-Understand and use basic phrases and expressions
-Understand simple written English
-Introduce yourself and answer basic questions about yourself
-Interact with English speakers at a basic level.
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Intermediate and final written exam.
-Reading comprehension about winegrowing or food technology
-Grammar exercises (A2-B1 level)
Students can read texts about winegrowing and food technology. They can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken. They can produce simple connected texts on topics which are familiar or of personal interest. They can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
A2-B1 level (CEFR) grammar and vocabulary to let the reading of specific texts talking about winegrowing and food technology. Reading techniques.
Case studies, lecture notes about food technology and winegrowing.
P.Fiocchi, A. Pitt, New grammar Tracks A2/B2, Trinity Whitebridge.
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.
Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.