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CLIL unit for TEYL (planning guide for GPTE CLIL units)

Content: Topic: Facts (nouns): Big understandings: Essential questions:

Content is a starting The air The air, wind turbines, I will teach about different _
point for the planning. classification of wind, types of occurrences which may happen in
 weather, rain, the air I want to make students
aware of the types of wind and
where the rain comes from. I also
want them to realize that there
are other types of weather, such
as when it is foggy, sunny, hot,
etc.

Cognition Levels of Thinking (Blooms): Verbs: There are four tasks to encourage higher-
order thinking. These are: making a hands-on
Tasks to encourage Remembering, understanding, applying and Remembering- find, label activity to make a mental picture of where the
higher order thinking. evaluating rain comes from, counting the speed of wind
Understanding – compare
 and matching different types of wind to their
Applying – choose speed, making the experiment on tornado,
matching the symbols of the weather to the
Evaluating - classify
authentic listening.

Communication Language functions: Language structures: Key vocabulary: Language skills:

Focus on language and There will be a lot of new


communication. vocabulary connected to different
 kinds of weather. A lot of
activities will be connected to
visual stimuli that is the material
on the video, flashcards, using
body gestures.
Culture Familiar cultural concepts: Unfamiliar cultural concepts:

Familiar and unfamiliar


cultural concepts that The students already know that there are different types of weather; The students will understand that there are also positive effects of wind
could be addressed. however, they will learn in details what are the differences between apart from the negative ones.
them. They realize what are the negative effects of them.

Template for CLIL Unit Plan for TEYL


Unit name: __The air__________________________________________________________________________

Subject/Course: ______________________________Science, English, Maths__________________________________________

Teacher:__________________Ewa Hondra____________________

School Year: _______2017/2018_____________________________

Grade:____2______

Possible start/end dates: _____________9.05 – 18.05_____

Addressing Learners’ Diversified Needs: This unit addresses the needs of high-achievers as well as low-achievers. There are tasks for every mode of communication. The
teacher used a lot of ways to expose the students to new material. ______________________________

Connections with National Curriculum (both language and content):_Students learn about different kinds of weather. For mathematics, they learn how to subtract different
speeds of blowing the wind. For English, the students revise and practice vocabulary connected with different kinds of weather. ___

_____________________________________________________________________________________
_____________________________________________________________________________________

Unit Aims: -to familiarize students with different types of weather

- to make students aware of the positive and negative effects of


wind

Unit Objectives : By the end of the unit students will be able to:

Content -Recognise on the map which countries United Kingdom


comprises of
Cognition
-Be aware of where the rain comes from
Communication
-State what air comprises of
Culture
-Analyse the process of foming a tornado

-Talk about the classification of wind

- Differentiate between wind energy and electricity

-Give information about

-Say which types of wind are the strongest

-Create arts and crafts activity to see where the rain comes from

-Calculate the speed of blowing the wind


Assessment Methods Each lesson starts with the revision of vocabulary from the
previous lesson. Each time, whenever the students’ answer is
wrong, the teacher corrects them.

Unit Materials and Resources: Most of the materials were prepared by me. These were
Powerpoint presentations and handouts. I also used the
materials from this webpage:
http://learnenglishkids.britishcouncil.org/en

Summary of Lessons

Lesson 1 Title__________________________________What is in the air?_______________________________________

Lesson 2 Title_______________________________ What are the types of weather?________________________

Lesson 3 Title________________________________What is the weather like in the United Kingdom? ________________________________________

Lesson 4 Title_________________________________What is the weather like in the United Kingdom?_______________________________________

Lesson 5 Title___________________________________Where the rain comes from?______________________________________

Lesson 6 Title_____________________________________The classification of winds____________________

Lesson 7 Title_____________________________________Tornado as an example of the wind____________________________________


Lesson 8 Title__________________________________Positive effects of wind – the use of wind turbines. Wind energy versus electricity.

