DIDACTIC UNIT 5 : Catherine of Aragons fancy dress

COMPETENTIAL INDICATOR
1. Inferring the meaning of words from the context. LCC LTLC APIC

FORM: 4
OBJECTIVES
a)Learn new vocabulary
related to clothes. (Gen.
1,2; cycle 1)
b)Identify global and
specific meaning in oral and
written texts. (Gen. obj.
1,4; cycle 3, 1)

2. Miming the meaning of different items of vocabulary. LCC LTLC

3. Glean specific information which comes from both oral and written
sources. LCC LTLC
4. Getting the gist from both oral and written texts LCC LTLC
5. Becoming aware of the relevance of a well-presented text. LTLC
6. Being aware of the importance of a well-written text. LCC LTLC
7. Making a correct use of connectives to join sentences and
adjectives to describe people. LCC
8. Showing interest and motivation towards the use of the FL during
the development of communicative activities. LCC LTLC APIC
9. Making use of the Game language when necessary. LCC APIC

TIMING: From 8th January to 31st Jan.

EVALUATION CRITERIA
i) To learn and recall new words related to
items of clothing.
ii)To understand the gist and identify specific
information in a written text.

c)Write a description of
character from Tudor times.
(Gen. obj. 3; cycle 3)

iii)To produce written texts to describe people,

giving details of physical appearance, clothes
and character.

d) Take active part in

activities and games with a
communicative purpose.
(Gen. obj. 2,6,7; cycle 2,5)

iv)To participate in oral communicative

activities and games.
v)To show accurate and appropriate
pronunciation, intonation and rhythm.

e)Carry out a fashion show

with the aim of offering
information about clothes
being worn. (Gen. obj. 2, 3,
6, 9; cycle 3,4,6)

vii)To show accurate and appropriate

pronunciation, intonation and rhythm.
viii)-To describe oneself and other people
orally giving characteristics concerning
physical appearance, clothes and character.

f)Being aware of how trends

have changed with regard
to clothes.(Gen.6; cy. 8)

ix)To show curiosity towards learning facts

from times gone by.

10. Complying with the specific rules of a specific game. SCC APIC
11. Tolerating other people s suggestions. SCC
12. Considering mistakes as a part of the learning process. LTLC APIC
13. Showing appropriate intonation, rhythm and accurate
pronunciation. LCC
14. Using non-verbal strategies to get the message across. LCC LTLC
18.Learning and showing curiosity towards other cultures traditions
and customs concerning clothes. KPWC CAC APIC

CONTENT

Listening,
speaking
&conversing

Understanding
and using
vocabulary and
structures
related to
clothes.
Conferring
with each other
to reach an
agreement.
Produce oral
descriptions.

Reading
&writing.

Reading and
singing a song.
Read simple
texts.
Completing
written texts.
Writing a
description.

Language knowledge through use.

Linguistic
knowledge

Language reflection
Learning reflection

VALUES EDUCATION
Intercultural Education: Valuing other cultures.
Moral & Civic Education: Respect for different
clothes styles and not looking down on anyone.

Asking for and giving information about physical descriptions:

What is she wearing today?, Shes wearing a striped dress, a
black cotton robe, a suit of armour, etc. She has got blue eyes,
curly hair, etc., Hes carrying a shield and a spear, etc.

Expressing physical descriptions both orally and in a written

form, giving details about features of different body parts and
clothes: He is a little plump, Hes got dark straight hair. Hes
wearing jeans, a pair of brown leather shoes, etc.
Discrimination and emphasis on the Pronunciation of the sounds /h/
as well as /t/ and/d/.
The teacher helps pupils reflect on:
How mime and gestures &visuals are useful for them..
How the tool used for the comic has been important.

Sociocultural
intercultural.

Becom
ing aware
of the
differences
which exist
between
Tudor
clothes and
current
tendencies.

RESOURCES
DIVERSITY
CROSS-CURRICULAR LINKS.
History and Social Science
Flashcards & worksheets.
Graded-Tasks.
CD player, IWB and Mixed-ability grouping. (clothes which was used in Tudor
times)
computers.
Open-ended tasks.
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE.
LEARNING PROCESS.
Checking pupils fulfilling of objectives.

Daily observation for pupils work e.g. information exchanges, comic, etc.
Evaluation of the teaching process sheet.

