About the unit/ Where this unit fits
Different places, different weather.

This unit is designed to be developed on the second term of Primary 4. It has been designed to develop literacy and communication through English, and to increase students´ exposure to natural English, providing them with opportunities to learn common fixed expressions and vocabulary used by native speakers. To do so, we will use a communicative approach, bearing in mind that language Is communication, and in a classroom, the focus is on enabling students to communicate with each other. They will have to search for information, compare their works with other students´ ones, draw conclusions, understand maps and also work in groups.

In this unit, we will deal with different geographical areas, different landscapes, and we´ll be focus on the UK, but also taking into account the different types of climates throughout the world. We will introduce as well the weather in those areas, and the clothes that suit better for those different locations.

This unit can be built on students’ previous experience from Science and English, and it´s going to be done at the same time as similar units in cooperation with the teacher of Science and the teacher of Art.Work in this unit offers opportunities to relate understanding, science and arts in a connected way. In Literacy, we´ll focus on grammar, vocabulary and structures, In Science Students will learn specific theoretical contents. All of these can be done in a linked way.

Through the unit, Students will have to achieve some tasks such as: writing an email, making a project in groups with the information provided, etc.
Prior Learning
Language used in the unit
Important Resources
In this unit we will try to take advantage of the children’s existing knowledge of the contents and related concepts to scaffold their learning of the language.

This unit is linked with some other units studied on previous years about the human settings. In primary one they study close environments (in the city and the country), the habitats, the clothes and the weather.

Some of the vocabulary used in this unit is new, but it´s connected with some other words previously taught.

The grammar is based on the verb TO BE and the Present simple and continuous form of the verbs, and this has been previously studied by the pupils.
In this unit, children will have the opportunity to use:
  • Words related to the landscapes, animals living in these landscapes, the weather, the UK, clothes, etc.
  • Geographical concepts such as: North, South, East and West.
  • Structures: There’s an island. There are some cliffs. Is there an island? Are there any cliffs? Where is it?

  • Structures: What is he/she wearing, Is it hotter than the taiga? Is it colder?
  • He’s wearing an (anorak). She’s wearing a
(dress). Is he wearing (boots)? It’s (cold) and (wet).
  • We´ll deal with informative and descriptive text throughout this unit.
  • Posters, video, CD-ROMs, reference books, simple biological keys, pictures of a variety of habitats.
  • Notebooks, blackboard, digital board, internet.
  • Worksheets provided by the teacher.
  • Maps.
  • Crafts materials: scissors, crayons, markers…
Expectations
At the end of this unit all the children must
  • Be able to identify and describe the weather conditions as well as the clothes related to each weather condition.
  • Be able to produce and fulfill different exercises and projects incorporating the vocabulary and structures studied.
  • Be able to participate in simple oral exchanges.
  • Be able to use grammar expressions (The present simple and continuous).
  • Be able to follow the rules of a games.
  • Be able to search for information, comparing, draw conclusions, report conclusion, understand maps and work in groups
At the end of this unit most of the children should
  • Be able to use grammar expressions from the unit as well as the vocabulary accurately.
  • Be able to understand audio texts and catch the most important ideas connected with the main topic.
  • Be able to work with a small text/article with the topic.
At the end of this unit some of the children could
  • Be able to participate in more difficult oral exchanges.
  • Be able to explain why some clothes are worn in different weathers using most of the vocabulary and grammar accurately.Some students will be able to analyse some specific problems using high level/variety of grammar expressions.





Lessons Overview
Lesson
Learning goals
Learning outcomes
Main activity
Assessment criteria
1
The landscape:
  • Recognising features of the landscape.
  • Understanding and practising the structure and grammar used in the lesson: there is/there are.
  • Interacting and communicating with each other.
• Identify and represent different weather conditions.
• Draw conclusions and predictions about the weather.
  • They write an email on their notebooks similar to the one read previously.
  • Correction of the oral and written descriptions.
  • Correction of the email.
2
The weather:
  • Recognising features of the weather.
  • Understanding and practising the structure and grammar used in the lesson: there is/there are.
  • Interacting and communicating with each other.
  • Identify and represent different weather conditions (Cold, hot, rainy, snowy, windy, misty…) with verbal and non-verbal language (illustrators) and paralinguistic features (pitch, rhythm).
  • Draw conclusions which match the observations made and relate these to their prediction and to their knowledge about the weather.
  • Vocabulary cards game.

