Template For Clil Unit Plan For Teyl Senses

Template for CLIL Unit Plan for TEYL
Unit name: Me and my senses

Subject/Course: English class
Teacher: Marta Chudzik
School Year: 2014/2015
Grade: 4 years old students (kindergarten)
Possible start/end dates: 07-26.05.2015
Addressing Learners Diversified Needs: There will be provided variety of
activities based on subjects such as music, PE, art, mathematics, IT in order to meet
learners diversified needs and different learning styles and intelligences.
Connections with National Curriculum (both language and content):
Children in kindergarten should know basic notions about the world around them
and their body. According to mathematics they should count from 1 to 10 and do
simple addition of items. Linguistically, CLIL unit will be based on describing and
comparing objects around them which the can see, smell, taste, touch and hear.
They will learn variety of adjectives in order to describe the objects and they will
practice mainly 3rd person in present simple tense but all structures will be
presented in the form of chunks.
Unit Aims:
The aim of the unit is to help students

understand the importance of 5 senses and
relate them to organs. The students will learn
and practice verbs connected with sounds and
present simple tense. The students will be
asked to use full sentence in order to explain
what they discover. The following aim is to
familiarize students with the topic of
disabilities.
Unit Objectives :
content
thinking
language
culture
Content:
Identify and locating 5 senses
Relate each sense to organs
Identify the function of each organ
Disabilities
Thinking:
Understand and value the importance of
5 senses
Understand the relationship between
senses and organs

Understand disabilities (blindness,
deafness)
Identify and compare different objects by
using hearing and touch
Describe things by using taste and smell
Explore and use senses
Observe and describe how senses work
Language:
LANGUAGE FOR LEARNING- It sounds/
smells/ taste like, I can see/
hear/smell/taste. How does it smell?
LANGUAGE OF LEARNING- key vocabularynames of senses (sight, hearing, smell,
taste, touch), body parts (eyes, nose,
mouth, ears, hands), verbs (see, hear,
touch, smell, taste), disabilities
(blindness, deafness)
LANGUAGE THROUGH LEARNING- asking
and answering questions, lg used while
doing experiments
Culture:
DISABILITIES:
-blindness, deafness
-How could we help disabled people?
-Alphabet Braillea, white walking stick,
deaf aid
Summary of the unit
The unit is based on variety of classroom

experiences which were prepared to help
students understand the importance of 5
senses. The students will have a chance to
check how their senses function and what
happens if we cannot use one of senses.
Unit Materials and

Resources:
Cross Curricular Activities Oxford

Teachers own materials
Appendix 1- Web pages (Internet sources)
Instructional
Strategies:
Using scaffolding, building background, using

learning phases, elicitation, using experiments
to visualize the process
Unit Assessment:
Students understanding of the topic as well as

language will be assessed during every lesson.
Additionally, last lesson of the unit is a
summary of all senses and the students will
have to differentiate all senses so it will show if
they understand the material from the whole
unit.
There wont be any test.
Unit Evaluation:
The unit was very interesting and inspiring for

young learners. They participated eagerly in
every lesson when they could discover and
explore how senses work. I observed that the
tasks were challenging for them and the topic
of senses was not obvious for them.
The unit could be extended and more
developed.
Additionally, the unit and its activities could be
also adjusted to older students.
Summary of Lessons
Lesson 1 Title: We are all unique and different
Lesson 2 Title: Body parts
Lesson 3 Title: Sight and hearing
Lesson 4 Title: Smell and touch
Lesson 5 Title: Taste
Lesson 6 Title: Disabilities
Lesson 7 Title: Animals super senses
Lesson 8 Title: Sense detectives- summary
Notes:
Lessons conducted during practicum: 2-6
Content-Thinking-Language Organization for TEYL CLIL

Unit
Content
Thinking
Language
Culture
(Intercultural
Knowledge)
Relevant,
academic, reallife, deep content
Content is the
starting point for
the planning
Which tasks will I

develop to
encourage higher
order thinking?
What language
do they need to
work with the
content?
What are the

cultural
implications of
the topic?
What are the

language
(communication)
as well as the
content
implications?
What specialized
vocabulary and
phrases?
What are the

familiar cultural
concepts?
What kind of talk

will they engage
in?
What are the

unfamiliar
cultural
concepts?
What will I teach?