Self-evaluation in the Pupils Evaluation Sheet and tests & Rubric for BBCCs.
SEQUENCE OF ACTIVITIES.
L.
WARM-UP
DEVELOPMENT
PLENARY
1
Greeting
Story: Henry VIIIs party Pre The teacher shows some key images of the story through the use of the IWB so Tidy up.
Setting the that children predict what the plot is about. While Students complete some linguistic patterns. Post Students Goodbye
goals of the express their opinion of the story making use of a pattern provided by the teacher. (Open-ended task)
routines
Unit
Follow-up: Children order some pictures related to the story. They then report back.
Brainstorming

WALT

Henry VIIIs turned up: We bring in a puppet of Henry VIII. Pupils answer several questions about his clothes.
Language awareness: We make pupils reflect on when we can put a before items of clothing. We also go over
the adjectives order. We give examples of items of clothing and theyre expected to say whether we need an a.
Game: Do you want to be my friend? Students sit in a large circle and in the middle we place one char less
than students. One student stands in the middle and asks will you be my friend? That student should answer Ill
be your friend if youre wearing (a belt). Students wearing that item of clothing jump up find another chair.
Greetings
- Song: What is Catherine of Aragon wearing today? Pre The teacher elicits some of the structures and
Setting
models them. While Pupils sing & act out the song Post Pupils sing the song on their own and are given the
WALT
lyrics. They work in pairs to write one more strophe (guided and open ended task).
- Pronunciation pictures The teacher picks some words from the song containing the sound /t /, / d/. He/She
calls out some words and pupils, working in groups of 3-4, take turns and run up to the picture whose word has that
sound and swat it with a fly swatter. Pupils also come up with new words which contain those sounds.
- Feathers game We go over sounds /t/, /d/ and work with the sound /h/ using feathers or a fluffy object.
Greetings and - Drill: Pupils are provided with a chart which is used by the teacher to drill the different structures orally.
daily routines. -Character in the round: Pupils draw one character from the story in a circle and divide it into 3 sections
WALT
(Physical description, character and action in the story). They fill them in and then and compare their work.
-Game: Can I cross the river Mr Crocodile? In two groups, we mark the boundaries of the river on the floor
and a confident child takes the role of a crocodile. Children stand on one of the banks of the river and ask Can I
cross the river, Mr Crocodile?. The crocodile replies, yes, if youre wearing (Mixed-ability groups)
Greetings. - Wall dictation: Pupils work in groups of 4-6. Each group is assigned with a coloured card with a text stuck away
Setting
from where the groups are. One pupil from each group runs, reads the text from the wall, goes back to the group and
WALT
dictates it to others. When we say change! another child will take on the role. (Mixed-ability groups)
-Gapped sentences: Pupils write sentences to complete some dialogues from a physician s surgery. (Graded)
- Great tunnel: In 2 groups, each group stands in two lines facing each other raising their arms high and the tips of
their fingers touching each other to build the great tunnel. A child goes through to answer questions from the others.
Follow-up: Children write 5 sentences to describe one of the pupils who went through the tunnel. (Graded)
Greetings. - Meaningful drill: Pupils complete a text about the description of Henry VIIIs son. (graded)
Brainstorm. - Mind map: Revision of adjectives to describe people s characters and tips to write physical descriptions.
Setting
Rays of sunshine: Pupils are provided with a handout where there is a sun with eight rays. Children individually
.WALT
write for each ray one characteristic of one of their classmates, including clothes and good qualities.
- Guess whos in my sun: Some pupils read what theyve written. The others guess who is being described.

Tidy up
Goodbye
routines

Bingo with
items of
clothing
Tidy up and
goodbye.
Tidy-up
Goodbye
routines

Tidy-up.
Goodbye
routines

6
Lesso
7
8

Setting.
WALT
Greetings
WALT
Greetings
WALT

-Character headbands: Pupils work in pairs and make a drawing of one character from Tudor s times to build a
headband. Pupils ask for and give information to find out their partners character.
-Peculiar fashion show: Pupils bring in clothes similar to what people used to wear in Tudors times. We move
the desks to create a catwalk. Each group (4-6 children) goes on stage to present the model.
-Mind map: We recall some tips to write a good writing.
-Written description: Pupils individually write a thorough description of one character from Tudors England.
- Self- evaluation: Pupils test.
- Language awareness: Pupils receive their comics and revise correction.
-WL topic grid: Children fill in a chart with 2 columns (What I still want to learn, What Ive learnt)

Tidy-up
Goodbye
routines
Tidy-up
Goodbye
Tidy-up
Goodbye
routines