Clil-Unit-Sonia Huras

CLIL Lesson Plan Template for TEYL
Family
Lesson 1
Date: 28/03/2017
School: Monnet International School
Mentor teacher: Aneta Wgierek
Teachers: Sonia Huras
Subject: Language Education
Lesson title Family members
Class length 45 mins
Class/ student 1st grade, 10 students

information
Overall Children will get to know the members of the family and they will get to know the
instructional role of the family and friends. Students will develop their listening, speaking, and
writing skills.
aims
Objectives content Topics: Family and friends -
Facts:
There is vocabulary that is connected with the family and the role of
the family in the society is important when it comes to the cultural
context.
New understandings: Students will understand that:

The family is a part of the society structure
There are different types of families
All families have their own family tree
There are different numbers of the members in the family
language Content-obligatory language objectives
Learners will be able to:
name the members of the family
place members of the family in the family tree
Content-compatible language objectives

Use the demonstratives (this is, and these are)
Use possessive: my
Language functions:
compare (describe similarities and differences in objects)
order (sequence objects)
classify (group objects according to their characteristics)
Key language structures:
Lets make a family tree!; possessive: mine, and demonstratives: this
is, these are.
Key vocabulary:
Family, friends, relationships, members of the family (mother, father,
brother, sister, aunt, uncle, grandmother, grandfather, cousin, step
mother, step father).
cognition Lower-order thinking skills:

Lower-order thinking skills (Blooms Taxonomy):
remembering (recognize words, label pictures, choose the words the
children want to have on their project)
understanding (understanding that every family is different)
applying (use new words in the sentences)
Higher-order thinking skills:
analysing the members of the family and placing their role in the
family;
evaluating the importance of the family in the social context;
culture Familiar concepts used in a new way:

Every human and creature on the Planet has a family or friends
Unfamiliar concepts:
There are traditional forms of families, but also untraditional ones.
Instructional Using learning phases:

strategies Building background: help students activate their background knowledge (where
they can see family members, what the family looks like, placing family members
on the family tree).
Using learning phases:
Into Activities: The Preview Phase (activates prior knowledge, entice student
interest, help students make connections between previous and future learning
experiences).
Integrating modalities:
Using different modes of communication: interpretive and presentational
Using scaffolding:
Verbal, instructional, procedural
Providing meaningful input: small number of key words, colourful pictures, and
contextualized handouts.
Justification for The lesson is important because being part of a cultural unit it will help students
lesson get acquainted with the importance to family role in the society and
responsibilities of the family members, and values.
It caters for students with multiple intelligences since it is comprised of listening
activities, a musical part, visual images, a TPR game.
Assessment for/as Assessment for learning:
learning Mostly verbal feedback; correcting mistakes and errors
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Supporting, prompting, being a supporter for students.
Assessment of learning: Immediate feedback given after the task.
Teaching Flashcards (family members),
CD recordings, picture cards, projector, whiteboard, posters with a family tree,
materials
markers, colourful crayons
Stages and Lesson procedure Justification for the activity (content, language, cognition,
time (describe the activities culture)
and instructional
strategies)
Greeting Hello routine content: Appearance
(routine) Asking how students cognition: remembering (recalling the words) understanding
feel; writing the short (demonstrate background knowledge )
2 mins
date
language: oral skills, look, listen and say (listening and speaking)
Asking the class helper
culture: description of people appearance and look (people look
to update the
differently, because they have different social background
information about the
day (month, day, year,
weather, season)
Getting ready for the

lesson;
The teacher is raising the

curiosity by showing
students a photo with a
mother and a baby, and
asking them if they know
who they can see in the
picture. Ss are making
predictions.
The teacher explains

that she is a little baby,
and the person next to
the baby is her mother
and she takes care of
her. She tries to make
students realize the fact
that this is one of the
stages in life.
The teacher does the

drilling activity to make
students revise the
words.
Warm-up Ask students to say content: Appearance
any words they
Introduction cognition: remembering (doing the activity in the proper
know to describe
to the topic order)understanding (picking the right object)
people; give some
examples if needed: language: listening and speaking (individual work)
tall, pretty, smart,
5 mins funny. culture: understand the importance of family and their purpose in
human life
Presentation Describing what the Content: naming and understanding what the family tree looks
family tree looks like and like
15 mins
presents all the stages of
Language: naming different features
it in detail;
Cognition: categorizing
Providing examples;
Culture: getting familiar with all the definitions of the stages of the
Using a presentation
family tree
Game Putting the cards with Content: recognising the members of the family
the members on the
7 mins Language: concerning the definitions of the stages of the family
family trees and naming
tree
them individually
Cognition: recognising, understanding;
Task 1 Group work: matching Content: understanding each member of the family;
words with the
10 mins Language: definitions of the stages of the writing process
definitions;
Cognition: deciding, choosing the right definitions;
Task 2 Building the family Content: classifying

