Teacher: Lucía Fernández Rodríguez
Course/ Level: 3rd-grade primary education
Subject: English as a Foreign language
Title of the unit: Mr. weatherman, what´s the weather like in London?
Observations: After having studied vocabulary related to the weather in the previous years and developing some communication situations about the weather routine every morning.
The topic area of this didactic unit is the weather in different parts of the world, using a globe. Considering the different seasons in different countries since they are studying this topic in Social Science.
1. Objectives
To recognize vocabulary and structures related to the weather.
To spell vocabulary related to the weather and cities.
to associate the different cities with the correct flag.
To locate different cities on a map.
To understand the different weather around the world.
To understand how the thermometer works.
To perform a dialogue related to the weather forecast.
To get general and specific information from a text.
Comprehension and production of oral texts. Listening to a story and to a song. Distinguish the sound /m/. Understanding instructions. Participating in oral exchanges. Using classroom language. Asking for permission and for clarification
Comprehension and production of written texts. Identification of the English sound-graphy. Identifying grammar and vocabulary related to the weather. Spelling words. Completing2. Contents sentences having a text model.
CLIL: Geography and Social Science
Phonetics: /m / (in minimum, maximum, temperature, Madrid)
3. Language Content / Communication
Vocabulary
Review vocabulary: sunny, cloudy, rainy, windy, snowy, stormy, foggy.
Numbers until 40
New vocabulary:
Madrid, London, Berlin, Rome, Paris, New York City, Pekin, Tokio.
Thermometer, minimum temperature and maximum temperature
Structures
Routines:
Estructura cerrada:
What day is it today? (Date on the board/notebook)
What´s the weather like today? Is it (sunny)?
Who is the helper today?
Estructura abierta: Brainstorming.
Who knows this monument? Where is it?
Have you ever been in (London)?
Who knows this flag? What colours are on the flag?
CONTENIDO GRAMATICAL:
Cognitive Academic Language Proficiency (CALPS).
What´s the weather like in (London)? In (London) it is (hot)/ it is (30º) degrees.
Is it (rainy) in (Pekin)? Yes, it is/ No, it isn´t.
What´s the temperature in (London)?
The temperature reaches 36ºC/ It is 36º.
The minimum/ maximum temperature is 30 degree Celsius
When it is (summer) in (Spain) it is (winter) in (Australia) so, when it is (35) degrees in (Spain), it is (12) degrees in (Australia)
CLASSROOM MANAGEMENT (LENGUAJE DE AULA)
Basic interpersonal Communication Skills (BICS). Classroom language.
"Hello!", "Good morning", "How are you?", "can you spell this word?", "how do you say… in English?", "Can I sharpen my pencil?", "please", "Thank you", "can I go to the toilet?", "can I pull up/down blinds?", "can I switch on/off the lights?", "can I do this exercise on the board?", "can you help me please? "can you repeat?" "write the name", "match (the city and the flag of the country)", and so on.
Discourse type
-Speech communication resources (explaining, comparing, arguing, agreeing…),
Language Skills
Listening, speaking, reading and writing
CLIL LESSON PLAN 1 (45´)
ACTIVIDAD:
Objective: Review weather vocabulary (5´).
Procedure: A student spins the weather spinner and identifies the weather. They must answer (It is sunny/ foggy/ rainy/ snowy)
Materials: board,
Scaffolding strategies: Saying the first sound of the word. Repeating if it is necessary.
ACTIVIDAD:
Objective: Identify what students know about different cities (10´)
Procedure: BRAINSTORMING about the different cities and countries about the weather. "Which city or country do you know? Have you ever been there?" Pupils must talk about their experiences. The cities or countries they know.
Material: blackboard, whiteboard, markers
Scaffolding strategies: Identifying previous knowledge, repeating the names of the different cities.
ACTIVIDAD:
Objective: Locate cities on a map (10´)
procedure: While showing the map on the digital board, students must locate the different cities on the map. Once the mp is completed, the correct place will appear and show them if they are right or wrong.
