
Writing
11. Writing a very simple text, between 20 and 30 words, with limited vocabulary
1. Describe a picture using there is / there are.
3. Describe a house.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
14. Use in, on, near (place).
16. Using the verb there + to be in the present simple in the affirmative, negative and interrogative
forms.
17. Using the abbreviated forms of the verb there + to be.
20. Answer questions using short answers in the affirmative and in the negative forms.
25. Formulate and answer questions beginning with how many.
26. Learn new lexical items related to the thematic areas set out in the intercultural domain.
26c. Use There is / There are to express exist.
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 6
Skills unit6
Reading
a dialogue, a text about a house, an article
about famous British houses
looking for specific information
correcting sentences
completing a chart
Speaking
acting out dialogues
asking and answering questions
playing a guessing game
describing pictures
talking about your home
Listening
dialogues, a description of a room, a
description of a house, an extract about famous
British houses
listening for specific information
ordering words to make sentences
confirming
choosing the correct picture
completing questions
correcting sentences
completing a chart
choosing the correct answer
Writing
ordering words to make sentences
matching
completing charts
making a list of furniture
completing and writing sentences
describing a picture
writing questions and answers
writing dialogues
writing descriptions of rooms
writing a description of your house or flat
completing a fact file for your dream house
Intercultural domain
1. Knowing cultural and geographical aspects of English-speaking countries: Recognize national
symbols (Big Ben, kangaroos, etc.) (Culture Club extra 2); Identify some capitals of English-speaking
countries (Culture Club extra 2)
2. Understanding the social environment: Identify types of houses; Identify rooms, furniture and
features of houses.
Vocabulary Grammar
Rooms and furniture: bathroom, bedroom,
dining room, kitchen, living room, armchair,
bed, bookshelves, chairs, cooker, desk, fridge,
lamp, poster, shower, sofa, table, toilet, TV,
wardrobe
Prepositions of place
There is (There’s) / There are
There isn’t / There aren’t
Is there? / Are there?
How many?
Topic and text types
a text about a special house
an article about famous British houses
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 6
Evaluation and additional materials
Evaluation
Unit 6 Test A & Test B Teacher’s Resource Book pages 33−36
Additional materials
Unit 6 Basic Worksheet Teacher’s Resource Book page 78
Unit 6 Revision Worksheet Teacher’s Resource Book page 90
Unit 6 Extension Worksheet Teacher’s Resource Book page 102
Unit 6 Communication Activity Teacher’s Resource Book page 120
Units 5 & 6 DVD Worksheet Teacher’s Resource Book CD
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 7
Learning objectives unit 7
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
4. Identify everyday vocabulary: days of the week, months of the year, colours and shapes.
5. Identify cardinal numbers, prices, times and dates.
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
3. Use, with some ease, proper intonation in simple and familiar sentences (statements, questions and
exclamations).
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).
Writing
9. Developing spelling knowledge
1. Associate the characteristic sounds of the English language to the correct spelling.
2. Use the correct spelling of new words with the help of a dictionary.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
13. Use in, on, at, before, after (time).
18. Use regular verbs in the present simple.
26a. Use 3rd person singular endings -s, -es, -ies in the present simple.
