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.
Teacher:__________________Ewa Hondra____________________
Grade:____2______
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 Objectives : By the end of the unit students will be able to:
-Create arts and crafts activity to see where the rain comes from
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
Teacher:________________Ewa Hondra_____________________
Subject:_______________Science______________________
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
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.)
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”
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.
Teacher:_____________________Ewa Hondra________________
Subject:_____________Science________________________
Key vocabulary: sunny, rainy, windy, stormy, freezing, hail, hot, cold,
flood, hurricane
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.
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
Class/ student 2B
information
instructional - To revise previously taught vocabulary connected with the different kinds of
weather
aims
- to familiarize students with what is the weather forecast
Facts:
Knowledge of from what countries comprises United Kingdom,
what is the weather forecast.
New understandings:
Unfamiliar concepts: -
Learning phases:
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.
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.
Teacher:_____Ewa Hondra________________________________
Subject:________Science__________________________
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
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.)
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.
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.
Teacher:___________________Ewa Hondra__________________
Subject:__________________________Science___________
Class/ student
information There are 12 students in the group
Lesson aims -To present different types of wind
- To enable the students to classify
Facts:
Language: describing
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.)
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 ?
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
Facts:
The students will be able to put in the right order the stages of
making a tornado.
Unfamiliar concepts:
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.
Teacher:_________________Ewa Hondra____________________
Subject:__________________Science___________________
Lesson title Positive effects of wind- the use of wind turbines. Wind energy versus electricity.
Lesson aims -To familiarize students with the topic of wind turbines
- To help students to see the difference between natural energy and electricity
Instructional
strategies used in
the lesson
(building
background,
integrating skills,
using scaffolding,
opportunities for
output, learning
phases, advanced
organizers, etc.)
Teaching flashcards
materials
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?