Teacher s name DANIELA ZENI TKT CLIL LESSON PLAN Time Date lesson delivery: 18th May 2015 Subject geography Observation lesson: 1hour 10 min. preparatory stages: 2 lessons (each one 1 hour) follow up: 2 lessons (each one 1 hour) Class 3rd class School Scuola Primaria di Imer- I.C. Primiero Group profile Strengths: The group is very small, so that teachers have the opportunity of following each child very well. It can be observed if they are doing well during the lesson, listen and wait for oral production. The group is very active; children take part gladly in conversations and are happy to work. Weaknesses: The small group is not so suitable if teachers are willing to organize group works, cooperative learning activities and so on. In this group, children have not yet developed a trusted writing skills, the great part of them are slow when writing. Few children have difficulties in concentrating, paying attention and listening for longer time lapses. Learning Outcomes (most learners) Most learners should know Most learners should be able to Most learners should be aware of Most learners should know what a river, a creek are; which are the features of seas, rivers, streams, creeks, lakes. Most learners should know a few animal which live in lakes, seas, rivers.. Most learner should be able to categorize/classify simple information. Most learner should be able to find differences between elements and landscapes. Most learners should be able to recognize a landscape. Most learners should be aware that natural elements and living being are different according to the features of the environment. Most learners should be aware that what is done and studied at school can be found outside in the place where they live. Final task using a graphic organizer (table) to categorize information and features of each landscape. This task will be done in pairs, so that children will have to discuss their opinion and negotiate the right answer.
CONTENT COMMUNICATION COGNITION CULTURE Geography: landscapes (sea, lake, river, creek, stream) -elements/animals/plants which are present in each landscape -features of landscapes Timetable fit Anticipated problems and solutions -describing simple features of a river, lake, stream, of the sea... -associating landscapes and typical elements -interacting with classmates (in pairs, in group) or the teacher -remembering, analyzing, describing -comparing landscapes -categorising elements, organising them into graphic organizers/pictures follow up: recognising landscapes and relating them to the country (England, USA, Ireland, Italy) or to the valley where the children live -comparing typical elements or landscapes of Italy (mountains/sea) and other countries around the world Preparatory stages: -use of classroom language/functional language which should be used during the lessons -introduction of useful vocabulary (river, sea, stream, creek, lake) with pictures and small texts; -introduction of the parts of a river with power point; Follow up: -discovering which landscapes are present in the valley/village where the children live, learning their names and describing their features. -Comparing these elements with typical Italian landscapes and element of the UK, Ireland, USA, places where the children have been or famous landscapes in the world. 1. Small group: with small group it s difficult to organise group activities. Most of them will be pair works, but there will be also group works, where the group will be the whole class. It will be useful changing the couples many times. In this way every children will work with every classmate, at different times. 2. Attention problems: a few children have difficulties in paying attention, especially is the task is more difficult than usual. So I m planning shorter activities which varies over the lesson, so that the children will be always stimulated in renewing concentration and attention, since activities and rhythms change. I ve planned a game, too (this gives the possibility to move and stimulate kinaesthetic intelligences), so that everyone will regain interest (if lost) and pay attention again for the next part. 3. Understanding: this group has never had CLIL lesson in geography, so they haven t any specific vocabulary already, neither they are used to hearing the teacher talking about geography in English. There will be children who don t understand. I m planning a lot of situations where I will need to reformulate, using gestures, using pictures and also code switching, so that the children won t feel uncomfortable during the lessons. 4. Pre-teaching: I m teaching German this year. So, it s quite difficult for me to introduce language before I actually teach the observation lesson. Therefore, a little time is taken from Geography lessons, in order to introduce at least some vocabulary, functional language and methodology. Therefore, the children will complete the activities regarding the previous module, and at the same time learn new words and concept. Hope it works!
