CLIL Lesson Plan

CLIL LESSON PLAN 13

CLILLesson Plan

Education Studies Department: Assignment Task Description 2

CourseTitle:Language across the Curriculum CourseCode:EDU 3001 TaskTitle:ning and Reflection

TaskDescription:Design a CLIL lesson plan for learners of English as an AdditionalLanguage. You need to apply CLIL principles to make your grade levelcontent, skills and cognitive objectives accessible to your EALlearners. Use your knowledge of CLIL to write a CLIL lesson plan.

CLILLESSON PLAN

Grade: 4

Student Teacher Sec:

Time: 1 hour

Start:

End:

No: of Students: 15

English

Topic/ Subtopic: Human body parts and their functions

Objectives/Strand/Outcomes: Identify different body parts and their actions in different tenses. The children will also learn to construct simple communicative sentences.

Learning Outcomes (Write down what the students will learn and be able to do or know by the end of the lesson).

Learners will be able to:

  1. CONTENT (need to include what students will learn – concepts, skills, knowledge)

The students will learn different human body parts in English and concepts such as the use of each part of the body. The functions will be learned in different tenses. The concepts in this case will be the main body parts and their functions.

  1. COGNITION and LEARNING SKILLS ( what cognitive and learning skills will be used)

Learners will:

  1. Identify various body parts (Cognition)

  2. Identify the functions of each body part in different tenses (learning skills)

  3. As an addition, students will be required to touch different body parts as prompted by the teacher (cognition skills)

  4. The learners will also be made to construct different sentences that show their understanding of tenses (Learning skills).

  1. LANGUAGE

  1. Present tense

This is a (Hand, eye, tongue, ear, leg) and it is used for (touching, seeing, tasting, hearing, walking)

The next part will involve asking the students to touch the part of the body as mentioned by the teacher such as Touch your hand.

Learners will develop their language proficiency through:

Language of learning

Key vocabulary needed:

Hand, eye, tongue, ear, leg

Touch, see, taste, hear, walk

Key grammatical structures needed:

Present tense

This is a hand, eye, tongue, ear, leg.

It is used for touching, seeing, tasting, hearing, walking

Past tense

Yesterday, John touched, saw, tasted, heard, walked

Language for learning

  1. Look at your neighbour.

  2. He/ she has a hand/ eye/ tongue/ ear/ leg

  3. He/ she uses it to touch/ see/ taste/ hear/ walk

  4. Now draw each part in your books and name each part and its function in the present tense

  5. Can you write down the function of each body part the teacher touches?

  6. Put the leaves in column 2.

Language through learning

  1. My neighbour has a hand/ eye/ tongue/ ear/ leg

  2. He/ she uses it to touch/ see/ taste/ hear/ walk

  3. Student 1: This is an eye.

  4. Student 2: It is used for seeing.

  5. Student 3/4: This is an ear/ tongue.

  6. Student 5: It is used for hearing/ tasting?

  7. Student 1: ear/ hear, eye/ see, tongue/ taste, leg/ walk.

Prior Knowledge (ContenT and Language) From previous assessment data and observations/or strategies used at start of lesson to establish prior knowledge)

Prior knowledge (content): The students identify different parts of the body such as head, foot and nose.

Prior knowledge (language): The students are required to form simple sentences describing different actions.

Materials/Resources Needed: (In keeping with CLIL principles, describe general classroom resources (whiteboard, markers, computer station, projector, textbooks) content and EAL learner specific resources needed to deliver the lesson)

General

The students will use their bodies as the primary sources of the parts they will learn. The students will also require writing materials.

Content Specific

  • Books

  • Pencils

Language Specific

  • Word wall

  1. The names of different body parts such as head, eyes, ears, hands.

  • Frame sentences:

  1. This is a ___.

  2. Can you touch the —, please?

  3. The hand is used for……..

  • Frame question:

The teacher is touching his…..?

PROCEDURE:

How do I plan to introduce this lesson?

I will introduce the lesson by discussing with the learners that every part of the human body has a unique function. I will then introduce the lesson outcome by pointing different parts on my body while saying the name. I will require the students to repeat the actions after me. This is a participatory style of learning, and it encourages students to become active learners.

What activities will the student(s) be involved in?

(mention instructional strategies and the activities in detail)

The first activity will involve having the students repeat all the actions and words after me. This will be an introduction, where the students will get to learn about the body parts. The next activity will have the learners draw each body part as I mention it.

