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CLIL Lesson Plan Template For TEYL
CLIL Lesson Plan Template For TEYL
Date: 24.05.2016
School: Polish-English School Edison
Teacher: Karolina Lipska, mentor teacher: Mrs. Swathi
Subject: Science
Lesson title Similarities and differences between people
New understandings:
Students will understand that people have different skin
colours and differences in appearance concerning their
nationality.
Students will be able to identify different messages about
body image coming from or directed at different cultural
groups, gender and age groups. They will gain critical
awareness about body size and shape and develop their
tolerance towards differences between people. They will
become aware of themselves as separate from others.
langua Content-obligatory language objectives
ge Learners will be able to name differences in body parts,
skin/hair/eye colours and describe peoples size and body
shape.
Unfamiliar concepts:
Students will get to know that despite differences
between peoples appearance, all people are equal.
Instructional Building background: activating ss prior knowledge about the
strategies topic (relating to previous lesson/ asking questions);
(building Using learning phases:
background, Into activities: provide ss the conceptual, linguistic and cultural
using foundation
learning on needed to understand; activate prior knowledge; create a common
phases, experience base, entice ss interest (by showing differences in peoples
integrating appearance) ;
modalities, Through activities: give ss the opportunity to understand how people
using differ all around the world;
scaffolding, beyond activities: support and extend ss understanding of the topic
etc.) by encouraging them to create their own person; assist ss in linking the
current learning experience with previous activities within the same
Describe
unit;
briefly
Scaffolding: pre-teach vocabulary, show and tell, tap into prior
knowledge, give time to think and create, ask questions;
Integrating modalities: 3 modes of communication (Interpersonal
Mode ss engage in conversation, Interpretive Mode ss
understand written and spoken lg; Presentational Mode ss
present their own person);
Giving and Receiving Feedback praising learners, supporting
them; self-evaluation, exit tickets;
Presentati The teacher To present the whole picture of the range of different
on presents a map to colour skins throughout the world;
9 mins students to show To develop understanding of the differences within
that in the world cultures;
there are people Content: peoples appearance differs across the world
with different skin and there are also differences within a classroom
colours. The teacher context;
asks students what Language: blue, green, dark (eyes); short, tall
skin colour Polish (height) thin, fat (body shape); fair, dark (skin colour);
people have, blond, brown, dark, red, straight, curly, wavy (hair);
whether it is fair or Cognition: naming and relating appearance,
dark. comparing people appearance, assessing peoples
The teacher appearance;
presents PowerPoint Culture: raising an overview of the differences in the
presentation and skin colours around the world; raising respect towards
drills the words and other peoples differences;
sentences with
learners.
While presenting,
the teacher asks
students about their
hair/eyes/skin
colour, their height
and body shape.
The teacher collects
information about
the students on the
graph summing how
many red hair, etc.
Practice The teacher divides Content: describing appearance, noticing differences
10 mins the classroom into 5 between people from different countries;
groups. Each group Language: He/She has got He/She is (a child/a
gets 1 picture teenager). He/She is from..; describing people;
(people from Cognition: naming, analyzing, finding relationships,
different countries: comparing people, noticing differences,
Japan, Germany, Culture: gaining awareness of differences in
Saudi Arabia, appearance between different cultures;
Argentina, Indie).
Each group has 5
mins to brainstorm
where the person is
from and present a
speech describing
the person
(skin/hair/eyes
colour; age, growth
stage, country). The
teacher starts
describing the
person from
England (providing
learners with a right
model). Then each
group describes
their person. After
presentation the
teacher puts 5
names of countries
in the middle of the
circle and ss have to
match the country
with the person
they have on their
pictures and check
whether they were
right or not.
Instructional
strategies: building
background,
integrating
modalities, using
scaffolding, using
learning phases;
Produce Each pair has to To develop writing skills; To practice the structure
Describin draw and describe a He/She has got;
ga person (they have Content: human appearance, creating a person from a
person in to decide on the different country
pairs country from which Language: He/She has got He/She is (a child/a
11 mins the person comes) teenager). He/She is from..; describing appearance;
and use proper Cognition: creating a new person, planning and
structures. After imagining the appearance;
that each pair Culture: raising awareness of the peoples own
presents their characteristics;
characters in front
of the board.
RECAP Exit tickets To sum up what students learnt and check if they liked
2 mins or disliked the lesson