Oral descriptions and comments.
• Direct observation by the teacher as the pair- group activities are carried on.
• Activities corrected on their notebooks.
3
The weather in the UK:
• Identifying and setting the weather in different cities in the UK.
• Learning some of the largest cities in the Uk as well as their location on a map.
• Understand basic information about weather
• To develop the listening skills.
  • Improve their listening skills.
  • Identify and set the weather forecast on a map of the UK.
  • Improve their listening skills.
• They try to set the weather symbols on the map as they listen to the CD
• They can set the cities of the UK and the weather described on a blank map.
• They understand the oral information given.
4
Climates of the world:
• Identifying several climates of the world.
• Identifying the countries and continents where we find these biomes.
• Associating different plants with the different weather conditions and climates.
• Identify and set the information about the biomes on a map.
• Set the plants that grow on each biome.
• Are given some activities to fulfil about superlatives. They work individually.
• Then, they check their conclusions with their partners.
  • Children can name biomes, types of vegetation and
weather conditions.
• Review the elements of a map with them.
5
Clothes and weather:
  • Associating types of clothes to the weather conditions.
  • Use in a meaningful way the different types of clothes as well as recognizing the words.
• To Identify and set the information about clothes in different activities.
• To Understand and produce short text with the vocabulary given.
• To practice oral competence.
  • Group discussion.
• At the end of the lesson, the students write a postcard to be read in the class, with information about the place where they are on holidays, the weather in that place and the clothes they are wearing.
6
Unit Review.
• Exposing their written/listening knowledge on a work.
• Filling-up a poster with the information given.
  • Making a poster in groups.
They show their knowledge working on a poster.




Lesson 1

Learning objectives
Learning outcomes
Evidence for Assessment
• Recognising features of the landscape.
• Understanding and practising the structure and grammar used in the lesson: there is/there are.
  • Interacting and communicating with each other.
  • Identify and represent different weather conditions (Cold, hot, rainy, snowy, windy, misty…) with verbal and non verbal language (illustrators) and paralinguistic features (pitch, rhythm).
  • Draw conclusions which match the observations made and relate these to their prediction and to their knowledge about the weather.
  • Oral descriptions and comments.
  • Direct observation by the teacher as the pair- group activities are carried on.
  • Activities corrected on their notebooks.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
  • Descriptions of the weather.
  • Short exchanges of written-oral language with the grammar of the lesson (Simple present/ there is- there are).
  • There is/ there are.
  • Vocabulary about the landscape: mountain, valley, marsh, beach, cliff, island, river, lake, cave, north, south, east, west.
  • Emblems, cultural gestures., Illustrators, Regulators, Affect Displayers, Paralanguage, Qualifiers, Characterisers, Segregates.
Outline of leading activities

Classroom Management
Timing
Grouping
Pupils
Teacher
Resources

Whole Class.
Say good morning to the teacher and answer simple questions asked by the teacher. One of the students writes the date on the board (one pupil per day).
Greets the students and asks simple questions like: “How are you feeling today? Are tired? Are you happy? Why? What day is it today?
  • Blackboard.
15´
Whole Class.
Are shown a poster and different pop-outs to be stuck on it. They are told the names of the landscapes features in English and come to the blackboard to stick the pop-outs.
Shows the students a poster with features of the landscape and posts it on the board. She shows them pop-outs to be placed on the poster. She names them one by one to drill the names with the students. Later, pupils come to the blackboard and stick the pop-outs to the poster.
  • Poster.
  • Pop-outs.
  • Blackboard.
10´
Individual Work.
Students copy in their notebooks the title of the Unit and the vocabulary taught by the teacher.
Teacher writes the vocabulary on the board next to the pop-outs.
  • Notebooks.