Resources & materials to be used Power point, PC (there no IWB in the school) Pictures and colouring pictures cut-out sheets (words or pictures) White board, felt pens, posters (white or with landscape posters) CD, CD player, written poster/pictures for the game (and a suitable class organization, with space for the children to move and dance) STEP 1 STAGE 1 preparatory 1. Let the students feel confident/comfortable in using or hearing English language 2. Explain the purpose of the language change and the focus of the lesson Oral interaction, warm up activity to reduce affective filter. The teacher greets the students, have them speak a little in English, using BICS or revising simple vocabulary they learnt with the English teacher. Hello children! How are you? (+ ans) Today we are going to start speaking English, because in the next lesson we re doing a little CLIL experiment. So, we are going to learn geography in English... Do you like English? (+ans) Do you like geography? (+ans) Listen to the teacher carefully Try to answer to the questions in English Ask questions/say something in Italian none T-S Greetings like + answer 5 STEP 2 1. Introduce some functional language useful for the interaction in English 2. Encourage students to use simple sentences 3. Introduce autonomous pair work 4. Scaffolding language With paper stripes, student will work to discover the meaning of some simple sentences, helping classmates to do the same. They can say the meaning in Italian. Children are given orange stripes (with English sentences) and yellow stripes. They should So, I m giving you these paper stripes. Which colour are they? Yellow and orange, very good. On these stripes you ll find some very important sentences. Surely you are practicing them with the English teacher. Can you talk with your friends and find out what they mean? You have to match the English one with the Italian one. For example... (+reformulating, + gestures) Listen carefully to the teacher an watch the explanation Speak with other students and help each other in order to find out the meaning of the sentences Try to use some of the words/sentences introduced Ask for help if they don t understand 10
combine the English sentence with the Italian one, discussing with classmates and asking for help Did you find something which you already know? Very good! Now please try to match all the sentence with the Italian translation. Fabio, you can talk with Romina... You can work together and help each other. I m coming and helping you. Think about it! Listen to the sentence...... Do you remember... Match yellow stripes with orange stripes Table with English sentences and Italian sentences Copies in colours (cut out in stripes) Glue T-S Classroom language: Can you help me, please? I don t understand Can you repeat, please? How do you say that in English? What is the meaning in Italian? San you lend me...? I agree I disagree because... STEP 3 1. Introducing new subject Each student is given the Here you have two sheets with some Look at the pictures and 15 specific vocabulary sheets where the pictures pictures on them. Can you see what this is? discuss/guess what landscape is 2. Encourage students to of the landscapes are. Do you recognize these landscapes? Can in every pictures. First, they say it use simple sentence/words Discussion about what is in you say the names? in Italian if you wish. it Italian (I have to be sure that 3. Encourage students to the pictures, then the they understand) then guess the use cognitive skills teacher writes the names of Ok, now take a look at the board. These are English words. (remembering, applying each landscape on the the five names that we need. Do you features they already know) board, and the children know/can you guess which one is a river? Watch the teacher making make hypothesis on Yes, exactly, the river is a large stream of gestures while explaining, copy English names they see. water... (gives short explanation doing gestures. Writing the names on the gestures and dramatization) right places can you do the river with your hands? Yes, Listen to the teacher reading the The teacher reads the perfect! That s the river!! small texts, then try to read them small text, making gestures with the right pronunciation. and accepting children Non we have these small texts. Listen saying the same thing in carefully...
