Comprehension strategies in written B3.EC.1. B3.LS.1. CLC.9. texts: B3.EC.2. B3.LS.3. MCST.3. Read vocabulary for animals. B3.EC.3. B3.LS.4. MCST.6. Read sentences about animals and B3.EC.4. MCST.8. say whether they are true or false. B3.EC.5. MCST.9. Read a text about some animals in B3.EC.6. DC.1. a zoo. B3.EC.7. SCC.1. Read a story to consolidate SCC.2. vocabulary and structures of the SCC.3. unit. CAE.1. Identify the spelling of the CAE.2. consonant cluster /fr/. CAE.3. Identify vocabulary for the different LL.1. groups of vertebrates. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about the five different groups of vertebrates. Value the importance of looking after nature. Interest in learning the function of asking people to pass things politely. Communicative functions: Greetings and introductions, apologising, thanking. Expressing ability, likes, agreement or disagreement, feelings, plans. Descriptions of people, activities, places and objects. Asking for and offering information, help, instructions, objects, permission. Establishing and maintaining communication. Syntactic-discursive contents: It looks like … It comes out at night. It eats … (Gorillas) are bigger/smaller/ noisier/quieter/quicker/slower than (pandas). Are (giraffes) (tall)er than (penguins)? | Yes, they are. / No, they aren’t. come from
Comprehension strategies in written texts: Read vocabulary for animals. Read sentences about animals and say whether they are true or false. Read a text about some animals in a zoo. Read a story to consolidate vocabulary and structures of the unit. Identify the spelling of the consonant cluster /fr/. Identify vocabulary for the different groups of vertebrates. B3.EC.1. B3.EC.2. B3.EC.3. B3.EC.4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LS.1. B3.LS.3. B3.LS.4. CLC.9. MCST.3. MCST.6. MCST.8. MCST.9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about the five different groups of vertebrates. Value the importance of looking after nature. Interest in learning the function of asking people to pass things politely. Communicative functions: Greetings and introductions, apologising, thanking. Expressing ability, likes, agreement or disagreement, feelings, plans. Descriptions of people, activities, places and objects. Asking for and offering information, help, instructions, objects, permission. Establishing and maintaining communication. Syntactic-discursive contents: It looks like … It comes out at night. It eats … (Gorillas) are bigger/smaller/ noisier/quieter/quicker/slower than (pandas). Are (giraffes) (tall)er than (penguins)? | Yes, they are. / No, they aren’t. come from
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