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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

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 5 OUR WORLD

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 2 COUNT ON ME

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

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


Hows 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. +

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 2 COUNT ON ME

+. 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


Hows 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. +

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 5 OUR WORLD

+. 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. +

+. 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


Hows 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/cant... +

+. 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.....

+. 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. Its 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..

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

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
partnersquestions. 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 shouldnt do when
they visit open places.
Groupwork: Students
pretend they visit a park
in the city and write
sentences saying what we
should and shouldnt 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

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
shouldnt 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 peoples
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

Departamento de Segundas Lenguas y Lenguas Extranjeras


English Teacher's Handbook Chapter 2 COUNT ON ME

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

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 teachers 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

+. 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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