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 7
Skills unit 7
Reading
a dialogue, an article about a musical sensation
looking for specific information
completing sentences
true or false
Speaking
acting out a dialogue
playing guessing games
playing a game with present simple verbs
talking about someone’s timetable for the week
Listening
a dialogue, an extract about a musical
sensation, an extract about a boy’s daily
routine, a song
listening for specific information
completing sentences
confirming
true or false
choosing the correct answer
completing song lyrics
Writing
completing and writing sentences
matching
completing a chart
writing about your typical day
writing the correct answer
writing about your daily routine
ordering words to make sentences
writing about daily routines using adverbs of
frequency
completing a timetable
completing an email
writing about your favourite day of the week
Intercultural domain
2. Understanding the social environment: Identify simple daily routines; Identify leisure activities.
Vocabulary Grammar
Daily routines: do my homework. get home, get
up, go to bed, go to school, have a shower,
have breakfast, have dinner, have lunch
Days of the week: Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday,
Sunday
Time
Present simple: affirmative
Present simple: spelling variations
Adverbs of frequency
Topic and text types
an article about a schoolboy who is the star of
a musical
Win! 5
2nd term Units 5−8 Number of lessons:
Unit 7
Evaluation and additional materials
Evaluation
Unit 7 Test A & Test B Teacher’s Resource Book pages 37−40
Additional materials
Unit 7 Basic Worksheet Teacher’s Resource Book page 79
Unit 7 Revision Worksheet Teacher’s Resource Book page 91
Unit 7 Extension Worksheet Teacher’s Resource Book page 103
Unit 7 Communication Activity Teacher’s Resource Book page 121
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 9
Learning objectives Unit 8
Listening
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
4. Identify everyday vocabulary: days of the week, months of the year, colours and shapes.
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
4. Using elementary dictionaries and picture dictionaries
1. Know how to search for words related to the topics discussed in class.
2. Know how to group words according to their lexical group.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
8. Expressing themselves, with limited vocabulary, in previously prepared situations
6. Express satisfaction and dissatisfaction (I love English, I hate tea).
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
18. Use regular verbs in the present simple.
19. Use the verb to do, in the present simple, as an auxiliary in negative and interrogative forms.
20. Answer questions using short answers in the affirmative and negative forms.
25. Formulate and answer questions beginning with what, when, where.
26. Learn new lexical items related to the thematic areas set out in the intercultural domain.
26d. Formulate short answers, using the auxiliary (Do you like chocolate? Yes, I do / Yes, I like).
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 9
Skills
Reading
a dialogue, an article about a young tennis
champion, texts about favourite sports
looking for specific information
choosing the correct answer
completing sentences
Speaking
acting out a dialogue
talking about sports
asking and answering questions
doing a class poll about favourite seasons
talking about the weather
making a dialogue about sports and sports stars
Listening
dialogues, an extract about a young tennis
champion, conversations about the weather,
extracts about favourite sports
listening for specific information
choosing the correct answer
confirming
completing sentences
completing a dialogue
Writing
writing the correct answer
matching
completing charts
completing and writing sentences
correcting sentences
writing questions and answers
writing about the results of a class survey
writing about the weather
writing a paragraph about your favourite
season
creating a dialogue
writing a short text about sport
Intercultural domain
2. Understanding the social environment: Identify leisure activities.
Vocabulary Grammar
Sports: athletics, basketball, cycling, football,
gymnastics, karate, skiing, swimming,
volleyball, tennis
Seasons: spring, summer, autumn, winter
Months: January, February, March, April,
May, June, July, August, September, October,
November, December
Present simple: negative
Object pronouns
Present simple: questions and short answers
Present simple: question words
Topic and text types
an article about a young tennis champion
texts about favourite sports
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 9
Evaluation and additional materials
Evaluation
Unit 8 Test A & Test B Teacher’s Resource Book pages 41−44
End-of-term 2 Test A & Test B Teacher’s Resource Book pages 45−50
Additional materials
Unit 8 Basic Worksheet Teacher’s Resource Book page 80
Unit 8 Revision Worksheet Teacher’s Resource Book page 92
Unit 8 Extension Worksheet Teacher’s Resource Book page 104
Unit 8 Communication Activity Teacher’s Resource Book page 122
Units 7 & 8 DVD Worksheet Teacher’s Resource Book CD
Win! 5
3rd term Units 9−12 Number of lessons:
Unit10
Learning objectives unit9
Listening
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
3. Use, with some ease, proper intonation in simple and familiar sentences (statements, questions and
exclamations).