tree
4 mins Language: producing and matching the words with the proper
picture of a family member
Cognition: Exercising memory
Assessment Quiz - checking what Content: summary of the lesson, checking own knowledge,
for learning they remember by assessing a lesson
asking them questions
2 mins (making definitions of Language: producing and finding the answers to the questions
family members)
Cognition: assessing own knowledge
Assessing the lesson
Culture: being aware of what they learned after the lesson
colouring the right face
students got to know the sense of social responsibility,
mutual understanding, tolerance and ethical behavior.

Description of a person appearance and look
Lesson 2
Date: 28/03/2017
School: Monnet he International School
Mentor teacher: Ms. Aneta Wgierek
Lesson title Physical Appearance - describing people
Class/ student 1rst grade, 10 students

information
Overall To revise adjectives and adverbs in a context that is provided by the
instructional students.
aims Grammar items usually occur spontaneously in the following activity.
Students revised how to describe the appearance of people, personality,
revised some adjectives connected with description of a person, and
colours.
Describe people and learn that where are people with different colours of
the skin
Objectives content To develop ss vocabulary range for describing people.

To present and give controlled practice of using 'has got/ have got'
Facts:
Every person looks differently - appearance
New understandings: we should not judge anyone by the appearance

and look
Students will understand that:
People look differently and it does not define what kind of
human that person is
There are people with different colour of the skin and that is ok
Describe people by their appearance and use some adjectives
to describe the character
Ask questions about someones personality - Whats he
like?
Ask questions about someones appearance - What does
he look like?
Use adjectives to describe a persons appearance
and personality.
Use the structure has got
Use the past tense when describing the personality
Language functions:
compare (describe similarities and differences in the appearance)
order (sequence adjectives in describing people)
classify (group the adjectives according to the appearance of a person)
demonstratives: this is, these are
has got structure
Present Simple; has got structure
Key vocabulary:
Colours, hair (straight, curly; long, short, middle-length), eyes, nose
(big, small) tall, small, fat, slim, beautiful, pretty, handsome, bulky,
muscular, overweight, skinny, ugly; positive, brave, strong, sensitive,
ambitious, hard-working, lazy, generous, intelligent, funny, smart,
unfriendly.

remembering (recognize words, label pictures, choose the words the
children want to describe)
understanding (understanding that people look differently)
analysing the appearance and personality of the people and applying
the adjectives to the picture of a person;
creating the persons identity by description
People are different and that is the strength
Some people have different colour of the skin and that is
because they become from different country and continent
some characteristics are determined to make the people survive
in particular continent
How to behave when we see a person who looks differently
We should not judge anyone by the appearance we do not
know in what situation in life they are.
Instructional Building background: help students activate their background knowledge (what
strategies the people look like).
(building Using learning phases:
background, using Into Activities: The Preview Phase (activates prior knowledge, entice student
learning phases, interest, help students make connections between previous and future learning
integrating experiences).
modalities, using
scaffolding, etc.) Integrating modalities:
Describe briefly
Using scaffolding:
contextualized handouts, making inferences.
Justification for The lesson is important since it develops students thinking concerning life issues.
lesson Students learn that people look differently and become from different countries,
nationalities, and it does not mean what kind of people they are. Children learn
(why is it that the social background of a person should not define a person and we should
important to your not judge anyone by his/her appearance and look.
students)
Assessment for/as Assessment for learning: red/green stick (checking if the children get the
learning instructions and know the next phase of the lesson is)
Assessment of learning: Immediate feedback given after the task;
Teaching Whiteboard, flashcards, whiteboard marker, worksheets, word search for fast
finishers, interactive board, vocabulary sheets, pictures of famous people
materials
and instructional
strategies)
Greeting Hello routine To signal the beginning of the lesson;
(routine) Asking how students To get students attention;

feel; writing the short
2 mins Content and language: to revise creating a short date;
date
Culture: the rules of writing a date and describing the day
Asking the class helper
to update the
information about the
day (month, day, year,
weather, season)

lesson;
Warm-up Revising what they Content: the names of the family members and they role in the
learnt last time family context
3 mins
Language: naming members of the family
Cognition: recalling, remembering
Introduction Ask students to say Content: Describing people

