O1
Language
Wings of fireunit plan
let's go !
Start
Learning objectives
s'interroger sur son identité de dragon
améliorer sa capacité à se présenter
connnaitre quelques nationalités du monde anglophone
apprendre le lexique
découvrir l'univers des dragons en littérature
inventer un personnage dragon
Closure
Development
Intro
se présenter simplement
construire les outils pour y arriver
découverte du thème
découverte
exercices
interaction
Intro
"I'm Clay"
Start
INTRO
Listen and spot the dragon
Look at the dragon and name their colour
Reflect
INTRO
Test
describe a dragon to your partner
Let's go!
INTRO
Question 1/5
Test
INTRO
Question 2/5
Test
INTRO
Question 3/5
Test
INTRO
Question 4/5
Test
INTRO
Question 5/5
Test
INTRO
Test passed!
Bravo tu as bien observé les dragons et la page de couverture !
Follow
Development
The 5 tribes
speak about the dragons décrit les dragons
Start
Learning situation
Learning situation context
pour commencer c'est impportant de connaitre quelques structures
Pay attention to:
- read the cards
- listen and identify the tribes you hear
- list the different places and types of food
- write a short text to present the mudwings
si on ne sait pas on peut demander au prof :"what's the English for...?"
il ne faut pas avoir peur de se tromper ;)
Tips
Learning Situation
Challenge Approach
these are they live they eat
these est le possessif correspondand à la troisième personne du pluriel they. Au singulier c'est this
Learning Situation
Challenge Approach
these are they live they eat
Le pronom personnel they signifie que l'on parle d'un groupe
Learning Situation
Challenge Approach
these are they live they eat
l'anglais est une langue SVO c'est-à-dire qu'il y a toujours un sujet un verbe et un complément
Learning Situation
Challenge Approach
these are they live they eat
savais-tu que l'anglais est une langue très logique car l'information importante arrive en fin de phrase !
Learning Situation
Challenge Approach
these are they live they eat
Lorsque l'on parle du groupe sujet dans une phrase on parle de GN = groupe nominal
Learning situation
Now write down your description of one tribe
tu peux aussi ajouter des information comme leur couleur ;)
Development
Learning session
the alphabet and the sound of the alphabet
Continue
exercise
phonology
3/3
repeat
here we go
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
/el/
/jei/
/eitch/
Title
/ji:/
/di:/
/ai/
/i:/
/kei/
/ef/
/bi:/
Write a brief description here
/si:/
/ei:/
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
/eks/
/vi/
/ti/
Title
/ess/
/pi:/
/iu/
/kiu:/
/dobbliu/
/arr/
/en/
Write a brief description here
/eu/
/em/
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
/wai/
/vi/
/ti/
Title
/ess/
/pi:/
/iu/
/kiu:/
/eks/
/arr/
/wai/
Write a brief description here
/eu/
/zi/
Learning Session 2
Content
alphabet in use
do you recognise the words
can you spell correctly
Reflect
Development
Learning session
This is my dragon, lets create a new dragon with AI
Continue
Learning Session 2
Contents
Let's create your dragon
Ecoute ces dragons qui se présente, note les information dans ton cahier Utilise le tableau correspondant à la première lettre de ton nom pour donner un nom à ton dragon. Apprends l'alphabet dragon
Next
Learning Session 3
Contents
Hello, my name is Duncan, I'm the scottish Dragon. I live in the moutain. I'm a dreamer. I'm 550 years old.
Hello, I am George, the English Dragon. I live in a cave. I am 600 years old and I am a reader.
Hello, I'm Megan. I'm the Welsh Dragon. I am a fire spitter. I'm 200 years old. I live in the mountain
Learning Session 3
Invent your dragon
- What is your name?
- letter number one of your name
- name the dragon after it
Learning Session 3
Invent your dragon
- name the clan of the dragon after it
Learning session 3
Practice
place the items in theircorrect order
A. Write a great headline
B. A great title
C. Write a great headline
D. Write a great headline
E. A great title
F. A great title
Check
Learning Session 3
Practice
Closure
Development
Intro
Contextualize your topicwith a subtitle
Contextualize your topicwith a subtitle
Contextualize your topicwith a subtitle
Learning situation
Learning session
Learning session
Close
It is time to review and check if you have solidified the knowledge
Start
Closure/Summary
Key ideas to remember
Has an appropriate colorfor its theme
Improves communication on any topic
Represent datawith charts
Makes 'match' withyour audience...
