UNIT 5 - Our World

Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 5 – OUR WORLD

Chapter 5 OUR WORLD 1

Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 2 – COUNT ON ME

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 5 – OUR WORLD

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 2 – COUNT ON ME

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 5 – OUR WORLD

OUR WORLD SUGGESTED sequences of activities: K5 to 2nd Grade

Activity

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Grade K5

1st

2nd

+. Teacher reads a story that takes place outdoors. Students name the items in the images. Teacher checks comprehension. Teacher provides students with images of the story to have them arrange the sequence. Then, groups are given one image of the story. Game: the group who names more items of the image is the winner. Retell the story. +.

+. Teacher reads a short story that takes place outdoors (park, beach, city, forest). Teacher checks comprehension as he/she reads it. Students describe the images. Students answer Yes/No to some statememts provided by the teacher. (orally first, then written) +

+. Teacher displays a poster showing the four seasons and asks what the weather is like in each. Students are given different landscapes to be completed with the correspondent season. Teacher asks students to talk about the weather conditons in their own pictures. Teacher models a written sentence: In summer it is hot. Pairwork: students write sentences referring to the other seasons. Volunteers read aloud. +

+. Students watch the video “How´s the weather?” Then, they use their bodies to represent the weather conditions. Teacher shows images of the story told the previous class and asks about the weather. Students listen to the teacher and point the flashcards (weather). Teacher provides students with the image of a flower (taken from the story). Students listen to the teacher and color according to his/her instructions. +.

+. Teacher elicits the story of previous class through questions. Students read vocabulary related to the story and draw on separated cards. Then, the teacher shows the drawings and students write the words in separated cards. Memory game: Groupwork: Images and words (done by students) are faced down on the table. Taking turns students face two cards up. If the image and word match, that student gets a point. Procedure is repeated with the other members of the group. +

+. Teacher shows a poem about seasons on a big white paper. Students read it with the teacher. Students point to the words that name the seasons. Teacher covers some words and have students read again trying to remember those words. This procedure may be repeated several times. Students are given a copy of the poem with missing words. Students complete and draw. +

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 2 – COUNT ON ME

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+. Guessing game: A volunteer represents a sunny day. The rest of the class says what the weather is like. Teacher shows a short video (story: The lion and the mouse). Students name items of the story. Teacher checks comprehension. Teacher provides students with the sequence of the story to be ordered. The story is retold to make the correction. +

+. Students listen to the song “How´s the weather?” and mime the weather conditions. Students watch the video. Then, teacher provides students with images of weather conditions. Students write down what the weather is like in each image. Teacher models structures and vocabulary first. +

+. Teacher elicits some vocabulary related to action verbs through flashcards and introduces new ones. Teacher asks students if they can do the activities shown. Then, teacher asks what can be done during different seasons. Teacher models an answer. Volunteers say sentences. Students write down a sentence in their notebooks. +

+. Teacher revises vocabulary used in previous classes through flashcards. Students classify them according to different categories. Then, teacher writes the words on the board so that students can stick the flashcard next to the correct word. Students draw a scenario including some items taken from the board. Then ask volunteers to identify different items. +

+. Teacher displays images of different places such as beach, park, city, forest. Students talk about the weather in each place. Teacher introduces what can be done in the different places through flashcards. Game: Simon says. Teacher says an action, students perform it only if the teacher says Simon says at the beginning of the phrase. +

+. Students are given images of different children wearing clothes that correspond to different seasons. Students infer the seasons and write them down. Students listen to an audio and identify each child by their names. Students say what these children can do according to the audio. The audio should be repeated several times. To make the correction students perform the actions the children do. +

+. Teacher displays a poster of an outdoor place. Students name some items. Teacher asks: e.i. How many flowers are there? Teacher provides students with an image containing several items worked in previous classes. The items are scrambled. Students count and write the quantity of each item.+

+. Guessing game: What can you do if it is sunny/hot? One student has a flashcard with an activity. Others ask: e.i. Can you ride a bike? If the answer is yes, the one who guesses goes to the front, if not, students continue asking. Teacher provides students with images of the activities worked. Students write down the words under the correct image. +

+. Teacher elicits vocabulary related to actions through a guessing game: one student at the front has a flashcard with an action. The class asks him/her if he/she can do something. The one who guesses goes to the front and the procedure is repeated. Students complete a crossword puzzle with actions. Teacher models a sentence: “In autumn I can....” Volunteers say other sentences. +

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 5 – OUR WORLD

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+. Teacher displays a poem (Mr. Sun). Teacher reads aloud. Students read. Teacher covers Mr. Sun every time it appears. Students say the poem including the missing words. Teacher explains. Volunteers role play the characters in the poem. Students are given a copy of the poem. Draw and name different items. Teacher reads the poem again. Students read again too. Students match the words with the images of the poem. +

+. Teacher displays images of a beach, a city, a forest, a park and possible outdoor activities. Students match the activities with the places. Teacher models a sentence: At the beach I can walk. Pairwork: Students create a similar sentence. Volunteers read aloud. +