to the topic any words they
Language: describing people by using adjectives classifying the
know to describe
5 mins adjectives into the proper category
people, give some
examples if needed: Cognition: recognizing the words by classifying them into the
tall, pretty, smart, proper category
funny.
Culture: understanding that people look differently and have
Write student different characters
suggestions on the
board.
Explain that there are

two kinds of adjectives
for describing people,
those that refer to
appearance, and those
that refer to
personality. Present
the words personality
and appearance and
explain the difference
to students.
Activity 1 Give students a list Content: describing people by the appearance and character
of new vocabulary
7 mins Language: Present Simple, has got structure
and ask them to
separate the words Cognition: interpreting, classifying the information
into the two
categories of Culture: Understanding that some adjectives are good to describe
personality and appearance, while others we should use while describing the
appearance. character, and when we do not know we should use the
structure: it seems
Drilling activity
adjectives connected
with the appearance and
character
Present three
pictures of different
people. Ask students
to describe their
appearances ; using
the sentence form:
S/Hes__________.
S/He has________.
Ask the students if

they know these
people. The pictures
could be of strangers
or celebrities. Students
may recognize the
people, but ask if
they know these
people personally,
Have you ever met
them? Explain that
when we dont
know a person, we
make assumptions
about their personality
based on the
information at hand,
whether it is
appearance or
demeanor. In this
case, we shouldnt
say S/He is___,
because we dont
know for certain.
So we use the
sentence form:
S/He seems _________.
*We
use the form S/He is

______, when we know
our statement to be
true.
Activity 2 Present the question Content: description of the appearance

form: Is s/he ______?
7 mins Language: Present Simple in questions, has got structure in
Separate students questions
into groups of two or
Cognition: trying to understand that sometimes when describing a
three.
person we do not know the features of a persons character
Give students pictures of
Culture: we should not judge the person until we get to know
famous people.
him/her personally the appearance does not define anything
Tell students not to
show the picture to
their partners.
Explain that they

are going to ask
questions that can be
answered by Yes or
No to try to figure out,
who the person is.
Is it a man?
Is he tall/ handsome/
kind?
Has she got black hair?

Practice Give one student a Content: description of the appearance
planning a new picture and
Language: Present Simple in questions, has got structure
story give the partner a
blank sheet of Cognition: trying to understand that sometimes when describing a
16 mins
paper. person we do not know the features of a persons character
The students with Culture: we should not judge the person until we get to know
the picture will him/her personally the appearance does not define anything
describe the photos
to their partners.
The students with the

blank papers will
draw the person
that their partners
describe.
Afterwards, have
students compared
the drawings and
photographs; this can
be very funny.
Have students
change roles.
Assessment Showing some pictures Content: summary of the lesson, checking own knowledge,
for learning photos of people and assessing a lesson
trying to describe them,
2 mins Language: adjectives connected with description of a person
make some predictions
about their character Cognition: assessing own knowledge
Culture: being aware of what they learned after the lesson

Jobs
Lesson 3
Date: 30/03/2017
Lesson title Jobs

information
Overall Students review jobs and job related vocabulary and practice oral fluency talking
instructional about different jobs.
aims
content Topics: Jobs
Facts: People have different jobs and occupations in life
New understandings:
People need to work in order to have money to live
People have different occupations
Allowing learners to give their own opinions about what makes
a good/bad job
name different names of the job
use the Present Simple Tense
discuss ways students can get exposure to careers of interest
learn about different career paths based on interests
understand the importance of government jobs

Use the names to say what is the occupation of a person
Use the present tense to explain ideas and brainstorm
To identify and exchange information.
Language functions:
compare (describe similarities and differences in objects)
order (sequence objects)
classify (group objects according to their characteristics)
Present Simple, article a
Key vocabulary:
She is a

remembering (recognize words, label pictures, apply the words to the
appearance of the person making predictions)
understanding (understanding that government jobs are important)
analysing the appearance and personality of the people and applying
the names of the jobs to them;
culture in the society, there are different jobs and people have various
duties and responsibilities
Instructional Building background: Asking students if they know what people have to do to
strategies (building have money or buy something what they want discussion
background, using Asking children if they know some jobs by name
learning phases,
integrating Using learning phases:
modalities, using
scaffolding, etc.) Into Activities: The Preview Phase (activates prior knowledge, entice
student interest, help students make connections between previous and
Describe briefly future learning experiences).
Integrating modalities
Using scaffolding:
Providing meaningful input: small number of key words, colourful pictures,
and contextualized handouts, making inferences.
Justification for The lesson is important because students try to understand that people need to
lesson work to have money to live. Children understand that in different jobs people are
responsible for their work and sometimes take the responsibility for other people.
Without job, there will be no live at all. People need to work, to have some goals
in life and to succeed.
finishers, interactive board, vocabulary sheets, pictures of famous people, cpies
materials for fast finishers.
time culture)
Greeting Asking questions about To signal the beginning of the lesson;