Whole Class
Are given a copy of an email and follow the teacher as she reads it.
They are asked to explain the features of the landscape of their village.
Teacher shows the students the example of an email written by an English boy telling the features of the landscape in his region.
Teacher reads the email aloud and hands them a copy of the email.
Teacher asks them about the landscape in their region and elicits them to explain it aloud.
  • Photocopy

10´
Individual work
Students are told to write a similar email to the one read previously on their notebooks.
Asks students to write an email on their notebooks, calling out names of rivers, mountains, etc. that the children are probably familiar with. He reinforces the use of the grammar: in my village there is/there are…
  • Notebooks.

10´
Pair work
They share their emails with their partners. Speaking and listening.
Monitors the class correcting mistakes and encouraging students.



Whole class
Homework: they have to complete a sheet with the structures used during the class and the vocabulary given.
Gives out a photocopy and explains the homework.
  • Photocopy.
Assessment Criteria
All children must be able to
  • Share their ideas writing and speaking briefly.
  • Understand the vocabulary given and say it and write it.
Most of the children will be able to
  • Write and speak about the landscapes accurately.
Some of the children could
  • Communicate their ideas using a high range of grammar and vocabulary.















Lesson 2

Learning objectives
Learning outcomes
Evidence for Assessment
  • • Recognising features of the weather.
  • • Understanding and practising the structure and grammar used in the lesson: there is/there are.
  • • Interacting and communicating with each other.
• Identify and represent different weather conditions (Cold, hot, rainy, snowy, windy, misty…) with verbal and non-verbal language (illustrators) and paralinguistic features (pitch, rhythm).
• Draw conclusions which match the observations made and relate these to their prediction and to their knowledge about the weather.
• Oral descriptions and comments.
• Direct observation by the teacher as the pair- group activities are carried on.
• Activities corrected on their notebooks.
Dicourse/Text targeted
Language targeted- Non-verbal L Targeted
• Descriptions of the weather.
• Short exchanges of written-oral language with the grammar of the lesson (Simple present/ there is- there are).
Verbal:
  • There is/ there are.
  • Present Simple.
  • Vocabulary about the landscape: mountain, valley, marsh, beach, cliff, island, river, lake, cave, north, south, east, west.
  • Emblems, cultural gestures, Illustrators, Regulators, Affect Displayers, Paralanguage, Qualifiers, Characterisers, Segregates.
Outline of leading activities

Classroom Management
Timing
Grouping
Pupils
Teacher
Resources

Whole Class.
Say good morning to the teacher and answer simple questions asked by the teacher. One of the students writes the date on the board (one pupil per day).
Greets the students and asks simple questions like: “How are you feeling today? Are tired? Are you happy? Why? What day is it today?
  • Blackboard.
10´
Whole Class/ Individual work.
Correct their homework.
Corrects the homework with the whole class.
  • Blackboard.
  • Students´ Notebooks
10´
Individual and pair work.
Children write “weather” on a paper. They work individually and in three minutes they write all the weather words they know. They then count them and write the number. Later they work with a partner for two minutes and add words. They read and correct the vocabulary words from the whole class on the board.
Introduces the topic.Gets feedback from the children so they can see that they got more words working with a partner.
Teacher puts any spelling problems noticed on the board for the children to look at and correct.
  • Blackboard.
  • Students´ Notebooks.
15´
Individual Work.
Are given a copy of a worksheet with different pictures about the weather to be done (coloured and cut down).
They colour and cut down the pictures
Explains the students the homework by reading out loud the vocabulary written on the back of the sheet given.
Teacher explains the work they are going to do in pairs.
  • Photocopies of the worksheet.
  • Crayons, scissors.

15´
Group work.
In groups of four, students place the cards with the letters facing down the desk and the picture side up. They play a game. If they know the name of the card, they keep it, if not, he misses his tur and another partner continues.
Explains how to play.
Monitors the groups correcting spelling mistakes or helping with the vocabulary.
• Blackboard.