CLIL Lesson Plan Template for TEYL


Date: ________________14.05. 2018_______________________

School:______________Monnet International School________________________

Teacher:________________Ewa Hondra_____________________

Subject:_______________Science______________________

Lesson title What is in the air?

Class length 45 minutes

Class/ student 2B – The class consists of 12 students


information

Lesson aims -To present the diagram related to the elements of the air
- To present the cycle of the oxygen in the atmosphere
- To practise speaking

Lesson objectives content Topics: What is in the air?

Facts: Knowledge of what chemical substances are in the air

New understandings: Students will understand that:


The oxygen as one the substances in the air is essential in the nature and it
cycles in the atmosphere.

language Content-obligatory language objectives


Learners will be able to: name the chemical substances that are in the air

Content-compatible language objectives


Learners will be able to: use “there is/there are” structure

Language functions: describing pictures

Key language structures: “there is/there are”

Key vocabulary: the oxygen, carbon dioxide, photosynthesis

cognition Lower-order thinking skills: remembering (vocabulary connected to the oxygen


cycle), understanding (oxygen cycle)

Higher-order thinking skills: -


culture Familiar concepts used in a new way -

Unfamiliar concepts: -
Instructional Building background: The teacher will use students’ background knowledge about what is
strategies used in in the air.
the lesson
(building Learning phases: The lesson starts with building backroad and then proceeds to
background, presentation.
integrating skills,
using scaffolding,
opportunities for
output, learning Scaffolding: The teacher uses scaffolding to help students learn
phases, advanced
organizers, etc.)

Teaching Discussion on the basis of two books:


B.Earl. “Chemia”
Materials:
G.Walter. “Powietrze”
Lesson The teacher uses monitoring
assessments
Stages and time Lesson procedure (describe the Justification for the activity (content,
activities and instructional strategies) language, cognition, culture)

1.Warm-up The teacher makes with the students a The students recall and revise vocabulary

(10 minutes) mind-map. He asks them questions, such as: connected to “what is in the air”
what is air? Can we touch it? Can we smell
it? Can you hear sounds in the air? What are
the sounds in the air? The teacher expects
the answer, for example: “ echo”

Than, the teacher draws additional lines to


the mind-map

The
air

2. Discussing the The teacher discusses with the students that The students learn that in the Earth’s
diagram the Earth has different layers. layer there is 78% of atmospheric
nitrogen, 21% of the oxygen and 1%
(10 minutes)
3. Vocabulary Teacher shows some visuals related to the The students activate their thinking.
presentation cycle of the oxygen in the atmosphere.
(10 minutes)
3. what is the cycle The teacher discusses with the students what The students learn what is the cycle of
of the oxygen in the is the cycle of the oxygen in the atmosphere? the oxygen in the atmosphere.
atmosphere? Who needs oxygen? (not only people but also
plants and animals). For example, the teacher
(15 minutes)
says: When the sun shines and the weather is
sunny, the plants have very good conditions
to develop. However, when it is stormy, the
plants are at risk of being uprooted.

In the meantime, the students write in their


notebooks the words which relate to the The students activate their thinking.
weather.

CLIL Lesson Plan Template for TEYL


Date: ___________15. 05. 2018____________________________

School:___________Monnet International School___________________________

Teacher:_____________________Ewa Hondra________________

Subject:_____________Science________________________

Lesson title The types of weather

Class length 45 minutes

Class/ student There are 12 people in the class


information
Lesson aims -To familiarise students with different kinds of weather
- To revise vocabulary related to weather and to familiarise students with the new
words
- To practise newly known words

Lesson objectives content Topics: Types of weather

Facts: Knowledge of the types of weather

New understandings: Students will understand the difference between


different types of weather
language Content-obligatory language objectives
Learners will be able to: name the types of weather

Content-compatible language objectives


Learners will be able to: name the types of weather that are not
covered in the curriculum.