short date
(routine) To getting students attention;
2 min Content and language: to revise creating the description about the
lesson
day, month, and day of the week, year, and weather.
Use of whiteboard
Reviewing Reviewing what children Content: Describing people
learned last time and
6 min Language: describing people by using adjectives
how we describe a
person Cognition: recognizing the words by classifying them into the
proper category
Playing a GAME with
flytraps Culture: understanding that people look differently and have
different characters
Reviewing what children
created last time
Presentation Before class, printing off Content: jobs and occupations

of a topic and the jobs flashcards for
Language: concerning the Present Simple Tense: She is and
a Warm-up the jobs in the song
I want to be
(farmer, bus driver,
5 mins
doctor, teacher, dentist, Cognition: making predictions; understanding, remembering,
police officer, chef, hair analyzing, discovering;
dresser, nurse, soldier,
fire fighter, and student).
TASK 1 Drama activity Content: jobs and occupations

Introduction for students
8 mins Language: pronouncing the names of jobs
(choosing one picture
and acting it out); then, Cognition: analysing, connecting, identifying
one by one student act
out some job occupation Culture: discovering that every job has its own characteristics or
some features that could be recognizable
Actions to do for jobs:
farmer: pretend to rake

the soil, milk cows, pick
vegetables from the
ground and fruit from
trees
bus driver: pretend to

drive a bus, beeping the
horn, collecting money
and giving out tickets
doctor: pretend to
give a student in
injection in their arm,
check their ears and
inside mouth, and
pretend to listen to their
heart with a stethoscope
teacher: point to
yourself, pretend to
write on an imaginary
board
dentist: demonstrate
with a student: get
him/her open their
mouth whist you look
inside and pretend to
check, drill and even pull
out teeth!
police officer: hold out

hand in the "Halt"
position and blow a
pretend whistle, shoot a
gun and drive a police
car with sirens blaring
(say "nee-naa, nee -
naa!")
chef: pretend to chop

food and cook (stir a pot
of food)
hair dresser: pretend

to cut hair and blow dry
hair
nurse: take a student's

pulse (two finders on
inside of wrist) and
check their temperature
soldier: march around

and pretend to shoot a
rifle
fire fighter: pretend to

hold a hose and fire
water at an imaginary
fire
student: point to
everyone, pretend to
write in an imaginary
notebook
Students try to use the

Present Simple Tense:
You are and I want
to be
Activity 1 Playing "Missing Content: jobs and occupations

Flashcards"
5 mins Language: revising the words connected with jobs and
Telling everyone to close occupations
their eyes. Remove one
Cognition: understanding, analysing, classifying
of the flashcards. Then
shouting "Open your Culture: matching the uniform of a person to the job s/he has
eyes" and point to the
space where the
flashcard was.
Encouraging everyone to
shout out what it is, and
then revealing the card.
The first person to shout
out the correct answer
can come to the board,
say "Close your eyes"
and remove a flashcard.
Keeping playing until
every card has been
guessed
Activity 2 Reading classroom Content: jobs and occupations

reading a reader: "The Jobs Bus"
Language: Present tense
story
The story uses the target
Cognition: understanding, remembering, analysing,
15 mins vocabulary. As going
comprehending
through each page,
pointing to the different
characters and asking for
the students to tell what
job they have, for
example:
Teacher: (pointing on
page 2) Look, what does
he do?
Students: Farmer!
Teacher: Yes, that's

right! (reading) "I'm a
farmer, Please take me
to the farm". etc.
Why do you think this is

a farmer?
Singing a Putting up the What do Content: jobs and occupations

song you do? (The Jobs Song)
Language: Present Simple in questions and affirmative sentences
song poster on the
15/20 mins
board. Quickly eliciting Cognition: applying the words to the spelling routine
the vocabulary. Playing
the song and sing along
doing the gestures, as
described below in
"Gestures and activities
for "What do you do?".
Play 2 or 3 times
Summary Doing the "My Dream Content: jobs and occupations