Whole Class.
Homework is given. They have to copy the vocabulary on their notebooks and draw a picture next to each word to reinforce the meaning.
Explains homework.
• Blackboard.
Assessment Criteria
All children must be able to
  • Share their ideas writing and speaking briefly.
  • Understand the vocabulary given, to say it and to write it.
  • Identify and represent different weather conditions
Most of the children will be able to
• Share their ideas writing and speaking briefly.
Some of the children could
  • Communicate their ideas using a high range of grammar and vocabulary.















Lesson 3

Learning objectives
Learning outcomes
Evidence for Assessment
  • Identifying and setting the weather in different cities in the UK.
  • Learning some of the largest cities in the Uk as well as their location on a map.
  • Understand basic information about weather
  • To develop the listening skills.
  • Identify and set the weather forecast on a map of the UK.
  • Improve their listening skills.
  • They can set the cities of the UK and the weather described on a blank map.
  • They understand the oral information given.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
  • Descriptions of the weather in different cities.
  • Pictorial language.
• Cities in the UK: London, Manchester, Oxford, Glasgow, Cardiff, Belfast, Edinburgh, Liverpool...
  • Different weather conditions.
  • To practise pronunciation, word stress and collocations connected with the weather.
  • Emblems, cultural gestures, Illustrators, Regulators, Affect Displayers, Paralanguage, Qualifiers, Characterisers, Segregates.
Outline of leading activities

Classroom Management
Timing
Grouping
Pupils
Teacher
Resources

Whole Class
Say good morning to the teacher and answer simple questions asked by the teacher. One of the students writes the date on the board (one pupil per day).
Greets the students and asks simple questions like: “How are you feeling today? Are tired? Are you happy? Why? What day is it today?
  • Blackboard
10´
Whole Class/ Individual work.
Correct their homework.
Corrects their homework aloud and using flashcards to settle the meaning of the vocabulary.
  • Blackboard.
  • Weather Flashcards.
10´
Whole Class/ Individual work.
  • Students come to the blackboard and point to the main cities.
  • They ask the teacher´s questions.
  • .Teacher posts a map of the UK on the board with the main cities and the weather symbols on it. Asks simple geography questions: Which 4 countries make up the UK? Which are their capital cities?
  • She asks the students to come to the blackboard and point to them.
  • Teacher reinforces the new information by writing the names on the board.
  • Uk map.
  • Blackboard.
10´
Group work.
  • In groups, they fill in the worksheets with the new information. They get feedback from the other students.
  • They colour the four countries in different colours, set their capitals and main features: mountains, rivers…
  • Hands out a blank copy of the map, and asks students to fill it up with the information on the board.
  • Monitors the group work.
  • Uk map.
  • Worksheets

10´
Individual Work.
  • They try to set the weather symbols on the map as they listen to the CD
  • Plays an easy listening about the weather conditions in the UK.
  • Repeats the listening 3 times.
  • Audio-cd.

10´
Group Work
  • Students share the information they got from the listening and complete the map with the information given by their partners.
  • Makes groups with students of different abilities.
  • Monitors and helps the students.



Whole Class.
  • Notes homework. They have to find out information about the Uk. The flag of the 4 countries and their national flower. They draw them on the working sheet.
  • Gives homework: a research activity.

Assessment Criteria
All children must be able to
  • Identify the main features on a UK map as well as the weather symbols.
  • Understand the main information of a listening.
Most of the children will be able to
  • Identify accurately the information from a listening.
  • Be able to express themselves in English.
Some of the children could
  • Express themselves properly in a discussion.
















