UNIT: 11. FUNNY TIME! TOPIC: Weather and actions.

TIMING:

Football, tennis; Bye-bye; Weather: Hot, cold.

PREREQUISITES. PREVIOUS KNOWLEDGE
TEACHING/ RESOURCES
LEARNING ACTIVITY DESCRIPTION AIM OF THE ACTIVITY SKILLS1 INTERACTION
STAGE GROUPING2
CHECKING L S W R I P W S
PREVIOUS
KNOWLEDGE
1st Session “Hello Potato” Song. While pupils - Greeting. X X X Potato puppet.
come in, they sing the song. - Classroom routines.
Simon says. Teacher does the actions - Remembering some X X X
when saying “Potato says...”, and sports.
children do the action.
ENGAGE STAGE
Warming-up It’s summer! Teacher hangs a poster - Identifying actions. X X X X Poster: Summer.
about Summer. Then, Potato, looking at Flashcards and word
the poster, says “I’m very happy!” and cards: Actions.
teacher asks “Why?” Potato answers
“I’m very happy because it’s Summer”,
pointing to the poster. Teacher asks
again “What happens in Summer?” and
Potato says “In Summer I’m on
holidays! And I jump, run, swim…”
While Potato says the actions, teacher
hangs the flashcards on the board.
Listen and do. 1. Flashcards still on - Identifying actions. X X X X Flashcards and word
the board. Teacher points to the - Identifying the written cards: Actions.
flashcards and while saying the action, words.
encourages the children to do it. - Showing understanding
(several times). 2. Teacher lines up the by using non-verbal
pupils and says to each one an action strategies.
so that they do it.
L S W R I P W S
1
L (listening); S (speaking); W (writing); R (Reading)
2
I (individual); P (Pair Work); W (Whole class); S (Small group)
ROBERTO TARAZONA CARLES – LEONOR MEDINA BORRÁS.
 Potato says... It’s a variation of “Simon
- Identifying actions. X X X X Word cards and
says”. Teacher always points to the - Identifying the written flashcards: Actions.
flashcards when saying “Potato words.
says...”, and children do the action.- Enjoying while playing a
popular game.
- Showing understanding
by using non-verbal
strategies.
“Bye-bye Potato” Song. They sing the - Saying “bye-bye”. X X X Potato puppet.
song when they leave the class. - Classroom routines.
PRACTICE/
COMMUNICATION
STAGE
2nd Session “Hello Potato” Song. While pupils - Greeting. X X X Potato puppet.
come in, they sing the song. - Classroom routines.
Listen, do and repeat. Teacher hangs - Remembering the X X X X X Flashcards and word
the flashcards on the board. S/he actions. cards: Actions.
points to a flashcard and says the
action. Then, pupils repeat and do the
action.
Potato jumps. Potato jumps on the - Showing understanding X X X X X Potato puppet.
table and teacher asks him “What do by using verbal and non-
you do, Potato?” Potato answers “I verbal strategies.
jump”. Then, teacher mimes as he is - Expressing actions they
swimming and Potato asks him “What do.
do you do?” Teacher answers “I swim”. - Asking what others do.
They do this with all the actions. Each - Showing a positive
time they say an action, they hang the attitude in exchanging
corresponding flashcard. After that, personal information.
teacher asks the pupils to mime an - Interacting with the
action and asks some “What do you group.
do?” so that they answer with the help
of the teacher. Finally pupils
ask/answer each other.

ROBERTO TARAZONA CARLES – LEONOR MEDINA BORRÁS.