What will they
learn?
What are my
teaching
aims/objectives?
Which thinking
skills will we
concentrate on
which are
appropriate for
the content?
Will I need to
check out key
grammatical
coverage of a
particular tense
or feature e.g.
comparatives and
superlatives?
What language
tasks and
classroom
activities?
Topic:
SENSES
Facts (nouns):
-Identification of 5
senses
-Connection
Levels of Thinking
(Blooms):
Remembering,
understanding,
applying,
analyzing,
evaluating
Verbs:
Understand
Identify
Compare
Language
functions:
Predicting,
comparing,
greeting people,
sequencing,
expressing likes
and dislikes
Key language
structures:
-It sounds/ smells/
taste like..
Disabilities
-Blindness,
Deafness,
-How could we help
disabled people
between senses
and organs
-Identification of
the function of
each organ
-Disabilities
Big understandings
-Students will
understand that
people have 5
senses which help
them to perceive
the world and that
senses are
connected with
organs.
-Students will
understand that
some people are
disabled
Essential Question
(high level thinking
questions):
-What are the parts
of?
-Classify according
to..
-Compare and
contrast
Describe
Explore
Discover
Observe
-I can hear/ listen/

touch..
Questions:
What is?
Where is?
Show this..?
How .. is related to
the ..?
How do you use..?
How would you
demonstrate..?
Experiment
Key vocabulary:
-Names of senses
(sight, hearing,
smell, taste, touch)
-Body parts (eyes,
ears, nose, mouth,
hand)
-Verbs (see, hear,
touch, taste, smell)
-Disabilities
(blindness,
deafness)
Modes of
communication:
Connections,
Comparisoning,
Cultures,
Communication,
Targeted
strategies:
Conducting
experiments
Active
Participation/
Learning
Classyfing and
comparing
Using mind-maps
Scaffoldnig
-Alphabet Braillea,
white walking
stick, deaf aid
Elicitation
Classroom
routines
CLIL Lesson Plan Template for TEYL

Date: 07.05.2015
School: Magic Fish Kindergarten
Subject: English class
Lesson title
Body parts
Class length
35
Class/
student
information
17 pupils
Overall
instructional
It is expected from 4 years old students to name and show their

body parts and name their functions in context of senses
4 years old
aims
conten Topics: body parts
t
Facts: people have got 5 senses
New understandings:
Students will understand that presented body parts have
special functions and are connected with 5 senses
langua Content-obligatory language objectives
ge
Learners will be able to: name body parts connected with
senses (eyes, nose, mouth, ears, hand), use the
structure- I can + verbs (smell, touch, see, hear, taste)
Content-compatible language objectives
Learners will be able to: name objects (teddy bears, fruit,
xylophone, rainbow, flower, bird, perfume, sweets)
Language functions: describing

Key language structures: I can hear/ smell/ touch/ taste/
see
Key vocabulary: eyes, ears, nose, mouth, hand, see, hear,
touch, taste, smell
cogniti Lower-order thinking skills: remembering, understanding
on
Higher-order thinking skills: analyzing
Familiar concepts used in a new way: greetings at the
beginning of the class
Unfamiliar concepts: new Hello song
Building background to introduce the topic
Activating prior knowledge to consolidate and revise sts
knowledge
Active participation to personalize activity to help them remember
better and check learners understanding
Scaffolding
Art project to meet different learners needs and learning styles
cultur
e
Instructional
strategies
(building
background,
using
learning
phases,
integrating
modalities,
using
scaffolding,
etc.)
Describe
briefly
Justification
for lesson
(why is it
important to
your
students)
This is the introduction to the topic of senses. Connecting body

parts with senses will help them to understand better the
importance of senses.
Assessment
for/as
learning
Students learning and progress will be monitored constantly and

assessed during the lesson. There wont be any marks and tests.
Students will get a rewards for correct speaking.
Teaching
Teachers own materials: flashcards, songs, handout, classroom

poster
materials
Stage
s and
time
Lesson
procedure
(describe the
activities and
Justification for the activity (content,

language, cognition, culture)
instructional
strategies)
2,5
Hello song/
classroom routine
Culture- importance of greetings at the beginning of the

