TPD - Primary Lesson Plans - Didactic Unit - Buttiglieri Micaela

TallerPrácticaDocente
Kindergarten - DidacticUnit
1
I.S.F.D LENGUAS VIVAS BARILOCHE –
TALLER PRÁCTICA DOCENTE
ENTREGA DE PLANIFICACIÓN DE UNIDAD DIDÁCTICA
ALUMNO PRACTICANTE: Micaela J. Buttiglieri.
Sala: Sala de 7-8 años
Nivel lingüístico del curso: Pre- Intermediate
Cantidad de alumnos:
Tipo de Planificación: Clase
Unidad Temática: “What are you wearing?”
Learning Aims
During this lesson, learners will be able to…
 Recognize severalclothes.
 Say the clothes’names whiledevelopingtheirpronunciation.
 Interactwiththe teacherand their classmatesonlinebydevelopingindividualworkandcollaborative
work.
 Describe clothes’features.
 Identifydifferent kindsof clothes.
 Describe people’clothing.
 Designpeople’clothing.
 Deepentheirunderstandingof commands/instructionsinL2while developingtheirsocial skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
The seasons:
Summer, Winter, Autumn,
Spring
- Identifyingseasons.
- Relate weather’conditions
withseasons.
* WH – Questions and
answers:
- “How isthe weatherin +
(season’sname)?”
- “It’ssunny/cloudy/windy/

2
V rainy/hot/cold/etc…”
* YES/ NO questions and
answers:
- “Is it + (weather’ condition)
in (season’s name)?”
- “Yes it is”/ “No it isn’t”.
N
E
W
Clothes:
Jacket, Jeans, Sweater,
Shorts, Boots, Raincoat, Cap,
Hat, Socks, Shoes, Coat,
Mittens, Dress, Scarf, Gloves,
T-shirt, Shirt, Skirt, Swimsuit,
Vest
- Identifying clothes’ names.
- Recognizing different kinds
of clothes.
- Identifying seasonal
clothes.
- Sentence structure:
“It isa…” / “It’s a + (clothes’
name)”.
- WH- questionsand
answers:
“What is it?”
“It’s/ It isa….. + (name of the
clothes’piece).”
“I wear + (summer clothes’
name) in summer”.
“I wear + (winter clothes’
name) in winter”.
I will communicate with the girls’familiesthroughWhatsapp,toclarifyqueriesanddoubts,butalsoto
communicate some importantfeaturestotake intoaccountfor the developmentof the activitiesthatwe will
be workingduringthe lessons.Inaddition,Iwill share tothe girls’familiesthe linksof the webpagesin
whichwe will share the developmentof some of the activitiesassigned.Ipreparedactivitiesonthe following
applications:Padlet,Wordwall,Genially,Loom, Educaplay.
- Here,isthe linkof the PadletI createdtoshare some activities’development withstudents:
https://padlet.com/m icaabutt iglieri/gia4ic1 zli0 wymkx
Materials
 Clothes:
- A jacket. – Jeans.
- A sweater. – Shorts.
- Boots. – A raincoat.
- A cap. – Shoes.
- A coat. – Mittens.
- A dress. – Scarf.

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- Gloves. – Socks.
- A hat. – A T- shirt.
- A shirt. – A skirt.
- A swimsuit. – A vest.
 A summer picture.
 A winter picture.
 A photo of a summer style.
 A photo of a winter style.
 A worksheet about a girl’s coloured clothing (She’s wearing…).
 A colouring sheet to design a bear’s clothing.
* Scaffoldingstrategies: Duringlessonsof thisDidacticUnit,I will use some scaffoldingstrategiestodevelop
the activitiesprovidedandworkedonthe meetingsassigned.Iwill use the strategy ‘show andtell’inorder
to helpstudentstounderstand commandsandinstructions inabetterwayandalsoto allow themto make
visual connectionswhichhelpthemtoacquire knowledgeeasily.I will alsouse ‘modelingandgesturing’
whengivinginstructions.The use of ‘visual aids’ suchasgraphicorganizers,pictures,andvideo
presentations,will helpstudentsvisuallyto relate contents,representtheirideas,guide andshape students’
ideas.
Furthermore,Ifinduseful to ‘connecttobackgroundknowledge’asa scaffoldingstrategywhichwillallow
me to have coherence betweenstagesandbetweenthe previouslessonandthe followingone. Inaddition,I
will make use of “givingtime totalk”as a necessarystrategywhenaskingthe studentsinisolationto
participate,inordertogive time toeach studenttoprocessnew informationandelaborate theiranswers.
AnotherstrategyIwill use duringthe developmentof activitiesis‘questioning’bysentence structures such
as: “What is it?”“It’s a + (clothes’ name);“Are youwearing+(clothes’name)?”“YesI am/No I’mnot”;
“What are youwearing?”“I am wearing+ (clothes’names)”; or“What are theywearing?”“Theyare wearing
+ (clothes’names)”, inordertodevelopcommunicationthroughquestioning andanswering,anddoingsome
reviewonthe topicslearnt.
WEEK Nº 1
Procedures
ROUTINE
WARM- UP
Aim: To get students’ attention and encourage them to start the lesson. To establish
rapport.
To introduce clothes’ names.
I will startour meetingwithawarm“Hello”:
Transition: Teacher:Hellogirls!
Students:Hello!/Helloteacher!