 Turn and say. Teacher gives the - Enjoying while playing a X X X X X X X Word cards and
worksheet. Pupils trace the words and game. flashcards: Actions.
cut so that they create the mini- - Asking what others do. Worksheet: Mini-
flashcards. Then, teacher divides the - Giving information about flashcards.
pupils in groups of 4-5 and asks Potato, what they do.
pointing to a flashcard, “What do you - Showing a positive
do?” Potato answers “I (swim)”. After attitude in exchanging
that, each group takes a set of mini- personal information.
flashcards and put them in a pile, faced - Interacting with the
down. In turns, a child turns up a card group.
and asks the others “What do you do?” - Spelling out vocabulary
The first in answering right, keeps the about actions.
card.
L S W R I P W S
“Bye-bye Potato” Song. They sing the - Saying “bye-bye”. X X X Potato puppet.
song when they leave the class. - Classroom routines.
3rd Session “Hello Potato” Song. While pupils - Greeting. X X X Potato puppet.
come in, they sing the song. - Classroom routines.
Look and say. Teacher shows each - Remembering the X X X X X Word cards and
flashcard asking “What do you do?” so actions. flashcards: Actions.
that pupils answer “I (jump)”. - Giving information about
what they do.
- Identifying the written
words.
What’s the weather like? Teacher - Identifying expression X X X X Flashcards and word
hangs the poster and asks Potato, about the weather. cards: Weather.
while hanging the corresponding - Identifying the written
flashcard “What’s the weather like? Is it words.
(rainy)?” Potato answers “No” until
teacher asks “Is it sunny/hot?” Then,
teacher asks again “What’s the weather
like, Potato?” and it answers “It’s hot
and sunny”. After that, teacher says
pointing to the flashcards, and pupils
repeat “It’s hot and sunny”.

ROBERTO TARAZONA CARLES – LEONOR MEDINA BORRÁS.

 Listen and repeat. Teacher points to a - Expressing the weather. X X X X X Word cards and
flashcard and says “It’s (sunny)” and flashcards: Weather.
encourages children to repeat and
mime.
Chant. Trace and cut. Teacher gives a - Showing understanding X X X X X X Worksheet: Mini-
worksheet with the weather and the using non-verbal means. flashcards (weather).
different expressions. Pupils trace the - Expressing the weather. Mini-flashcards
names and cut the pictures together - Asking what others do. - (actions).
with the words. 1. Teacher says the Giving information about
chant. 2. Pupils listen and repeat what they do.
several times. 3. Children, using the - Spelling out vocabulary
mini-flashcards of the actions, put each about weather.
action card over the corresponding
weather picture, while saying the chant.
L S W R I P W S
“Bye-bye Potato” Song. They sing the - Saying “bye-bye”. X X X Potato puppet.
song when they leave the class. - Classroom routines.
ACTIVATE
STAGE
4th Session “Hello Potato” Song. While pupils - Greeting. X X X Potato puppet.
come in, they sing the song. - Classroom routines.
Trace and match. Teacher gives a - Spelling out vocabulary X X X X Worksheet.
worksheet. Pupils trace the actions and about actions.
match with the corresponding picture. - Showing understanding
by using non-verbal
strategies.
Complete. Teacher gives the - Spelling out vocabulary X X X X Worksheet.
worksheet. Pupils write the about weather.
corresponding weather word next to - Expressing the weather.
each picture.
Weather wheel. Teacher groups the - Expressing the weather. X X X X X X Weather wheel.
pupils in pairs and gives them the - Showing understanding
weather wheel. They play by saying the by using verbal and non-
corresponding expression “It’s...” verbal strategies.
- Interacting with the
group.

ROBERTO TARAZONA CARLES – LEONOR MEDINA BORRÁS.

 FINAL TASK
DESCRIPTION: Mini-book. Teacher groups the pupils in pairs and gives AIMS: RESOURCES:
each pupil in the pair a different mini-book (A/B). Children complete and - Asking what others do. Mini-book.
colour each page. Then, in turns, a pupil asks “What do you do?” and the - Giving information about what they do. Certificate.
other looks at his/her pictures in the mini-book and answers “I (run)”. - Showing a positive attitude in
Certificate of achievement. As it is the end of the course, teacher gives exchanging personal information.
each child a certificate. - Interacting with the group.

SELF-ASSESSMENT Tools: Self-assessment worksheet. Stages: Activate.

ASSESSMENT Tools: Direct and indirect monitoring. Stages: All stages.

MIXED –ABILITY
Trace and colour. Pupils trace the weather expressions and colour the pictures.
REINFORCEMENT ACTIVITIES Trace and colour. Pupils trace the actions and colour the pictures.

EXTRA-PRACTICE ACTIVITIES Read and draw. Pupils read the sentences and draw a picture according to the sentence.
www.vocabulary.co.il

ROBERTO TARAZONA CARLES – LEONOR MEDINA BORRÁS.