meeting
Language- learning new hello song
Introduction of the
body parts
connected with
senses/ activating
prior knowledge
Pair work activity
(show me your
friends nose, etc.)/
Active participation
Content- identifyng 5 body parts which are connected

with senses
Language- eyes, ears, nose, mouth, hand
Connecting body
parts with verbs
(flashcards)/ building
background
Cognition- understanding that particular body parts/

organ have functions
Language- naming the functions of organs using verbs
(see, hear, touch, taste, smell)
Students look for

other things in the
classroom which can
see, hear, etc./
scaffolding
SONG- Two little
eyes to look around/
building background
Cognition- checking learners understanding

Language- practicing verbs (see, hear, touch, taste,
smell), I can see, hear, etc.
Creating a
classroom posterclassifying pictures
with senses
(flashcards)/ art
project
Language- consolidation of newly learned verbs and

names of body parts
Content- consolidation of the material
Content- practicing newly learned vocabulary, checking

students understanding of the vocab
Language- remembering new words

Culture- learning well-known English song for kids

Date: 12.05.2015
Lesson title
Sense of sight and hearing
Class length
35
Class/
student
information
17 students
Overall
instructional
It is expected from 4 years old students to identify sizes, name

colours, use adjectives connected with sound and classify them
according adjectives to a chosen criteria. Additionally,
understanding the importance of senses of sight and hearing is
expected.
aims
Objectives
4 years old
conten Topics: Hearing and Sight

t
Facts: We use hearing to hear sounds and sight to see
New understandings:
Students will understand the importance of senses,
explore them and their usage
ge
Learners will be able to: use structure it sounds like a.., I
can hear/ see, name objects they can see, name colours
and sizes
Learners will revise animal sounds
Language functions: describing, predicting, comparing

Key language structures: it sounds like a .., it is pleasant/
unpleasant, I can hear/ see,
Key vocabulary: colours on the rainbow, big, small
cogniti Lower-order thinking skills: remembering, understanding,
applying
on
Higher-order thinking skills: analysing, evaluating

cultur
e
Instructional
strategies
(building
background,
using
learning
phases,
integrating
modalities,
using
scaffolding,
etc.)
Familiar concepts used in a new way: greetings
Unfamiliar concepts:
Elicitation
Activating prior knowledge to consolidate and revise sts
knowledge
Doing experiment to explore and use senses
Scaffolding
Describe
briefly
Justification
for lesson
(why is it
important to
your
students)
The students will understand the importance and usefulness of

sense of hearing and sight. It will be based on series of
experiments in which students will be able to explore and use
their senses.
Assessment
for/as
learning

Teaching
6 jars (2x water, 2x sugar, 2x coins), songs, video, recordings of

sounds, instruments, flashcards (guitar, baby, rain, police siren,
train), handout
materials
Stage
s and
time
Lesson
procedure
(describe the
activities and
instructional
strategies)

3,5
Hello song
Short revision of
material from the
previous lesson/
Classroom routines
Guessing game. Sts
listen to 6 different
recording of sounds
and they have to
guess what do they
hear/ Elicitation
Animal sounds. Sts
listen to animals
sound and have to
guess. They
reproduce the
sounds and act
animals movement
out/ Activating prior
knowledge
Experiment with jars.
Sts get 6 jars and
they are asked to
discover what is
inside and later find
3 pairs of the same
fillings./ Doing
experiment
Playing with
instruments. Sts
close their eyes and
get instruments. T
plays sequence of
sounds, sts are asked
to play the same
sounds./ Experiment,
addressing student
learning style

meeting
Content- revision of material
Cognition- understand the importance of sense of

hearing
Content- identifying sounds (rain, guitar, crying, etc.)
Language- introductions of structures: It sounds like a
, pleasant vs. unpleasant sounds, (Ts question- is this
sound pleasant or unpleasant?)
Cognition- understand the importance of sense of
hearing
Content- identifying which sound does the animal make
Language- revision of animals and animals sounds,
practicing structure: I can hear.. (Ts question- what can
you hear?)
Cognition- identification and comparison of objects by

using sense of hearing
Language- Practicing structure: It sounds like a
Content- practicing ability to playing, producing

sequence of sounds
Cognition- experiment which enable students to
explore their sense of hearing
Predicting the order

of colours in the
rainbow/Activating
sts prior knowledge
Colouring picture/ Art
BIG or SMALL activity
Sts show objects
they can SEE in the
classroom which are
big or small and they
are asked to speak
full sentences/
scaffolding
Memory game
T presents 8 objects
on pieces of papers
with numbers.
Students are asked
to close their eyes.
One student takes
one or two objects
and the rest of the
group has to guess
what is missing./
memory game
Content- identifying the order of colours in the rainbow

