CLIL Lesson Plan Template for TEYL Family Lesson 1 Date: 28/03/2017 School: Monnet International School Mentor teacher:
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CLIL Lesson Plan Template for TEYL Family Lesson 1 Date: 28/03/2017 School: Monnet International School Mentor teacher: Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Family members
Class length
45 mins
Class/ student information
1st grade, 10 students
Overall instructional aims
Children will get to know the members of the family and they will get to know the role of the family and friends. Students will develop their listening, speaking, and writing skills.
Objectives
content
Topics: Family and friends Facts: There is vocabulary that is connected with the family and the role of the family in the society is important when it comes to the cultural context. New understandings: Students will understand that:
The family is a part of the society structure There are different types of families All families have their own family tree There are different numbers of the members in the family
language Content-obligatory language objectives Learners will be able to:
name the members of the family place members of the family in the family tree
Content-compatible language objectives Learners will be able to:
Use the demonstratives (“this is”, and “these are”) Use possessive: “my”
Language functions: compare (describe similarities and differences in objects) order (sequence objects) classify (group objects according to their characteristics) Key language structures: Let’s make a family tree!; possessive: “mine,” and demonstratives: “this is, these are.” Key vocabulary: Family, friends, relationships, members of the family (mother, father, brother, sister, aunt, uncle, grandmother, grandfather, cousin, step mother, step father). cognition Lower-order thinking skills: Lower-order thinking skills (Bloom’s Taxonomy): remembering (recognize words, label pictures, choose the words the children want to have on their project) understanding (understanding that every family is different) applying (use new words in the sentences) Higher-order thinking skills: analysing the members of the family and placing their role in the family; evaluating the importance of the family in the social context; culture
Familiar concepts used in a new way: Every human and creature on the Planet has a family or friends
Unfamiliar concepts: There are traditional forms of families, but also untraditional ones. Instructional strategies
Using learning phases: Building background: help students activate their background knowledge (where they can see family members, what the family looks like, placing family members on the family tree). Using learning phases: “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). Integrating modalities: Using different modes of communication: interpretive and presentational Using scaffolding: Verbal, instructional, procedural Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts.
Justification for lesson
The lesson is important because being part of a cultural unit it will help students get acquainted with the importance to family role in the society and responsibilities of the family members, and values. It caters for students with multiple intelligences since it is comprised of listening activities, a musical part, visual images, a TPR game.
Assessment for/as Assessment for learning: learning Mostly verbal feedback; correcting mistakes and errors Assessment of learning (what has been learned). Assessment for learning (what needs to be learned). Supporting, prompting, being a supporter for students. Assessment of learning: Immediate feedback given after the task. Teaching materials
Flashcards (family members), CD recordings, picture cards, projector, whiteboard, posters with a family tree, markers, colourful crayons
Stages and time
Lesson procedure Justification for the activity (content, language, cognition, (describe the activities culture) and instructional strategies)
Greeting
Hello routine
content: Appearance
(routine)
Asking how students feel; writing the short date
cognition: remembering (recalling the words) understanding (demonstrate background knowledge )
2 mins
Asking the class helper to update the information about the day (month, day, year, weather, season) Getting ready for the lesson; The teacher is raising the curiosity by showing students a photo with a mother and a baby, and asking them if they know who they can see in the picture. Ss are making predictions. The teacher explains that she is a little baby, and the person next to the baby is her mother and she takes care of her. She tries to make students’ realize the fact that this is one of the stages in life. The teacher does the drilling activity to make students revise the words.
language: oral skills, look, listen and say (listening and speaking) culture: description of people – appearance and look (people look differently, because they have different social background
Warm-up Introduction to the topic
5 mins
Presentation 15 mins
Ask students to say any words they know to describe people; give some examples if needed: tall, pretty, smart, funny.
content: Appearance
Describing what the family tree looks like and presents all the stages of it in detail;
Content: naming and understanding what the family tree looks like
Providing examples; Using a presentation Game 7 mins
Putting the cards with the members on the family trees and naming them individually
cognition: remembering (doing the activity in the proper order)understanding (picking the right object) language: listening and speaking (individual work) culture: understand the importance of family and their purpose in human life
Language: naming different features Cognition: categorizing Culture: getting familiar with all the definitions of the stages of the family tree Content: recognising the members of the family Language: concerning the definitions of the stages of the family tree Cognition: recognising, understanding;
Task 1 10 mins
Group work: matching words with the definitions;
Content: understanding each member of the family; Language: definitions of the stages of the writing process Cognition: deciding, choosing the right definitions;
Task 2 4 mins
Building the “family tree”
Content: classifying Language: producing and matching the words with the proper picture of a family member Cognition: Exercising memory
Assessment for learning
Quiz - checking what they remember by asking them questions
Content: summary of the lesson, checking own knowledge, assessing a lesson
2 mins
(making definitions of family members) Assessing the lesson colouring the right face
Language: producing and finding the answers to the questions Cognition: assessing own knowledge Culture: being aware of what they learned after the lesson
students got to know the sense of social responsibility, mutual understanding, tolerance and ethical behavior.
