Inglês 5º Ano - AEGHDesjcp.aeghd.pt/Arvore_2014_15/Planificacoes_14_15/2_ciclo/5_PCA/... · Win!...

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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

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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.

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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


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

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Unit 1

Learning objectives Unit 1

Listening



2. Understand simple greetings and parting ways (good morning, hello, goodbye).


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



3. Formulate simple questions and answers on familiar topics (family, school, numbers, quantities,

prices and hours).

Spoken Production



2. Pronounce familiar words in a clear enough way, so that, most of the time they can be understood.



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.

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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


confirming


Writing

completing charts

matching

ordering letters to make words

creating a family tree

completing and writing sentences

writing about favourite things

writing personal information


writing descriptions


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

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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

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Unit 1


Listening







Reading




Spoken Interaction




prices and hours).

Spoken Production




4. Repeat short texts heard in media audio / audiovisual (rhymes, songs, chants).



3. Introduce relatives and friends.

Writing



Lexis and Grammar


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.


26. Learn new lexical items related to the thematic areas set out in the intercultural domain.


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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 a paragraph

Speaking



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


confirming


true or false

Writing

completing an identity card

matching


completing charts

ordering words to make sentences

writing about family and friends

writing descriptions of people


completing a text

writing about a pop group

creating a webpage


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


short texts about countries and nationalities

a webpage about a girl’s family, best friend

and hero

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Unit 2


Evaluation







Units 1 & 2 DVD Worksheet Teacher’s Resource Book CD

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Unit 3

Learning objectives unit 3

Listening







Reading



Spoken Interaction




prices and hours).

Spoken Production




3. Use, with some ease, proper intonation in simple and familiar sentences (statements, questions and

exclamations).




Writing



Lexis and Grammar


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.


20. Answer questions using short answers in the affirmative and negative forms.


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Unit 3

Skills unit3

Reading

a dialogue, an email

true or false

looking for specific information

Speaking


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


true or false

confirming

completing a chart


Writing

matching

writing a school timetable

completing a description


ordering words to make questions

writing questions

writing opinions on school subjects

completing a chart

writing an email

writing about a classmate


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


an email from an e-pal about school

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Unit 3


Evaluation







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Unit 4

Learning objectives unit4

Listening




Reading




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).




prices and hours).

Spoken Production






Writing


2. Use the correct spelling of new words with the help of a dictionary.

Lexis and Grammar


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.



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Unit 4

Skills unit4

Reading

a dialogue, an article about possessions, a

description of a school



Speaking



asking and answering questions

describing possessions

Listening

a dialogue, tongue twisters, descriptions of

possessions, an extract about a school


confirming



Writing

matching

describing a picture

describing objects

completing questions

ordering words to make questions


writing the correct answer

writing about possessions


creating a dialogue

writing a paragraph about your school


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


an article about different possessions

a description of a school

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Unit 4


Evaluation


End-of-term 1 Test A & Test B Teacher’s Resource Book pages 23−28







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2nd term Units 5−8 Number of lessons:

Unit 5


Listening







Reading



Spoken Interaction


2. Utilizar interjeições / expressões para expressar alegria, tristeza e surpresa (Great! Oh! Wow!).




prices and hours).

Spoken Production







Lexis and Grammar


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.

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Unit 5

Skills unit 5

Reading

a dialogue, a webpage about a pet


matching

completing a chart

Speaking



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


matching

confirming

completing charts


Writing

matching

writing a list of favourite pets


writing questions and answers

completing charts

writing about a pet

writing a description of an imaginary animal


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


a webpage about an unusual pet

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Unit 5


Evaluation







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Unit 6


Listening



Reading




Spoken Interaction





prices and hours).

Spoken Production





4. Speak about houses.

Writing


1. Describe a picture using there is / there are.

3. Describe a house.

Lexis and Grammar


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.


26c. Use There is / There are to express exist.

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Unit 6

Skills unit6

Reading

a dialogue, a text about a house, an article

about famous British houses



completing a chart

Speaking

acting out dialogues



describing pictures

talking about your home

Listening

dialogues, a description of a room, a

description of a house, an extract about famous

British houses



confirming

choosing the correct picture

completing questions


completing a chart


Writing


matching

completing charts

making a list of furniture


describing a picture


writing dialogues

writing descriptions of rooms

writing a description of your house or flat

completing a fact file for your dream house


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?


a text about a special house

an article about famous British houses

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Unit 6


Evaluation








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Unit 7


Listening





4. Identify everyday vocabulary: days of the week, months of the year, colours and shapes.


Reading



Spoken Interaction



prices and hours).