Language functions: describing, giving information

Key vocabulary: sunny, rainy, windy, stormy, freezing, hail, hot, cold,
flood, hurricane

cognition Lower-order thinking skills: understanding(making contrasting pairs)

Higher-order thinking skills: -


culture Familiar concepts used in a new way:-
Unfamiliar concepts: -

Instructional Building background: Teacher will use students’ background knowledge about
strategies used in types of weather
the lesson
(building Learning phases: At first the learners revise the basic words related to the
background, weather. Then, the teacher introduces the new words. After that, the students
integrating skills, practice the newly known words. Finally, the students consolidate the knowledge-
using scaffolding, one learner draws on the board a picture of the particular weather and the rest
opportunities for makes a guess.
output, learning
phases, advanced
organizers, etc.) Scaffolding: The teacher uses scaffolding to help students learn.

Teaching Flashcards, the bingo game


materials

Lesson The teacher monitors the whole work.


assessments

Stages and time Lesson procedure (describe the Justification for the activity (content,
activities and instructional strategies) language, cognition, culture)

1.What is missing? The teacher revises with the students the To revise the vocabulary
words connected to the types of weather. The
(to revise
students revise the following words, such as:
vocabulary)
hot, cold, warm, sunny, rainy, cloudy, windy,
stormy. The teacher chooses four pictures
and, at first, the teacher shows four of them.
Next, he uncovers only one picture and asks
the learners to tell him what is missing.
(10 minutes)

2. The introduction The teacher introduces the new words, such To familiarize the students with the new
of new words as for example, the word: boiling by showing words
the picture of the boiling water. Next, the
teacher gives cues to elicit from the students
in Polish what does this word may mean.
The teacher also introduces other words, such
as: foggy, freezing, hail, flood, hurricane,
tornado.
(10 minutes)

3. Students play in In the word search of different words, the Practicing reading of the written form of
the bingo game. students find the words which make bingo words as well as the right pronunciation
game. If the student finds four contrasting of them
pairs in the row, he gets a point. Students’
task is to read the words which make bingo
out loud.
(15 minutes)

4. Draw and guess! One student comes to the board and draws a The consolidation of new words
picture (for example a sun) and the rest make
a guess what can it be.
(10 minutes)
CLIL lesson plan template for TEYL

Date: 16.05

Lesson title

What is the weather like in the United Kingdom?

Class length 2 x 45 minutes

Class/ student 2B
information

Overall -To develop students’ knowledge about the weather

instructional - To revise previously taught vocabulary connected with the different kinds of
weather
aims
- to familiarize students with what is the weather forecast

- To develop students’ speaking skill

- To practice listening comprehension

- To practice reading skills

Objectives content Topics:

What is the weather like in the United Kingdom?

Facts:
Knowledge of from what countries comprises United Kingdom,
what is the weather forecast.

New understandings:

Students will understand that on different parts of the United


Kingdom, the weather is different.

Language Content-obligatory language objectives:

Learners will be able to: recognize on the map of the United


Kingdom where is Northern Ireland, Scotland, Wales and
England.

Content- compatible language objectives:

Learners will be able to:

Language functions: matching the symbols of weather with a


particular place, seeking for information, analyzing.

Key language structures: Practicing the structure ”it is”


Cognition Lower-order thinking skills: remembering(where Northern
Ireland, Scotland, Wales and England are on the map),
understanding(that the weather is different at different places),
applying (practicing the knowledge about the what is the weather
like)

Higher-order thinking skills: -

Culture Familiar concepts used in a new way: -

Unfamiliar concepts: -

Instructional strategies Building background: The teacher will use


students’ background knowledge about the
countries which United Kingdom is comprised of.

Learning phases:

Learning modalities used during the lesson:

Visual, kinesthetic and auditory


Assessment for/as learning The teacher uses monitoring.

Teaching materials Flashards, the map of the United Kingdom.

