SEQUENCE OF LESSONS

Course:  6^th (primary school).

Subject: English language.

    English.

Ø Goals:

           ·     Recognize their own traits and physical characteristics and accept them.

·         Appreciate and value different characteristics and preferences of their classmates.

·         Promote short oral and written productions in real interactions in English.

Ø  Objectives:

            Students will be able to:

·         Describe people physically using the correct form of the verb “have got”.

·         Describe personality through specific adjectives and the correct form of the verb “to be”.

·         Express like and dislike using the structure “like and don’t/doesn’t like”.

·         Produce short written and oral productions about descriptions and hobbies.

·         Employ properly requested technological resources.

Ø  Contents:

     -Notion:                                           

      -Sports and hobbies.                                           

      -Personal description.

-Function:

-Giving opinion about preferences.

- Writing a personal description.

CLASS Nª 1

I will plan for general English learners. I chose students of 6^th of primary school.

1.     

Pre-task: teacher is going to draw different characteristics of people on the blackboard and then she is going to ask students to raise their hands depending on their own characteristics. For example: “Hand up if your hair is brown”, “Hand up if your hair is long”. Teacher is going to do mimic in case that students don´t remember some vocabulary. 

2.      Task- cycle:

ü  Task: teacher is going to show a picture to students. The image will have sixteen different faces; each one will have a particular characteristic. She is going to choose two students and she is going to tell them to select one person of the picture. Then the other student will have to discover who the person their classmates have picked out is. The teacher is going to ask first and then she is going to select pupils to ask too. The questions will be for example: “Is it a girl?”, “Is it a boy?” “Is her/his face round?”, “Is his/her hair long?” The elect students will have to answer “yes or no”.

ü  Planning: teacher is going to dictate an activity for working in groups. In each group students will have to choose one member and write his/her characteristics in a sheet of paper. When they finish the activity they will have to stick their paper on the blackboard.

ü  Report: the other groups of students will guess who student was described by their classmates.

3.      Language focus:

ü  Analysis: the use and structure of the verb “have got”. Teacher is going to ask: “What types of words we use to talk about your characteristics?” “What word did you write first?”, “and then?”, “why?” What do you think is the meaning of “have got?”

ü  Practice: teacher is going to ask students to describe themselves in short sentences using the verb “have got”. Finally, she is going to choose some students to read aloud their productions.

CLASS Nª 2

1.      Pre-task: teacher is going to show different emoji’s of “What’s App” which represents kinds of personalities. Then, she is going to ask students to stand up depending on their own characteristics. For example: “Stand up if you are bad-tempered”, “Stand up if you are easy-going”. Teacher is going to indicate each image at the same time in order to have better comprehension.

2.      Task- cycle:

ü  Task: teacher is going to show a picture, with different kind of people. Then she is going to point out a character and ask “What kind of personality do you think she/he has?” In case those students do not remember the different personalities, the teacher will guide them using the emoji’s.

ü  Planning: teacher is going to dictate an activity for working in groups. In each group teacher provides students an image of a famous person. Students will have to write his/her characteristics in a sheet of paper. When they finish the activity they will have to stick their papers on the blackboard.

 

ü  Report: the other groups have to guess who famous person was described by their classmates.

3.    Language focus:

ü  Analysis: the use and structure of the verb “to be”. The teacher is going to ask “What word did you use to describe the people?” “What did you write first?”, “and then?” “why?”

ü  Practice: teacher is going to  ask students to describe themselves in short sentences using the verb “to be”. Finally, she is going to choose some students to read aloud their productions.

Class Nª 3

1.      Pre-task:  teacher is going to play a video.

https://www.youtube.com/watch?v=qkWlGmhBZVs

2.      Task- cycle:

ü  Task: teacher is going to ask “What did you understand?” “Did you recognize some sports?” “What do you think the video talk about?” “Do someone know how to say when you don´t prefer some sport?”

ü  Planning: teacher is going to give students one domino token; they have to put them in the correct place depending on the image with its question and answer. They are going to work on the floor.

ü  Report: all together are going to read one by one the texts on the tokens and check it all pieces are ok.

3.    Language focus:

ü  Analysis: the use of the structure “like/don’t - doesn´t like
“.  The teacher is going to ask “What words we use to talk about our preferences related to sports?” “What did you write first?” “And then?” “Why?”

ü  Practice: teacher is going to ask student to write their preferences about sports using the structure “like/ don’t like”. Then they have to read aloud their productions.

CLASS Nª 4

1.    Pre-task: teacher is going to show an image of a famous princess of “Adventure time”. Then, she is going to ask questions like “Has Sweet Princess got long hair?” “Is Sweet Princess bad-tempered?” “Does Sweet Princess like football?”

2.    Task-cycle:

ü  Task: teacher is going to select students to write some characteristics that they remember of Sweet Princess on the blackboard.

ü  Planning: teacher is going to dictate an activity for working in groups. Teacher is going to create a “What’s App” group with the members of each group. They are going to receive a message with a character of “Adventure time”. Students have to write quickly characteristics of their character, all the members have to write at least one. The first who finished the activity are going to win a star. 

 

ü  Report: when all of them have finished they have to share their productions.

3.    Language focus:

ü  Analysis: Personal description. The teacher is going to explain how to write a paragraph using punctuation marks and connectors like “and”.

ü  Practice: teacher is going to ask students to describe themselves in a short paragraph through the use of the verbs “have got “to be” and the structure “like/ don´t like” Finally, she is going to choose the students one by one to read aloud their productions. In case that they remember what they wrote they can expose without the paper.

RUBRICS:

CATEGORY	EXCELLENT	VERY GOOD	GOOD	BAD	RESULTS
CONTENT/ORGANIZATION	Expose concrete content and has specific vocabulary. Not deviate the topic.	Expose concrete content and specific vocabulary. Sometimes the topic is deviated.	Expose the topic although have a poor vocabulary and deviate it.	Lack of content and vocabulary.
PRONUNCIATION	Pronounce the majority of the words correctly.	Pronounce most of the words correctly.	Make many pronunciation mistakes, but try to correct them	Make mistakes and not try to correct them.
ENTHUSIASM AND EFFORD	Use time productively and ask constantly.	Time is well employed, but could put more enthusiasm and effort.	Time is not always taken advantage properly and effort is minimal.	Time is not used correctly and the student does not show enthusiasm.
PARTICIPATION	Active.	Active sometimes.	Not very active but always responds to the teacher.	Not participate.
BEHAVIOR	Responsible and respectful.	Responsible at times, always respectful.	Responsible but some bad behaviors.	Irresponsible and disrespectful.
PRODUCTION	The student is able to produce oral and written productions in time and form.	The student produces orally, but the written form is difficulty or vice versa.	Production only in oral / written form.	Not produce orally nor in writing.
COMPREHENSION	The student is able to understand all the questions and activities presented.	The student is able to answer most of the questions and activities presented.	The student can respond but needs a constant guide.	Not respond.
GRAMMAR	The student can express their ideas and respond easily to questions using structures and tenses correctly.	The use of structure and tenses is good, and not interfere with communication.	Mix structures and verb tenses on several occasions.	Continuously confuses structures and verb tenses.