Teaching Sequences 3 and 4 (Wednesday 20th November)

Project: CLOTHES AROUND THE WORLD

TEACHER: Juliana Moreira

TRAINER TEACHER: Carolina Perez

TEACHER TRAINEES: Germán Sanz, Emiliana Rinaldi, Mariana Ponce

SCHOOL: EP N°22 “Jose Hernandez”

CLASS: 5th form

TIMETABLE: 1st Module: Wednesdays from 12:45 to 13:35

2nd Module: Wednesday from 13:45 to 14:35

CONTEXT: This teaching sequence will be carried out with students of 5th form at EP n°22 School, formed by 8 boys and 9 girls between 10 and 11 years old.
They use the book “Our discovery island 2” by Pearson, but they have it loaded on the school netboooks, so we think we will print the pages we need to give as
homework or extra activities.
All of them work properly and some students are more eager to take part of the lesson than others, who are shy or with low self-esteem. We think that if they are
stimulated, they will participate as well. They are used to sitting in groups, so we won't change the seating arrangement; but they will be conducted to work
individually and in pairs as well.

PROJECT:
By the end of the unit, which will be delivered in 4 modules of around 45’ distributed in the 2 following Wednesdays, the students are going to act out a weather
forecast in groups and produce a photo album of Tim tiger's holidays, describing where the character is, how is the weather and what is wearing.

Learning outcomes: By the end of this project, students will be able to:
Identify weather types and clothing items.
Describe what they are wearing.
 Describe what someone else is wearing.
Use language to provide information.
Recognise paratext elements.
Use the online tool, WordArt.
Locate Canada, Mexico, England, France, Russia, Australia, Japan, Argentina, Brazil, Spain, China and the USA on a map.

Content:
Content recycling, such as colours.
Description of the weather: “How's the weather?”, “It’s…” and weather vocabulary.
Description of clothes: “I’m wearing…”, “She/he is wearing…” and clothes vocabulary.
Paratext elements analysis.

Cognition
Recycling and recalling content from previous classes.
Identifying and selecting weather types and clothing items.
Describing the weather and what someone is wearing.
Matching drawings with words.
Analysing paratext.
Understanding a weather forecast, a story and an Instagram post.
Illustrating themselves and someone else.
Creating a collaborative word cloud.
Applying prior and new knowledge to design and act out a weather forecast.

Culture
Appreciate the importance of respecting people’s choices as regards clothes.
 Encourage a respectful attitude in students towards other’s perspectives and opinions.
Develop students’ ability to empathise and work collaboratively.

Communication
Language of learning
Vocabulary: weather types, colours and clothes.
Present continuous (first and third person singular).
Language for learning
Reading strategies: image and text associations, language related to paratext analysis, scanning, skimming, keywords and inferring.
Related to the writing process: describe (“It’s…”, “I’m wearing…”, “She/he is wearing…”).
Language through learning: anticipated emerging language (transparent words), language use to describe and dictionary work.ok.

Assessment of learning, for learning, and through learning

 Teacher assessment: it will be formative and summative. It will be carried out through daily observation of students’ work in class (group work,
preparedness, responsibility, cooperation and respect) and evaluation of the final task (correct use of language when describing the weather and clothing
items the character is wearing, required elements, students’ creativity and product’s attractiveness).ok.
 Peer assessment: students will read thecollaborative book and briefly comment on each part.
Self-assessment: students will complete a self-evaluation table.
 1. To help children to understand cultural diversity through an authentic text.
Objectives
2. To guide children to understand a text.
(teaching objectives)
3. To deliver the necessary tools for the Sts to be able to produce a speech telling about the weather, place and clothes other people are wearing.

-Name tags.
-Flashcards of the weather and clothes.
-Map
Materials
-Worksheets (19 copies)
-Chalks and markers (different colours)
-Clothes

Mi familia y hogar
Expresarse en inglés para describir el lugar en donde viven.
Context: Culturas y sus vestimentas
Expresarse en inglés para describirse a sí mismos, sus identidades, los grupos familiares y de pertenencia, los hogares y, el entorno
sociocultural.