+. Teacher provides students with a short simple text about what can be done during different seasons. Students read the text. Teacher checks comprehension. Students classify the activities according to the season. Teacher models a sentence: “ I can.... in summer.” Students choose an activity from the text and write a sentence. Volunteers read aloud. +

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+. Teacher and students read the poem of previous class. Teacher scramble the verses of the poem. Students order them and say the poem again. Volunteers role play the poem. Game: Each table is given a set of cards with images related to items found in nature. Students listen to the teacher and pick up the one he/she says. Then, images are changed by words. Students play the same game. +

+. Students sing the song “How´s the weather?” and mime it. Students are given images of children doing different activities. Students listen to an audio about where these children do the activities (park, beach, forest, city). Teacher models a sentence to make the correction: James can ride a bike in the park. Students say similar sentences according to what they heard in the audio. +

+. Teacher provides students with a word bank (activities, weather conditions). Students complete semantic maps: summer, autumn/fall, winter, spring. Correction on the board. Students say sentences about each season using the vocabulary provided. E.i. In summmer, I can/can´t... +

+. Listen and locate the children in the correct landscape. Read a simple text or sentences and answer Yes or No.

Read and match. (activities). Listen and complete (drawing: landscape with children doing different things). Complete a sentence: In winter I can.....

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+. Station 1: Students are given flashcards and labels of words to play a memory game. Station 2: Students are given an image with nature items to be counted. Station 3: Students classify items according to different categories. Station 4: Students read sentences and draw. E.i. It´s sunny. Station 5: Teacher shows the image of a landscape . Students describe it. (Station 5 works with the Teacher. )

+ Daily routines activities: Date, weather report, season, songs, poems, rhymes, games, etc..

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 2 – COUNT ON ME

OUR WORLD SUGGESTED sequences of Activities: 3rd to 5th Grade

Activity

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Grade 3rd

4th

5th

+. Teacher shows a poster with the four seasons. Students name the seasons and talk about the weather in each one. Students listen to the teacher talking about weather conditions. Students guess the season. Teacher describes one of the pictures orally. Volunteers describe the others. Teacher models what her/his favorite season is and why. Students talk about the same topic and write down a sentence in their notebooks. +

+. Teacher displays a poster showing the pollution of the place (present days). Students describe the picture orally. Teacher writes some new vocabulary on the board. Teacher provides students with the definitions of the words. Pairwork: Students match the definitions with the words. Then, students use the vocabulary to write at least, one sentence. Volunteers read aloud. +

+. Teacher shows two pictures of the same landscape: one clean and the other dirty. Students describe both pictures and make a Venn diagram with vocabulary. Students talk about the differences and similarities between the images.(There is/are). Pairwork: Students write as many sentences as they can describing the pictures. Volunteers read aloud. The rest of the class listens and checks if they have the same sentence. +

+. Teacher asks students what they are wearing. Teacher provides students with vocabulary through flashcards. Teacher shows flashcards with people wearing different clothes according to the season. First, students classify people according to the season. Then, teacher introduces vocabulary. Groupwork: Each group is given an image and writes what he/she is wearing. Each group reads aloud what was written. Draw. +

+. Teacher displays a similar poster but now showing the same landscape in good condition in the past. Students describe the picture orally (using the past tense). Teacher models first. Pairwork: Students write true and false sentences about the picture. Pairs exchange sentences and answer their partners´questions. Students read aloud to make the correction. +

+. Teacher displays posters of previous class again and revises vocabulary and structures. Teacher models sentences referred to what people should and shouldn´t do when they visit open places. Groupwork: Students pretend they visit a park in the city and write sentences saying what we should and shouldn´t do there. Each group makes a sign with an advice to post in the classroom. +

+. Teacher elicits

+. Teacher displays the

+. Teacher provides

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 5 – OUR WORLD

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vocabulary by showing the flashcards of previous class. Teacher models a sentence saying what he/she is wearing and why. Students say similar sentences and write an example in their notebooks. Students draw themselves according to what they have written. +

posters of previous classes. Teachers asks students what the differences are between the pictures. Teacher writes some examples on the board. Students complete two columns with sentences based on the images: Today, there is/are...... In the past, there was/were..... Volunteers read aloud and make the correction if necessary. +

students with a text about environmental problems and their possible solutions. Students skim the text . Then, students scan the text and find some specific vocabulary related to the topic (problems&solutions). Students work in groups to answer some written questions. Each group has a different set of questions (information questions, yes/no questions, true or false statements) When groups finish, questions are exchanged. Whole class correction. +

+. Teacher provides students with a short text describing what a family is wearing and a picture of the family. Students describe the picture and read. Teacher checks comprehension. Students read again and color the family clothes according to the text. +

+. Teacher provides students with a text about pollution in the city. Students predict from image and title. Teacher checks comprehension. Students answer Yes/No questions about the text. Students create Yes/No question for their partners. Volunteers answer the questions orally. +