Italian. Each student cuts out the text and sticks it near the right picture. Daniele, can you read it aloud? Yes very good. So, now you can cut out these texts and stick them near the right pictures. STEP 1 Pictures of a sea, lake, river, stream and creek (table) Small texts describing one or two features for each landscape T-S (plenum- discussion about the English names) sea-lake- river- creek- stream-waterstream of water- the river flows- a body of water- salt water-fresh water STAGE 2 preparatory Classroom language Do you know... + answer 1. Let the students feel Oral interaction, warm up Hello children! How are you? (+ ans) Listen to the teacher carefully 5 confident/comfortable in activity to reduce affective The other day we talked about some Try to answer to the questions in using or hearing English filter. The teacher greets landscapes in English... Do you remember English language the students, have them the names? Yes very good. Ask questions/say something in 2. Activating prior speak a little in English, Ok let s write them on the board. Italian knowledge using BICS or revising Do you remember which one is a biiiiig Say the words they remember simple vocabulary they stream of water, like this (gestures)?... Watch the teacher making learnt with the English teacher. Brainstorming: students remember words which are written o the board, the teacher helps them to retrieve difficult words with gestures, recasting language... gestures in order to retrieve more difficult words. none T-S sea-lake- river- creek- stream-waterstream of water- the river flows- a body of water- salt water-fresh water Greetings
STEP 2 STEP 3 1. Reinforce vocabulary Guessing game. each student makes gestures and let the other guess which landscape he/she meant Now we are doing a 5 minutes play. Are you ready. Everyone of you comes here, near to me, and mimes/makes gestures about one thing we learnt. The other have to guess the right word. Are you ready? Well, let s go. Watch carefully to classmates Try to use English words Respect conversation rules White board where the English words are written sea-lake- river- creek- stream-waterstream of water- the river flows- a body of water- salt water-fresh water 1. Introducing new subject specific vocabulary 2. Encourage students to use simple sentence/words 3. Encourage students to use cognitive skills (making hypothesis, remembering, applying features they already know) Each student is given the sheets where pictures of a river (and all elements) are Using the Power point, children guess the names of the elements of a river Here you have two sheets with the pictures of a river. Do you see they are different? Ok, now let s start watching at the computer... Do you know what is this is Italian? Classroom language I don t understand.. can you repeat please? Can you do it one more time? Look at the pictures and discuss/guess what landscape is in every pictures. First, they say it it Italian (I have to be sure that they understand) then guess the English words. Watch the teacher making gestures while explaining, copy gestures. Try to use full sentences (this is.../ Cascata is called waterfall in English). colouring pictures with river (estuary and delta) power point, Pc, projector class setting useful for both seeing, speaking and a little writing T-S sea-lake- river- creek- stream-waterstream of water- the river flows- a body of water- salt water-fresh water Mountains-hills-plain Meander-source-waterfall-riverbankriverbed-estuarty-delta-mourth Classroom language Do you know... + answer Can you say it in English This is the/a... The waterfall is in the mountains 5 15
STEP 1 STAGE 3 OBSERVATION LESSON 1. Activating prior Brainstorming: while Hello to everybody. How are you today? Children say words they 5 knowledge drawing on the poster, the Are you happy? remember about water 2. Let the students feel teacher asks some Let s begin our activity for today. Try to say a whole sentence in confident/comfortable in question, in order to let the First, we are going to remember what we English using or hearing English children remember words have said the other day. Listen to what their classmates language and sentences they already What s a sea? say and add more information 3. Repeat specific know What s a river? vocabulary The teacher writes the words said by the children Ok, do you remember some features about on a poster the river? posters-felt pens pictures of the elements we ve seen in the previous lessons T-S water, sea, lake, river, stream, creek, meander, source, riverbed, riverbank, waterfall, tributary Mountains-hills-plain Meander-source-waterfall-riverbankriverbed-estuarty-delta-mourth he river is bigger than... the creek is smaller than... The waterfall flows in the mountains Classroom language Do you know... + answer Can you say it in English This is the/a... The waterfall is in the mountains STEP 2 1. Activating prior Putting the words into the So, now that we found the right words, can use the words they know 10 knowledge right place you put them into this picture? Follow the indications 2. Activate student talking Please work with your classmates. Use Works with other students to fulfil time English sentences, for example: the task 3. Support understanding I think that we should write... here. You re with visual input right, You re wrong. I agree, I disagree Ok let s check your work! Materials Interaction Content specific vocabulary Functional Language