Linguistic LEXIS
exponents Recycled:

Colors: Blue, brown, purple, pink, yellow, red, green, black.

Countries: Japan, Mexico, Australia, Argentina , USA, China.

New:
Nouns: weather, world, forecast.
Countries: France, Canada, Russia, England, Brazil, Spain.
Weather: Sunny, cold, hot, rainy, snowy, cloudy, foggy.
Clothes: Hat, pants, jeans, shirt, shorts, shoes, socks, T-Shirt, coat.
Class 3
 STRUCTURE
How's the weather in _________ ?
It's ___________ in ____________
_______ is wearing a ___________

Anticipating
Reading Comprehension
Analysing
Functions: Surveying textual and paratextual elements that generate a thematic framework.
Scanning for information to complete a chart

Aims Procedure Time

Pre-task To review the T starts the lesson by aasking ss what day is it.
vocabulary worked in “Hello everyone! Can you tell me what day is it?”
previous lessons [EA] 20 de Noviembre
“And how's the weather today?”
[EA] sunny, cloudy,hot,etc
“Great! Now let's copy the date and the title.”
To reinforce the
T copies date,title and weather on the bb (Title: Let's help Tim Tiger)
structures needed for
“Do you remember what happens today?”
the final task.
[EA] es la ultima clase/ tenemos que hacer los pronosticos.
“Exactly! We are going to revise everything and then do the forecast.
To acquire fluency in 15'
the language. Awesome! Now let's play a little game, I need 3 volunteers, and the rest of the class will
have to turn around. NO spying!”
-TT will take out a handbag and ask for three SS to go to the back. The rest of the students
To build confidence. will have to face away from them.

-The three students will be wearing different items provided by the teacher in order to
practise the vocabulary.
 -TT goes to the front of the classroom and explains to the rest.
“Now, listen to me. We will play a game. You can't look to the others, you have to listen.
I will call one of you to give clues, but you can't say the clothes. Like this:
Tomás is wearing something blue. You can point at your body, but not say the
clothes,understand?
TT writes the structure seen in the book for them to use.

- A forth student will be giving clues for the rest of the class to guess.
“______ is wearing something in the head.” , “ ________ is wearing something blue”

- When they guess the first three, we will do another round with other SS

Core task To build confidence. “Now, we will work in groups! I need three groups of five people!”
T helps ss relocate the chairs and benches
“Each group will cover a different continent: ASIA, EUROPE AND AMERICA. Tim
Tiger needs some holidays, and he wants to see the world. But who will do the forecast?
To describe Each group has to cover for him.”
what my peer is T will ask the helper to hand out worksheet 7 while he puts up the world map.
wearing. “Now look at this(WS7) here we have the three continents and each one has two spaces.
First, let's decide where to work, ok? What do you have to do?”
[EA]Tenemos que elegir 2 paises
To recycle vocabulary “Yes! Here, look at the map. Here is Asia, here is Europe and here is America. Choose
(colors) 2 countries quickly.”
T walks around the room in case they didn't understand and help them decide (remminding 20'
To reinforce the them about the previous copies with the countries).
spelling of new “Finished? Great! Now we need to know how's the weather. You can choose any
vocabulary weather you like, but it can't be the same for both countries. Different weather for
different country, ok? Can you tell me what you have to do?”
[EA]Ahora tenemos que elegir el clima. No podemos repetir el mismo para los dos.
 “Very good! Let's work then!”
T goes through the groups and checks if everyone is completing the chart correctly.
“Ok, the last part says clothes. What do you wear for the weather you wrote?
Think and choose which clothes you wear. Look, they are all here in the classroom.
Write at least 3 clothes for each weather, ok? What is it that you have to do?”
[EA] Ahora tenemos que poner la ropa que usamos cuando hace calor o sol. Tenemos
que escribir 3 o mas ropas.
T will walk around and help out the groups. Once they all finished, they will start the second
part of the task.
“Excellent work! Now, we will practice how to say all this information, because you are
going to be on TV. I want each group to choose 2 members; one will be the interviewer
and the other the reporter. The interviewer will ask the other groups about their
answers and the reporter of that group will answer. The rest of the group has to fill the
spaces with the information the reporter says.”
T will write the structures needed for questions and answers and then they will begin with
the activity. Once they completed the first country,weather and clothes, T will interrupt for
them to choose another interviewer and reporter per group.
“Terrific work everybody! Now I want a new interviewer and reporter for each group.
The job is the same, but I want to hear other people.”