Use timelinesto tell stories
And makes them partof the message
Closure/Summary
Question 1/3
REVIEW CARD 1
It is clear that, when making purchases, the emotional component is a driver, but what is the exact percentage of purchases we make thanks to emotions?
Flip card
Closure/Summary
Question 1/3
REVIEW SHEET 1
The 90% of the information we assimilate comes to us through sight and, additionally, we retain 42% more information when the content is moving.
I didn't know well... Let's do it again
I knew! Let's move forward
Closure/Summary
2/3
REVIEW CARD 2
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for your audience to view it on any device and promoteit anywhere.
Flip card
Closure/Summary
2/3
REVIEW SHEET 2
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for your audience to view it on any device and promoteit anywhere.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
3/3
REVIEW CARD 3
How much information does our brain retain through visual stimuli such as images, interactivities,or animations?
Flip card
Closure/Summary
3/3
REVIEW SHEET 3
- Generate experiences withyour content.
- Measure results and experiment.
- It has a WOW effect. Very WOW.
I didn't know well... Let's do it again
I knew it! Let's move forward
You have done a great job!
Before moving on to the next sequence, remember to send the solution to the challenge to your teacher
Start
Language and Literature
Music
Mathematics
Civic and Ethical Values
Natural Sciences
Religion
Social Sciences
Technology
Language Foreign
Education Physics
Art
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
The nightwings
a short introduction
- These are the nightwings
- They live on a volcanic island
- They eat bears and wolves
THe MUDWINGS
a short introduction
- These are the mudwings
- They live in the mountains
- They eat crocodiles, elephants and hippos
The Sandwings
a short introduction
- These are the sandwings
- They live in the desert
- They eat lizards and cactus
A brilliant title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or fact that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
A great title
Contextualize your topic
- It is clear and structured
- It tells stories hierarchically.
- It matches your audience.
- It adjusts the fonts and color to the theme.
- It includes images and entertains.
- It represents data with graphs.
- It uses timelines.
- It is animated and interactive.
- It excites the brain through multimedia elements.
- It does NOT overdo the bullet points 🙃.
The seawings
a short introduction
- These are the seawings
- They live in the sea
- They eat fish
The rainwings
a short introduction
- These are the rainwings
- They live in the rainforest
- They eat fruit and plants
Wings of fire unit plan
Kenneth Russell
Created on August 27, 2025
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Transcript
O1
Language
Wings of fireunit plan
let's go !
Start
Learning objectives
s'interroger sur son identité de dragon
améliorer sa capacité à se présenter
connnaitre quelques nationalités du monde anglophone
apprendre le lexique
découvrir l'univers des dragons en littérature
inventer un personnage dragon
Closure
Development
Intro
se présenter simplement
construire les outils pour y arriver
découverte du thème
découverte
exercices
interaction
Intro
"I'm Clay"
Start
INTRO
Listen and spot the dragon
Look at the dragon and name their colour
Reflect
INTRO
Test
describe a dragon to your partner
Let's go!
INTRO
Question 1/5
Test
INTRO
Question 2/5
Test
INTRO
Question 3/5
Test
INTRO
Question 4/5
Test
INTRO
Question 5/5
Test
INTRO
Test passed!
Bravo tu as bien observé les dragons et la page de couverture !
Follow
Development
The 5 tribes
speak about the dragons décrit les dragons
Start
Learning situation
Learning situation context
pour commencer c'est impportant de connaitre quelques structures
Pay attention to:
si on ne sait pas on peut demander au prof :"what's the English for...?"
il ne faut pas avoir peur de se tromper ;)
Tips
Learning Situation
Challenge Approach
these are they live they eat
these est le possessif correspondand à la troisième personne du pluriel they. Au singulier c'est this
Learning Situation
Challenge Approach
these are they live they eat
Le pronom personnel they signifie que l'on parle d'un groupe
Learning Situation
Challenge Approach
these are they live they eat
l'anglais est une langue SVO c'est-à-dire qu'il y a toujours un sujet un verbe et un complément
Learning Situation
Challenge Approach
these are they live they eat
savais-tu que l'anglais est une langue très logique car l'information importante arrive en fin de phrase !
