Comunicative skills

TASK 1

IDENTIFYING THE COMUNICATIVE SKILLS

Session	CALP Content Language	BICS Basic Interpersonal Language	Language through Scaffolded Language.
1	Key vocabulary: -Vocabulary that comes from pupils’ contributions (pharaoh, pyramids, mummies, name of clothes, and so on). -Adjectives to describe temperature, size, etc. (warm, cold, big, long, large…)	… is larger than… … is more beautiful than… … is the biggest… … is the most beautiful… Is … bigger than… ? Is… the smallest… in the...?	Language coming across when looking for describing characteristics about Egypt and answering questions.
2	Key vocabulary: -Akhet, Peret, Shemu, inundation, river, farmers, recollect, vegetables… -Bread, onions, goat, banana, pork, lamb, cherries, radish, lemon, carrot, duck, orange, cucumber, fish, beef, pear. Key structures: -It is… It has… -It is. There is/are. What is the meaning of…?	Seasons Potatoes, onion, vegetables Did the Egyptians eat ___? - No, they didn’t. -Yes they did.	We can see, There is, there are, it is, what do you think is it? What’s the name of this food?
3	Key vocabulary: Wig, dress, sandals, bracelets, necklace, headband, crown, skirt, belt, pharaoh, priest, noble, slave, peasant, craftsman, scribe, field, barn, line and privileged. Key structures: -Comparative structure (he is more privileged than…) - He/she is wearing…	- I think that the first character is… - The most/less privileged person is… - What is she/he wearing?	- Language to explain who each character was.
4	Key vocabulary: Egyptian clothes such as wig, dress, sandals, bracelets, necklace, headband... Egyptian culture such as ride a camel, pyramids... Key structures: She/he is wearing... - She/he has got... – I am wearing... - I have got... – There is/are...	What can you see? I can see... - I think this symbol match with the letter... - What is the hidden message? I think that the hidden message is... - What is the correct picture? I think it is...	-Language needed to express previous knowledge and to discuss hieroglyphs decoding. -Language coming across when making a personal description.
5	Key vocabulary: Egyptians’ god names, vocabulary related to each kind of god (strength, evil serpent, flood and so on) and vocabulary linked to the physical description.	-What can you see? I can see...  - What is the hidden message? I think that the hidden message is... - What is the correct picture? I think it is... -What is she/he? She/he is a/an… / -Is she/he wearing a/an…? Yes she/he is, No he/she isn’t.  - Has she/he got some objects? Yes, he/she has, No, she/he has not  -What does she/he do? She/he is a/an…	-Language needed to express previous knowledge and to discuss about what kind of Egyptians gods they are. -Language coming across when making descriptions about Egyptians gods.
6	Key vocabulary: Hieroglyphics, plus, minus, equal, necklace, blocks, scarab, beads, workman Key structures: -Mathematical expressions (… plus …, … minus…, … times …, … equal…)	- I think that we have to do a… (Addition, subtraction…) - The result is….	- Numbers. - Language to explain what sum should they do and why.
7	Key vocabulary: desert, plateau, arable land, degrees, granite, limestone, mud brick, slave, craftsmen, farmers, officials, camel meat, bath tub, linen clothing, body oil, pillows, eye make-up, board games, compete in gangs, reward with gold, time off, beer rations, quarrying granite. Key structures: I would select... I would choose...	I think that the correct option is... They did it because...	I think that the correct option is... They did it because...
8	Key vocabulary: All the language learnt in the previous sessions. Key structures: All the key structures learnt in the previous sessions.	-I don’t know how to … -I need some help. I- don’t find…	- Language coming across when making the Glogster.