4.+SUB+TASK+-+2

-To be able to agree with the partners in working in groups -To be able to invent the features of a character and introduce it to the class. -Listen for specific information. -Ask relevant questions to clarify understanding and extend ideas -Convey ideas and give reasons for opinions |||||||| -Create the features of the character -To introduce the character by talking to the class -Speak clearly and loudly in order the partners could understand the information -Ask relevant questions |||| Work sheet
 * LESSON #3 ‘Outlining the characters’ (subtask nº2)** ||
 * Learning Objectives** ||||||||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||
 * Learning outcomes** ||||
 * Evidence for Assessment** ||

Observation grid || Can you repeat...? What did you say about...? I’m going to introduce you... Descriptive structures: He/ She is.... I think... |||||||||| Adjectives || Do the routine to make the students familiarize with those structures. Crate the features of a character and introduce them orally. || 1. 10’ || Whole group |||||||| To review the film focusing in the characters |||||| Interact with the students || non || 2. 20’ || Groups |||||||| To choose one character and invent the features according with what is asked in the worksheet |||||| Explain the activity and observe || Worksheets || 3. 5’ || Groups |||||||| To organize how they are going to introduce the character |||||| Observe and guide || Worksheets || 4. 20’ || Groups |||||||| Presentations. The rest of the class have to fill a table about the characters of the other groups |||||| Observe and guide || Worksheets || 5. 5’ || Whole group |||||||| To ask the questions for assessment |||||| Ask and guide || non || - Create the asked features of the character - Introduce it by oral interaction to the class - Take notes about the important features of the characters in the table |||||||| - Ask question s with the correct structure - Be original in the features of the character - Give a complete description and use some vocabulary targeted |||||| - Fill correctly the whole table - Have a fluent English when speaking and good pronunciation. ||
 * Language structures targeted** ||||||||||
 * Vocabulary targeted** ||
 * Vocabulary targeted** ||
 * 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:**