8. Expressing themselves, with limited vocabulary, in previously prepared situations
5. Describe what they can / cannot do (I can swim / I can’t speak French).
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
20. Answer questions using short answers in the affirmative and negative forms.
21. Use can / can’t.
Win! 5
3rd term Units 9−12 Number of lessons:
Unit10
Skills
Reading
a dialogue, an article about superheroes, an
advert
looking for specific information
choosing the correct answer
Speaking
acting out a dialogue
talking about what you can and can’t do
playing a memory game
asking and answering questions
playing a game about abilities
Listening
a dialogue, an extract about superheroes, an
extract about a character from a television
programme
listening for specific information
confirming
choosing the correct answer
Writing
matching
writing a plan of activities for a holiday camp
completing and writing sentences
correcting sentences
writing about what your friends and family can
and can’t do
completing a dialogue
ordering words to make sentences
writing questions and answers
writing about what a superhero can do
writing an email
creating a dialogue
Intercultural domain
2. Understanding the social environment: Identify free-time activities.
Vocabulary Grammar
Food and drink: apples, bananas, bread, cake,
carrots, cheese, chicken, chips, chocolate,
crisps, eggs, fish, ham, hamburgers, ice cream,
lettuce, milk, orange juice, peas, potatoes, rice,
tomatoes, water, yoghurt
Win! 5
3rd term Units 9−12 Number of lessons:
Unit10
Evaluation and additional materials
Evaluation
Unit 9 Test A & Test B Teacher’s Resource Book pages 51−54
Additional materials
Unit 9 Basic Worksheet Teacher’s Resource Book page 81
Unit 9 Revision Worksheet Teacher’s Resource Book page 93
Unit 9 Extension Worksheet Teacher’s Resource Book page 105
Unit 9 Communication Activity Teacher’s Resource Book page 123
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 11
Learning objectives Unit 10
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
3. Understand and respond to short, simple instructions given by the teacher (please come in, open
your book on page x).
5. Identify cardinal numbers, prices, times and dates.
Reading
3. Understanding words, sentences and very simple texts
2. Identify names of people and / or places.
3. Recognize information in public places (closed, open, pull, push) (Culture Club extra 3).
4. Identify information in texts with pictures.
Spoken Interaction
5. Expressing themselves appropriately, with help, in different contexts.
1. Use appropriate forms of treatment in dialogues with the teacher (Miss, Sir, Mr Santos).
3. Utilizar let’s / why don’t we...? para fazer sugestões e convites.
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
21. Use may, can / can’t.
22. Recognizing the imperative when instructions are given.
23. Use let’s… / why don’t we…?
24. Use some phrasal verbs (stand up, sit down, write down, look up).
26. Learn new lexical items related to the thematic areas set out in the intercultural domain.
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 11
Skills
Reading
dialogues, a leaflet about Dublin, a tourist
poster for Dublin, an article about British food,
a menu
looking for specific information
completing sentences
ordering dialogues
true or false
Speaking
acting out dialogues
talking about favourite places
making and responding to suggestions
creating dialogues
Listening
dialogues, an extract about Dublin, a song, an
extract about British food
listening for specific information
completing sentences
confirming
completing song lyrics
true or false
completing a dialogue
Writing
completing and writing sentences
matching
writing about your area
writing orders
ordering dialogues
writing questions and answers
writing a competition entry
creating dialogues
creating a tourist poster
completing a dialogue
writing about your favourite food
Intercultural domain
1. Knowing cultural and geographical aspects of English-speaking countries: Things you can do in
London (Culture Club extra 3); Things you can do in Dublin.
2. Understanding the social environment: Identify different types of food; Practise asking for food
and drink; Identify different signs (Culture Club extra 3).
Vocabulary Grammar
Places around town: bowling alley, café,
cinema, library, museum, park, shopping
centre, sports centre, swimming pool
imperative
Let’s
Topic and text types
a leaflet about Dublin
a tourist poster for Dublin
an article about British food
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 11
Evaluation and additional materials
Evaluation
Unit 10 Test A & Test B Teacher’s Resource Book pages 55−58
Additional materials
Unit 10 Basic Worksheet Teacher’s Resource Book page 82
Unit 10 Revision Worksheet Teacher’s Resource Book page 94
Unit 10 Extension Worksheet Teacher’s Resource Book page 106
Unit 10 Communication Activity Teacher’s Resource Book page 124
Units 9 & 10 DVD Worksheet Teacher’s Resource Book CD
Learning objectives Unit 11
Listening
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,
prices and hours).
Spoken Production
7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.
3. Use, with some ease, proper intonation in simple and familiar sentences (statements, questions and
exclamations).
