3.+SUB+TASK+-+1

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To identify the parts of the narration structure in a film
 * LESSON #1 ‘The narrative text in a film’** ||
 * Learning Objectives** ||||||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||

To form opinions about the story |||||| Match the definitions by guessing

Watch the video and figure out what is the story about |||| Observation while talking

Information sheet

Worksheet || Narrative text
 * Language structures targeted** ||||||||
 * Vocabulary targeted** ||
 * Vocabulary targeted** ||

The video is about… - Expressing Ideas: I think… |||||||| Parts of the film narrative text || To have the first contact with the video and do the work sheet about it to know general information about it || 1. 4’ || Whole group |||||||||| Listen and interact when the teacher asks |||| Explain Today’s plan and goal and introduce the narrative structure ||
 * Outline of Activities** ||
 * Outline of Activities** ||
 * Timing** ||
 * Grouping** ||||||||||
 * Pupils** ||||
 * Teacher** ||
 * Resources** ||
 * Resources** ||

non || 2. 10’ || Pairs |||||||||| Match words and definitions |||| Guide and observe || Envelopes with words and definitions || 3. 5’ || Individual |||||||||| To read the questions and ask to better understanding |||| Observe and answer the doubts || Work sheet || 4. 5’ || Whole group |||||||||| Watch the video and talk about the questions |||| To guide the answers according to the questions they have || Video player || 5. 15’ || Pairs |||||||||| Answer the questions and check them with other partners |||| Guide || Work sheet || 6. 5’ || Whole group |||||||||| Listen the explanation and ask doubts |||| Explain #6 and answer doubts || Work sheet || 7. 3’ || Whole group |||||||||| Watch the film and identify the sequences |||| Guide || Video player || 8. 10’ || Pairs |||||||||| Fill #6 and write the answers in the notebook |||| Explain and guide || Worksheet || 9. 2’ || Individual |||||||||| Self-assessment |||| Ask || non || - Identify a 70% of the parts of the film narration in the film - Answer the questions with their own ideas - Give their opinions in working in pairs |||||||| - Identify an 80 % of the parts of the film narration in the film - Tell their ideas to the rest of the class |||| - Identify an 100 % of the parts of the film narration in the film - Answer the questions and do the descriptions using a variety of vocabulary and structures || To read facial expressions and guess the cause of the mood from the context
 * Assessment Criteria** ||
 * All Children must be able to:**
 * All Children must be able to:**
 * All Children must be able to:**
 * Most of the children will be able to:**
 * Some of the children could:**
 * -** Have a fluently conversation about the topic
 * LESSON #2 ‘****Mood graph of the main character’** **(subtask nº1)** ||
 * Learning Objectives** ||||||||||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||

Convey ideas and give reasons for opinions |||||||||| Explain and guess the words in the game

Choose the parts of the mood graph Establish the points in the mood graph

Agree these points with the rest of the group |||| Mood graph || “I think....” Mathematical language: graphic |||||||| Vocabulary words from the sessions before
 * Language structures targeted** ||||||||
 * Vocabulary targeted** ||
 * Vocabulary targeted** ||

Moods (happy, sad, melancholic...) || Review the adjectives and do the mood graph about the main character || 1. 5’ || Whole group |||||||||| Greetings: today’s plan – Today’s goal |||| Explain and resolve doubts || Routine || 2. 10’ || Whole group |||||||||| To see different faces with different facial expressions and guess their mood |||| Explain and guide || Pictures || 3. 10’ || Whole group |||||||||| Listen to the explanation and participate in establishing the parts in the graph Ask doubts |||| Explain how to do the mood graph - Guide || Black board Work sheets: mood graph || 4. 5’ || Individual |||||||||| Watch the film and draw point in the mood graph depending of the facial expressions of the character |||| Observe and guide || Video Player / film Mood graphs || 5. 15’ || Groups |||||||||| Talk about the mood graph of each one and agree to do the same Choose the saddest and the happiest parts and say why |||| Observe and guide || Mood graphs || 6. 10’ || Whole group |||||||||| Say aloud why they choose these parts to the rest of the class |||| Guide || Mood graphs || - Participate in the ‘game’ - Read facial expressions - Establish the mood from the facial expressions and context in the film - Work in groups in order to reach an agreement |||||||| - Describe the different moods with a more complex vocabulary that happy or sad. |||| - Describe the saddest and happiest points of the story using proper and more complex grammatical structures and vocabulary. ||
 * 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:**
 * Most of the children will be able to:**
 * Some of the children could:**