-To learn and use different descriptive adjectives
-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
Choose the adjectives that better describes each situation
Participate in the game by guessing or explaining
Work sheet
Language structures targeted
Vocabulary targeted
Expressing opinions: ‘I think it is...’ ‘What makes me feel...is....’
Narrative structure: At the beginning, First, then..., at the end, finally, etc.
Descriptive adjectives for what a situation can transmit
Antonyms and synonyms
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
Listen to the instructions
Explain they are going to work with situations and feelings
non
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
Work sheet: targets
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:
- 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
LESSON # 5 ‘My essay about the film’ (Subtask nº3)
Learning Objectives
Learning outcomes
Evidence for Assessment
-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
- Essays
Language structures targeted
Vocabulary targeted
-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
Vocabulary related with the narrative structure
Outline of Activities
To review grammar aspects and structures as well as useful vocabulary in order to do an essay about the film
Timing
Grouping
Pupils
Teacher
Resources
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
Assessment Criteria
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
-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
Choose the adjectives that better describes each situation
Participate in the game by guessing or explaining
Narrative structure: At the beginning, First, then..., at the end, finally, etc.
Antonyms and synonyms
Listen to the instructions
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
- 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
- Define all the adjectives correctly
- Identify more than one adjective for all the parts of the targets in each sequence
-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
- Fill the blanks with the correct adjectives
- Write an essay about the film following the outlines.
- Essays
‘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....
Vocabulary related with the narrative structure
Notebooks
-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.
- Choose the relative pronoun ‘who’ instead ‘that’.
- Participate in the big group activity about filling blanks
-Include properly in the essay all the aspects asked