ERG-2016

A CLIL LESSON PLANELENA RAMIREZ GARCIA

2015-2016

contents

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1. Introduction and learning outcomes2. Subject content3. Language content:

- Vocabulary- Structures- Language skills

4. Cultural Element5. Cognitive Thinking Processes6. Tasks and Activities7. Methodology

- Organization and class distribution- Timing- Resources- Materials- Key Competences

8. Assessment Appendices

introduction

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This lesson plan titled “Animals Around Us” was designed for ESL learners in Y2 of Primary Education.

The main motivation to carry out this lesson plan was to introduce to ESL Y2 learners activities where they could show their knowledge about animals using the second language developing the four language basic skills:

Productive skills: speaking and writing. Receptive skills: listening and reading.

The promotion of learners’ interaction and concepts’ connections were key to design, perform and assess this lesson plan.

LEARNING OUTCOMES

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The main aim of this lesson plan is to increase the learners’ awareness of how to describe and compare animals in second language. Learners will be involved thoughout the process with motivating and challenging activities, which learners will develop their HOTS (High Order Thinking Skills) using their productive and receptive language skills.

Learners will…

Identify and classify animals according to their physical features and abilities.

Develop different working strategies: individual, peer-work and group-work to describe animals.

Compare and contrast diurnal animals with nocturnal animals.

SUBJECT CONTENTs

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These are the contents that will be covered in this lesson plan:

Animals’ names.

Animals’ features.

Animal’s body parts.

Animals’ abilities.

Difference between diurnal and nocturnal animals.

LANGUAGE CONTENTLANGUAGE CONTENT

CONTENT VOCABULARY STRUCTURES LANGUAGE SKILLS

Animals’ names horse ducklizard bat…cow

What is it? / Is it a cow ?It’s a…/ It isn’t a... - Yes, it is. /No, it isn’tCan you name an animal which...?

Reading: Act. 1, 2 and 3Writing: Act. 1, 2 and 3Listening: Act. 1, 2 and 3Speaking: Act. 1, 2 and 3

Animals’ features coloursnumbersdescriptive adjectives

What colour is it? It’s green. How many legs has it got? It’s got four legs.Is the horse fast or slow? It’s fast.

Reading: Act. 1, 2 and 3Writing: Act. 1, 2 and 3Listening: Act. 1, 2 and 3Speaking: Act. 1, 2 and 3

Animal’s body parts tail headwings earseyes horns…legs

Has the duck got a tail? Yes, it has. Has the lizard got horns? No, it hasn’t.Describe a bat: A bat has got two wings and two small eyes.

Reading: Act. 1, 2 and 3Writing: Act. 1, 2 and 3Listening: Act. 1, 2 and 3Speaking: Act. 1, 2 and 3

Animals’ abilities fly runswim jumpwalk crawl

What can a bat do? It can fly. Can a cow swim? No, it can’t.A lizard can walk but it can’t fly.

Reading: Act. 1, 2 and 3Writing: Act. 1, 2 and 3Listening: Act. 1, 2 and 3Speaking: Act. 1, 2 and 3

Diurnal vs. nocturnal animals

Diurnal: horse, cow…Nocturnal: owl, bat…

Diurnal animals are awake in the day and asleep at night. Nocturnal animals are asleep in the day and awake at night.

Reading: Act. 1, 2 and 3Writing: Act. 1, 2 and 3Listening: Act. 1, 2 and 3Speaking: Act. 1, 2 and 3

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2016

CULTURAL ELEMENT

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Learners will work on animals and they will be able to compare and contrast them by their specific physical appearance and features and their abilities.

They could also expand their knowledge about animals deciding whether they are domestic or wild; if they are diurnal or nocturnal, etc.

Prior learners’ knowledge will be essential in order to make connections between the different contents. These knowledge sometimes can be higher in their modern tongue, so they will need some support to express themselves in the second language.

COGNITIVE THINKING PROCESSESCOGNITIVE THINKING PROCESSES

ACCORDING TO BLOOM’S TAXONOMYLearners will…

CREATE Animal descriptions Animal riddles

EVALUATE Individual workPeer’s workGroups’ work

ANALYSE Word puzzles to make groups of descriptive animal features and abiliitiesSentences in a riddle to guess an animalThe differences between diurnal and nocturnal animals

APPLY Receptive and productive skills to carry out the different activities proposed individually, in pairs, groups or as a whole-class.

UNDERSTAND

The specific features that belong to different animals. How to compare an contrast animals according to their characteristics and abilities.