Job" worksheet
10 mins Language: Present Simple, I want to be structure
On the board, at the top,
Cognition: remembering, indicating, applying
writing "My Dream Job".
Chorus 3 times. Culture: people need to have some goal and life who they want to
Saying "I am a teacher" become in the future students learn that this is a part of the
and pointing to myself. social life.
Then say "But I want
to be a ". Dont saying
anything yet. Under the
"My Dream Job" title
drawing a picture of a
job (e.g a police officer)
and I have everyone
trying and guessing what
my dream job is.
It doesn't have to be one
of the jobs from the
song.
summarizing
stickers
collecting the
worksheets
High five routine

House and household duties
Lesson 4
Date: 04/04/2017
Lesson title House and household objects
Class/ student 1 grade, 10 students

information
Overall The aims of the lesson are:

instructional
Learn about rooms in the house
aims Learn about household objects
Learn about the duties at home the members of the family have
This lesson covers the main rooms of a house as well as vocabulary for some
common household objects. Children will learn about duties at home and learn
that there are different kinds of houses people and animals live in.
Objectives content House and household objects
Facts: People live in houses and so do the animals we need to have a

shelter to survive
New understandings:
People in order to survive need to have a shelter to live in
There are different rooms in the house
People have various duties they have to do at home

Name different rooms in the house
Name various household objects in the house
Tell about different kinds of shelters that exist
Tell about house duties of the family members

Identify and exchange information
Identify the shelter for a human or an animal
Language functions: Present Simple, to be form
Adjectives,
Key vocabulary:
house, bedroom, kitchen, bathroom, living room, dining room, garden,
wardrobe, stairs, bookshelf, table, chair, lamp, TV, hall, nest, kennel,
igloo, hole; bed (for the bedroom), refrigerator (for the kitchen),
shower (for the bathroom), TV (for the living room), dining table (for
the dining room), flowers (for the garden).
cognition Lower-order thinking skills (Blooms Taxonomy):

remembering (recognize words, label pictures, apply the words to the
kinds of houses, household objects and rooms in the house)
understanding (understanding that as people, animals also need
shelter)
analysing the houses, rooms in the house, and household objects and
applying the names of them;

Understanding that there are different kinds of houses in the world and
as human lives in the house, so does the animal
Instructional Building background: Reviewing what children learned last time and eliciting
strategies (building from them what should be done next.
background, using Into Activities: The Preview Phase (activates prior knowledge, entice student
learning phases, interest, help students make connections between previous and future learning
integrating experiences).
modalities, using Integrating modalities
scaffolding, etc.) Using different modes of communication: interpretive and presentational
Describe briefly Using scaffolding:
Justification for The lesson is crucial for the learners because that makes them sense of living
lesson people need to have a shelter. Students develop their vision of life every
creature on the planet need: water, food, shelter, etc. to survive.
(why is it
Students realize that every member of the family has some duties at home s/he
important to your
needs to do.
students)
Teaching magazines / catalogues with pictures of household objects
Blue-Tack or tape to stick pictures to the board large sheets of construction paper
materials
picture dictionaries (optional) white / black board with marker / chalk
and instructional
strategies)
short date and long date
describing the day,
2 mins date, month, weather Content and language: to revise creating short and long dates;
outside

lesson
Use of whiteboard
Warm-up DISCUSSION: Content: jobs and occupations
2 mins Reviewing what children Language: pronouncing the names of jobs

learned last time
Cognition: analyzing, connecting, identifying
Culture: discovering that every job has its own characteristics or

some features that could be recognizable
Introduction The teacher presents the Content: describing the revision phase
to the topic pictures: one for each of
Language: present tense used to describe;
the rooms of a house,
for example: bed (for the Cognition: understanding
4 mins bedroom), refrigerator
(for the kitchen), shower Culture: students understand that animals and people need to
(for the bathroom), TV have shelters to live in
(for the living room),
dining table(for the
dining room), flowers
(for the garden) and the
shelters for the animals
On the board, students

are asked to draw a
picture of a house,
similar to below. Making
sure they are drawing it
as big as possible to fill
the board.
Eliciting the words
house, tree and sun.
The teacher also
teach/elicit "roof "and
"chimney" as extra
vocabulary
Presentation Next, holding up the cut Content: naming the rooms in the house
out "bed" magazine
10 mins Language: vocabulary
picture and elicit/teach
the word. Asking one Cognition: matching, classifying;
student to come up to
the board stick the Culture: there are different kinds of houses ;
picture in one of the
rooms (making sure it is
the large, upstairs
room). Doing the same
with the other 5
pictures, each time
eliciting the word and
getting a student to stick
on the house so that
each room has a picture
in it (and one outside in
the garden). Now,
elicit/teach the
Words for rooms of the