CLIL Lesson Plan Template for TEYL Description of a person – appearance and look Lesson 2
Date: 28/03/2017 School: Monnet he International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Physical Appearance - describing people
Class length
45 mins
Class/ student information
1rst grade, 10 students
Overall instructional aims
Objectives
To revise adjectives and adverbs in a context that is provided by the students. Grammar items usually occur spontaneously in the following activity. Students revised how to describe the appearance of people, personality, revised some adjectives connected with description of a person, and colours. Describe people and learn that where are people with different colours of the skin
content
To develop ss vocabulary range for describing people. To present and give controlled practice of using 'has got/ have got' Facts:
Every person looks differently - appearance
New understandings: we should not judge anyone by the appearance and look Students will understand that:
People look differently and it does not define what kind of human that person is There are people with different colour of the skin and that is ok
language Content-obligatory language objectives Learners will be able to:
Describe people by their appearance and use some adjectives to describe the character Ask questions about someone’s personality - What’s he like? Ask questions about someone’s appearance - What does he look like? Use adjectives to describe a person’s appearance and personality. Content-compatible language objectives Learners will be able to:
Use the structure “has got” Use the past tense when describing the personality
Language functions: compare (describe similarities and differences in the appearance) order (sequence adjectives in describing people) classify (group the adjectives according to the appearance of a person) Key language structures:
demonstratives: “this is, these are” “has got” structure
Key language structures: Present Simple; “has got” structure Key vocabulary: Colours, hair (straight, curly; long, short, middle-length), eyes, nose (big, small) tall, small, fat, slim, beautiful, pretty, handsome, bulky, muscular, overweight, skinny, ugly; positive, brave, strong, sensitive, ambitious, hard-working, lazy, generous, intelligent, funny, smart, unfriendly. cognition Lower-order thinking skills: Lower-order thinking skills (Bloom’s Taxonomy): remembering (recognize words, label pictures, choose the words the children want to describe) understanding (understanding that people look differently) applying (use new words in the sentences) Higher-order thinking skills: analysing the appearance and personality of the people and applying the adjectives to the picture of a person; creating the person’s identity by description culture
Familiar concepts used in a new way:
People are different and that is the strength Some people have different colour of the skin and that is because they become from different country and continent some characteristics are determined to make the people survive in particular continent Unfamiliar concepts: Instructional
How to behave when we see a person who looks differently We should not judge anyone by the appearance – we do not know in what situation in life they are.
Building background: help students activate their background knowledge (what
strategies (building background, using learning phases, integrating modalities, using scaffolding, etc.) Describe briefly
Justification for lesson (why is it important to your students)
the people look like). Using learning phases: “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). Integrating modalities: Using different modes of communication: interpretive and presentational Using scaffolding: Verbal, instructional, procedural Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences. The lesson is important since it develops students’ thinking concerning life issues. Students learn that people look differently and become from different countries, nationalities, and it does not mean what kind of people they are. Children learn that the social background of a person should not define a person and we should not judge anyone by his/her appearance and look.
Assessment for/as Assessment for learning: red/green stick (checking if the children get the instructions and know the next phase of the lesson is) learning Assessment of learning: Immediate feedback given after the task; Teaching materials
Stages and time
Whiteboard, flashcards, whiteboard marker, worksheets, word search for fast finishers, interactive board, vocabulary sheets, pictures of famous people
Lesson procedure Justification for the activity (content, language, cognition, (describe the activities culture) and instructional strategies)
Greeting
Hello routine
To signal the beginning of the lesson;
(routine)
Asking how students feel; writing the short date
To get students’ attention;
2 mins
Asking the class helper to update the information about the day (month, day, year,
Content and language: to revise creating a short date; Culture: the rules of writing a date and describing the day
weather, season) Getting ready for the lesson; Warm-up 3 mins
Revising what they learnt last time
Content: the names of the family members and they role in the family context Language: naming members of the family Cognition: recalling, remembering
Introduction to the topic 5 mins
Ask students to say any words they know to describe people, give some examples if needed: tall, pretty, smart, funny. Write student suggestions on the board. Explain that there are two kinds of adjectives for describing people, those that refer to appearance, and those that refer to personality. Present the words personality and appearance and explain the difference to students.