Stages and time Lesson Justification for the


procedure(describe activity
the activities and
instructional
strategies)

1. United Kingdom on the map The teacher shows


(10 minutes) the learners a big
map of the world on -To familiarize students
the basis of which with the location of
the teacher United Kingdom on the
demonstrates where map
United Kingdom is
and consequently,
where Northern
Ireland, Wales,
England and -Analyzing what is on
Scotland is. Next, the map
the teacher draws
the shape of these 4
countries. Than the
teacher asks the
learners: what is this
place? The learners
compare the two
maps and answer,
for example: It is
Northern Ireland.

2. Each learner gets individually a small map of The teacher says: to give clarification
United Kingdom. On their own maps, the take a green crayon
learners circle the contours of each country, for and circle the shape
example: with the green color, the students
of Northern Ireland.
circle the Northern Ireland, with a red color, they
circle Scotland and with a blue color Wales. One child comes to
the big map and
(20 minutes) shows with a finger
the shape of
Northern Ireland. In
the meantime, the
rest of the class
circle the contours
on their own map.
Then, the other
student comes to the
board and shows
with a finger the
shape of Wales. The
students, again on
their small maps
circle the shape of
Wales. This activity
looks similar with
Scotland.
3. Before listening to the video, the teacher The teacher shows To revise the words,
introduces the symbols, which students will on the projector the such as:
circle on their maps. symbols of the
words: sunny, rainy, Sunny, rainy, windy,
(10 minutes) cloudy
windy and cloudy.

The teacher shows To practice matching


on the power point symbols to the words
presentation the what they mean.
established symbols Language: sunny, rainy,
of the weather and windy, cloudy
he asks the students
first to repeat what Cognition: a listening
does this symbol activity
mean and next to
remember which
symbol is
responsible for what
kind of weather. To
see whether they
remember, the
teacher asks the
learners to match
the word to the
picture.

BREAK
4. Listening to the authentic podcast The children are . To practice listening
listening to the comprehension
authentic video. For
https://www.express.co.uk/news/weather/936998/BBC-
Weather-forecast-UK-snow-Easter-warning-latest-news-
the first time, they
Met-Office are listening for
skimming. For the
( 20 minutes) next time, the
teacher stops the
video at chosen
moments and asks
the questions
whenever the
speaker tells about
the weather in one
of those four
countries. e.g.
Consequently, on
the particular place
on the map of the
UK, the learners
draw a symbol.

5. What is the weather forecast? The teacher asks the To elicit from the
learners to tell him students the notion
in Polish, what do weather forecast
(5 minutes)
they think, how do
we call the moment
when the presenter
in the news presents
what is the weather
today? The teacher
gives cues where it
is needed.
6. One more look at the map The teacher asks the To sum up the activity
learners to look
once again at their
(10 minutes)
maps and tell him,
how many symbols
they placed next to
Northern Ireland,
Wales and Scotland.
For example, the
students answer: “I
placed 4 symbols of
wind in Northern
Ireland, etc. The
teacher summarizes
that rain is visible in
many places, which
means that the
weather typical for
United Kingdom is
rain.

7. Recapitulation The teacher asks the To consolidate the


learners to write one lesson
(5 minutes) sentence about:
‘what’s the weather
like today?” – the
students make a
sentence with one of
the adjectives on
which the teacher
put an emphasis on
during the lesson
that is sunny,
windy, rainy and
cloudy. The
students draw a
picture next to the
sentence.

CLIL Lesson Plan Template for TEYL


Date: ______17.05. 2018 ____________

School:_____Monnet International School_____________________

Teacher:_____Ewa Hondra________________________________

Subject:________Science__________________________

Lesson title Where the rain comes from?

Class length 45 minutes

Class/ student
information There are 12 students in the class
Lesson aims -the familiarize students with the new words (precipitation, evaporation,
condensation)
- to practice the newly known words

Lesson objectives content Topics: where the rain comes from?


Facts: Knowledge of what does it mean to evaporate, to precipitate, to
condense
New understandings: Students will understand the phases of forming
the rain
language Content-obligatory language objectives
Learners will be able to: understand the new words in a context

Content-compatible language objectives


Learners will be able to: create their own sentences with the newly
known words.