REMEMBER Prior knowledge related to animals and integrate new contents in order to expand their knowledge and make future connections of the animal kingdom.

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TASKS

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Learners will…

do animals’ descriptions

write and guess animals’ riddles

do a descriptive poster of an animal

compare and contrast diurnal and nocturnal animals

ACTIVITIES

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There is a total of four activities divided into 3 sessions of 50 minutes.

Activity 1: Animal Description Mind Map

Activity 2 A: Diurnal and Nocturnal Animals Game

Activity 2 B: Animal Riddles

Activity 3: Animal Description Detectives Game

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ACT.1 ANIMAL DESCRIPTION MIND MAP

SESSION 1

LEVEL Y2 ESL Primary Education – Beginners (A1)TIMING 50 min

CLASS DISTRIBUTION

3 rows in pairs (28 pupils)

RESOURCES AND

MATERIALS

Classroom and a boardLaminated word flascards and Blue-Tack28 copies of the Animal Description Mind Map WorksheetPencils, rubbers and crayons

ASSESSMENT Teacher’s observationPeer-workWhole-class discussions (Problem Solving)Individual (Reflection)

KEY COMPETENCES

Competence in linguistic communication: Productive and Receptive skills. Competence in knowledge of and interaction with the physical world.Learning to learnCompetence in social skills and citizenshipCultural artistic competenceAutonomy an initiative

ANIMAL

IS HAS GOT

CAN

HORNSJUMP

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ACT.2 A DIURNAL AND NOCTURNAL ANIMALS GAME

SESSION 2

LEVEL Y2 ESL Primary Education – Beginners (A1)TIMING 15 min

CLASS DISTRIBUTION

3 rows in pairs (28 pupils)

RESOURCES AND

MATERIALS

Classroom, a DWB and Internet Connection

ASSESSMENT Teacher’s observationPeer-workWhole-class discussions (Problem Solving)Individual (Reflection)

KEY COMPETENCE

S

Competence in linguistic communication Competence in knowledge of and interaction with the physical worldCompetence in processing information and use of ICTLearning to learnCompetence in social skills and citizenshipAutonomy an initiative

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ACT.2 B ANIMAL RIDDLES

SESSION 2

LEVEL Y2 ESL Primary Education – Beginners (A1)TIMING 35 min

CLASS DISTRIBUTION

3 rows in pairs (28 pupils)

RESOURCES AND

MATERIALS

Classroom, a DWB and Internet Connection28 copies of the Animal Riddle WorksheetPencils, rubbers and crayons

ASSESSMENT Teacher’s observationPeer-workWhole-class discussions (Problem Solving)Individual (Reflection)

KEY COMPETENCE

S

Competence in linguistic communication Competence in knowledge of and interaction with the physical worldCompetence in processing information and use of ICTLearning to learnCompetence in social skills and citizenshipCultural artistic competenceAutonomy an initiative

Anglomaniacy Link

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ACT.3 ANIMAL DESCRIPTION DETECTIVES GAME

SESSION 3

LEVEL Y2 ESL Primary Education – Beginners (A1)TIMING 50 min

CLASS DISTRIBUTION

5 groups

RESOURCES AND

MATERIALS

Classroom and a boardLaminated sentences flascards and Blue-TackAnimals colouring worksheets5 coloured A2 cardboardsPencils, rubbers, crayons, felt-tips, scissors and glue

ASSESSMENT Teacher’s observationGroup workWhole-class discussions (Problem Solving)Individual (Reflection)

KEY COMPETENCES

Competence in linguistic communication: Productive and Receptive skills. Competence in knowledge of and interaction with the physical world.Learning to learnCompetence in social skills and citizenshipCultural artistic competenceAutonomy an initiative

ASSESSMENT

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These are the assessment instruments to evaluate the activities: Teacher’s active observation (Speaking interactions)

Peer-work (Decision Making and Problem Solving)

Whole-class or small groups discussions (Decision Making and Problem Solving)

Written materials produced individually or in small groups.

APPENDIX 1

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Activity 1Act. 1 Flashcards and WorksheetLINKS:Animals Body Parts Words

APPENDIX 2

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Activity 1Act. 2 A DWB Template /PPT Template

APPENDIX 3

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Activity 1Act. 2 B DWB Template /PPT TemplateRiddle Worksheet

APPENDIX 3

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Activity 1Act. 3 Sentences TemplatesLINK: Animals Colouring Pages

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