Content: Describing people Language: describing people by using adjectives classifying the adjectives into the proper category Cognition: recognizing the words by classifying them into the proper category Culture: understanding that people look differently and have different characters
Activity 1 7 mins
Give students a list of new vocabulary and ask them to separate the words into the two categories of personality and appearance. Drilling activity adjectives connected with the appearance and character Present three pictures of different people. Ask students to describe their appearances ; using the sentence form: S/He’s__________. S/He has________. Ask the students if they know these people. The pictures could be of strangers or celebrities. Students may recognize the people, but ask if they know these people personally, “Have you ever met them?” Explain that when we don’t know a person, we make assumptions about their personality based on the information at hand, whether it is appearance or demeanor. In this case, we shouldn’t say “S/He is___,”
Content: describing people by the appearance and character Language: Present Simple, “has got” structure Cognition: interpreting, classifying the information Culture: Understanding that some adjectives are good to describe appearance, while others we should use while describing the character, and when we do not know – we should use the structure: “it seems…”
because we don’t know for certain. So we use the sentence form: S/He seems _________. *We use the form S/He is ______, when we know our statement to be true.
Activity 2 7 mins
Present the question form: Is s/he ______? Separate students into groups of two or three. Give students pictures of famous people. Tell students not to show the picture to their partners. Explain that they are going to ask questions that can be answered by “Yes “or “No” to try to figure out, who the person is. Is it a man? Is he tall/ handsome/ kind? Has she got black hair?
Content: description of the appearance Language: Present Simple in questions, “has got” structure in questions Cognition: trying to understand that sometimes when describing a person we do not know the features of a person’s character Culture: we should not judge the person until we get to know him/her personally the appearance does not define anything
Practice – planning a story 16 mins
Give one student a new picture and give the partner a blank sheet of paper.
Content: description of the appearance
The students with the picture will describe the photos to their partners.
Culture: we should not judge the person until we get to know him/her personally the appearance does not define anything
Language: Present Simple in questions, “has got” structure Cognition: trying to understand that sometimes when describing a person we do not know the features of a person’s character
The students with the blank papers will draw the person that their partners describe. Afterwards, have students compared the drawings and photographs; this can be very funny. Have students change roles. Assessment for learning 2 mins
Showing some pictures – photos of people and trying to describe them, make some predictions about their character
Content: summary of the lesson, checking own knowledge, assessing a lesson Language: adjectives connected with description of a person Cognition: assessing own knowledge Culture: being aware of what they learned after the lesson
CLIL Lesson Plan Template for TEYL Jobs Lesson 3
Date: 30/03/2017 School: Monnet International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Jobs
Class length
45 mins
Class/ student information
1st grade, 10 students
Overall instructional
Students review jobs and job related vocabulary and practice oral fluency talking about different jobs.
aims content
Topics: Jobs Facts: People have different jobs and occupations in life New understandings: Students will understand that:
People need to work in order to have money to live People have different occupations Allowing learners to give their own opinions about what makes a good/bad job
language Content-obligatory language objectives Learners will be able to:
name different names of the job use the Present Simple Tense discuss ways students can get exposure to careers of interest learn about different career paths based on interests understand the importance of government jobs
Content-compatible language objectives Learners will be able to:
Use the names to say what is the occupation of a person Use the present tense to explain ideas and brainstorm To identify and exchange information.
Language functions:
compare (describe similarities and differences in objects) order (sequence objects) classify (group objects according to their characteristics)
Key language structures: Present Simple, article ‘a’ Key vocabulary: “She is a …” Lower-order thinking skills (Bloom’s Taxonomy): remembering (recognize words, label pictures, apply the words to the appearance of the person – making predictions) understanding (understanding that government jobs are important) applying (use new words in the sentences) Higher-order thinking skills: analysing the appearance and personality of the people and applying the names of the jobs to them; culture
in the society, there are different jobs and people have various duties and responsibilities
Building background: Asking students if they know what people have to do to Instructional strategies (building have money or buy something what they want – discussion background, using Asking children if they know some jobs by name
learning phases, integrating modalities, using scaffolding, etc.)
Using learning phases:
Describe briefly Justification for lesson
“Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). Integrating modalities Using different modes of communication: interpretive and presentational Using scaffolding: Verbal, instructional, procedural Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences.
The lesson is important because students try to understand that people need to work to have money to live. Children understand that in different jobs people are responsible for their work and sometimes take the responsibility for other people. Without job, there will be no live at all. People need to work, to have some goals in life and to succeed.
Assessment for/as Assessment for learning: red/green stick (checking if the children get the instructions and know the next phase of the lesson is) learning Assessment of learning: Immediate feedback given after the task; Teaching materials
Stages and time
Greeting (routine) 2 min
Whiteboard, flashcards, whiteboard marker, worksheets, word search for fast finishers, interactive board, vocabulary sheets, pictures of famous people, cpies for fast finishers.
Lesson procedure
Justification for the activity (content, language, cognition, culture)
Asking questions about short date
To signal the beginning of the lesson;
Getting ready for the lesson Use of whiteboard
To getting students’ attention; Content and language: to revise creating the description about the day, month, and day of the week, year, and weather.
Reviewing 6 min
Reviewing what children learned last time and how we describe a person Playing a GAME with flytraps Reviewing what children created last time
Presentation of a topic and a Warm-up 5 mins
TASK 1 8 mins
Content: Describing people Language: describing people by using adjectives Cognition: recognizing the words by classifying them into the proper category Culture: understanding that people look differently and have different characters
Before class, printing off the jobs flashcards for the jobs in the song (farmer, bus driver, doctor, teacher, dentist, police officer, chef, hair dresser, nurse, soldier, fire fighter, and student).