Learning Situation
Challenge Approach
these are they live they eat
Lorsque l'on parle du groupe sujet dans une phrase on parle de GN = groupe nominal
Learning situation
Now write down your description of one tribe
tu peux aussi ajouter des information comme leur couleur ;)
Development
Learning session
the alphabet and the sound of the alphabet
Continue
exercise
phonology
3/3
repeat
here we go
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
/el/
/jei/
/eitch/
Title
/ji:/
/di:/
/ai/
/i:/
/kei/
/ef/
/bi:/
Write a brief description here
/si:/
/ei:/
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
/eks/
/vi/
/ti/
Title
/ess/
/pi:/
/iu/
/kiu:/
/dobbliu/
/arr/
/en/
Write a brief description here
/eu/
/em/
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
/wai/
/vi/
/ti/
Title
/ess/
/pi:/
/iu/
/kiu:/
/eks/
/arr/
/wai/
Write a brief description here
/eu/
/zi/
Learning Session 2
Content
alphabet in use
do you recognise the words
can you spell correctly
Reflect
Development
Learning session
This is my dragon, lets create a new dragon with AI
Continue
Learning Session 2
Contents
Let's create your dragon
Ecoute ces dragons qui se présente, note les information dans ton cahier Utilise le tableau correspondant à la première lettre de ton nom pour donner un nom à ton dragon. Apprends l'alphabet dragon
Next
Learning Session 3
Contents
Hello, my name is Duncan, I'm the scottish Dragon. I live in the moutain. I'm a dreamer. I'm 550 years old.
Hello, I am George, the English Dragon. I live in a cave. I am 600 years old and I am a reader.
Hello, I'm Megan. I'm the Welsh Dragon. I am a fire spitter. I'm 200 years old. I live in the mountain
Learning Session 3
Invent your dragon
Learning Session 3
Invent your dragon
Learning session 3
Practice
place the items in theircorrect order
A. Write a great headline
B. A great title
C. Write a great headline
D. Write a great headline
E. A great title
F. A great title
Check
Learning Session 3
Practice
Closure
Development
Intro
Contextualize your topicwith a subtitle
Contextualize your topicwith a subtitle
Contextualize your topicwith a subtitle
Learning situation
Learning session
Learning session
Close
It is time to review and check if you have solidified the knowledge
Start
Closure/Summary
Key ideas to remember
Has an appropriate colorfor its theme
Improves communication on any topic
Represent datawith charts
Makes 'match' withyour audience...
Use timelinesto tell stories
And makes them partof the message
Closure/Summary
Question 1/3
REVIEW CARD 1
It is clear that, when making purchases, the emotional component is a driver, but what is the exact percentage of purchases we make thanks to emotions?
Flip card
Closure/Summary
Question 1/3
REVIEW SHEET 1
The 90% of the information we assimilate comes to us through sight and, additionally, we retain 42% more information when the content is moving.
I didn't know well... Let's do it again
I knew! Let's move forward
Closure/Summary
2/3
REVIEW CARD 2
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for your audience to view it on any device and promoteit anywhere.
Flip card
Closure/Summary
2/3
REVIEW SHEET 2
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for your audience to view it on any device and promoteit anywhere.
I didn't know well... Let's do it again
I knew it! Let's move forward
Closure/Summary
3/3
REVIEW CARD 3
How much information does our brain retain through visual stimuli such as images, interactivities,or animations?
Flip card
Closure/Summary
3/3
REVIEW SHEET 3
I didn't know well... Let's do it again
I knew it! Let's move forward
You have done a great job!
Before moving on to the next sequence, remember to send the solution to the challenge to your teacher
Start
Language and Literature
Music
Mathematics
Civic and Ethical Values
Natural Sciences
Religion
Social Sciences
Technology
Language Foreign
Education Physics
Art
Visual content is a cross-cutting, universal language, like music. We are able to understand images from millions of years ago, even from other cultures.
The nightwings
a short introduction
THe MUDWINGS
a short introduction
The Sandwings
a short introduction
A brilliant title
Contextualize your topic
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or fact that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!
A great title
Contextualize your topic
The seawings
a short introduction
The rainwings
a short introduction