8. Expressing themselves, with limited vocabulary, in previously prepared situations
5. Describe what they can / cannot do (I can swim / I can’t speak French).
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
20. Answer questions using short answers in the affirmative and negative forms.
21. Use can / can’t.
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 11
Skills
Reading
a dialogue, an article about superheroes, an
advert
looking for specific information
choosing the correct answer
Speaking
acting out a dialogue
talking about what you can and can’t do
playing a memory game
asking and answering questions
playing a game about abilities
Listening
a dialogue, an extract about superheroes, an
extract about a character from a television
programme
listening for specific information
confirming
choosing the correct answer
Writing
matching
writing a plan of activities for a holiday camp
completing and writing sentences
correcting sentences
writing about what your friends and family can
and can’t do
completing a dialogue
ordering words to make sentences
writing questions and answers
writing about what a superhero can do
writing an email
creating a dialogue
Intercultural domain
2. Understanding the social environment: Identify free-time activities.
Vocabulary Grammar
Free-time activities: draw, make a cake, play
chess, play tennis, play the guitar, ride a bike,
sing, speak Spanish, skateboard, swim
can / can’t
Can you?
Can he / she / they?
Topic and text types
an article about superheroes
an advert for a children’s television
programme
Free-time activities: draw, make a cake, play
chess, play tennis, play the guitar, ride a bike,
Win! 5
3rd term Units 9−12 Number of lessons:
Unit 11
sing, speak Spanish, skateboard, swim
Evaluation and additional materials
Evaluation
Unit 11 Test A & Test B Teacher’s Resource Book pages 59−62
Additional materials
Unit 11 Basic Worksheet Teacher’s Resource Book page 83
Unit 11 Revision Worksheet Teacher’s Resource Book page 95
Unit 11 Extension Worksheet Teacher’s Resource Book page 107
Unit 11 Communication Activity Teacher’s Resource Book page 125
Agrupamento de Escolas General Humberto Delgado Sede na Escola Secundária/3 José Cardoso Pires
Santo António dos Cavaleiros
Disciplina Inglês / 5º Ano de Escolaridade Planificação a Longo Prazo 2014-2015
Learning objectives unit 12
Listening
1. Understanding sounds, melodies and language rhythms
2. Identify words in rhymes and songs in audio / visual.
2. Understanding words, simple concepts and isolated sentences
1. Understand words and simple common expressions (excuse me, thank you, sorry).
Reading
3. Understanding words, sentences and very simple texts
4. Identify information in texts with pictures.
Spoken Interaction
6. Interaction with colleagues in very simple and previously prepared situations
3. Formulate simple questions and answers on familiar topics (family, school, numbers,
quantities, prices and hours).
Spoken Production 7. Producing, with help, sounds, melodies and rhythms of language
1. Repeat known and memorized sounds and words.
2. Pronounce familiar words in a clear enough way, so that, most of the time they can be
understood.
4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).
Writing
9. Developing spelling knowledge
1. Associate the characteristic sounds of the English language to the correct spelling.
10. Writing, with help, very simple sentences
2. Write postcards.
Lexis and Grammar
16. Understanding lexical organization forms and recognizing some simple language structures
20. Answer questions using short answers in the affirmative and negative forms.
25. Formulate and answer questions beginning with who, what, where, why.
26. Learn new lexical items related to the thematic areas set out in the intercultural domain.
Use verbs in the present continuous (6th grade descriptor).
40
Skills
Reading
dialogues, an advert for a summer camp, an
email about a summer camp, an article
about free-time activities
looking for specific information
completing a text
Speaking
acting out a dialogue
talking about what you’re wearing
playing a memory game
playing a guessing game
asking and answering questions
creating dialogues
Listening
dialogues, an extract about a summer camp,
a song, an extract about free-time activities
listening for specific information
ordering words to make sentences
confirming
completing song lyrics
completing a dialogue
Writing
ordering words to make sentences
matching
completing a crossword
writing about favourite clothes
completing and writing sentences
writing about what people are and are not
doing
writing questions and answers
writing a postcard
creating dialogues
completing a text
writing about free-time activities
Intercultural domain
2. Understanding the social environment: Identify some types of clothes; Identify free-time
activities; Recognize celebrations and holidays (Festivals: Halloween, Christmas, Spring
festivals, Easter).