4
Teacher:How are youtoday?Fine?Okay?(while Iputmytwo thumbsupand smile)
Students:Fine!/Okay/Thumbsup/A smile.
Teacher:That’s verynice!(Smiling).
Transition: Teacher:Wait a minute!It’sabit coldtoday.I will puta jacketon. (while I lookforthe jacket)
This isnot myjacketI can’t findmyjacket,but there isa vest.I will wearavest.
Look!I’m wearingavest!
Are youwearinga vest?
Students:Yes!/ No.(eachstudentwill answeraccordingtotheirclothing).
Teacher:Fine!Now,look!Iwill show youmyclothes!There are lotsof clothes!
In thisway,I will showthe girlsthe clothes’namesinordertointroduce themthe topicwe will be working
on.I will create a kindatmosphere,sothe girlsmayfeel confidenttointeractwithme.
Thisis the activityIpreparedin“Genially”tointroduce clothestothe girls:
https://view.genial.ly/5f6f5488d911060d5ce2744d/video-presentation-clothes
As I showthe videoin“Genially”,whichintroducesdifferentkindsof clothes,Iwill holdinmyhandauthentic
clothesat the same time,asI name each one of the clothes’items.
 Here is the link of the videoIrecordedin“Zoom” anduploadedto“You tube”,to share the way I will
introduce thistopic:
https://youtu.be/dQFh2d7v_oc
PRESENTA TION
Aim: To identify clothes.
To practice the structure: “What is it?”/ “It’s a + (clothes’ name)”.
In the presentationstage,Iwill workwithanactivityconnectedto clotheswhichIpreparedinthe webpage
called“Wordwall”.Duringthisactivity,studentswill visualize many windows whichare closed,andthey will
be askedto ‘openthe window’andrecognize whatkindof clothesisthere insideeachone of the windows.
The girlshave to say the name of the clotheseverytime theyopenawindow,inordertoidentifyand
practice the clothes’names.Thisactivitywillbe developedindividually.
Each studentwill be askedthe followingquestion:“Whatisit?”
Each studentwill answer:“It’sa+ (the clothes’name inside eachone of the window)”.
 Here is the linkof the activity“My clothes:Openthe windows”,thatIprepared on“Wordwall”:

5
https://wordwall.net/resource/4649425
DEVELOPMEN T (PRACTICE and PRODUCTION )
Aim: To identify clothes.
To describe their clothing.
To recognize seasonal clothes.
* Activity1:Duringthe developmentstage,Iwill encouragestudentstoparticipate inthe activityintroduced
inthe presentationstage “Myclothes:Openthe windows”.Todevelopthisactivity, Iwill askstudentsto
choose some windowstobe opened(nomore than10 windows),andstate if the clothesinsidethe windows
are summerclothesorwinterclothes(Iwill opensome windowsatthe beginning,toprovide the girlssome
examples,asIholdthe picture whichshowsif theyare summerorwinterclothes).Inthe examplesgiven,I
will use the followingstructure towork withseasonal clothes (accordingtothe clotheswhichappearinside
the windowsIwill opentoprovide some examples):
“I wear+ (summerclothes’name) IN SUMMER”.
“I wear+ (winterclothes’name) IN WINTER”.
- Summerpicture:
- Winterpicture:

6
To showthe developmentof the activity Icreatedin“Wordwall”,inwhichwe will workduringthe
presentationanddevelopmentstage, Irecordedavideo in“Loom”,to show the way that thisactivitywill be
developed.
Here is the linkof the videoIrecordedin “Loom”:
https://www.loom.com/share/4f165478f346423c89a18922627e8d58
* Activity2:In thisactivity,studentswill have 18(eighteen) piecesof clotheswhichmaybe classifiedinthe
rightgroup. There are 2 (two) groups:“Summerclothes”and“Winterclothes”,andstudentswill have to be
able to identifyif thoseclothesare generallyworninsummerorwinter.Once theydothe classificationof
seasonal clothes,theywill have toshare the resultstheyobtained inPadlet.Itisan individual activity.
CLOSURE
I will sayto studentsthatwe have to finishourmeeting,butbefore leavingIwill askstudentstothinkontwo
differentclothingstyles:“A summerstyle”anda “Winterstyle”.Theywill have to design theirfavourite
summerandwinterstyles, bychosingthe clothestheyprefertowearinwinterinone hand,and insummer
on the otherhand. I will askthemto share both stylesinPadlet,once theyelaborate them(theycanupload
photosshowingbothclothingstyles,ortheycan uploadpictureswiththe clothingchosenforbothstyles).I
will tell the girlsthatIhave already designed myfavourite “summerstyle”and“winterstyle”andtheycan
watch in“Padlet”the photosof both stylesIchose.Iwill askstudentstoparticipate tooand showthe rest
theirclothingstylesinPadlet.
Here is the linkof “Padlet”inwhichwe will share ourseasonal clothingstyleselectedbyeachone of us:
https://padlet.com/m icaabutt iglieri/gia4ic1 zli0 w ymkx

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Teacher:Come on girls!Let’sdesignyourfavourite clothingstylesforsummerandwinter.Show tothe rest
of the class!
WEEK Nº 2
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
The colours:
Blue, Red, Yellow, Orange,
Green, Purple, Pink, Brown,
Black, White
- Identifyingcolours.
- Describingcoloured
objects.
“It’s + (colour’s name).
- WH- Questions and
answers:
“What colour is + (object’s
name)?”
“It’s + (colour’s name)”.
N
E
W
Clothes:
Jacket, Jeans, Sweater,
Shorts, Boots, Raincoat, Cap,
Hat, Socks, Shoes, Coat,
Mittens, Dress, Scarf, Gloves,
T-shirt, Shirt, Skirt, Swimsuit,
Vest
- Identifying clothes’ names.
- Recognizing different kinds
of clothes.
- Identifying seasonal
clothes.
“It isa…” / “It’s a…”
- WH- questionsand
answers:
“What is it?”
“It’s/ It isa….. + (name of the
clothes’piece).”
“I wear + (summer clothes’
name) in summer”.
“I wear + (winter clothes’
name) in winter”.
- WH- questionsand
answers:
“What are youwearing?”
“I am wearing+ (clothes’
names)”.

8
“What are theywearing?”
“Theyare wearing+ (clothes’
names)”.
ROUTINE
WARM- UP
rapport.
To introduce clothing styles.
I will startour meetingsaying“Hello”:
Students:Fine!/Okay/Good/Thumbsup/A smile.
Teacher:Great! I’m fine too! (Smiling).
(Iwill showthe girls the seasonal clothingstyles Ichose todescribe,asItoldthemat the closure stage of the
previouslessonthatIwill share withtheminPadlet.Ialsoaskedthe girlstoshare their ‘summerclothing
style’and‘winterclothingstyle’).
Transition: Teacher: Well girls! I want to show you my clothing styles. I shared my ‘Summer Style’ and
‘Winter Style’ with you on Padlet.
Look! This is my Summer Style:

9
I am wearing a blue cap, a black T-shirt, pink shorts and pink flip flops.
This is my Winter Style:
I am wearing a white shirt, black jeans, a grey sweater, brown boots and a red scarf.
Teacher: Now, let’s see your seasonal clothing! Let’s describe your Summer Style and your Winter
Style!
Students: Yes Teacher!
Teacher: Who would like to start?/ Who wants to start? (If none of the girls say she wants to start, I
will name theminisolation,byencouragingthemtodescribe the seasonal clothes they have chosen for the
“Summer Style” and “Winter Style”).
- Here, students will describe the clothes they have chosen for both clothing styles assigned. They will
describe some featuresof clothessuchascolours,as I previouslydidinthe descriptionof my clothing styles.
PRESENTA TION
Aim: To identify coloured clothes.
To practice the structure: “What colour is + (clothes’ name)?”/ “It’s + (colour’ name)”.
In the presentation stage, I will work with an activity about coloured clothes. Here, students will watch a
videowhich isstoppedmanytimesinordertoanswerkey questions (with multiple choices) about features
of the differentclothestheywatchduringthe developmentof the video.Studentswill have to pay attention
to the clothes they watch in the video in order to be able to choose the right answer for the questions
introducedduringthe videopresentation. I prepared this activity in a web page called “Educaplay”. During