Spoken Production




exclamations).



Writing



2. Use the correct spelling of new words with the help of a dictionary.

Lexis and Grammar


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


Unit 7

Skills unit 7

Reading

a dialogue, an article about a musical sensation



true or false

Speaking



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



confirming

true or false



Writing


matching

completing a chart

writing about your typical day


writing about your daily routine


writing about daily routines using adverbs of

frequency

completing a timetable

completing an email

writing about your favourite day of the week


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


an article about a schoolboy who is the star of

a musical

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Unit 7


Evaluation







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3rd term Units 9−12 Number of lessons:

Unit 9


Listening



4. Identify everyday vocabulary: days of the week, months of the year, colours and shapes.

Reading



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



prices and hours).

Spoken Production





6. Express satisfaction and dissatisfaction (I love English, I hate tea).

Lexis and Grammar


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.


25. Formulate and answer questions beginning with what, when, where.


26d. Formulate short answers, using the auxiliary (Do you like chocolate? Yes, I do / Yes, I like).

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Unit 9

Skills

Reading

a dialogue, an article about a young tennis

champion, texts about favourite sports




Speaking


talking about sports


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



confirming


completing a dialogue

Writing


matching

completing charts




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


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


an article about a young tennis champion

texts about favourite sports

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Unit 9


Evaluation









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Unit10


Listening



Reading



Spoken Interaction



prices and hours).

Spoken Production





exclamations).


5. Describe what they can / cannot do (I can swim / I can’t speak French).

Lexis and Grammar



21. Use can / can’t.

Win! 5


Unit10

Skills

Reading

a dialogue, an article about superheroes, an

advert



Speaking


talking about what you can and can’t do



playing a game about abilities

Listening

a dialogue, an extract about superheroes, an

extract about a character from a television

programme


confirming


Writing

matching

writing a plan of activities for a holiday camp



writing about what your friends and family can

and can’t do




writing about what a superhero can do

writing an email

creating a dialogue


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

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Unit10


Evaluation







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Unit10

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Unit 11


Listening





3. Understand and respond to short, simple instructions given by the teacher (please come in, open

your book on page x).


Reading



3. Recognize information in public places (closed, open, pull, push) (Culture Club extra 3).


Spoken Interaction

5. Expressing themselves appropriately, with help, in different contexts.


3. Utilizar let’s / why don’t we...? para fazer sugestões e convites.



prices and hours).

Spoken Production





Lexis and Grammar


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).


Win! 5


Unit 11

Skills

Reading

dialogues, a leaflet about Dublin, a tourist

poster for Dublin, an article about British food,

a menu



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



confirming


true or false


Writing


matching

writing about your area

writing orders

ordering dialogues


writing a competition entry

creating dialogues

creating a tourist poster


writing about your favourite food


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


a leaflet about Dublin

a tourist poster for Dublin

an article about British food

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Unit 11


Evaluation









Listening



Reading



Spoken Interaction



prices and hours).

Spoken Production





exclamations).


5. Describe what they can / cannot do (I can swim / I can’t speak French).

Lexis and Grammar



21. Use can / can’t.

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Unit 11

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Unit 11

Skills

Reading

a dialogue, an article about superheroes, an

advert



Speaking


talking about what you can and can’t do



playing a game about abilities

Listening

a dialogue, an extract about superheroes, an

extract about a character from a television

programme


confirming


Writing

matching

writing a plan of activities for a holiday camp



writing about what your friends and family can

and can’t do




writing about what a superhero can do

writing an email

creating a dialogue


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?


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


Unit 11

sing, speak Spanish, skateboard, swim


Evaluation







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


Listening





Reading



Spoken Interaction


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


2. Pronounce familiar words in a clear enough way, so that, most of the time they can be

understood.


Writing



10. Writing, with help, very simple sentences

2. Write postcards.

Lexis and Grammar



25. Formulate and answer questions beginning with who, what, where, why.


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


completing a text

Speaking


talking about what you’re wearing




creating dialogues

Listening

dialogues, an extract about a summer camp,

a song, an extract about free-time activities



confirming



Writing


matching

completing a crossword

writing about favourite clothes


writing about what people are and are not

doing


writing a postcard

creating dialogues

completing a text

writing about free-time activities


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


an advert and an email about a summer

camp

an article about free-time activities


Evaluation









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.

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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.

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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%

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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

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