Content: jobs and occupations
Drama activity Introduction for students (choosing one picture and acting it out); then, one by one student act out some job occupation
Content: jobs and occupations
Actions to do for jobs: farmer: pretend to rake the soil, milk cows, pick vegetables from the ground and fruit from trees bus driver: pretend to drive a bus, beeping the horn, collecting money and giving out tickets doctor: pretend to give a student in injection in their arm,
Language: concerning the Present Simple Tense: “She is…” and “ I want to be…” Cognition: making predictions; understanding, remembering, analyzing, discovering;
Language: pronouncing the names of jobs Cognition: analysing, connecting, identifying Culture: discovering that every job has its own characteristics or some features that could be recognizable
check their ears and inside mouth, and pretend to listen to their heart with a stethoscope teacher: point to yourself, pretend to write on an imaginary board dentist: demonstrate with a student: get him/her open their mouth whist you look inside and pretend to check, drill and even pull out teeth! police officer: hold out hand in the "Halt" position and blow a pretend whistle, shoot a gun and drive a police car with sirens blaring (say "nee-naa, nee naa!") chef: pretend to chop food and cook (stir a pot of food) hair dresser: pretend to cut hair and blow dry hair nurse: take a student's pulse (two finders on inside of wrist) and check their temperature soldier: march around and pretend to shoot a rifle fire fighter: pretend to hold a hose and fire water at an imaginary fire
student: point to everyone, pretend to write in an imaginary notebook Students try to use the Present Simple Tense: “You are…” and “I want to be…” Activity 1 5 mins
Playing "Missing Flashcards" Telling everyone to close their eyes. Remove one of the flashcards. Then shouting "Open your eyes" and point to the space where the flashcard was. Encouraging everyone to shout out what it is, and then revealing the card. The first person to shout out the correct answer can come to the board, say "Close your eyes" and remove a flashcard. Keeping playing until every card has been guessed
Activity 2 – reading a story 15 mins
Reading classroom reader: "The Jobs Bus" The story uses the target vocabulary. As going through each page, pointing to the different characters and asking for the students to tell what job they have, for example: Teacher: (pointing on
Content: jobs and occupations Language: revising the words connected with jobs and occupations Cognition: understanding, analysing, classifying Culture: matching the uniform of a person to the job s/he has
Content: jobs and occupations Language: Present tense Cognition: understanding, remembering, analysing, comprehending
page 2) Look, what does he do? Students: Farmer! Teacher: Yes, that's right! (reading) "I'm a farmer, Please take me to the farm". etc. Why do you think this is a farmer? Singing a song 15/20 mins
Summary 10 mins
Putting up the “What do Content: jobs and occupations you do?” (The Jobs Song) Language: Present Simple in questions and affirmative sentences song poster on the board. Quickly eliciting Cognition: applying the words to the spelling routine the vocabulary. Playing the song and sing along doing the gestures, as described below in "Gestures and activities for "What do you do?". Play 2 or 3 times Doing the "My Dream Job" worksheet On the board, at the top, writing "My Dream Job". Chorus 3 times. Saying "I am a teacher" and pointing to myself. Then say "But … I want to be a … ". Don’t saying anything yet. Under the "My Dream Job" title drawing a picture of a job (e.g a police officer) and I have everyone trying and guessing what my dream job is. It doesn't have to be one of the jobs from the song.
Content: jobs and occupations Language: Present Simple, “I want to be…” structure Cognition: remembering, indicating, applying Culture: people need to have some goal and life who they want to become in the future – students learn that this is a part of the social life.