Language- revision of colours
Cognition- describing objects by using sense of sight

Content- identifying big and small objects in the
classroom
Language- I can see , It is big/ it is small
Content- revision of numbers

Language- number 1 is, number 2 is..

Date: 14.05.2015
Teacher: Paulina Goda, Student teacher: Marta Chudzik
Lesson title
Sense of smell and touch
Class length
35
Class/
student
information
17 students
Overall
instructional
It is expected from 4 years old students to name and distinguish

smells, types of materials and classify them according adjectives
to a chosen criteria. There will be also introduced adjectives
connected with the sense of touch and practiced structures it
smells like../ it is..,. Additionally, understanding the importance of
senses of smell and touch is expected.
aims
Objectives
4 years old
conten Topics: Smell and touch

t
Facts: People have got sense of smell to smell things and
sense of touch to touch things
New understandings:
Students will understand the importance of senses,
explore them and their usage
ge
Learners will be able to use the structures it smell like, it
is and name adjectives connected with the senses of
touch. Moreover, they will be able to choose and
distinguish pleasant and unpleasant smells and compare
them.
Learners will be able to:
Language functions: describing things, predicting
Key language structures: it smells like a ../ it is like a , it
is pleasant/ unpleasant, it is made from
Key vocabulary: soft, smooth, hard, rough, wood, plastic,
fabric, metal, pleasant smell, unpleasant smell

applying
on
cultur
e
Instructional
strategies
(building
background,
using
learning
phases,
integrating
modalities,
using
scaffolding,
etc.)
Building background to introduce the topic
Doing experiments to explore and use senses
Working with worksheets to check learners understanding
Active participation to personalize the activity
Scaffolding
Elicitation
Describe
briefly
Justification
for lesson
(why is it
important to
your
students)

sense of smell and touch. It will be based on series of experiments
in which students will be able to explore and use their senses.
Assessment
for/as
learning

Teaching
Hello song, plates with different substances to smell (cinnamon,

soap, perfume, herbs), handout (matching activity), sack with toys
(plastic, fabric, metal, wood), paper for poster, flashcards (items
which represent: soft, hard, rough, smooth) sensory baloons
materials
Stage
s and
time
Lesson
procedure
(describe the
activities and
instructional
strategies)

3,5
Hello song
Revision / classroom
routines

meeting
Content- short revision of material from the previous
lesson
Discussion as an
introduction to the
topic /Building
background
Cognition- Relating organ with sense

Language- When do you use your nose?
Experiment with
plates. Sts close their
eyes, get 8 plates
and are asked to
discover what
substance is on the
plates and later find
4 pairs of the same
substances. / Doing
experiment
Matching activity. Sts
get handouts with 6
pictures and 2 faces
(happy, sad). Their
task is to match
pleasant sound with
happy face and
unpleasant with sad
face /Working with
worksheet, active
participation
Experiment- sense of
touch, what is inside
the sack?/ Doing
experiment,
scaffolding
Cognition- exploring and observing how senses work

Language- it smells like a
Content- identifying function of sense of smell
Cognition- describe things by using sense of smell

Language- pleasant and unpleasant smells
Content- matching activity to distinguish 2 types of
smells
Cognition- understand the relationship between organ

and sense
Language- It is made from wood/ plastic/ fabric/ metal
Content- identifying function of sense of touch
Creating big picture

mind map
(flashcards)/ art
Cognition- understand the importance of sense of touch

Language- introduction of adjectives: soft, smooth,
hard, rough
Content- identifying textures, grouping items
Searching for things

in the classroom
which are smooth,
hard, rough, soft/
scaffolding,
elicitation
Sensory baloons- T
prepares 6 baloons
with different fillings/
doing experiment,
scaffolding
Cognition- describing objects by using sense of touch

