Read vocabulary for musical B3.EC.3. B3.LS.3. CLC.10. instruments. B3.EC.4. B3.LS.4. MCST.3. Read sentences with adverbs. B3.EC.5. B3.LS.5. MCST.5. Read a story to consolidate B3.EC.6. MCST.11. language. B3.EC.7. DC.1. Read a text about musical DC.3. instruments made from vegetables. SCC.1. Identify vocabulary for string SCC.2. instruments. SCC.3. SCC.4. CAE.1. CAE.2. Sociocultural and sociolinguistic CAE.3. aspects: LL.1. Interest in learning about musical LL.2. instruments from around the world. LL.3. Reflection on the importance of LL.4. persevering. SIE.1. Interest in researching about SIE.2. musical instruments. SIE.3. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents: Who else (would like to …)? (Name) sings more beautifully than I do. I play the guitar better than he/she does. Who sings more beautifully – you or (Name)? (I do./My friend does.) How does … play the guitar? Recycled language: want to be, What can you play? I can play the (violin). I want to learn the (keyboard). I’d like/love to play the (electric guitar) superlatives: the oldest, the
Read vocabulary for musical instruments. Read sentences with adverbs. Read a story to consolidate language. Read a text about musical instruments made from vegetables. Identify vocabulary for string instruments. B3.EC.3. B3.EC.4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LS.3. B3.LS.4. B3.LS.5. CLC.10. MCST.3. MCST.5. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in learning about musical instruments from around the world. Reflection on the importance of persevering. Interest in researching about musical instruments. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents: Who else (would like to …)? (Name) sings more beautifully than I do. I play the guitar better than he/she does. Who sings more beautifully – you or (Name)? (I do./My friend does.) How does … play the guitar? Recycled language: want to be, What can you play? I can play the (violin). I want to learn the (keyboard). I’d like/love to play the (electric guitar) superlatives: the oldest, the
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