summarizing stickers collecting the worksheets “High five routine”
CLIL Lesson Plan Template for TEYL House and household duties Lesson 4
Date: 04/04/2017 School: Monnet International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
House and household objects
Class length
45 mins
Class/ student information
1 grade, 10 students
Overall instructional
The aims of the lesson are:
aims
Learn about rooms in the house Learn about household objects Learn about the duties at home the members of the family have
This lesson covers the main rooms of a house as well as vocabulary for some common household objects. Children will learn about duties at home and learn that there are different kinds of houses people and animals live in. Objectives
content
House and household objects Facts: People live in houses and so do the animals – we need to have a shelter to survive New understandings: Students will understand that:
People in order to survive need to have a shelter to live in There are different rooms in the house People have various duties they have to do at home
language Content-obligatory language objectives Learners will be able to:
Name different rooms in the house Name various household objects in the house Tell about different kinds of shelters that exist Tell about house duties of the family members
Content-compatible language objectives Learners will be able to:
Identify and exchange information Identify the shelter for a human or an animal
Language functions: Present Simple, “to be” form Key language structures: Adjectives, Key vocabulary: house, bedroom, kitchen, bathroom, living room, dining room, garden, wardrobe, stairs, bookshelf, table, chair, lamp, TV, hall, nest, kennel, igloo, hole; bed (for the bedroom), refrigerator (for the kitchen), shower (for the bathroom), TV (for the living room), dining table (for the dining room), flowers (for the garden). cognition Lower-order thinking skills (Bloom’s Taxonomy): remembering (recognize words, label pictures, apply the words to the kinds of houses, household objects and rooms in the house)
understanding (understanding that as people, animals also need shelter) applying (use new words in the sentences) Higher-order thinking skills: analysing the houses, rooms in the house, and household objects and applying the names of them; culture
Instructional strategies (building background, using learning phases, integrating modalities, using scaffolding, etc.) Describe briefly
Justification for lesson (why is it important to your students)
Familiar concepts used in a new way: Understanding that there are different kinds of houses in the world and as human lives in the house, so does the animal
Building background: Reviewing what children learned last time and eliciting from them what should be done next. “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). •Integrating modalities •Using different modes of communication: interpretive and presentational •Using scaffolding: •Verbal, instructional, procedural •Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences. The lesson is crucial for the learners because that makes them sense of living – people need to have a shelter. Students develop their vision of life – every creature on the planet need: water, food, shelter, etc. to survive. Students realize that every member of the family has some duties at home s/he needs to do.
Assessment for/as Assessment for learning: red/green stick (checking if the children get the instructions and know the next phase of the lesson is) learning Assessment of learning: Immediate feedback given after the task; Teaching materials
magazines / catalogues with pictures of household objects Blue-Tack or tape to stick pictures to the board large sheets of construction paper picture dictionaries (optional) white / black board with marker / chalk
Stages and time
Greeting (routine) 2 mins
Lesson procedure Justification for the activity (content, language, cognition, (describe the activities culture) and instructional strategies) Asking questions about short date and long date describing the day, date, month, weather outside
To signal the beginning of the lesson; To getting students’ attention; Content and language: to revise creating short and long dates;
Getting ready for the lesson Use of whiteboard Warm-up 2 mins
DISCUSSION:
Content: jobs and occupations
Reviewing what children learned last time
Language: pronouncing the names of jobs Cognition: analyzing, connecting, identifying Culture: discovering that every job has its own characteristics or some features that could be recognizable
Introduction to the topic
4 mins
The teacher presents the pictures: one for each of the rooms of a house, for example: bed (for the bedroom), refrigerator (for the kitchen), shower (for the bathroom), TV (for the living room), dining table(for the dining room), flowers (for the garden) and the shelters for the animals On the board, students are asked to draw a picture of a house, similar to below. Making sure they are drawing it as big as possible to fill the board.
Content: describing the revision phase Language: present tense used to describe; Cognition: understanding Culture: students understand that animals and people need to have shelters to live in
Eliciting the words house, tree and sun. The teacher also teach/elicit "roof "and "chimney" as extra vocabulary Presentation 10 mins
Next, holding up the cut out "bed" magazine picture and elicit/teach the word. Asking one student to come up to the board stick the picture in one of the rooms (making sure it is the large, upstairs room). Doing the same with the other 5 pictures, each time eliciting the word and getting a student to stick on the house so that each room has a picture in it (and one outside in the garden). Now, elicit/teach the Words for rooms of the house and garden: point at the bedroom and ask "What room is this?” If no one knows, say, "Well, it has a bed and it is a room, so it's a ..." and try and elicit "bedroom". Then write the word in the room and chorus 3 times. -bathroom: a room with a bath -living room: a room where we live -dining room: a room
Content: naming the rooms in the house Language: vocabulary Cognition: matching, classifying; Culture: there are different kinds of houses ;
where we eat dinner (dinner room ... dining room) -kitchen/garden: not compound words so can't teach this way Practice 15 mins
Read classroom reader "Mr. Stretch’s House"
Content: reading aloud and revising the words Language: Present Simple Tense – affirmative and questions
Let's end with a fun story Cognition: understanding that some household objects are in the that practices the particular rooms vocabulary in today's lesson. Culture: house of the human and shelter of an animal Reading with class “ Mr. Stretch’s House" from our website. As you go through each page, pointing to the pictures and elicit the rooms, as well as other vocabulary for the objects in the rooms, for example: Teacher: (pointing at the picture on page 4) What room is this? Students: The kitchen! Teacher: Yes, that's right! What is Mr. Stretch getting? Getting the students really involved in the story by asking lots of questions about what objects they have in their homes.