Material and scaffolding: A3 map, flashcards (real pictures of different weather). Digital board, pictures of different cities and countries. Small cards with the name and its flag.
ACTIVIDAD:
Objective: Match the picture and its written name and flag (15´). associate the city and the weather
Procedure: In groups they have different cards: city names, flags and pictures. While the teacher shows a picture with the written name and the flag of the city, students must identify what is the weather in this city. In (London) it is (foggy)
Material and Scaffolding strategies: Pictures of different cities and countries. Small cards with the name and its flag.
ACTIVIDAD:
Objective: tablet game in pairs with the names of the cities. 10´
Procedure: Students are going to work in pairs. Every pair has got a "tablet" One member choose one card and spell the name of the city, and the partner must write the name of the city on the tablet.
Material: tablets, whiteboard markers, written cards
Scaffolding strategies: The teacher can help with the alphabet letters.
CLIL LESSON PLAN 2 (45´)
ACTIVIDAD:
Objective: Identify what is the weather like. (5´)
Procedure: while showing a picture, students must identify the city and the weather "Can you remember what the weather in (London) is?" In (London) It is (foggy)
Materials: real photos.
Scaffolding strategies: Previous knowledge, repeating,
ACTIVIDAD:
Objective: contextualise the listening. 10´
Procedure: while seeing the cover of the story on the digital board: "What do you think we are going to learn?"
Material: Digital board, the cover of the story
Scaffolding strategies: Visual images, the teacher can say the first sound of a word.
ACTIVIDAD:
Objective: while listening activity. understand an oral text. (Storytelling). 10´
procedure: Through a story, we are going to identify the different weather in different cities.New vocabulary: Names of the different cities and hot/ warm/ cool/ cold. In (London) it is (foggy) and it is (cold)
Material: Storybook, digital board, Blue tack, small flags, Audio-visual resources.
Scaffolding strategies: While telling the story, the teacher show where are the different countries situated in the globe.
Small flags to indicate the different cities.
ACTIVIDAD:
Objective: Listen and repeat practice new vocabulary (10´)
Procedure: Remembering new vocabulary orally by using different voices (a parrot, an alien). Having the globe, they must match the flashcards
Material: Flashcards pictures and written
Scaffolding strategies: Helping with the first sound of the word,
ACTIVIDAD:
Objective: Practice vocabulary orally and connect the written word with oral pronunciation. (10´)
Procedure: Memory game. They must find the picture of the city or country and the written word
Material: Flashcards with the different countries,
Scaffolding strategies: Flashcards with images and written words The teacher can help with the first sound of the word
CLIL LESSON PLAN 3 (45´)
ACTIVIDAD:
Objective: review vocabulary (5´)
Procedure: "What´s missing?" The teacher or a student hides a flashcard and the rest of the students must identify which one is missing. By using a chant: "Heads down, close your eyes. Heads up and open your eyes. What´s missing?"
Scaffolding strategies: The teacher can repeat the word or say the first sound of the word.
Material: Flashcards, written words, real pictures
ACTIVIDAD:
Objective: to remember the story (10´)
Procedure: "Can you remember what happens in the story?"
Through different questions, students answer if a statement is true and false, then they must explain with their own words why something is false.
When a student answers correctly, obtains "points" which can change from different rewards.
Material: The cover of the story, flashcards, true and false paddles, point reward poster.
Scaffolding strategies: The teacher elicits students to answer, saying the first sound, or even help to complete the sentence when they answer with one word. repeating word vocabulary
ACTIVIDAD:
Objective: remember and practice new vocabulary, locate countries. (10´)
Procedure: finding counties in the globe Place the country´s names, which appear in the story, in the globe.
Material: Globe, Google Earth on the digital board. Different flags, blue tack, flashcards with written words and pictures
Scaffolding strategies: The teacher can give some directions and examples
CLIL LESSON PLAN 4(45´)
Objective: remember numbers until 40 (5´)
Procedure: Sitting down in a circle, their hands are face up while they are saying numbers in order, the student who is sitting on the right must say the number
Material: -
Scaffolding strategies: The teacher elicits students to answer, saying the first sound,
ACTIVIDAD:
Objective: associate numbers with the thermometer (10´)
Procedure: TPR activity: the teacher says an instruction" in London, it is 20 degrees" and the students must find the flashcards where the thermometer shows 20 degrees.