Language functions: describing, giving information

Key vocabulary: evaporation, condensation, precipitation

cognition Lower-order thinking skills: remembering (the new words),

Higher-order thinking skills: creating arts and crafts activity


culture Familiar concepts used in a new way: -

Unfamiliar concepts: -
Instructional Building background: The teacher will use students’ background knowledge about
strategies used in where the rain comes from
the lesson
(building Learning phases: At first, the teacher shows students a video, on the basis of
background, which later on the teacher checks comprehension. Next, the students repeat the
integrating skills, new words. After that, the students draw their own composition. This activity is
using scaffolding, done in pairs to enable one person from the pair to draw and the other one to try
opportunities for to describe each of the processes of forming rain. Finally, the students do arts and
output, learning crafts activity.
phases, advanced
organizers, etc.)

Scaffolding: The teacher uses scaffolding to help students learn.


Teaching materials A video, plastic plates, scissors, a colourful paper.

Lesson The teacher uses monitoring


assessments
Stages and time Lesson procedure (describe the Justification for the activity (content,
activities and instructional strategies) language, cognition, culture)

1.Introduction The teacher shows students a video in order


to introduce them in the topic of where the
(5 minutes) To introduce such words as: condensation,
rain comes from. On this video, we can
evaporation, precipitation
observe that at first, water evaporates from
the seas and oceans. Then, it condensates in
the form of clouds and; consequently, water
precipitates. In this way, the rain appears.

2. The repetition of Oral drills – The students repeat the new To practice the use of new words.
new words words- silently and loudly, with an
exaggerated intonation, etc.
(10 minutes)

3. Listening The teacher stops the video at chosen analyzing, making conclusions
comprehension moments and asks the questions concerning
the video in order to see how much students
(10 minutes) understood from the listening material.

4. checking The learners work in pairs. One child draws analyzing


comprehension the circle with the three processes and, in the
meantime, the other child names the
(5 minutes) processes and tries to describe what happens
in each of the processes.

5. arts and crafts The teacher tells the students the instruction. finding the correlation between what the
activity- instruction The students’ task is to divide the plastic students have learnt with hands-on
plate into three parts. The students either activities
(3 minutes)
draw or cut off from the pieces of paper how
they imagine how these three processes look
like. After that, their task will be to stick the
right definitions (evaporation, precipitation,
condensation) to their inscriptions.

6. Making the The students do the activity. To consolidate the material.


activity
(12 minutes)

CLIL Lesson Plan Template for TEYL


Date: __________________21.05. 2018___________

School:__________________Monnet International School____________________

Teacher:___________________Ewa Hondra__________________

Subject:__________________________Science___________

Lesson title The classification of wind

Class length 45 minutes

Class/ student
information There are 12 students in the group
Lesson aims -To present different types of wind
- To enable the students to classify

Lesson objectives content Topics: What is the classification of wind?

Facts:

New understandings: Students will understand that there are different


types of wind.
language Content-obligatory language objectives
Learners will be able to: use new vocabulary

Content-compatible language objectives


Learners will be able to: Make their own sentences with the newly
known words

Language: describing

Key vocabulary: types of wind

cognition Lower-order thinking skills: counting

Higher-order thinking skills: In order to count, the students at first have


to find an appropriate picture which represents a particular type of
wind and then count the speeds.
culture Familiar concepts used in a new way:-
Unfamiliar concepts: -

Instructional Building background: On the basis of the basic winds, the students then familiarize
strategies used in themselves with other types of wind
the lesson
(building Learning phases: The teacher starts from the memory game to revise the words
background, with students. Next, teacher introduces the new vocabulary. After that, teacher
integrating skills, reads out loud a text and, on the basis of that, students make an activity.
using scaffolding,
opportunities for
output, learning Scaffolding: The teacher uses scaffolding to help students learn
phases, advanced
organizers, etc.)