Summary 10 mins
Summarizing the story and revising the words Assign Homework:
Content: revision Language: Present tense Cognition: justifying
"Home Plan" worksheet (be sure to model this first by drawing a plan of your home)
CLIL Lesson Plan Template for TEYL Leisure time - activities Lesson 5
Date: 04/04/2017 School: Monnet International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Leisure time - activities
Class length
45 mins
Class/ student information
1st grade, 10 students
Overall instructional
The purpose of this handout is to introduce definitions of leisure, to
aims
leisure time.
identify the different types of leisure activities, and to describe benefits of
Objectives
content
Topics: grammar, punctuation, spelling Facts:
Understand leisure Know different types of leisure activities Have awareness of the benefits of leisure
New understandings: Students will understand that: there are different kinds of leisure activities: Social: Activities done with other people Creative: Activities, where a person makes or creates something Physical: Activities that require body movement Cognitive: Activities that require a person to think Relaxation: Activities, where a person does to feel calm Spiritual: Activities, where a person submits to a higher power language Content-obligatory language objectives Learners will be able to: Name different kinds of leisure activities Say what they want to do during the leisure time Content-compatible language objectives Learners will be able to:
extend their vocabulary develop speaking and listening skills develop students’ writing skills
Language functions: Language functions: Present Simple Tense, verbs: play, watch, do, ride, sing, listen in the Present Simple Tense Key language structures: verbs describing the leisure time Key vocabulary: play football, play the guitar, listen to music, watch TV, do the homework, ride a bike.
cognition Lower-order thinking skills: Remembering: recalling the words; Applying: solving problems to different mistakes by applying acquired knowledge, facts and techniques; Higher-order thinking skills:
culture
Instructional strategies (building background, using learning phases, integrating modalities, using scaffolding, etc.) Describe briefly
Justification for lesson (why is it important to your students)
Applying: using the words that students know and adjust them to the new forms of structures
Familiar concepts used in a new way: people need to rest after work Unfamiliar concepts: students should know that they also can organize their time to fulfil the day
Building background: Reviewing what children learned last time and eliciting from them what should be learnt next. Using learning phases: “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). •Integrating modalities •Using different modes of communication: interpretive and presentational •Using scaffolding: •Verbal, instructional, procedural •Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences. The lesson is of a great importance because it helps them to make connections and interferences to the real life. Children associate their knowledge from the real life and describe what they do when they have leisure time and how do they organize their time.
Assessment for/as Assessment for learning: red/green stick (checking if the children get the instructions and know the next phase of the lesson is) learning Assessment of learning: Immediate feedback given after the task; Teaching materials
magazines / catalogues with pictures of leisure time activities objects Blue-Tack or tape to stick pictures to the board large sheets of construction paper picture dictionaries (optional) white / black board with marker / chalk
Stages and time
Warm-up 5 mins
Lesson procedure Justification for the activity (content, language, cognition, (describe the activities culture) and instructional strategies) Asking questions about short date and long date describing the day, date, month, weather outside
Content: revising the information about the day Language: Present Simple Tense Cognition: recalling, naming
Getting ready for the lesson Use of whiteboard Introduction to the topic 10 mins
Practice Worksheet 10 mins
Leading-in: Showing a picture of a girl; asking students what her name is and what she likes. Eliciting some likes and writing them on the board. Using blue for likes that could be hobbies and black for all other likes.
Content: verbs connected with the hobbies
Erasing any of the girls likes from the board that aren’t relevant. Introducing new vocabulary. Referring back to girl from last stage. Tell class she has lots of hobbies. Using flashcards and mime where appropriate, trying to elicit all vocabulary from target language. Feeding any hobbies the students don’t know. Drilling chorally and individually.
Content: verbs connected with the hobbies
Language: present tense; words knowledge Cognition: recognizing
Language: present tense; words knowledge Cognition: recognizing
Produce 15 mins
Summary 5 mins
Milling activity. Students trying to find as many other students as possible who do similar things as on their list. Students try to pronounce and revise the phrases to other students.
Content: verbs connected with the hobbies
Summarizing the words connected with the hobbies and activities.
Content: revision
Language: present tense; words knowledge, spelling routine Cognition: recognizing
Language: present tense Cognition: justifying Culture: expressing opinions
CLIL Lesson Plan Template for TEYL Money and Savings Lesson 6
Date: 11/04/2017 School: Monnet International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Money and Savings
Class length
45 mins
Class/ student information
1st grade, 10 students
Overall instructional
In the publishing phase students will:
aims
Objectives
The lesson aims to raise students' awareness of verbs which collocate with ‘money' and give them practice of using them and promote learner autonomy by encouraging the deduction of meaning of unknown lexis from context. Students share the book “A Chair for My Mother”, by Vera B. Williams, to learn about counting and saving money. They complete worksheets on coin counting and saving.
