Poptropica English Islands Level 4 Unit Overview

The seasons 3

Key competences

Linguistic competence: Use language as an instrument for communication (L. 1 to 10) Mathematical, science and technological competences: Talk about the weather (L. 1 to 4); Find out about hurricanes (L. 9); Identify number of degrees (L. 2) Digital competence: Use Poptropica English Islands digital tools (L. 1 to 10) Social and civic competence: Be a good friend (L. 5)

Unit objective

• Can talk about the seasons

Cultural awareness and expression: Find out about natural disasters in the world (L. 9) Learning to learn: Reflect on what has been learnt and self-evaluate progress (L. 10) Initiative and entrepreneurship: Develop one’s own criteria and social skills (L. 1 to 10)


Weather conditions: stormy, wet, humid, warm, lightning, thunder, temperature, degrees Seasonal activities: go hiking, go camping, go water skiing, go snowboarding, go surfing, go cycling Seasons: spring, summer, autumn, winter What’s the weather like today? It’s (warm). There’s (thunder and lightning). What’s the temperature today? It’s (25) degrees. I/We/They go (camping) in the (spring). He/She goes (camping) in the (spring).

Target vocabulary

Skills (From Global Scale of English Learning Objectives – for Young Learners)

Reading • Can follow the sequence of events in short, simple cartoon stories that use familiar key words • Can understand likes and preferences in short, simple personal texts (e.g. diary entries or emails) • Can understand the main points in simple descriptive texts on familiar topics • Can extract specific information in short texts on familiar topics • Can get the gist of short factual school texts • Can identify key vocabulary and expressions in unfamiliar texts related to school subjects • Can identify the differences between two similar versions of a text, if guided by questions Writing • Can write short, simple descriptive texts on familiar topics if provided with key words and supported by pictures

Speaking • Can recite a short, simple rhyme or chant • Can sing a basic song from memory • Can say what the weather is like using basic phrases • Can describe weather conditions in their country using simple language • Can ask people how often they do common everyday activities • Can summarise the key information in basic diagrams, e.g. bar charts, timelines

Target structures

What was the weather like (last summer)? It was sunny. What was the weather like (yesterday)? It was windy.

weather, sun, wind, rain, snow, storm, cloud, today, rainy, snowy, sunny, cloudy, go skiing, go swimming, kite, hot, cold


Receptive language

even (in winter), at break time

Listening • Can recognise familiar words and phrases in short, simple songs or chants • Can understand basic phrases about the weather, if spoken slowly and clearly

CLIL: hurricane, typhoon, cyclone, wave Wider World: The weather is… , The temperature is… , It’s winter in…

CLIL and Wider World language


Phonics • ew and y • blending sounds Topics • Weather conditions • Seasonal activities • Natural disasters Values • Be a good friend. Songs and chants

Cross-curricular contents • Science: to know about hurricanes

Classroom ideas

Take-home English

• Make a poster with a map of the place where pupils live with symbols for weather conditions • Make a chart for weather conditions to be used daily in the classroom • Decorate the class with the CLIL poster • Ask the pupils to draw mind maps and vocabulary maps • Use the internet to find information about natural disasters • Use photos from the internet to show seasonal activities in the world • Bring to the classroom library books that talk about seasons • Photocopiables

• Letter for parents. When you begin Unit 3, give pupils a copy of the letter for the unit (see digital tools) This explains what pupils are going to learn in this unit. • Home–School link: Encourage pupils to show their work from Lesson 8 to their parents

• Language arts: reading a story, acting out, telling a story • Language skills: reading and understanding information to identify true/false sentences Socio-cultural aspects • Finding out about natural disasters in other parts of the world • Comparing types of natural disasters Learning strategies • looking at the title and illustrations to create expectations about the text • relating new words to known words • identifying rules about the use of go + - ing • logical thinking: understanding cause and effect • critical thinking: giving personal opinions when writing • collaborative learning: dialogues and interactional activities • self-assessment


• Chant: What’s the weather like today? • Song: Spring, summer, autumn, winter Stories • Unit opener: seasons • Island adventure chapter 3

Self-assessment objectives • I can identify weather, seasons and activities. • I can ask about the weather today and in the past. • I can understand a text about hurricanes.

Resources • Pupil’s Book p. 34 • Activity Book p. 28 • Grammar reference (Pupil’s Book p. 113)

• Picture dictionary (Activity Book p. 106) • Test Booklet – Unit 3, p. 16

• Unit 3 Extra practice (Activity Book p. 98)



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