Teaching A reading text, flashcards


materials

Lesson The teacher uses monitoring


assessments

Stages and time Lesson procedure Justification for the


(describe the activities activity (content,
and instructional language, cognition,
strategies) culture)
1.Introduction Memory game. The students To revise the students’
join in pairs the words related knowledge
to the types of wind.
2. The introduction of new words The teacher introduces the To familiarize students with
new types of winds. the new words
(10 minutes)

3. Reading – wind classification Reading. The teacher reads To expose students to an


the text out loud. In the input
http://www.eschooltoday.com/winds/classification- meantime, the students stick
of-winds.html an appropriate picture to the
(15 minutes) type of wind which the
teacher is reading.

4. Practicing maths, addition, subtraction The teacher writes on the Reading comprehension
board that, if we, for example
(10 minutes) subtract 35 km/h from 25
km/h how many will we get?
However, before that students
recognize which type of
wind, on the basis of the
reading text, is 35 km/h ?

5. Recapitulation The teacher summarizes the


whole lesson showing
(5 minutes)
different video recordings and
asking the students, what type
of wind it can be.

CLIL lesson plan Unit for TEYL

Lesson title What is tornado? How tornado is formed?


Class length 45 minutes

Class/ student 2B
information

Overall -To develop students’ knowledge about the stages of making a tornado

instructional - To see the difference between the hurricane and the tornado

aims - To revise previously taught vocabulary connected with the weather


atmospheric phenomena

- To develop students’ speaking skill

Objectives content Topics:

What is a tornado? How tornado is formed?

Facts:

Learners will be able to put in the right order the stages of


forming a tornado

New understandings: Students will understand that a huge mass


of the air has to be put in order to lead to the emergence of
tornado
Language Content-obligatory language objectives:

Learners will be able to: say what is tornado.

Learners will be able to describe the process of making a


tornado.

Language functions: matching, seeking for information.

Passive vocabulary: surface, rotating columns, blows, whirlwind,


spin around, suck up (like a vacuum cleaner) , funnel

Active vocabulary: thunderstorm, damage, thundercloud, destroy

Cognition Lower-order thinking skills:

The students will be able to put in the right order the stages of
making a tornado.

Higher-order thinking skills: analysing


Culture Familiar concepts used in a new way: students’ knowledge
about tornado

Unfamiliar concepts:

students’ knowledge about the effects of tornado on people


living in a close distance from the place where this atmospheric
phenomenon took place

Instructional strategies Building background: The teacher will use


students’ background knowledge about tornado

Learning phases: The lesson will start from the


video. Than the teacher will asks questions in the
video. After that, the teacher will introduce the
new words. Than the teacher will read a very
short story about it and finally to recapitulate the
newly known vocabulary, the teacher will play a
game with the learners.

Learning modalities used during the lesson:

Visual, kinesthetic and auditory


Assessment for/as learning The teacher will correct students’ answers.

Teaching materials Flashcards + video + a story in a paper book

Stages and time Lesson Justification for the


procedure(describe activity
the activities and
instructional
strategies)

1. How the tornado is formed? – a video The teacher shows a Content:


movie on how the
https://www.youtube.com/watch?v=FbXvj1mgPdA tornado is formed. To familiarize with
Than he asks students the stages of forming
(10 minutes) to look at the movie a tornado
and asks the questions
such as: With what
-What is a tornado?
powers the rotating
columns of air are in
contact? Language: rotating
-what happens during a tornado? columns of air, etc.
Teacher encourages the
students to answer Cognition: a listening
these questions: activity
Columns of air are in
contact with the
surface of the air and
the clouds. The student
who answered the
question, gets a word,
written on the piece of
paper. The teacher
introduces the word:
“surface” by showing
on the globe a variety
of lands. Than the
teacher reads the same
sentence and shows on
the picture how many
lands cover the surface
of the Earth. Next, the
teacher reads the same
sentence and, in the
meantime, he shows on
the globe. If this will
not be helpful, than
teacher plays Hangman
with students. When
the students have
guessed the word in
Polish, then the teacher
shows its written form.