10
thisactivity,studentswill visualize many colouredclotheswhichare mentionedin isolation, so students will
be able to identifyclothes’names,butatthe same time theyhave tomemorize the clothes’ colours in order
to provide the right answers to the multiple choice questions, and achieve high scores. The activity will be
developed collaboratively, as I will ask students to participate as a group.
- Here is the link of the activity I prepared in “Educaplay”:
https://es.educaplay.com/recursos-educativos/7012058-my_clothes.html
At the end of the video presentation, the last item asks students the following question: “What of these
clothesdoyouwear?”.Here,studentswill mentiontothe restof the class whichof the clothes shown in the
videotheywear,and theymayalsodescribe if the clothesfromthe videotheychose are of different colours
from the ones they wear. In the presentation activity students will work as a group.
- Here are the links of the recordings in “Loom” about the way this presentation activity will be
developed:
https://www.loom.com/share/bd1337d4a6224f0d9516571cecbe3cfa
https://www.loom.com/share/a3382ea8f4554fbdadb202156dc672bb
https://www.loom.com/share/78ea1b95874044448184c3be9f6cb639
Aim: To identify different kinds of clothes.
To recognize characters’ clothing.
To describe characters’ clothing.
* ACTIVITY 1: During the development stage, I will encourage students to participate in two different
activities related to characters’ clothing. I prepared the first activity in “Educaplay” in which students will
watch a videoabout “The Simpsons” and they will have to pay attention to the characters’ clothing. During
the developmentof the video,there are many questions about the clothes that the characters are wearing,
so studentshave topay attentiontothe differentsceneswatched inthe videoinordertobe able to describe
the right characters’ clothing. There are two different kinds of questions, the first type of question asks
students to describe characters’ clothing, and the second type of question requires a positive or negative
answer. In this way, I can check students’ attention, and also enhance students’ motivation to take part of
this activity. This activity will be developed collaboratively.
- Here is the link of activity 1 I prepared in “Educaplay”:
https://es.educaplay.com/recursos-educativos/7069635-what_are_they_wearing.html
* ACTIVITY 2: Once students worked in activity 1 with “The Simpsons’ characters” and got acquainted with
them, I will introduce activity2whichiscloselyconnectedwiththe previousactivity,asitworksalsowiththe

11
same topic. In this activity, which I prepared in “Genially” students will be shown a presentation in which
they will visualize different pictures and they have to match some clothing descriptions with the right
character. Duringthe developmentof the presentationIwill readthe descriptionsrelated to clothes and ask
students in isolation in order to encourage each student to participate by taking her time to analyze and
reflect before proving her answers.
- Thisis the activity2 I preparedin“Genially”topractice on the topic mentioned in the development stage:
https://view.genial.ly/5f7e192ec017fe0d1059dd35/presentation-the-simpsons-what-are-they-wearing
CLOSURE
I will sayto studentsthatwe have to finishourmeeting,butbefore leavingIwill askstudentstochoose the
character’sclothingof “The Simpsons”theylikedthe most,anddescribe him/her.Theywill have todrawthe
character withhis/herbelongingclothesanduploadittoPadlet.Iwill tell studentsthatIwill alsouploadthe
character’sclothingI likedthe mostandtheycan visualize mycontributioninthe Padletwe share. Each
studentwill share hercontributioninPadlet.
- Here is the linkof the “Padlet” we share towork on “Clothes”:
https://padlet.com/micaabuttiglieri/gia4ic1zli0wymkx
WEEK Nº 3
ROUTINE
WARM- UP
rapport.
Students:Fine!/Okay/Good/Thumbsup/A smile.