house and garden: point
at the bedroom and ask
"What room is this?
If no one knows, say,
"Well, it has a bed and it
is a room, so it's a ..."
and try and elicit
"bedroom". Then write
the word in the room
and chorus 3 times.
-bathroom: a room with

a bath
-living room: a room

where we live
-dining room: a room

where we eat dinner
(dinner room ... dining
room)
-kitchen/garden: not
compound words so
can't teach this way
Practice Read classroom reader Content: reading aloud and revising the words
"Mr. Stretchs House"
15 mins Language: Present Simple Tense affirmative and questions
Let's end with a fun story
Cognition: understanding that some household objects are in the
that practices the
particular rooms
vocabulary in today's
lesson. Culture: house of the human and shelter of an animal
Reading with class
Mr. Stretchs House"
from our website.
As you go through each
page, pointing to the
pictures and elicit the
rooms, as well as other
vocabulary for the
objects in the rooms,
for example:
Teacher: (pointing at the

picture on page 4)
What room is this?
Students:
The kitchen!
Teacher:
Yes, that's right! What is

Mr. Stretch getting?
Getting the students

really involved in the
story by asking lots of
questions about what
objects they have in
their homes.
Summary Summarizing the story Content: revision
and revising the words
10 mins Language: Present tense
Assign Homework:
Cognition: justifying
"Home Plan" worksheet
(be sure to model this

first by drawing a plan of
your home)

Leisure time - activities
Lesson 5
Date: 04/04/2017
Lesson title Leisure time - activities

information
Overall The purpose of this handout is to introduce definitions of leisure, to

instructional identify the different types of leisure activities, and to describe benefits of
aims leisure time.
Objectives content Topics: grammar, punctuation, spelling
Facts:
Understand leisure
Know different types of leisure activities
Have awareness of the benefits of leisure
New understandings:
Students will understand that: there are different kinds of leisure
activities:
Social:
Activities done with other people
Creative:
Activities, where a person makes or creates something
Physical:
Activities that require body movement
Cognitive:
Activities that require a person to think
Relaxation:
Activities, where a person does to feel calm
Spiritual:
Activities, where a person submits to a higher power

Name different kinds of leisure activities
Say what they want to do during the leisure time
extend their vocabulary
develop speaking and listening skills
develop students writing skills
Language functions:
Language functions: Present Simple Tense, verbs: play, watch, do, ride,
sing, listen in the Present Simple Tense
Key language structures: verbs describing the leisure time
Key vocabulary: play football, play the guitar, listen to music, watch TV,
do the homework, ride a bike.
Remembering: recalling the words;
Applying: solving problems to different mistakes by applying
acquired knowledge, facts and techniques;
Applying: using the words that students know and adjust them
to the new forms of structures
culture Familiar concepts used in a new way: people need to rest after work
Unfamiliar concepts: students should know that they also can organize
their time to fulfil the day
Instructional Building background: Reviewing what children learned last time and eliciting from
strategies (building them what should be learnt next.
background, using Using learning phases:
learning phases, Into Activities: The Preview Phase (activates prior knowledge, entice student
integrating interest, help students make connections between previous and future learning
modalities, using experiences).
scaffolding, etc.) Integrating modalities
Describe briefly Using different modes of communication: interpretive and presentational
Using scaffolding:
Justification for The lesson is of a great importance because it helps them to make connections
lesson and interferences to the real life. Children associate their knowledge from the real
life and describe what they do when they have leisure time and how do they
(why is it organize their time.
important to your
students)
Teaching magazines / catalogues with pictures of leisure time activities objects
Blue-Tack or tape to stick pictures to the board large sheets of construction paper
materials
picture dictionaries (optional) white / black board with marker / chalk
and instructional
strategies)
Warm-up Asking questions about Content: revising the information about the day
5 mins Language: Present Simple Tense
describing the day, date,
month, weather outside Cognition: recalling, naming
lesson
Use of whiteboard
Introduction Leading-in: Showing a Content: verbs connected with the hobbies