2. Understanding the social environment: Identify some types of clothes; Identify free-time
activities; Recognize celebrations and holidays (Festivals: Halloween, Christmas, Spring
festivals, Easter).
41
Vocabulary Grammar
Clothes: dress, hat, jacket, jumper, shirt,
shoes, shorts, skirt, top, trainers, trousers,
T-shirt
Present continuous: affirmative
Present continuous: spelling variations
Present continuous: negative
Present continuous: questions and short
answers
Present continuous: question words
Topic and text types
an advert and an email about a summer
camp
an article about free-time activities
Evaluation and additional materials
Evaluation
Unit 12 Test A & Test B Teacher’s Resource Book pages 63−66
End-of-term 3 Test A & Test B Teacher’s Resource Book pages 67−72
Additional materials
Unit 12 Basic Worksheet Teacher’s Resource Book page 84
Unit 12 Revision Worksheet Teacher’s Resource Book page 96
Unit 12 Extension Worksheet Teacher’s Resource Book page 108
Unit 12 Communication Activity Teacher’s Resource Book page 126
Units 11 & 12 DVD Worksheet Teacher’s Resource Book CD
42
DO DOMÍNIO PROCEDIMENTAL
Nível 1 Não estrutura nem organiza o pensamento de forma a permitir uma correcta expressão oral e escrita
das ideias e uma comunicação adequada em Inglês; Não usa adequadamente as linguagens próprias de cada área do saber; Não constrói uma consciência cívica e ecológica nem sabe participar de forma individual e colectiva; Não participa nas actividades de forma autónoma, responsável, pertinente e criativa.
Nível 2 Revela dificuldades a estruturar e a organizar o pensamento de forma a permitir uma correcta
expressão oral e escrita das ideias e uma comunicação adequada em Inglês; Revela dificuldades em usar adequadamente as linguagens próprias de cada área do saber; Revela dificuldades na construção de uma consciência cívica e ecológica e na participação de forma
individual e colectiva Revela dificuldades em participar nas actividades de forma autónoma, responsável, pertinente e
criativa.
Nível 3 Estrutura e organiza o pensamento de forma a permitir uma correcta expressão oral e escrita das
ideias e uma comunicação adequada em Inglês; Usa adequadamente as linguagens próprias de cada área do saber; Constrói uma consciência cívica e ecológica nem sabe participar de forma individual e colectiva; Pesquisa e organiza informação de diferentes fontes com apoio ( guião, esquema, etc) Participa nas actividades de forma progressivamente autónoma e responsável; Utiliza tecnologias de informação com apoio se necessário.
Nível 4 Estrutura e organiza o pensamento de forma a permitir uma correcta expressão oral e escrita das
ideias e uma comunicação adequada em Inglês; Usa adequadamente as linguagens próprias de cada área do saber; Constrói uma consciência cívica e ecológica; Pesquisa e organiza com ajuda informação de diferentes fontes , diversificando progressivamente
métodos e estratégias; Desenvolve a curiosidade intelectual, o gosto pelo saber, pelo trabalho e pelo estudo, promovendo a
análise das situações e a criação de projectos muito simples; Participa nas actividades de forma autónoma, responsável, pertinente e com alguma criatividade; Utiliza as tecnologias de informação, com progressiva autonomia, na construção do conhecimento.
Nível 5
Estrutura e organiza o pensamento de forma a permitir uma correcta expressão oral e escrita das ideias e uma comunicação adequada em Inglês;
Usa adequadamente as linguagens próprias de cada área do saber; Constrói uma consciência cívica e ecológica; Pesquisa e organiza, de forma crítica, informação de diferentes fontes; Desenvolve a curiosidade intelectual, o gosto pelo saber, pelo trabalho e pelo estudo, promovendo a
análise das situações e a criação de projectos simples; Participa nas actividades de forma autónoma, responsável, com criatividade; Desenvolve o sentido de apreciação estética do mundo; Mobiliza e coordena os aspectos psicomotores necessários ao desempenho das tarefas; Utiliza, autonomamente, as tecnologias de informação na construção do conhecimento.
