Clil lesson plan sample1 module

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1. CLIL lesson planInformation about the classClass: Year 1(Polimodal) – high elementaryStudents’ age: 15/6 years oldNumber of students: 35Tipo de Planificación:…
  • 1. CLIL lesson planInformation about the classClass: Year 1(Polimodal) – high elementaryStudents’ age: 15/6 years oldNumber of students: 35Tipo de Planificación: (Unidad o Clase): ClaseUnidad Temática: Countries in the Americas.Clase Nº: 1Class time: 80 minutesAims  To talk about the general features of a country cohesively.  To develop writing skills through paragraph build.  To develop guessing, confirmation, and summarising strategies.Teaching points LEXIS FUNCTIONS STRUCTUREAnthem, motto, Introducing Generally speaking…population Density, Contrasting Not only but alsoarea, currency, Adding What’s morescenery, domain. Although… However,…Materials: data projector and speakers, photocopies w/activities, blackboard.Warm-up (5 minutes)First I will greet the students. I will remind them about the letter we read in the bookabout a girl travelling to Canada (Messages, OUP). I will ask them questions like:Did she go to Ottawa or Montreal?Did she only stay in a big city?Did she go alone?Do you remember what she did in Canada?Do you know anything about Canada by the way?After these questions I will tell them that today we’ll talk more about Canada as onecountry from North America. I’ll tell them that in future lessons we’ll learn factsabout other countries in the Americas.
  • 2. Transition: Ok, now let’s focus on some initial facts about Canada.Development (60 minutes)Activity 1:I will distribute the following I adapted from a table found in Simple Wikipedia. I willgo through the table and explain vocabulary through synonyms, examples, or evenSpanish. I’ll do the same with the Bank. Perhaps I will need to explain what densityis. I may write on the board the formula: density: population divided by area.I will ask them for their answers and then I will say something like this:
  • 3. So, generally speaking, Canada has a lot from the British. However, they alsohave similarities with France. They not only speak English but also French. Andlet’s pay attention to their population, area, and density. You see that Canada is abig country. However, their population is not huge. Although they’re the secondlargest country in the world, the population density is low. And look, they’re similarto the USA. They speak English, too. What’s more, they have Canadian dollar astheir currency.I will repeat some of the sentences going over the description and as I do I willwrite on the board the highlighted words above in any place.Questions:Why do you think I used these words?To show what?Do I want to sound like a collection of facts? Do I want to say things in order?Now, look, can we say which of these words ADD information? (I circle them on theboard) Good!Now, and the others? Do they also add or show contrast? (I underline them)At this point I will draw a simple table (1 column ADDITION, another columnCONTRAST) and I ask students to come to the board and write those words underthe right column. They will copy this.Transition: Now, let’s put all this into a paragraph.Activity 2:I will hand out copies of the following paragraph. They need to complete theparagraph with information/words from the Canada table.Generally speaking, Canada is a country in ____________, its capital is___________, and its ___________ is the Canadian dollar.What’s more, the __________ is 34,470,000. However, ___________ is lowbecause of the vast _______ the country has. Although they are independent fromthe UK, _____________ is still one of their leaders. Canadians not only speak___________ but also ___________.I will nominate some students to read the paragraph and I will again highlight theuse of the connectors as I did above.Transition: Excellent! Shall we learn more about Canada? Shall we learn moreabout videos promoting tourism?Activity 3:
  • 4. I will first tell them that in short videos advertising a country, some aspects areusually mentioned. I will say that for example we can watch about landscapes,flora, fauna, or the capital city. Question to students: Any other aspects?Based on that, I will show them a diagram (below) and ask them to work in pairsand copy and complete it with topics/themes that are usually mentioned. Thediagram contains some examples. • Nightlife ______ • ______ E_____ • ______ • Climate • ______ • industries • ______ • ________ Culture HistoryOnce they finish, I’ll ask one pair questions like:What did you write under culture?And what does climate represent? Can you think of a school subject?And for History? Any aspects?At this point I will provide new vocabulary on demand. I will ask one student tocome to the front and complete the diagram by asking other pairs at random. Iencourage the use of ‘What did you write under…?’ When we have the diagramcompleted I will go over it saying things like: ‘We can not only include nightlife butalso museums under culture’. What’s more we could include food, sports, typicalclothes, etc. Although we have Geography here, we can have physical andhuman geography.’Transition: Good! Now let’s do some watching and see what the video is about!Activity 4:I will tell them that we’re going to watch only part of a video (up to 0.30) 1. Theirindividual task is to guess and number in what order the following aspects/facts willbe mentioned (I’ll give each one table like the one below). I will stress that theyonly need to use the grey column. I will explain that the ‘Rockies’ are mountainsand that the Niagara Falls are like the Iguazú Falls. I will elicit examples of people’sorigins in Argentina as well as examples of winter sports (this is Esquel, so that’san advantage).1
  • 5. Canadian Rockies Largest cities Niagara Falls People’s origins Population Winter sportsNow, I’ll ask them questions like:Pablo, which will be number 1?Marina, which will be the last one?Activity 5:I will ask them to swap tables so that in each pair they have their partner’sguesses. I will show them the video and now each one has to number the themesas they are mentioned using the white column. Then they will tell me how manyguesses their partner got right.T: Who got all of them in the right order? Does the video tell us more about the people or their scenery, landscapes? What information can you remember? What contrasts can you notice? (I can even show the video again and do play-pause-elicit FACTS ONLY)Did you notice the use of ‘from... to…’?Now, let’s see this more in detail.Activity 6:I will ask students to work in pairs, each will have a section of the video script. I willgo over new vocabulary through synonyms, definitions, examples, or translation.Together they will write a paragraph or two which based on the facts given in theirsections. They will try to include the connectors we’ve seen. As I guide, they’llhave. I will monitor their work and help them with the process. Depending on whatmay happen, we can do the first paragraph all together and then they will carry onin pairs.Generally speaking, Canada is…Canada has…. What’s more…. Also…(tip: information you can group together as additions?)Although Canada has…, the country…(tip: information which shows contrasts?)
  • 6. Closure (10 minutes)Some pairs will read their productions. I will provide oral feedback throughquestions, echoing, and clarification). We will recap facts about Canada throughmy prompting. I will congratulate them on their work. I will receive their paragraphsfor correction. They will rewrite them in the following lesson.HomeworkI will assign each group a country from Central America. Each pair will bringinformation about their given country from Simple Wikipedia.
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