12
Well girls,Iwantto showyou myelectionof the “Simpsonscharacter’sclothing” which I shared in
Padlet with you.
I will show the girls the Simpson’s character I chose, who is Lisa, and I will describe Lisa’s clothes.
Teacher: Look girls! I chose Lisa.
She is wearing a red dress, red shoes and a white collar.
Now, show me the Simpsons’ character you chose, and tell me “What is he/she wearing?
(Each studentwill tellthe Simpsons’characterthatshe chose and she will describe the character’s clothing).
PRESENTA TION
Aim: To identify coloured clothes.
To practice the structure: “What is she wearing?” “She is wearing + (colour’s name) +
clothes’ name).
In the presentationstage,Iwill work withaworksheetinwhichthere isagirl wearing four different clothing
styles. On each kind of clothing, the girl is wearing a variety of coloured clothes.
I will introduce the activity to the girls by asking the following question:
“Oh, watch at this girl! Her name is Anna! She is wearing different coloured clothes! What is she wearing?
I will askstudentsinisolation,toletthemthinkonthe rightanswer,asI read each sentence and provide the
multiple choicesof clothes’namesgiven,inordertoletstudentstellme the right answer for each sentence.
At the beginningof the activity,Iwill provide the girlsthe answersof sentences1and 2 as examples, as I will
answer these two sentences in order to guide them the way that this activity will be developed.
This activity will be developed individually.
I recorded a video in “Loom” to show the way that this presentation activity will be developed:

13
https://www.loom.com/share/fcc6f0895d364efa85d22b1b93cb7e9a
Once the girls finish answering about Anna’s clothing styles, I will congratulate them for participating and
showing their commitment to develop the activity.
To recognize characters’ clothing.
To describe characters’ clothing features.
* ACTIVITY1: Duringthe developmentstage, Iwill tellstudentsthatwe will work with characters from other
TV cartoon called “Hey Arnold”, and I will ask them if they know this cartoon. Then, I will tell students that
we will workonan activityinwhichwe will visualizethe characterswhobelongto the cartoon “Hey Arnold”,
and theyhave to payattentionto the clothes the characters are wearing, in order to answer some multiple
choice questions connected to the characters’ clothing.

14
I preparedthis activity in “Educaplay”, in which students will watch a video about “Hey Arnold”. The video
shows the cartoon’ characters, and students will be asked to pay attention to the characters’ clothing
because they will have to answer multiple choice questions in relation to the clothes the characters are
wearing in the video. I will read each question aloud and the multiple choice answers available for each
question, in order to make students think and tell the right answer/s. This activity will be developed
collaboratively.
 This is the link of activity 1 that I prepared in “Educaplay”:
https://es.educaplay.com/recursos-educativos/7081364-hey_arnold_clothing.html
* ACTIVITY 2: Once students worked in activity 1 with “Hey Arnold’ characters” and knew them, I will
introduce activity2whichiscloselyconnectedwiththe previous activity, as it works also with the same
topic.However,thisactivityisabitmore complex,sostudentshave tobe veryconcentratedandfocused
on the characters’ clothing because they have a time limit to choose the right answer. In this activity, I
prepared a Game show Quiz in “Wordwall”, in which students have to answer a multiple choice quiz
withtime limit(30seconds),lifelinesand a bonus round (to get scores). During the development of the
activity, students will have different clothing’ descriptions (which I will read aloud), and below each
descriptiontheywill have some picturesof HeyArnold’characters,so students will have to say which of
the characters is the one who belongs to each clothing’ description. Students will have 30 seconds to
provide the rightanswer. This activity will be developed individually, in order to give each student the
possibility to think about each description provided and select the character that belongs to that
description.
* This is the link of activity 2 which I prepared in “Wordwall”:
* Here is the video I recorded in “Zoom” and uploaded to “You tube” to show the way this activity
will be developed:
https://youtu.be/SF8WLSsD8Nw
CLOSURE
I will sayto studentsthatwe have to finishourmeeting,butbefore leaving I will ask students to choose the
character’sclothingof “Hey Arnold”thattheylikedthe mostanddescribe him/her.Iwill tell themthatIhave
already chosen a character I liked from “Hey Arnold”, and I will share in “Padlet” the description of this
character’s clothing with them. Students will have to share in Padlet the description of the character’s
clothingthattheychose from “Hey Arnold”, in order to visualize all the clothing’ descriptions we did about
the character chosen by each one.
- Here is the link of the “Padlet” in which we share the characters’ clothing descriptions:

15
WEEK Nº 4
ROUTINE
WARM- UP
rapport.
Students:Fine!/Okay/ Good/Thumbsup/A smile.
Well girls,thistime Iwantto show youmy electionof the other cartoon we worked last class. We
worked with “Hey Arnold’ characters” and I chose Arnold to describe his clothing.
I will show the girls the character I chose from “Hey Arnold”, who is Arnold, and I will describe his clothes.
Teacher: Look girls! I chose Arnold!
Listen! What is he wearing?
He is wearing a red shirt, a blue cap, a sky-blue sweater, blue jeans and black shoes.