What questions will I ask and how will I make them clear? (Write down the questions that you will ask during each activity)

  1. What is the role of this part? (as i point each part on the drawing board?

  2. Which part is this? (as i point at the part on my body)

  3. Which part do you use to get home with?

  4. Which part do you use to see your favourite program?

  5. What do we use for listening to our parents?

How do I plan to manage the classroom? (How can I gain student attention How will I organize the classroom? How can I manage student behaviour? How would I modify instruction, tasks and texts materials, rules and rewards )

I will capture the attention of the learners by requiring them to look at me as i point at each body part and name it. The students will then be required to repeat the actions and the words aloud.

Closure – How do I plan to end the lesson and follow up on the teaching and learning in the next lesson?

I will end the lesson by pointing at each body part as drawn on the board and requiring the students to say their functions aloud.

Culture and Diversity (How can I include the UAE culture and heritage in my lesson topic or have the students explore this independently?)

The students will be required to name the parts that are often covered using the hijab.

Meeting the EAL learner’s needs:

(As you write this section, think about how you would work with a low level language learner and a high level language learner in the same class)

Social and Physical Environment: Instructional arrangements/groupings

The slow learners may have trouble identifying the name of each part and its function. I will use drawings with words in their first language and the actions in their first language so as to help them remember (Darn, 2006). I will also integrate group activities so as to help the slow students learn from other students in the group. As an advantage to the UAE students i will require the students to translate the words into Arabic as I mention them so as to make it simple for the learners to remember.

Teaching approach: (What strategies will be used? describe them clearly)

Strategy used before doing the task: Selecting and setting learning goals.

Strategy used while doing the task: Note taking, identify key content vocabulary and Using L1 for specific purposes.

Strategy used after doing the task: Summarising work by doing mini-presentation.

Support: (teacher support, peer support, bilingual teacher)

Teacher support: I will help the students to identify each body part and its function.

Peer support: The students will be in groups and in the groups they will identify each other’s body parts and their functions.

Bilingual teacher: The teacher will translate the words into different languages.

Adaptations and Modifications: (content, text, format)

Content : English ( Body parts and functions in different tenses)

Communication: What are functions of each part of the body in present and past tense.

Cognition: Correctly identify each part of the body and its function.

Task: Draw each part of the body.

REFLECTION: (Answer these questions after planning and writing your lesson)

  1. Why did you make your choices and decisions in your CLIL lesson plan?

I chose this lesson plan because it incorporates content, communication, cognition, and culture in the learning process. The content in this case is the words to be learned. The words include body parts and their functions. The communication involves correct identification of body parts and their functions in different tenses. This enables the students to communicate easily in different tenses. The communication also involves translation of the words from Arabic to English so as to enable the children to communicate in English. The communication also improves as the students participate in identifying the words and in group activities (Smala, 2009). The students learn how to communicate their thoughts using simple sentences. The active learning environment also helps the children to form schemas as identified by Piaget. The use of groups to learn is part of the child’s social learning process which helps the child to construct his environment (Crandall, 1994). The culture of the students is also integrated as the UAE students are required to identify the parts that are covered using the hijab.

  1. What part of the lesson plan do you think may cause difficulties and why?

The students may have difficulties in getting the tenses right. The ability to translate words into different tenses may be difficult for the students who are learning the language as a second language. The students may also find it difficult to construct sentences in both tenses as they are still grasping the basics of grammar. However, this can be simplified by using their first language to explain concepts that may be difficult for them to understand (Wolff, 2007). Using two languages makes it simple for the students to grasp the main concepts.

  1. Do you think the adaptations and CLIL provisions you have made will be useful for increasing learning?

The adaptation of CLIL can increase learning because the students actively take part in the learning process. The students do not just learn English as an abstract subject but use it to learn actively. The adaptations also increase learning as the students are required to learn in groups in order to improve their understanding of the main concepts (ECML, 2011). The teacher also introduces concepts and then helps the students to apply them, which improves learning.

References

Crandall,J. (1994). “Content- Centered Language Learning.” Centrefor Applied Linguistics. Baltimore:The University of Maryland.

Darn,S. (2006). “Content and Language Integrated Learning.” BritishCouncil. London:BBC World Service.

Smala,S. (2009). Introducing:Content and Language Integrated Learning (CLIL). Australia:The University of Queensland.

TheEuropean Centre for Modern Languages. (2011). “Content and languageintegrated learning through languages other than English – Gettingstarted.” ECML/CELV.

Wolff,D. (2007). “SomeEducational and Methodological Principles of Content and LanguageIntegrated Learning (CLIL).” GoetheInstitute.