Material: flashcards with thermometers
ACTIVIDAD:
Objective: prelistening activity 10´
Procedure: While showing a the weather forecast map (which contains different thermometers). what do you think we are going to listen?
Material: the weather forecast map on the digital board, computer,
ACTIVIDAD:
Objective: while listening 10´
Procedure: They have a map with different thermometers minimum and maximum temperatures. They must complete them according to the instructions the thermometer with the degrees
Material: individual worksheet
Scaffolding strategies: The teacher shows the flag in order to associate it with the country
ACTIVIDAD:
Objective: postlistening. checking the answers in pairs. Peer-assessment.
10´
Procedure: students in pairs are going to check and evaluate his partner work, first checking the answers and completing a rubric. (see the rubric in the appendix 14)
Material: digital board to check answers, red pen, peer assessment rubric.
CLIL LESSON PLAN 5(45´)
ACTIVIDAD:
Objective: the weather forecast example. Reading the minimum and maximum temperatures (10´)
Procedure: They are going to watch the weather forecast in order to have a practical example to complete the next activity
Materials: the weather forecast example, a short text as an example
ACTIVIDAD:
Objective: writing the weather forecast (15´)
Procedure: In pairs, they have a city, and they must create a short dialogue to represent. One is going to describe the minimum temperature and the other the maximum. This city is (London). Today the maximum temperature is (10) grades and the minum temperature is (2) grades celsius
Material: weather forecast worksheet Picture of the city, the written name, a text type to complete with the information.
ACTIVIDAD:
Objective: oral exposition (15´)
procedure: the different pairs, in turns, say the written text they have prepared. the rest of the class complete the map with the minimum and maximum temperatures of the cities. Material: digital board, the weather forecast map, pen, pencil, worksheet with the same map they have on the digital board.
Students have the text they have written in order to help them if they cannot remember.
ACTIVIDAD:
Objective: solve the doubts students have (5´)
Procedure: I can´t understand jar. The teacher answer the different questions student wrote in the pieces of paper which are inside the jar.
Material: jar, different pieces of paper, pen.
CLIL LESSON PLAN 5(45´)
ACTIVIDAD:
Objective: remember the temperature (10´)
Procedure: Sitting down in a circle, students pass the thermometer flashcard to the student who is on the right. When the teacher says "stop" show a number flashcard, while asking: "which is the (maximum/minimum) temperature in (London)?" and the student who has the thermometer answer with the number the teacher shows: "The maximum/minimum is (20) degrees in London"
Materials: thermometer flashcard, small number flashcards,
Scaffolding strategies: The teacher can help students to complete the sentence, as well as with the number if the student cannot remember.
Flashcard with the number in order to help the student.
ACTIVIDAD:
Objective: evaluation activity (15´)
Procedure: Kahoot activity. By using tablets and the digital boards, students are going to answer some question about the topic. They must choose the correct answer
Material: tablets, digital board, kahoot activity,
ACTIVIDAD:
Objective: self-assessment (10´)
Procedure: Students must complete a self-assessment rubric in order to evaluate their own learning process
Material: self-assessment rubric, pencil
ACTIVIDAD:
Objective: Portfolio. (10´)
procedure: they are going to complete a worksheet where they must write the vocabulary words they have learned as well as the country they have visited in the didactic unit and its flag
Material: portfolio experience worksheet
Objective: Portfolio passport 5´
Procedure: once the didactic unit is finished, they are going to complete their passport with a cultural sticker from the country they have visited.
Material: portfolio passport, crayons, pen and pencil, stickers
Una brillante manera de conocer el mundo a través del tiempo atmosférico. Francamente, me ha gustado mucho la pormenorización de la unidad en cada sesión. ¡Enhorabuena por el trabajo!
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