16
Then,I will invite students to show the characters from “Hey Arnold” that each one chose and describe the
character’s clothes to the rest of the class. (Each student was previously asked to upload to “Padlet” the
character that each one chose and describe his/her clothes).
PRESENTA TION
Aim: To describe clothes.
To practice the structure: “What are you wearing?” “I am wearing + (colour’s name) +
clothes’ name).
In the presentationstage, I will introduce the structure: “What are you wearing?” “I am wearing + (clothes’
items)”, in order to describe my clothing style. Then, I will encourage students to describe their clothing
styles,byaskingeachstudent:“What are youwearing?”.Firstof all,I will describemyclothingstyle, to show
students the way that each person describes his/her clothing. This activity will be developed individually.
TRANSITION: Teacher: Well, look girls! What am I wearing today? (while I point at my clothes)
Let’s listen to the clothes I am wearing today! This is my clothing style:

17
I am wearing a purple sweater, a white shirt, blue jeans and black shoes.
Now, it’s your turn! Let’s describe your clothing’ styles.
What are you wearing (student 1)? (While I say the name of each student in isolation)
Student 1: I am wearing + (clothes’ items)
Teacher: Great description! Nice clothing style!
(I will ask the same question to each student in isolation, in order to let her describe her clothing style).
To design different clothing styles.
To describe clothing styles.
* Duringthe developmentstage,Iwill tell studentsthatwe will workwithawebpage called “Joy of clothes”
(Your personal stylist), in which we will design our favourite clothing styles by choosing different kinds of
clothes.Duringthe developmentof thisactivity,Iwill show the studentsthe waytodesignamodel’sclothing
style. At first, they can choose the model body, face, eyes, nose, eyebrows, hair, and different features
relatedtothese bodyparts. Theywill have tochoose justone model,andprovide twodifferentlooksforher.
Then,theycan choose differentclothesaccordingtothe clothingstyle theywant to design. At last, they will
provide a name to the model, and a description of the model clothing’ style.
Once each student finishes designing her model clothing’ style, I will ask her:
“What is + (model’s name) wearing?”
Each student will answer: “She is wearing + (clothes’ items)”
- At first, I will describe my model’ clothing style:
https://www.joyofclothes.com/profiles/MissMica/186219/sarah
My model’s name is Sarah. In the first look I designed, she is wearing a red dress, black shoes and a
small yellow bag. I described this look as “Party clothing’ style”.
- This is the second look I designed for my model Sarah:
https://www.joyofclothes.com/style-me/buy-the-look.php?umid=186224
Here, she is wearing a short yellow sweater, a red and white skirt, red sunglasses, a pink scarf, a
small blue bag and pink shoes.
Once I present both looks I designed for Sarah, I will invite students to participate and design their
model. Students will have to provide a name for her model and design two different looks for her,

18
with a description for each look designed by them.
Here are the links of the videos I recoded in “Loom” to show the way this activity will be developed:
https://www.loom.com/share/4a20a6a0a93242d3994eae110c90ae0b
https://www.loom.com/share/83ccbc08d7694c419f64f547a247dc2e
CLOSURE
I will sayto studentsthatwe have to finishourmeeting, but before leaving I will invite students to play the
following game called “Teddy dresser”. In this game, they will have to choose a bear they like and dress
him/herwiththe clothestheylikethe most.Then,Iwill ask students to share in “Padlet” the drawing of the
bear they chose and dressed, to give him/her a name and describe the teddy bear’s clothing.
- This is the link of the game “Teddy dresser”:
https://learnenglishkids.britishcouncil.org/games/teddy-dresser
I will alsoshare in “Padlet” the bear I chose in the game, and the description of the clothes I chose to dress
him/her. Students and I will share our Teddy bears designed in the game, in order to visualize each one’s
results.
In addition, I will provide students the following colouring sheet in which they can draw the bear they
designedin the game, so then, they share the sheet in Padlet. In the colouring sheet, they have also some
blankspacesinwhichtheycan write the names of clothes they chose to design their bear’s clothing. This is
the sheet I will share to students:
- Here is the link of the “Padlet” in which we will share the Teddy bears’ clothing:

19
THIS IS THE END OF THE DIDACTIC UNIT.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations

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