Lesson 4

Learning objectives
Learning outcomes
Evidence for Assessment
  • Identifying several climates of the world.
  • Identifying the countries and continents where we find these biomes.
  • Associating different plants with the different weather conditions and climates.
  • Identify and set the information about the biomes on a map.
  • Set the plants that grow on each biome.
  • Review the elements of a map with them.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
  • Information about the different biomes in the world.
  • Knowledge of the plants of each biome.
  • Vocabulary of the biomes: tundra, taiga, desert, grasslands…
  • Vocabulary about the plants in each area: palm trees, cactuses, moss…
  • Asking and giving information about the biomes: what´s the weather like in the tundra biome…?
  • Superlatives.
  • Emblems, cultural gestures, Illustrators, Regulators, Affect Displayers, Paralanguage, Qualifiers, Characterisers, Segregates.
Outline of leading activities

Classroom Management
Timing
Grouping
Pupils
Teacher
Resources

Whole Class.
Say good morning to the teacher and answer simple questions asked by the teacher. One of the students writes the date on the board (one pupil per day).
Greets the students and asks simple questions like: “How are you feeling today? Are tired? Are you happy? Why? What day is it today?
  • Blackboard.
5
Individual Work
Children correct homework.
Corrects homework by asking questions and requesting information.

10´
Whole Class.
Children come to the poster and label the climate
Zones and the type of plants on each area.

If there are children from different parts of the country or different countries, they come to the board and are asked: What’s the highest mountain in your country? What´s the most beautiful city? Is it in the north, south, east or west?
  • Shows the children a poster of the world and asks: What kind of map is this? What information is there on the map? Is it about different countries? Is it about mountains? Is it about climate?
  • She hands out pop-outs of the biome words so that children come and stick them.
  • She explains the different biomes with their caracteristics.
  • Also hands out flashcards with different plants to be stuck next to the poster.
  • World Poster
  • Pop outs.
  • Flashcards.

Individual work/ Whole Class.
  • . Answers the teacher questions.
  • The children have seen superlative
Forms like “the most beautiful” before. Teacher
checks the form by asking: Can we say “the
beautifulest”, like “the biggest, the smallest”? No? Why not?
  • Checks if they understand the construction of the superlatives drilling the structures.
  • Blackboard.
15´
Pair Work/individual work.
  • Are given some activities to fulfil about superlatives. They work individually.
  • Then, they check their conclusions with their partners.
  • Writes two activities about biomes on the blackboard for the students to write and complete on their notebooks.
  • She monitors and checks.
  • Blackboard.
  • Students´ Notebooks.

15´
Pair Work/ Whole class.
  • The children work in pairs and write about their continent, biomes, the plants and the climate.
  • They come to the blackboard and present their work to the whole class.
  • Reads and explains the instructions to the children. They have to think about a continent and decide which biome is it and what type of plants there are.
  • Asks volunteers to present their work to the rest of the class. They should come to the poster and point to their continent while they do their presentation.
  • Encourages the rest of the class to ask questions about the continent.
• Blackboard.
• Students´ Notebooks.


Whole Class.
  • They are given a photocopy with different activities about the biomes and the plants studied to be completed as homework.
  • Explains homework.
  • Photocopy.
Assessment Criteria
All children must be able to
  • Identify the different biomes of the world.
  • Identify the different types of plants in each biome.
  • Understand and use the superlatives.
Most of the children will be able to
  • Write small compositions with information about the biomes.
  • Give and ask information about the biomes.
Some of the children could
  • Express their opinions about the topic accurately.
  • Use the grammar given precisely.

















Lesson 5

Learning objectives
Learning outcomes
Evidence for Assessment
• Associating types of clothes to the weather conditions.
• Use in a meaningful way the different types of clothes as well as recognizing the words.
  • To Identify and set the information about clothes in different activities.
  • To Understand and produce short text with the vocabulary given.
  • To practice oral competence.
  • At the end of the lesson, the students write a postcard to be read in the class, with information about the place where they are on holidays, the weather in that place and the clothes they are wearing.
Discourse/Text targeted
Language targeted- Non-verbal L Targeted
  • Writing short texts (postcards and letters).
  • Sentences using the simple present.
  • New Vocabulary: clothes.
  • Visual information about the clothes (photocopies) and written /labelled key words.
  • Emblems, cultural gestures, Illustrators, Regulators, Affect Displayers, Paralanguage, Qualifiers, Characterisers, Segregates.
Outline of leading activities