Follow-up To respond according TT will hand out some bingo sheets for them to write either weather or clothes vocabulary 5’
to what we have learnt to play.
through a game. Ok, listen here. I will give you a copy and you choose the words to write. They can be
weather. They can be clothes. Quickly so we can play! Remember! If I say all the words
in your copy, you have to say BINGO!

TT will show them an online tool to create word clouds. It is called WordArt
(https://wordart.com/). In pairs, they will type a word from the board and choose the colour.
To practise the learnt TT will show them the digital word cloud with all the words they included (he will give
vocabulary and students the printed word cloud next class)
 combine it.

BREAK 10'

Class 4

Aims Procedure Time

Pre-task To recycle the T will ask his helper to hand out worksheet 8 and then address the class
vocabulary “Ok kids, now we will start with Tim's holiday poster he visited all of these places, but
the pictures are still developing. Let's imagine him in different countries. Where is he?
To prepare ss for the
How's the weather?What is he wearing? Take a look here”
final task
T points at the copy and asks
“What is missing? What do we need?”
[EA] Tenemos que poner el pais y el clima y la ropa
 10'

“Yes, very good. But you don't have to draw. You can use these” T shows the cutouts
copy and asks his helper to hand them out “Now, each of you select the country, weather
and clothes. Cut it and paste it on the pictures.”

Core task T will walk around helping students should they have any doubts. Once everyone has
finished with the cutting and pasting he will call everyone's attention with Tim Tiger's doll.
“Excellent work everybody. Tim is here, and he wants to see your pictures. Very nice,
but now we are missing something else. Look below the pictures, there are some spaces.
What do you have to do in those spaces?”
[EA] Tenemos que poner donde esta, y como esta el clima y que esta usando
“Yes, all of that. Do you remember how to write it? Look in your folders!”
T will also write it on the bb for those students that might have missed any of the previous
lessons or can't find the material.
“Ok, so the first space is for the country. Tim is in ______”
[EA]Eso es donde esta.
25'
“Yeah, good. The second space is for the weather. It's _______ in ________”
[EA] Ese es para el clima.
“Perfect! And the last one? We say Tim is wearing ________ , ________ and ______”
[EA] Eso es lo que esta usando!
“You are geniouses. Now complete it!”
T will go through the tables and help out the students that need further explaining.
“Ok, last thing we have to do, is put all the pictures together in a poster. Here are some
materials” T will take out a bag with decoration materials “First, let's stick the pictures to
the poster. Don't forget to write your names on them! Good. Now it's up to you, make it
as beautiful as you can!”
 Once the groups have finished, T will hang the posters on the wall for everyone to see and 5’
hand out the assessment sheets.
“Here, let's think for a while. We have learned a lot of things these weeks. I want you to
think and draw a happy,neutral or sad face next to each sentence. A happy face is for
the ones who know, a neutral face for people who are still with doubts. And a sad face is
if you don't remember anything. BE HONEST! This is for you, not for me.
Follow-up Lastly, I want to thank you all for being so nice, and I hope you all continue in school
and learn a lot more.”
Worksheet 7
Let's choose the countries, weather and clothes!
Continent Countries Weather Clothes
ASIA

EUROPE

AMERICA
Worksheet 8
Where is Tim? How's the weather? What is he wearing?
Self assessment
I can say different weather and countries around the world.

I can say what I am wearing.

I can say what other people are wearing.