to the topic picture of a girl; asking
Language: present tense; words knowledge
students what her name
10 mins
is and what she likes. Cognition: recognizing
Eliciting some likes and
writing them on the
board. Using blue for
likes that could be
hobbies and black for all
other likes.
Practice Erasing any of the girls Content: verbs connected with the hobbies
likes from the board that
Worksheet Language: present tense; words knowledge
arent relevant.
10 mins Introducing new Cognition: recognizing
vocabulary. Referring
back to girl from last
stage. Tell class she has
lots of hobbies. Using
flashcards and mime
where appropriate,
trying to elicit all
vocabulary from target
language. Feeding any
hobbies the students
dont know. Drilling
chorally and individually.
Produce Milling activity. Students Content: verbs connected with the hobbies
trying to find as many
15 mins Language: present tense; words knowledge, spelling routine
other students as
possible who do similar Cognition: recognizing
things as on their list.
Students try to
pronounce and revise
the phrases to other
students.
Summary Summarizing the words Content: revision

connected with the
5 mins Language: present tense
hobbies and activities.
Cognition: justifying
Culture: expressing opinions

Money and Savings
Lesson 6
Date: 11/04/2017
Lesson title Money and Savings

information
Overall In the publishing phase students will:

instructional
The lesson aims to raise students' awareness of verbs which collocate with
aims money' and give them practice of using them and promote learner
autonomy by encouraging the deduction of meaning of unknown lexis
from context.
Students share the book A Chair for My Mother, by Vera B. Williams, to
learn about counting and saving money. They complete worksheets on
coin counting and saving.
Objectives content Topics: Money and Savings
Facts: People need money to live. If we want to have something, we

need money and we have to work.
New understandings:
Saving money is worthy they can save money and buy some
new things;

Use verbs which collocate with money'
Skip-count by fives, tens, and twenty-fives up to one hundred
Count money by pennies, nickels, dimes, and quarters, up to
one dollar
Define savings as the amount of money put aside to use later
Get meaning of unknown lexis from context.
Language functions: Students should be able to recognize and name
the value of pennies, nickels, dimes, and quarters
Key language structures: Present Simple Tense, uncountable form:
money.
Key vocabulary: pennies, nickels, dimes, and quarters, up to one dollar,
saving, buying, change, expensive, cheap, plus, minus, equals
Applying money to what students see
Analysing, counting and producing the answer
People need money to survive
In every country there is different currency, so we have to learn how to
exchange money and count it properly
Instructional Building background: Reviewing what children learned last time and eliciting
strategies (building from them what should be learnt next.
Using scaffolding:
Justification for The lesson is crucial for the learners since they can recognize the money and
lesson understand that numbers, ways of representing numbers, relationships among
numbers, and number systems; money help students survive. The lesson
contributes two classes: Language Education and Mathematics.
Students are able to:
Count with understanding and recognize how many in sets of objects
Connect number words and numerals to the quantities they represent,
using various physical models and representations
Teaching Book:
A Chair for My Mother,
materials
by Vera B. Williams (Greenwillow Books, 1982)
2. Chart paper or chalkboard
3.Play money: pennies, nickels, dimes, and quarters
4. Coin wrappers for pennies, nickels, dimes, and quarters
5. Handouts:
Skip Counting with Money worksheet Cash and Carry matching cards
and instructional
strategies)
2 mins month, weather outside Content and language: to revise creating short and long dates;
lesson
Use of whiteboard
Warm-up Revising what children Content: revising the words house and household objects
learned last time
3 mins Language: Present Tense
Cognition: recalling, remembering, understanding
Introduction The purpose of saving Content: money and savings

to the topic money and counting
Language: Present Tense
money
10 mins
Cognition: understanding
Presenting the book:
A Chair for my Mother Culture: understanding that in daily life people need to know how
to build students to count money and save them
interest in the topic
Produce Presenting the Content: money and savings
vocabulary
The teacher shows
Cognition: analyzing
students different coins
and money Culture: in different countries there is different currency
Students practice how to
count money
15 mins Checking students Content: money

understanding by
Language: Present Simple
listening carefully to the
responses they give Cognition: analyzing, understanding
during group discussions
and Skip Counting with
Money worksheet.
Asking individual
students to show two
different ways to show
equivalent amounts of
money, starting with the
Cash and Carry cards,
and using play money.
Summary Summarizing and Content: revising

revising the words
5 mins Language: Present Tense;
Cognition: remembering, assessing

Race and Ethnicity
Lesson 7
Date: 18/04/2017
Lesson title Race and Ethnicity

information
Overall Students will be able to:

instructional Understand that we are one world, as they explore diversity, stereotypes, positive
aims race relations, and respect.
The students experience a simulation demonstrating unequal treatment and
discuss justice and fairness. Students will reflect on Martin Luther King, Jr.s dream
of equality and his actions as a philanthropist.
Objectives content Topics: Race and ethnicity

Facts: People need to believe in something to have a purpose to live
New understandings:
Every human has its own race and ethnicity
The purpose of life is to help others

learn the definition of a philanthropist (someone who gives of
their time, talent and treasure and takes action for the common
good).
listen and respond to the book Martins Big Words: The Life of
Dr. Martin Luther King, Jr. (see Bibliographical Reference).
listen and respond to Martin Luther King Jr.s I Have a Dream
speech.
create a cloud with a dream for the world written or drawn on
it.