Classroom Management
Timing
Grouping
Pupils
Teacher
Resources

Whole Class
Say good morning to the teacher and answer simple questions asked by the teacher. One of the students writes the date on the board (one pupil per day).
Greets the students and asks simple questions like: “How are you feeling today? Are tired? Are you happy? Why? What day is it today?
(Questions vary everyday depending on the topic)
  • Blackboard.
10´
Individual work.
They correct their homework.
Corrects their homework aloud and using flashcards to settle the meaning of the vocabulary.
  • Blackboard.
  • Students´
  • Notebooks.
15´
Whole Class.
  • The students come to the poster and point at the correct picture.
  • They answer the questions.
  • One student comes to the blackboard and describes a character and what they are wearing.
  • Show the children a poster and tell them to look at the pictures of the children and at what they are wearing.
  • Asks questions: Are they all wearing the same clothes? Which child is wearing (an anorak)?
  • Repeats the procedure to review all the clothes words. Then
  • Asks children to come to the poster and describe what people are wearing.
  • Posters
  • Blackboard.
10´
Pair Work.
  • In pairs, students write on their notebooks the descriptions of the clothes of each character on the poster, and decide which type of weather goes with each character.
  • Explains the activity.
  • Monitors and helps with grammar and spelling.
• Blackboard.
• Students´ Notebooks

10´
Group Work.
  • In groups, students describe the characters and discuss the reasons why they think each character belongs to a certain type of weather.
  • Monitors and encourages speaking.
  • Blackboard.
  • Students´ Notebooks


Group Work.
  • In groups, they decide the word she is spelling and tells the teacher.
  • They then continue to do the same activity explained by the teacher in groups.
  • Spells out some of the words for the children to identify.
  • Monitors and helps.


5
Individual work.
  • Take note of the homework.
  • Explains homework.
  • Asks the children to write the postcard of themselves from a distant country. They have to describe the weather, the place and the clothes they wear.

Assessment Criteria
All children must be able to
  • Identify and use the different clothes as well as the type of weather where they suit better.
Most of the children will be able to
  • Express their opinions about clothes and weather.
Some of the children could
  • Spell the new vocabulary accurately.
  • Express their opinions about the topic.
  • Answer to certain questions showing a deeper understanding.
















Lesson 6

Learning objectives
Learning outcomes
Evidence for Assessment
  • Exposing their written/listening knowledge on a work.
  • Filling-up a poster with the information given.
  • Correction of the work.
  • Correction of the students´ notebook.
Dicourse/Text targeted
Language targeted- Non-verbal L Targeted
• Structures: There’s an island. There are some cliffs. Is there an island? Are there any cliffs? Where is it?

• Structures: What is he/she wearing, Is it hotter than the taiga? Is it colder? What´s the warmest…?
• He’s wearing an (anorak). She’s wearing a
(dress). Is he wearing (boots)? It’s (cold) and (wet).
• Words related to the landscapes, animals living in this landscapes, the weather, the UK, clothes, etc.
• Geographical concepts such as: North, South, East and West.
Outline of leading activities

Classroom Management
Timing
Grouping
Pupils
Teacher
Resources

Whole Class
  • Correct their postcards


50´
Group Work.
  • They go to the school´s library.
  • They have to make a Project about the the UK with all the information given.
  • They can use the library´s pc´s as well.
  • Explains how to do the work.
  • Gives out the materials: Cardboards, books, glue, scissors, photocopies, newspapers, magazines, etc.
  • Monitors the work.
Cardboards, books, glue, scissors, photocopies, newspapers, magazines, etc.

Group work.
• They finish the Work and hand it to the teacher.
  • Collects the students´ works.

Assessment Criteria
All children must be able to
  • Use the vocabulary and structures given in the whole lesson.
  • Create in cooperation with other students a poster with the information given.
  • They have to make a “project” with the sheets given by the teachers fulfilled with their work.
Most of the children will be able to
  • Show their work briefly.
Some of the children could
  • Express, explain and present their works orally with accuracy.