WHAT ARE YOU WEARING?
Level / Cycle: 2nd of Primary
Basic competences:
-Linguistic and audiovisual competence: It is reflected when the pupils are trying to understand the instructions done by the teacher or those that appear in the worksheet, while they are answering the teacher’s questions, when they are making commands during the lessons and learning new grammatical structures.
-Management of information and digital competence: The ICT is used in the course of the lessons, the usage of a digital board doing exercices and different games with the computers. They use these tools to develop the activites.
-Learning-to-learn competence: It is reflected when the pupils can make a relation within they were learning in the previous lessons and with they are learning now. Also, they work with individual activities that help them to think within they also know and they do not know.
-Social competence and citizenship: It is reflected in group and peer activities, cooperation, social relationships and interaction are key points. Also, when they are providing new ideas,respecting different opinions or respecting the teacher, making decisions..
Aims
- To identify the English names of common items of clothing and use them in meaningful contexts.
- To learn the different vocabulary about the clothes.
- To introduce present continuous for descriptions: I’m wearing, He’s wearing. She’s wearing. They’re wearing.
- To use the ICT tools (computers and digital board) in a correct way.
- To understand the new structures and use them in the correct situation: I’m wearing, put on, take off.
- To collaborate in the activities done in classroom
- To develop a correct behaviour during the lessons
Evaluation Criteria
It is a continuos assesment during the activities. The teacher has a grid to evaluate grammar, vocabulary, attitude and ICT skills.
The main points to evaluate are:
– Recognize, understand and produce oral messages.
– Know and implement different grammatical structures and vocabulary
– Active participation in class.
– Respect for their classmates and teacher.
– Using ICT tools in a correct way.
Sequence of activities
1) INTRODUCTION: CLOTHING POSTER
The teacher shows a picture (or a poster) about different types of clothes in the digital board. A pupil goes in front of the classroom and the other classmates try to say what is he/she wearing looking at the picture to help them.
The teacher writes the structure ”HE/SHE is wearing on the digital board”. The pupils remember the clothes that they already know and learn new. This activity acts as an introduction of the clothes.
2) CLOTHES PDI ACTIVITIES
There is a work with an specific vocabulary and verbs about clothes (scarf, jacket, shoes, hat, put on, take off). We do it with an introduction of the vocabulary that is presented by the teacher. Then, there is an interactive game that we can do with the whole class and then a song about this vocabulary worked. The pupils get up, sing and dance.
3) WEBPAGE ACTIVITIES
The next step is to review the clothes by using digital board. In the following webpage we can recognize wordsearch activities, listening activities, scrambled words..:http://www.educa.madrid.org/binary/586/files184/ It is an interesting webpage because it is accessible for all of the students with or without deficieny.
Before starting with the activities, the teacher advises the children to use the digital board tools in the best ways and be careful with this material.
Each children go on the digital board and make a part of the activity. This is useful and a good chance for the children to interact with the new technologies. If exists difficulty in some students the teacher allows some pupils to help a classmate.
4) JCLIC ACTIVITY: PLAYING AND LEARNING
Each children has a computer. The teacher acts as a guide of this process, she only explains in the digital board where they have to go, remember how to use JCLIC and explain the different activities in JCLIC they have to do.
The pupils work individually,
5) CLOTHES SONG
The children watch the video in the digital board. In this activity they learn new vocabulary about clothes and remember the colours. Then, they have to draw in a piece of paper a classmate and write a sentence ” He/she is wearing…”.
Inclusive education
There is no problem with the children that have some problems with the English language or have other difficulties. The most of activities are done in an oral way. In the individually activites like JCLIC game the teacher helps the pupils or try to work with the basic vocabullary not all.