content
Topics: Money and Savings Facts: People need money to live. If we want to have something, we need money and we have to work. New understandings: Students will understand that:
Saving money is worthy – they can save money and buy some new things;
language Content-obligatory language objectives Learners will be able to:
Use verbs which collocate with ‘money' Skip-count by fives, tens, and twenty-fives up to one hundred Count money by pennies, nickels, dimes, and quarters, up to one dollar Define savings as the amount of money put aside to use later Content-compatible language objectives Learners will be able to: Get meaning of unknown lexis from context. Language functions: Students should be able to recognize and name the value of pennies, nickels, dimes, and quarters Key language structures: Present Simple Tense, uncountable form: “money.” Key vocabulary: pennies, nickels, dimes, and quarters, up to one dollar, saving, buying, change, expensive, cheap, plus, minus, equals
cognition Lower-order thinking skills: Applying money to what students see Higher-order thinking skills: Analysing, counting and producing the answer culture
Instructional strategies (building background, using learning phases, integrating modalities, using scaffolding, etc.) Describe briefly
Justification for lesson
Familiar concepts used in a new way: People need money to survive Unfamiliar concepts: In every country there is different currency, so we have to learn how to exchange money and count it properly
Building background: Reviewing what children learned last time and eliciting from them what should be learnt next. Using learning phases: “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). •Integrating modalities •Using different modes of communication: interpretive and presentational •Using scaffolding: •Verbal, instructional, procedural •Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences. The lesson is crucial for the learners since they can recognize the money and understand that numbers, ways of representing numbers, relationships among numbers, and number systems; money help students survive. The lesson contributes two classes: Language Education and Mathematics. Students are able to:
Count with understanding and recognize “how many” in sets of objects Connect number words and numerals to the quantities they represent, using various physical models and representations
Assessment for/as Assessment for learning: red/green stick (checking if the children get the instructions and know the next phase of the lesson is) learning
Assessment of learning: Immediate feedback given after the task; Teaching materials
Stages and time
Greeting (routine) 2 mins
Book: “A Chair for My Mother”, by Vera B. Williams (Greenwillow Books, 1982) 2. Chart paper or chalkboard 3.Play money: pennies, nickels, dimes, and quarters 4. Coin wrappers for pennies, nickels, dimes, and quarters 5. Handouts: Skip Counting with Money worksheet Cash and Carry matching cards
Lesson procedure Justification for the activity (content, language, cognition, (describe the activities culture) and instructional strategies) Asking questions about short date and long date describing the day, date, month, weather outside
To signal the beginning of the lesson; To getting students’ attention; Content and language: to revise creating short and long dates;
Getting ready for the lesson Use of whiteboard Warm-up 3 mins
Revising what children learned last time
Content: revising the words house and household objects Language: Present Tense Cognition: recalling, remembering, understanding
Introduction to the topic 10 mins
The purpose of saving money and counting money Presenting the book: “A Chair for my Mother” to build students interest in the topic
Content: money and savings Language: Present Tense Cognition: understanding Culture: understanding that in daily life people need to know how to count money and save them
Produce 10 mins
Presenting the vocabulary The teacher shows students different coins and money
Content: money and savings Language: Present Tense Cognition: analyzing Culture: in different countries there is different currency
Students practice how to count money 15 mins
Checking students’ understanding by listening carefully to the responses they give during group discussions and Skip Counting with Money worksheet.
Content: money Language: Present Simple Cognition: analyzing, understanding
Asking individual students to show two different ways to show equivalent amounts of money, starting with the Cash and Carry cards, and using play money. Summary 5 mins
Summarizing and revising the words
Content: revising Language: Present Tense; Cognition: remembering, assessing
CLIL Lesson Plan Template for TEYL Race and Ethnicity Lesson 7
Date: 18/04/2017 School: Monnet International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Race and Ethnicity
Class length
45 mins
Class/ student information
1st grade, 10 students
Overall instructional
Students will be able to:
aims
Understand that we are one world, as they explore diversity, stereotypes, positive race relations, and respect. The students experience a simulation demonstrating unequal treatment and discuss justice and fairness. Students will reflect on Martin Luther King, Jr.’s dream of equality and his actions as a philanthropist.
Objectives
content
Topics: Race and ethnicity
Facts: People need to believe in something to have a purpose to live New understandings: Students will understand that:
Every human has its own race and ethnicity The purpose of life is to help others
language Content-obligatory language objectives Learners will be able to:
learn the definition of a philanthropist (someone who gives of their time, talent and treasure and takes action for the common good). listen and respond to the book Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. (see Bibliographical Reference). listen and respond to Martin Luther King Jr.’s I Have a Dream speech. create a cloud with a dream for the world written or drawn on it.
Content-compatible language objectives Learners will be able to:
Set the goals of how they may help others
Language functions: Seek information: acquiring information about being a philanthropist, race and ethnicity Inform: describe information; Infer: predict implications of being a good person Justify and persuade: why being helpful and generous is important Key language structures: Present tense Key vocabulary: helpful, generous, good, peace, philanthropy, “I have a dream” sentence cognition Lower-order thinking skills: Understanding Applying
Higher-order thinking skills: Creating culture
Instructional strategies (building background, using learning phases, integrating modalities, using scaffolding, etc.) Describe briefly
Justification for lesson (why is it important to your students)
Familiar concepts used in a new way: People believe in something or someone and that is why they have the purpose to live Unfamiliar concepts: Everyone could be a good person by helping every day and by filling the “Bucket List”
Building background: Reviewing what children learned last time and eliciting from them what should be learnt next. Using learning phases: “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). •Integrating modalities •Using different modes of communication: interpretive and presentational •Using scaffolding: •Verbal, instructional, procedural •Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences. The lesson contributes two subjects: language Education and Ethics. Students learn about values in the second language and make inferences.