Language- It is soft/ smooth/ hard/ rough
Content- identifying and comparing texture of objects
in the classroom
Cognition- exploring and using sense of touch

Language- It is like a

Date: 19.05.2015
Lesson title
Taste
Class length
35
Class/
student
information
17 students
Overall
instructional
It is expected from 4 years old students to identify four main

tastes and classify them according adjectives to a chosen criteria.
Additionally, understanding the importance of sense of taste in
expected.
aims
Objectives
4 years old
conten Topics: Sense of smell, Goldilocks as a revision of 5

senses
t
Facts: 4 main tastes: sweet, salty, sour, bitter
New understandings:
Students will understand the importance of sense of
taste and that there are 4 main tastes: salty, sweet, sour,
bitter
ge
Learners will be able to: name 4 main tastes, produce
sentences: It tastes like a
Learners will be able to: recognize vocabulary from the
Goldilocks
Language functions: describing things, predicting

Key language structures: It tastes like a , I like/ do not
like
Key vocabulary: salty, sweet, sour, bitter

applying
on
cultur
e
Instructional
strategies
(building
background,
using
learning
phases,
integrating
modalities,
using
scaffolding,
etc.)
Building background as in introduction to the topic
Doing experiment to help explore and use senses
Scaffolding
Building learning phases to pre-teach vocab
Personalization to help students remember better, to interest
students and give them a chance to express their opinion
Individual work to check learners comprehension of the text
Art project to meet individual learners styles of learning
Describe
briefly
Justification
for lesson
(why is it
important to
your
students)

sense of taste. It will be based on series of experiments in which
students will be able to explore and use their senses.
Assessment
for/as
learning

Teaching
Songs, Story Goldilocks, plates with substances (sugar, lemon

juice, tea, salt), handout for reading comprehension, materials
needed for creating my 5 senses book
materials
Stage
s and
time
Lesson
procedure
(describe the
activities and
instructional
strategies)

3,5
Hello song
Song/ building
background

meeting
Content- learning new song about sense of taste
Experiment with
plates- Sts close their
eyes, get 8 plates
and taste different
substances. They
have to find pairs of
the same
substances/ Doing
experiment
Introduction of
adjectives/ building
learning phases
Cognition- exploring and observing how sense of taste

work
Language- it tastes like a
Content- identifying function of sense of taste
Discussion- sts
preferences/
scaffolding, building
background,
personalization
Goldilocksstorytelling. T reads
story adjusted to the
topic of senses/
whole-class reading
Handout- reading
comprehension. Sts
get handout with
picture and they
have to circle what
did Goldilocks
see/smell/ touch?
/individual work
Cognition- Value sense of taste and importance of

individual preferences
Language- I like / dont like
Language- introduction of salty, sweet, sour, bitter

Content- relating adjectives with sense of taste
Content- listening to story based on senses

Language- revision names of 5 senses and verbs
Culture- learning well-known story about Goldilocks
Content- reading comprehension

Language- What did Goldilocks see/smell/ touch?
My 5 senses book.
Students create 5pages book where
every page presents
different sense/ art
project
Content- consolidation of knowledge gained during 4

lesson

Date: 26.05.2015
Lesson title
Disabilities
Class length
35
Class/
student
information
17 students
Overall
instructional
It is expected from 4 years old students to identify disabilities,

name them and know the aids for disabled people. Additionally,
understanding the importance of senses of all senses is expected.
aims
Objectives
4 years old
conten Topics: disabilities, 5 senses

t
Facts: People who are deaf have problems with sense of
hearing, people who are blind have problems with sense
of sight
New understandings:
Students will understand that: some people are disabled.
They will be able to distinguish blindness and deafness
ge
Learners will be able to: name disabilities- deafness,
blindness
Learners will be able to:
Language functions: describing

Key language structures:
Key vocabulary: disability, blind, deaf
cogniti Lower-order thinking skills: remembering, understanding
on
Higher-order thinking skills: analysing
cultur
e
Instructional
strategies
(building
background,
using
learning
phases,
integrating
modalities,
using
scaffolding,
etc.)
Familiar concepts used in a new way: 5 senses
Unfamiliar concepts: disabilities