+. Teacher introduces a listening activity by showing a chart to be completed. Students listen to the audio and complete the chart. Correction on the board. Students give advice according to the different situations heard. Students make a chart on the board including what people should and shouldn´t do. +

+. Students are shown flashcards with people wearing different clothes. Students describe them and say why they are wearing that. Students listen to an audio about these people´s clothes. Students number the people in the order they appear in the audio. +

+. Teacher provides students with an “empty” landscape. Students briefly describe it orally. Then, students listen to an audio and complete the drawing according to the description heard. To make the correction volunteers say sentences describing the landscape after the listening activity. +

+. Teacher provides students with an “empty” landscape. Groupwork: Students draw some inconvenient elements that can pollute the place. Students complete a chart with the “where”, “when”, characters, problem and solution. Volunteers present the activity to the class. +

+. Students are provided

+. Teacher provides students

+. Teacher provides a text

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 2 – COUNT ON ME

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with a word bank (clothes + other words). Students listen to someone talking about what to wear in determined situation. Students circle the words they hear. Volunteers make the correction aloud. Students draw the people of the audio wearing the correct clothes. Students write down a sentence describing what this person is wearing. +

with a picture showing a clean city of the past. Students describe it orally. Pairwork: Students make a couple of sentences about it. Teacher takes those sentences and models negative statements. Students say true negative statements about the picture based on the affirmative ones. +

about how to reuse, recycle or reduce objects. Students talk about images and title. Students circle or underline categories of words. Teacher models first. Students read the text. Students answer multiple choice questions. Pairwork: students create a multiple choice question for their partners. +

+. Teacher gives out an “empty” picture of a playground. Students read from the board and complete the drawing according to the text (clothes, colors, weather). +

+. Teacher displays flashcards with people of different ages (different professions) and their names. Teacher provides students with people sayings about environmental issues without identifying the speaker. Students listen to short conversations and match the saying with the people given. Repeat procedure to check answers. +

+. Students are given an image showing some environmental problems and some people. Students listen to these people talking about some environmental issues. Students match the problem with the speaker. Students say how these problems may be solved. +

+. Teacher provides students with a text. Students read and draw. Then, students listen to an audio and choose the correct option. Writing task: What are you wearing today? I am wearing.....

+. Read and answer Yes/No questions. Listen and circle the words you hear. Describe a picture comparing changes Present/Past (word bank provided).

+. Match the environmental problem with the picture. Choose a problem and write a solution to each problem. Listen and choose the correct answer.

+ Daily routines activities: date, weather report, season, songs, poems, rhymes, games, etc.

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 5 – OUR WORLD

OUR WORLD SUGGESTED sequences of activities: 6th Grade

Activity

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Grade 6th +. Before reading the text (rainforest) the teacher introduces specific vocabulary. Students try to guess which words may appear in the text according to the topic. Students read the text to check their answers. Teacher checks comprehension orally. Pairwork: Students write a couple of sentences describing the rainforest using the vocabulary mentioned at the beginning of the lesson. Volunteers read aloud.+ +. Teacher writes some vocabulary worked the previous class on the board. Game: Students use those words to say something about the rainforest. The winner is the group who says more sentences. Students match parts of the sentences provided by the teacher (in groups). Volunteers read aloud and make the correction. Students draw the rainforest following the sentences provided in the previous activity. + +. Teacher elicits information about the rainforest. Teacher provides students with vocabulary related to prons and cons of the environmental situation. Teacher models an opinion including the vocabulary, warnings and advice. Groupwork: Students give opinions following the teacher´s model. When each group finishes, volunteers read aloud and the rest of the class agrees or disagrees with the given opinion. +

+. Students are asked to name the different landscapes shown in flashcards or posters. Groupwork: Each group describes a picture and gives advice or an opinion on how to take care of the place (orally). Students find pictures of the different landscapes in the computer and type sentences about it. (description, opinion). Volunteers expose to the class. +

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Departamento de Segundas Lenguas y Lenguas Extranjeras English Teacher's Handbook – Chapter 2 – COUNT ON ME

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+. Teachers shows pictures of the same classroom: one is clean, the other dirty. Teacher provides with vocabulary related to both pictures. Students classify according to the images. Using the given vocabulary students give opinion including warning and advice. Groupwork: Students describe their own classroom including an opinion about how they take care of it. Students write sentences of advice to stick on the classroom walls. + +. Teacher tells students they are going to listen to a debate. They have to answer some questions already written on the board. Students listen. Listen again to answer. Joint correction. Listen again to check answers. Students say who they agree or disagree with and why. Teacher models first. + +. Teacher shows students a brochure about what to do to take care of the environment. Pairwork: Students read and answer some questions given by the teacher. Pairs exchange papers and correct their partners answers. Joint correction with the teacher. Students give opinions. Game in groups: each group writes down as many words related to environment as they can. The winner is the group that has more words correctly written. + +. Read and answer questions. Listen and complete. Write about a picture and give an opinion.

+ Daily routines activities: date, weather report, season, songs, poems, rhymes, games, etc.

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