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Who Are We at the Park?
Students identify pronouns and practice the basic structure of am / is / are through visual cards and guided examples.
- Pronouns with pictures
- Simple sentence models
- Drag-and-match practice
1. Introduction
Welcome to the learning adventure
This unit uses a familiar local context to create a meaningful virtual English learning experience for fourth-grade students in Bogotá.
Why is this unit important?
This academic unit helps children learn English through a joyful and accessible digital environment. Instead of presenting isolated grammar, the content connects language with a recognizable amusement park setting that feels close, friendly and motivating.
The main objective is for students to describe people, emotions and places in an amusement park using the verb to be in affirmative and negative forms. The design encourages participation, confidence and inclusion through simple language, visual support and short interactive tasks.
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Learning Goal
Students will use am, is, are to describe people, feelings and places in a virtual amusement park environment.
2. Unit Overview
Three clear modules, one smooth journey
The unit is organized in short, child-friendly modules. Each one builds confidence without turning the page into a maze of doom.
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Describing the Park
Students describe attractions and places using adjectives and short structures based on images from the amusement park context.
- Carousel, roller coaster, food court
- Big, small, colorful, fun
- Reading and sentence completion
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How Do We Feel?
Students express emotions and preferences using simple English, visual prompts and short personal responses.
- Happy, excited, scared, tired
- Oral or written options
- Favorite ride mini task
3. Inclusive Content
Designed for participation, clarity and accessibility
Inclusion here is not decorative glitter. It is built into the way content is presented, navigated and practiced.
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Visual Support
Images, icons and color-coded sections help learners understand ideas quickly.
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Simple Language
Instructions are short, direct and appropriate for A1 learners.
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Multimodal Input
Students can read, listen, observe, match, complete and respond.
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Responsive Design
The layout adapts to phones, tablets and computers with large touch-friendly elements.
Accessibility checklist
- Readable rounded typography
- Good contrast between text and backgrounds
- Buttons with clear labels and large tap areas
- Short paragraphs and predictable navigation
- Alternative text for images and visual elements
Diversity and inclusion approach
- Use of a familiar local place from Bogotá
- Safe environment for emotional expression
- Multiple response formats for different learners
- Friendly microcopy that reduces anxiety
- Visual design that feels playful without becoming chaotic
4. Engagement Activities
Interactive tasks that feel like play
These blocks are ideal for H5P, Gutenberg groups or reusable WordPress sections.
Interactive Game
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Match the Picture
Students relate images from the park to words such as roller coaster, carousel and food court.
Listening Task
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Listen and Choose
Students hear a short sentence and select the correct character, feeling or place.
Grammar Task
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Complete the Sentence
Students use am, is, are to complete simple statements with image support.
Creative Response
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My Favorite Ride
Students describe one ride and explain how they feel using a short personal response.
Suggested WordPress blocks or plugins for these activities
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H5P
Use it for drag and drop, fill in the blanks, memory games and interactive quizzes.
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Spectra / Stackable
Use containers, cards, icon lists and responsive sections to keep the page playful and structured.
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WP Accessibility
Use accessibility improvements to support navigation, contrast and readability.
5. Assessment Methods
Friendly assessment, not a tiny bureaucratic thunderstorm
Assessment is brief, supportive and focused on observable participation and language use.
| Criteria | Great | Good | Basic |
|---|---|---|---|
| Verb To Be | Uses am, is, are correctly in simple sentences. | Makes minor mistakes but communicates the idea. | Needs more support to use the structure correctly. |
| Vocabulary | Uses vocabulary about places and feelings confidently. | Uses some key words with occasional hesitation. | Uses limited vocabulary and needs guidance. |
| Participation | Participates actively in digital activities. | Participates with some teacher support. | Shows limited participation in the tasks. |
6. Conclusion
This unit combines local context, inclusive pedagogy and child-friendly digital design to create an engaging English learning experience. By connecting grammar with familiar places, emotions and playful activities, students can learn with confidence and curiosity.
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7. References
APA-style resources
You can replace or expand these references according to the exact sources you used in your final assignment.
- Deardorff, D. K. (Ed.). (2009). The SAGE handbook of intercultural competence. Sage.
- Garton, S., & Copland, F. (Eds.). (2019). The Routledge handbook of teaching English to young learners. Routledge.
- Salend, S. J. (2010). Creating inclusive classrooms: Effective and reflective practices. Pearson.
- VIMEP. (2020). Instructivo para la usabilidad de normas internacionales de citación APA 7a edición. Universidad Nacional Abierta y a Distancia.