23-2nd+TASK+-Oral++template

= 2ND TASK INTRODUCE YOUR LESSON DESIGN = =HERE YOU WILL FIND A PATTERN/TEMPLATE TO GUIDE YOUR TALK=

**SUGGESTED SPEECH STRUCTURE. LESSON TEMPLATE ** =**1st move :GREET YOUR PARTNERS AND INTRODUCE YOUR WORK: **= =**Hello! as you remember I' m (your name) and I belong to group number (3-4 example). Our 20/30 minutes lesson is the ( First, Second/ Third/ Fourth) of a sequence which belongs to Unit ? -or- The First/Second lesson of an Extra-unit designed to introduce a Cultural experience linked to an Event/Tradition/Game associated to a Traditional rhyme, song, chant,.. ( Halloween, Pancake day/ Counting/ Shorting out... game)-. **=

2nd. move: INTRODUCE THE LEADING ACTIVITY :
==Therefore, We selected as the most important task or leading activity in this lesson:............(STATE) where children will be able to set children moves within the Discourse,in this way they will assume and follow the rules within  the game... ( Discourse participation) == ==Therefore our first work has been Analyzing the Leading Activity Discourse (we'll use the template and ), but this time we have focused on the rhythmic and paralinguistic features of the speech acts, due to its importance. We could identify as most outstanding features.. ==

3rd EXPECTATIONS:
==We divided our Students OUTCOMES considering 3 leves of expectations: LINK OUTCOMES TO LISTENING AND SPEAKING + ORAL INTERACTION OUTCOMES: ==  - ** All the students will be able to.....( what do you expect all your students will be able to do)100% of my class ** == -Most of the students will understand their role in the interaction showing it through different outcomes: Follow the rhythm marking paralanguage in their movements illustrators/ show their understanding through affect displays /Identify their turn and being involved through out the sequence ... Speak/ hum/ respond through illustrators, eye-contact and affect displayers... 75% of my students ==
 *  - Some advanced students ( minimum 20% of my students ) will also be able to..... **

4th LINKS TO BASIC COMPETENCES AND GENERAL EARLY YEARS EDUCATION AIMS :
==Besides Most of them will also be able to regulate their walking behaviour; participate and share cleaning responsibilities; recognize their own achievements, increase their self-confidence valuing their performance in a positive way; care about themselves and others; control, little by little their get used to social habits culturally accepted : greet Hello and good bye; thanking apologysing.. ==

To get it we have designed the following script.
<span style="color: #636315; font-family: Arial,sans-serif; font-size: 18px;">There are 7/5/8 activities all together. <span style="color: #464616; font-family: 'Arial Black',Gadget,sans-serif; font-size: 140%;">DESCRIBE THE SEQUENCE with the most outstanding moments in your lesson
 * <span style="color: #636315; font-family: Arial,sans-serif; font-size: 13pt;">Starting with a greeting/ Hello song/ .. we'll take our students to the table/ carpet.. area using the "walking song" ( whispering/ singing low, shouting) .. **
 * <span style="color: #636315; font-family: Arial,sans-serif; font-size: 13pt;">With Spiky 's puppet / Skipy's friends in her poutch.... We will ask/ place/ dance/ move.. **
 * <span style="color: #636315; font-family: Arial,sans-serif; font-size: 13pt;">Describe your sequence as the Script of your movie **

** 6th RESOURCES : **
** For the development of our lesson we'll need ( the puppet, a Muppet, stickers, animals shapes..26 handkerchiefs and 26 lollypops, cookies, one box, etc. ) ** ** As well as a place to leave/ hide/ … our shapes, Puppet.. **   ** Photocopies/ Cards **

** 7th AIMS AND CONTENTS **
** In this way we think ** ** Most of our students will be able to participate in social exchanges following a cultural pattern in greeting and thanking, using language, illustrators –involving paralanguage- or ** ** Be aware of their turn as well as the most important interaction moves along the lesson ** ** Take part in a game/ exchange accepting their turn, expressing their emotions and ideas or reacting to what they can see or feel. **   ** Use social exchanges and language associated to certain common routines a part of their private language ** ** Associate common social language used, associated to routines ** ** Follow instructions. Apply the following strategies:... **  ** Remember the sequence, if it is necessary helped through iconic information(flash-cards, posters, ...) **