Assessment for/as Assessment for learning: red/green stick (checking if the children get the instructions and know the next phase of the lesson is) learning Assessment of learning: Immediate feedback given after the task; Teaching materials
Whiteboard, flashcards, whiteboard marker, worksheets, word search for fast finishers, interactive board, vocabulary sheets, pictures of philanthropists
Stages and time
Warm-up 3 mins
Lesson procedure Justification for the activity (content, language, cognition, (describe the activities culture) and instructional strategies) Revising what has been covered last time Asking questions about short date and long date describing the day, date, month, weather outside
To signal the beginning of the lesson; To getting students’ attention; Content and language: to revise creating short and long dates;
Getting ready for the lesson Use of whiteboard Introduction to the topic
Introduction to the topic: a simulation game
10 mins
Content: race and ethnicity Language: speaking, listening Cognition: analyse, brainstorm, compare, explain Culture: imagining the situation that it isn’t fair to treat people differently because of how they look
Brainstorming making a map and finding words connected with the 15 mins rights of people Presenting the sentence: “I have a dream…” Sharing The teacher asks students to make the Presentations clouds on the papers of works with the sentences: “I have a dream…” 10 mins Practice
Students share with others what kind of dream do they have
Content: creating a map Language: communication Cognition: use information, design, decide, creative thinking Culture: promoting being fair, generous, and helpful Content: philanthropy Language: writing or drawing Cognition: describe, present
CLIL Lesson Plan Template for TEYL Religion and Ethics Lesson 8
Date: 25/04/2017 School: Monnet International School Mentor teacher: Ms. Aneta Węgierek Teachers: Sonia Huras Subject: Language Education
Lesson title
Religion
Class length
45 mins
Class/ student information
1st grade, 10 students
Overall instructional
Students will be able to
aims
Objectives
Say what it means that something is wrong or good Distinguish the differences between good and evil
content
Topics: Religion and ethics Facts: religion is a crucial factor in human life; it is of a great importance to make students realize that doing good and believing is something that make sense in people lives. New understandings: Students will understand that: Every race has different religion
language Content-obligatory language objectives Learners will be able to: Define what are the features to be “a personhood” Name the religions and beliefs Content-compatible language objectives Language functions: Seek information: acquiring information Compare: describe similarities and differences; Justify and persuade: Giving reasons for different points of view. Solve problems: defining and representing a problem determining solution; Analyse: identifying relationships and patterns; Key language structures: Present tense Key vocabulary: personhood cognition Lower-order thinking skills: Understanding, defining Higher-order thinking skills: Analysing (justifying and persuading; giving a justification) culture
Instructional strategies
Familiar concepts used in a new way: People have beliefs Unfamiliar concepts: What people need to do to be called a human?
Building background: Reviewing what children learned last time and eliciting from them what should be learnt next. Using learning phases: “Into” Activities: The Preview Phase (activates prior knowledge, entice student interest, help students make connections between previous and future learning experiences). •Integrating modalities •Using different modes of communication: interpretive and presentational •Using scaffolding:
•Verbal, instructional, procedural •Providing meaningful input: small number of key words, colourful pictures, and contextualized handouts, making inferences. Justification for lesson (why is it important to your students)
The lesson is of paramount importance since it develops students’ tolerance towards others’ ideas and opinions. Students learn that there are some values, morals and beliefs in life
Assessment for/as Discussion, immediate feedback learning Teaching
Poster, markers, crayons, whiteboard
materials
Stages and time
Warm-up (routine) 10 mins
Lesson procedure (describe the activities and instructional strategies)
Justification for the activity (content, language, cognition, culture)
A discussion concerning following all the stages of the writing process.
Content: discussion concerning following all the stages of a writing process;
(in a circle activities)
Language: present tense; It’s important/unimportant because… Cognition: Justifying and persuading; solving problems Culture: the importance of following all the stages of a writing process;
Brainstorming Ask student’s to list what they think it means to be 10 mins a person. Define the concept of ‘personhood’. Write and draw a definition of personhood on the board.
Content: realising what does it mean to be a human Language: “You should” Cognition: understanding, analysing Culture: the rules of good person
Preparing a poster 20 mins
Summary 5 mins
In groups, preparing the poster about personhood, by using the characteristics of a good person
Content: Religion and Beliefs
Summarizing what they liked the most
Content: thinking about their feelings
Language: Present Simple Cognition: understanding, analyzing
Language: Present Tense Cognition: analyzing Culture: assessing the whole unit