Building background for introducing the topic of disabilities
Using scaffolding
Using technology to present the topic
Active participation to personalize the activity
Demonstration to visualize objects to help them remember better
Individual work to check learners understanding of pictograms
Describe
briefly
Justification
for lesson
(why is it
important to
your
students)
The students will be familiarized with the topic of disabilities. It is

important to explain students that some peoples senses do not
work properly. There will be presentation of aids for disabled
people and discussion how should we behave when we meet
disabled people on the street who need help.
Assessment
for/as
learning

Teaching
Video from youtube, medicine, flashcards (white walking stick,

deaf aid, Alphabet Braillea), poster about 5 senses created by the
students from the previous lesson
materials
Stage
s and
time
Lesson
procedure
(describe the
activities and
instructional
strategies)

4,5
Hello song
+ revision/ Building
background

meeting
Content- short revision of material from the previous
lessons
Watching a short
video as a
background for the
topic of disabilities/
Building background,
using technology
Experiment- fold sts
eyes or ears and
other students give
commands/ Active
participation,
scaffolding
Introduction of
Alphabet Braillea
Medicines as an
example/
demonstration
Introduction of white
walking stick and
deaf aid/
demonstration
Culture- introduction the topic of disabilities

Cognition- understand disabilities
DiscussionHow could we help

disabled people
What should we do
when we meet blind
or deaf person on the
street or in public
places/ scaffolding
Handout- matching
pictograms/
individual work
Content- brainstorming ideas how could we help

disabled people
Cognition- understand disabilities
Culture- importance of helping other people
Cognition- to help them understand how disabled

people perceive the world
Content- introduction of aids which help disabled

people
Cognition- identifying aids and functions
Language- It is Alphabet Braillea
Content- introduction of aids which help disabled
people
Cognition- identifying aids and functions
Language- It is white walking stick and deaf aid
Content- identifying pictograms

Culture- identifying pictograms

Template For Clil Unit Plan For Teyl Senses

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Template For Clil Unit Plan For Teyl Senses

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Template for CLIL Unit Plan for TEYL

Unit name: Me and my senses

The aim of the unit is to help students

senses and organs

Summary of the unit

The unit is based on variety of classroom

Unit Materials and

Cross Curricular Activities Oxford

Using scaffolding, building background, using

Students understanding of the topic as well as

The unit was very interesting and inspiring for

Lessons conducted during practicum: 2-6

Content-Thinking-Language Organization for TEYL CLIL

Which tasks will I

What are the

What are the

What are the

What kind of talk

What are the

What will I teach?

-I can hear/ listen/

CLIL Lesson Plan Template for TEYL

It is expected from 4 years old students to name and show their

Language functions: describing

cogniti Lower-order thinking skills: remembering, understanding

This is the introduction to the topic of senses. Connecting body

Students learning and progress will be monitored constantly and

Teachers own materials: flashcards, songs, handout, classroom

Justification for the activity (content,

Culture- importance of greetings at the beginning of the

Content- identifyng 5 body parts which are connected

Cognition- understanding that particular body parts/

Students look for

Cognition- checking learners understanding

Language- consolidation of newly learned verbs and

Content- practicing newly learned vocabulary, checking

Language- remembering new words

CLIL Lesson Plan Template for TEYL

Sense of sight and hearing

It is expected from 4 years old students to identify sizes, name

conten Topics: Hearing and Sight

Language functions: describing, predicting, comparing

Higher-order thinking skills: analysing, evaluating

Familiar concepts used in a new way: greetings

The students will understand the importance and usefulness of

Students learning and progress will be monitored constantly and

6 jars (2x water, 2x sugar, 2x coins), songs, video, recordings of

Justification for the activity (content,

Culture- importance of greetings at the beginning of the

Cognition- understand the importance of sense of

Cognition- identification and comparison of objects by

Content- practicing ability to playing, producing

Predicting the order

Content- identifying the order of colours in the rainbow

Cognition- describing objects by using sense of sight

Content- revision of numbers

CLIL Lesson Plan Template for TEYL

Sense of smell and touch

It is expected from 4 years old students to name and distinguish

conten Topics: Smell and touch

cogniti Lower-order thinking skills: remembering, understanding,

Familiar concepts used in a new way: greetings