Sheet with the picture of a river and all the elements water, sea, lake, river, stream, creek, meander, source, riverbed, riverbank, waterfall, tributary, mouth, estuary, delta I think that we should write... here. You re right, You re wrong. STEP 3 1. Discussing The teachers revises with Here we have five pictures: this is the... this Watch carefully to the pictures 10+10 characteristics of the sea, children the landscapes, is the... Put each word on the right poster (checking stream, creek, river or lake then shoes pictures of Here we have mountains, hills, here is plain try to say a whole sentence in time) 2. Discover a few animals animals/elements of each ground... There is the sand/grass/... English which live there landscape. Each group has Follow the example given by the the same pictures and Can you take a look at the animals you teacher elements on the desk. In have on your desks? Which one do you Work together with other students groups, children have to think lives in the sea? Why? Which ones and exchange opinions match elements and lives in the river? Why? Use sentence starters to landscapes. communicate in English with the The teacher follow the Ok, let s check your work together! partner. groups, and asks why did the children put that Do you agree? Why do you say that the... animal/element in that lives in the...? landscape. In plenum those Both solution are correct! sentences are repeated STEP 4 Big posters of sea, river, T-S The river flows... I agree, I disagree because... stream, creek A stream flows in the mountains I know/ I don t know Coloured sheets with Students speak with the The creek is small/big How do you say it in Italian? pictures of the landscapes, teacher and with The... lives in the...(because the water is animals, plants and classmates, saying if they fresh) elements which can be agree or not The... lives in the.. because it s... found there. 1. Verifying if the children have learned some concepts (formative assessment) 2. practice the cognitive ability of reasoning 3. Enhance learning with formative assessment using a game. game: 1,2,3, When the music is played, children have to dance and jump from position 1 to 2 to 3 and so on. When the Explains the game, using gestures and movement to display the passages...let s play! This game is called 1,2,3. So, as you see, I m sticking on the wall the names of the landscapes we ve learnt. We have to teams... Listen to the explanation Talk to classmates to find out the right answer Knowing the right answer, say it and explain why they chose that answer. 10
playing music stops, they have to stand in front of the right answer. Then the teacher asks explanation, the children try to say it in English The winner is the team who guesses the most number of question. Asking questions... Right! No, think about it! Can you say it in English! Ok, well done! Posters with key words: river, sea, creek Questions (the teacher has the questions) CD player, CD with happy music T-S The river flows... A stream flows in the mountains The creek is small/big The... lives in the...because the water is fresh The... lives in the.. because... The river flows... The lake is smaller than... Can you repeat please? I don t understand I know/i don t know STEP 5 1. Final task: categorising the things which have been said into graphic organizer 2. Verifying if the children have learned some concepts (formative assessment) 3. Verifying if the children can work successfully together 4. Verifying if they can talk a little in English The children are given a table, where they have put (categorizing) the element we learnt during the lessons. (sentences in a grid) Now, we are going to work in pairs. Do you see this table? As you can see, there are some pictures. In your groups, please read what is written in the bubbles and decide if it is suitable for the sea, the lake and so on. In the column, just write the number, so that you will go on faster. Is it clear? Did you understand? I m going to come and listening what you are saying, so you can call me for help, if you need. Work together, helping each other with language Ask to the teacher if they don t understand Use small sentences in English Associate landscapes and features correctly Table of landscapes Grid with words/sentences water, sea, lake, river, stream, creek, meander, source, riverbed, riverbank, waterfall, tributary, mouth, estuary, delta I agree, I disagree because... I know/ I don t know How do you say it in Italian? 10
different animals The river flows... A stream flows in the mountains The creek is small/big The... lives in the...because the water is fresh The... lives in the.. because it s wide. The river flows... The lake is smaller than... How do you say it in English? STEP 6 1. Reflecting 2. Having feedbacks Children are giving a paper where they can write or Here we go! We are almost finished! You ve been very good today? Children are expected to think about the activity and give draw soothing they have Now I m interested in what you think... feedbacks, saying what they think learned about it. They give feedback: Could you write (three things) you ve They can use English words or did they enjoy the lesson? learned today...? Italian words. was something difficult? What was difficult? what was easy to do? You can use Italian, if you need. Did you have fun? feedback sheet T-S Students share their opinion with classmates The... was difficult. This was easy. This was fun. I like... I don t like... 10