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Students listen to some teenagers and gather the information about them and describe people Students will act out and resolve different kinds of conflict Students learn to describe feelings and emotions, talk about their school life. Outline of summative assessment task(s) including assessment criteria: communicate with a sense of audienceĭ: Using language in spoken and written form interact in rehearsed and unrehearsedĮxchanges on a limited variety of aspects withinĬommunicate information in familiar and some respond appropriately to spoken, writtenĪnd visual text in a range of familiar and some engage with the written and visual text byĬ: Communicating in response to spoken, written Identifying ideas, opinions and attitudes and by engage with the spoken and visual text by show understanding of information, mainĬonclusions in familiar and some unfamiliar What do you think causes people to deal with conflict differently – their personality or their culture? Is it possible for everyone to improve the mutual relations? What are the personal information I want to share with others? What usually causes conflict between neighbours?ĭebatable - Will you say honestly what you think about a situation, even if it might upset/offend people? How do you prefer to communicate with other people (face to face, by emails, on TV, on a mobile phone)? What is my identity? What characterizes me as a different person?
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“You raise your voice when you should reinforce your argument” Samuel JohnsonĬonceptual understanding: Students'll understand how to communicate.ĭo you ask your parents before you turn ovr to another channel?ĭo you log on to the Internet? How often?Ĭonceptual - How do I explain the qualities and defaults of a person? Through interconnection people, make new friends, new relationships.
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Statement of inquiry: Human interaction starts with knowing basic informations about each others. Information, write greeting cards, get acquainted with social etiquette in the UK. 8 Inquiry: Establishing the purpose of the unit Key concept