43
DO DOMÍNIO DA AVALIAÇÃO
Por avaliação entende-se a regulação dos processos de interpretação/produção de texto com vista à sua compreensão.
Reflecte sobre o seu processo de aprendizagem identificando limites, necessidades e avaliando possibilidades;
Procede regularmente à sua auto-avaliação; Avalia os seus progressos na produção de textos escritos. Avalia os seus progressos como ouvinte/leitor / interlocutor. Avalia a sua interacção com o texto e os seus processos de interpretação. Procura reformular o seu desempenho oral/escrito de acordo com a avaliação realizada
DO DOMÍNIO ATITUDINAL Promove hábitos de estudo e competências de aprendizagem, numa perspectiva de educação e
formação ao longo da vida. Desenvolve uma educação para a cidadania, promovendo uma cultura de liberdade, participação,
cooperação, reflexão e avalização, que desenvolva atitudes de responsabilização pessoal e intervenção pessoal e social.
Relaciona a sua cultura de origem com as culturas com que contacta. Revela capacidade para mobilizar conhecimentos adquiridos e integrar conhecimentos novos,
demonstrando abertura para utilizar a língua inglesa, revelando vontade de comunicar em situações reais
Tem o caderno diário bem organizado; É assíduo e pontual Intervém positiva e regularmente no processo de aprendizagem; Revela responsabilidade; É atento e interessado pela disciplina; Coopera e é solidário demonstra espírito de tolerância e capacidade de diálogo; Demonstra espírito de iniciativa; Revela capacidade de diálogo; Participa nas aulas. Demonstra espírito de iniciativa; Valoriza os princípios éticos reguladores da relação com o saber e com os outros; Sabe gerir conflitos.
44
CRITÉRIOS DE AVALIAÇÃO
Competências Específicas e Transversais
Instrumentos de avaliação Coef.
de ponder. (em %)
Capacidades Aptidões Conhecimentos Expressão Escrita/ Compreensão escrita:
Construção de ideias Estruturação da frase Capacidade de interpretação Reconstrução e interpretação de
textos
Observação na sala de aula
Avaliação Diária/Avaliação Formativa
Material Participação regular e
adequada Correcção (sabe corrigir/
aprende com os erros) Capacidade de organização Apresentação (dossier/ testes/
trabalhos)
Trabalhos realizados em casa e na aula
TPC (pontualidade/ correcção) Questionário Ficha de trabalho Ficha temática Glossário
Outros
25%
Testes escritos (coeficiente de ponderação 2)
50%
Expressão Oral/ Compreensão oral:
Organização de ideias Relação inter-textual Correcção linguística
Mobiliza competências prévias Adapta o registo ao contexto de
enunciação Interage, pedindo clarificação,
reformulação e/ou repetição Usa formas alternativas de
expressão e compensação, tornando os enunciados mais compreensíveis
Verbaliza percepções, opiniões e experiências
Apresenta informação de uma forma clara
15%
Atitudes e Valores
Responsabilidade Respeito/ Solidariedade Interesse/Empenhamento Autonomia
Comportamento disciplinar
10%
45
Normas Gerais para os Critérios de Avaliação:
Avaliação/ percentagem:
1. Testes ou Fichas de avaliação/ Trabalho de pesquisa: 50% 2. Expressão/ Compreensão escrita: 25% 3. Compreensão/Produção oral: 15%
Nota: No último ponto deverão ser considerados a assiduidade e pontualidade, participação,
autonomia, consideração e respeito pelo professor e pelos colegas, disponibilidade, saber avaliar, responsabilidade, capacidade de entreajuda e cooperação, gosto e empenho em trabalhos de investigação e em alargar os conhecimentos.
- A perspectiva globalizante da avaliação sumativa pressupõe que a classificação final de período deve abranger todo o trabalho desenvolvido pelo aluno até ao momento.
*O Nº DE UNIDADES A LECIONAR DEPENDERÁ DO RENDIMENTO DAS TURMAS ESTÃO PREVISTAS 105 AULAS,DEPENDENDO DAS TURMAS