Teacher gives the


earlier prepared word,
already printed out,
written with a big font.
If a student answered
correctly on the
question in the movie,
he or she gets a word.
When the students
have guessed the word
in Polish, then the
teacher shows its
written form.

To expose students to
an authentic context
2. An experiment with tornado Teacher shows students
the experiment with
https://www.youtube.com/watch?v=0LfZFGcGc_I tornado in order to give
students an authentic
(5 minutes) context how the real
tornado can be made.
3. The introduction of new words. The teacher also The teacher introduces Language: to give
introduces the words which will be needed while the new words by clarification
reading a story. showing a flashcard
and giving clues (e.g.
(5 minutes)
the teacher shows on
the movie a fragment
where this word is
shown in the context).
When the students
have guessed the word
in Polish, then the
teacher shows its
written form. The
students say the new
word or whisper it, in
order to repeat the new
words.

4. Reading a story The chosen students Language:


Clarke, Catriona, “Weather” , Roehampton University read a story and also
(10 minutes) those who read a the air spins around,
particular word, get the air is sucked up,
this word, written on etc.
the separate piece of
paper, with a big font.

5. The stages of forming a tornado teacher shows his own Content:


power point
(7 minutes) presentation and asks To practice the stages
the learners to match a of forming a tornado
symbol to an Language: a funnel,
appropriate stage of the air spins around,
making a tornado the air is sucked up
Cognition: a listening
activity

6. Revision of vocabulary – game “Abracadabra, Language: Revision


abracadee, Mrs. Ewa is of the words, such as:
a Zombie”. Children the air spins around, a
(8 minutes)
stand in a circle with funnel, the air is
words written on the sucked up, rotating
pieces of paper. columns of air, wind
“Zombie” comes to a blows, twists,
person who has to whirlwind, a
shout a particular word, thunderstorm, etc.
if this person will not
do it on time, stands in
a circle and becomes a
“zombie”. At first, the
students read their
words, written on the
pieces of paper.
CLIL Lesson Plan Template for TEYL
Date: _____22.05. 2018______

School:______________________Monnet International School________________

Teacher:_________________Ewa Hondra____________________

Subject:__________________Science___________________

Lesson title Positive effects of wind- the use of wind turbines. Wind energy versus electricity.

Class length 45 minutes

Class/ student There are 12 students in the class


information

Lesson aims -To familiarize students with the topic of wind turbines
- To help students to see the difference between natural energy and electricity

Lesson objectives content Topic:


Facts:
New understandings:
language Content-obligatory language objectives
Learners will be able to: see the difference between the wind power and
electricity

Content-compatible language objectives


Learners will be able to: -

Language functions: describing, expressing opinion

Key vocabulary: wind turbines

cognition Lower-order thinking skills:

Higher-order thinking skills:


culture Familiar concepts used in a new way: wind turbines, the places where
we can see wind turbines

Unfamiliar concepts used in a new way: -

Instructional
strategies used in
the lesson
(building
background,
integrating skills,
using scaffolding,
opportunities for
output, learning
phases, advanced
organizers, etc.)

Teaching flashcards
materials

Lesson The teacher uses monitoring


assessments
Stages and time Lesson procedure (describe the Justification for the activity (content,
activities and instructional strategies) language, cognition, culture)

1.Introduction The teacher asks the learners, how do they To familiarize students with the new topic
think where can we see the wind turbine?
(10 minutes) Next, the teacher shows the symbol
representing Holland( which are tulips) and
compares what the students said with his own
presentation.

2. What is the wind On the basis of the discussion, the teacher To make the learners aware of the role of
power used for? asks students what actually the wind gives wind power
us? For example, The teacher expects the
(10 minutes) answer that a wind turbine gives us energy

3. Comparing wind The teacher asks the learners to write in their To help the students to see the
energy and electricity notebooks what is the difference between differences between both types of energy
wind energy and the energy empowered by
(15 minutes) electricity?

4. Making a mind- The teacher recapitulates with the students To consolidate the material.
map the main points and asks them what are the
kinds of energy and what do we use them
(10 minutes) for?

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