Poptropica English Islands Level 2 Unit Overview

7 Clothes

Unit objective

• Can talk about clothes

Language

Target vocabulary

Clothes: T-shirt, dress, socks, shoes, skirt, trousers, jacket, hat, shirt, coat, jumper, glasses, cap, boots, pyjamas, jeans, trainers

I’m wearing a (purple skirt). I’m not wearing (green trousers). Are you wearing (blue shoes)? Yes, I am. / No, I’m not. What would you like? I’d like (a shirt) / (some boots), please.

Target structures

Would you like (a blue shirt)? Yes, I would. / No, I wouldn’t. I’d like (a red shirt). Would you like (brown boots)? Yes, I would. / No, I wouldn’t. I’d like (red boots).

Revision

Colours, Adjectives

Imperatives

Receptive language

This is me with my friends.

CLIL (jobs and uniforms): firefighter, chef, nurse, police officer, helmet, badge Wider World (special clothes): When do you wear (special clothes)? What do you wear?

CLIL and Wider World language

Contents

Phonics • ar ( /ɑː/ ), ir , ur ( /ɜː/ ), or ( /ɔː/ ) (car, shark, sir, girl, for, corn, fur, surf) • word blending Topics • clothes • shopping • uniforms • special clothes Values • Be polite Songs and chants • Chant: I’m wearing a purple skirt. • Quest song: Help with the clothes. • Song: Good morning! Story and quest • Unit opener: Charlie, Rose, Uncle Dan and Ola watch the rehearsal of a play. • Story episode: Help with the clothes. • Quest item: a hat

Cross-curricular contents • Arts and crafts: making cut-out clothes cards, designing some special clothes, making a class book • Music: songs and chant • Maths: using numbers to sequence • Social Science: learning about uniforms, learning when people wear different types of clothes • Language skills: giving information, asking and answering questions, following instructions, acting out a story, playing games Socio-cultural aspects • identifying and talking about the clothes we wear • working in pairs and groups • asking for things politely • understanding why people wear a uniform • learning about clothes to wear for special occasions Learning strategies • using previous knowledge • asking and answering questions • following instructions • logical thinking: deducing information from pictures and text, playing a guessing game • critical thinking: identifying and comparing • using art and craft • predicting the outcome of a story • reflecting on learning and self-evaluation • personalisation of language learnt • recording new vocabulary in a picture dictionary

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