Ready for the party?

Authors:  Meritxell Lillo, Lucia Martinez, Irene Sandín, Júlia Zúñiga

Link to the 360 tour:  https://webobook.com/public/653fd916992f9948f72ce672,en 

Contextualization

• Target age: 3rd graders

• Target language level: A1

Lesson aims (Specific objectives based on CEFR)

Reception

• Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

• Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. 

• Can understand store guides (information on which floors departments are on) and directions (e.g. to where to find lifts). 

Interaction

• Can express numbers, quantities and cost in a limited way. Can name the color of clothes or other familiar objects and can ask the color of such objects.

SWBATS

• To distinguish the important information to calculate the right mathematical operations.

• To execute additions and multiplications successfully.

• To identify and write basic colors.  

Preparation

• Materials

• Creation of interactive images (360º) with hotspots.

• Creation of the six activities and their visual supports.

• List of chores the students have to complete. 

• Correction grid.

• Class preparation 

• Prior introduction to target lexicon.

• Explanation of how to use interactive materials. We will make an explanation, but, in this case, will be the teacher who controls the 360 tour, following the instructions the students give. 

• Print the correction grid, and make sure that students have the materials needed to complete the activities. 

• Make pairs to complete the tasks so that they can work collaboratively. 

Materials

• Correction grid.

• Colors and pencils. 

• Projector to share the tour. 

• Computer with internet connection. 

Brief description of the task cycle

• Pre-activity

All the vocabulary that you will find in this 360 tour has been worked on for several years, so we will only review it beforehand to make sure that the students remember it. This is why the pre-task will consist of games to refresh this content. Below are some examples of the activities that can be done, although each teacher could do different ones to suit their group. 

This vocabulary is mainly grouped into 3 groups: numbers from 1 to 100, colors and shops.  

In order to work numbers we would do a quick revision of the names, showing the number huge in the whiteboard, and then, the students, by turns, should say which is the name of the number in the whiteboard. We wouldn’t force any student to participate, and if necessary help those with some difficulties to remember it, until we have showed all the numbers. Once this is finished, we would play a bingo. Each student will have a paper with 15 numbers on it, when a student has all the numbers in a line they have to shout “line”, and then, we will continue saying the rest of the numbers left, until someone gets to complete all their paper and scream “bingo”. 

The numbers will be randomly chosen and no-repeated, and, in order to make it easier we will say the name of the number both times, and, saying the ten and the unit, for instance: 

54 → fifty-four (2 times), then, five four (2 times). 

To do the revision of the shop names, we would make by group a town tour coming to the different shops and implementing a role play in some of them. With this activity we would work the names of the shops, how to establish a conversation in it, and what elements can we find in each of them. We would divide students in groups of 5 people and each of them would have a board with a drawing of the shops and a grid of the possible paths, and throwing a die, by turns, they will have to chose which route to follow, until have visited all the shops. 

Something more or less like this

And finally, when it comes to the colors, we could revise them really fast by two kind of activities: a color sorting, or a color scavenger hunt. In the first one, we will have to provide a variety of objects or toys of different colors and have the children sort them into color categories. The second proposal consists of creating a list of colors or color swatches, and have the child find objects in the school that match those colors. Both activities will help students to remember and relate the names with the colors, in a more enjoyable way. 

We consider that these activities are engaging and would be useful for our students to revise the vocabulary needed before starting the 360 tour. 

• Main activity

This 360 activity is a tour. In this case they will see some stores located in the Universitat Autònoma de Barcelona. While doing the activities prepared for this tour, all of them related to the stores, they will be working on colors and simple mathematical operations. 

This tour follows the story of its main character, which is the students who are doing it. At the start of the tour they will discover that soon it's their birthday and that they have to buy some things before the party. Then, they will obtain a list with all the places they have to go and what they have to get. 

By following the steps of the list they will do the next six activities: 

1. Bank: They must choose the amount of money that is 50 euros. You can solve this in two ways. Or remembering the numbers in English or adding up all the bills.

The options are: 10 euros (two 5 bills), 20 euros (two ten bills) and finally the correct one is 50 (three ten bills and one twenty). They will paint the option that they believe is correct in the correction grid.

2. Clothing shop: For their birthday party they want to dress well, so they are going to buy new clothes. They only have 20 euros for it, so students must choose what they want taking into account that they cannot go over the budget. Once chosen, in the correction grid they will circle the chosen options and write the total number of money spent.

3. Candy shop: Every party needs candy, so our protagonist must go buy them for his guests. This activity is based on a mathematical problem. It goes like this: "I need to buy candies for my 15 friends. Each friend will have 4 candies. How many candies will I buy in total?" The answer will be written to the correction grid.

4. Pharmacy: While you are on your way to the next stop, you remember that your sister is sick and needs some medicine, so you pass by the pharmacy and buy the small orange bottle.  So for this activity the students have to circle the correct object in the correction grid; in case of online meeting they will have to write the column and the line of the object.

5. Hair salon: To complete a nice look for the party not only do you need a good outfit, but also a good hairstyle, so our protagonist must go to the hair salon and ask to get a new temporary hair color.  To complete the activity they will have to choose between three types of hair colors and write the whole sentence to ask for it. (I want my hair….)

6. Stationery shop: Finally, what kind of party has no decoration? So to create the decoration they will have to go to the stationery shop and get yellow, purple and green cardboard to design the decoration for the party. In order to complete the task they will have to circle the correct pack of cardboard and in case of online meeting they will have to write down the column and the line of the object in the correction grid.

• Post activity

In order to reinforce vocabulary regarding numbers, colors and items found in shops this post-activity can make students be creative and use English practically. There will be a brief revision of the vocabulary and the shops seen in the main activity to ensure that students understood the content needed. 

Students will divide in groups of four people approximately and will be assigned with one shop. (e.g., orlum, candy shop, hair salon). In groups, they’ll have to discuss which items they are going to include in their shop and give them a color and a number and a price. For instance, “1 black camera”, “2 nail polishes”, “3 trousers”. 

Then students are going to start creating the items with colored papers, markers, scissors and other materials. When the items are ready, students will have to set up their store by collecting the items in boxes and adding the label for each shop at the storefront (the front of the boxes).

When they finish, they can explore the shops created by their peers, where they can interact by asking questions as “How much is the camera?”. Some sentence starters are going to be needed in case there are some students that struggle with structures to make them participate. 

Finally, each group will present their shops to the class and present what they have created, share particular vocabulary other children might not know and answer questions from the classmates.

MATERIALS OF THE 360 TOUR

The resources presented below are all made by us.

• Visual elements for each of the six missions: https://www.canva.com/design/DAFzCfG2yys/3vWvjP0fV4StVsXrP2qGdw/edit?utm_content=DAFzCfG2yys&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

• Correction grid: https://docs.google.com/document/d/1ME-fZu63WDKlTc6rdL9dSLmDRBQnsbw2rbDrH-Lj_Sc/edit?usp=sharing