5.+SUB+TASK+-+3

-To be able to fill the targets with the proper adjectives -To participate in the game -To be able to explain the meaning of an adjective with their own words |||||||| Match the definitions
 * **LESSON #4 ‘what it makes me feel is...’** ||
 * **Learning Objectives** |||||||| **Learning outcomes** |||| **Evidence for Assessment** ||
 * -To learn and use different descriptive adjectives

Choose the adjectives that better describes each situation

Participate in the game by guessing or explaining |||| Work sheet || Narrative structure: At the beginning, First, then..., at the end, finally, etc. |||||||| Descriptive adjectives for what a situation can transmit Antonyms and synonyms || Listen to the instructions |||||||| Explain they are going to work with situations and feelings || non || Work sheet: targets || - Define properly at least 7 adjectives - Identify at least the adjective that perfectly describes the feelings the sequences transmit and the opposite - Participate in the game |||||||| **Most of the children will be able to:** - Define properly 8 of the adjectives - Identify the adjectives for all the sequences, at least one for each part of the target - Describe the word they have in the game with other words |||||| **Some of the children could:** - Define all the adjectives correctly - Identify more than one adjective for all the parts of the targets in each sequence ||
 * **Language structures targeted** |||||||| **Vocabulary targeted** ||
 * Expressing opinions: ‘I think it is...’ ‘What makes me feel...is....’
 * **Outline of Activities** ||
 * To read the adjectives and definitions and match them. Define the other adjectives with their own words and use them to fill the targets that belongs to each sequence of the film and in the composition ||
 * **Timing** || **Grouping** |||||| **Pupils** |||||||| **Teacher** || **Resources** ||
 * 1. 5’ || Whole group |||||| Read the today’s plan and goal
 * 2. 10’ || Whole group |||||| Talk about situations and feelings |||||||| Guide the speech || Work sheet ||
 * 3. 18’ || Pairs |||||| Match the words and definitions Define with their own words the adjectives left |||||||| Guide and resolve doubts || Work sheet ||
 * 4. 7’ || Individual |||||| While watching the film, fill the targets of each sequence with the adjectives they consider |||||||| Explain and Guide || Video player
 * 5. 20’ || Whole group |||||| Play the game |||||||| Explain the rules, guide and resolve doubts || Papers with the words and a bowl ||
 * **Assessment Criteria** ||
 * **All Children must be able to:**

-To use correctly the time tense in there is/are, there was/were -To distinguish the relative pronouns: who/where/that -Use paragraphs in story writing to organise and sequence the narrative. -To include the main points asked in the essay |||||| - Choose the correct form of there is/are, there was /where and relative pronouns. - Fill the blanks with the correct adjectives - Write an essay about the film following the outlines. |||| - Routine sheets
 * LESSON # 5 ‘My essay about the film’ (Subtask nº3)** ||
 * Learning Objectives** ||||||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||

- Essays || -Expressing opinions: ‘I think it is...’ ‘There is/are’ ; ‘There was/were’ -Relative pronouns: who / where / that -Narrative structure in writing a story: At the beginning, then, finally... -Descriptions: She/he is, wears, has got.... |||||||| Descriptive adjectives
 * Language structures targeted** ||||||||
 * Vocabulary targeted** ||
 * Vocabulary targeted** ||

Vocabulary related with the narrative structure || To review grammar aspects and structures as well as useful vocabulary in order to do an essay about the film || 1. || 15’ |||||||| To do the routine |||| Explain the routine and help resolving doubts || Routine sheets || 2. || 10’ |||||||| To fill the blanks in the sentences written in the board |||| Explain the activity and guide || Blackboard Notebooks || 3. || 10’ |||||||| To listen carefully to the instructions and ask doubts |||| Explain the steps or outline about the essay and resolve doubts || Essay sheet || 4. || 25’ |||||||| To write an essay about the story of the film including the grammar structures targeted, some relative pronouns and descriptions. |||| To observe and guide || Essay sheets ||
 * Outline of Activities** ||
 * Outline of Activities** ||
 * Timing** ||
 * Grouping** ||||||||
 * Pupils** ||||
 * Teacher** ||
 * Resources** ||
 * Resources** ||
 * Assessment Criteria** ||
 * All Children must be able to:**
 * All Children must be able to:**
 * All Children must be able to:**

-Choose the correct tense: is/was, are/were, and relative pronoun (that, where) -Include at least some of the descriptive adjectives targeted and relative pronouns in the essay - Write the essay with the proper structure. ||||||||
 * Most of the children will be able to:**

- Choose the relative pronoun ‘who’ instead ‘that’. - Participate in the big group activity about filling blanks ||||
 * Some of the children could:**

-Include properly in the essay all the aspects asked ||