Set the goals of how they may help others
Language functions:
Seek information: acquiring information about being a philanthropist,
race and ethnicity
Inform: describe information;
Infer: predict implications of being a good person
Justify and persuade: why being helpful and generous is important
Present tense
Key vocabulary:
helpful, generous, good, peace, philanthropy, I have a dream
sentence

Understanding
Applying
Creating
People believe in something or someone and that is why they have the
purpose to live
Everyone could be a good person by helping every day and by filling the
Bucket List
strategies (building them what should be learnt next.
Using scaffolding:
Justification for The lesson contributes two subjects: language Education and Ethics. Students
lesson (why is it learn about values in the second language and make inferences.
important to your
students)
finishers, interactive board, vocabulary sheets, pictures of philanthropists
materials
and instructional
strategies)
Warm-up Revising what has been To signal the beginning of the lesson;
covered last time
3 mins To getting students attention;
Asking questions about
Content and language: to revise creating short and long dates;
month, weather outside

lesson
Use of whiteboard
Introduction Introduction to the Content: race and ethnicity

to the topic topic: a simulation game
Language: speaking, listening
10 mins
Cognition: analyse, brainstorm, compare, explain
Culture: imagining the situation that it isnt fair to treat people

differently because of how they look
Practice Brainstorming making Content: creating a map

a map and finding words
Language: communication
connected with the
15 mins rights of people Cognition: use information, design, decide, creative thinking
Presenting the sentence:
Culture: promoting being fair, generous, and helpful
I have a dream
Sharing The teacher asks Content: philanthropy
students to make the
Presentations Language: writing or drawing
clouds on the papers
of works
with the sentences: I Cognition: describe, present
10 mins have a dream
Students share with

others what kind of
dream do they have
Religion and Ethics
Lesson 8
Date: 25/04/2017
Lesson title Religion

information
Overall Students will be able to

instructional
Say what it means that something is wrong or good
aims Distinguish the differences between good and evil
Objectives content Topics: Religion and ethics
Facts: religion is a crucial factor in human life; it is of a great

importance to make students realize that doing good and believing is
something that make sense in people lives.
New understandings:
Every race has different religion
Define what are the features to be a personhood
Name the religions and beliefs
Language functions:
Seek information: acquiring information
Compare: describe similarities and differences;
Justify and persuade: Giving reasons for different points of view.
Solve problems: defining and representing a problem determining
solution;
Analyse: identifying relationships and patterns;
Present tense
Key vocabulary:
personhood

Understanding, defining
Analysing (justifying and persuading; giving a justification)

People have beliefs
What people need to do to be called a human?
strategies them what should be learnt next.
Using learning phases:
Into Activities: The Preview Phase (activates prior knowledge, entice student
interest, help students make connections between previous and future learning
experiences).
Integrating modalities
Using scaffolding:
Justification for The lesson is of paramount importance since it develops students tolerance
lesson (why is it towards others ideas and opinions. Students learn that there are some values,
important to your morals and beliefs in life
students)
Assessment for/as Discussion, immediate feedback

learning
Teaching Poster, markers, crayons, whiteboard

materials
time (describe the culture)
activities and
instructional
strategies)
Warm-up A discussion concerning Content: discussion concerning following all the stages of a
following all the stages writing process;
(routine)
of the writing process.
Language: present tense; Its important/unimportant because
10 mins
(in a circle activities)
Cognition: Justifying and persuading; solving problems
Culture: the importance of following all the stages of a writing

process;
Brainstorming Ask students to list what Content: realising what does it mean to be a human
they think it means to be
10 mins Language: You should
a person. Define the
concept of personhood. Cognition: understanding, analysing
Write and draw a
definition of personhood Culture: the rules of good person
on the board.
Preparing a In groups, preparing the Content: Religion and Beliefs
poster poster about
Language: Present Simple
personhood, by using
20 mins
the characteristics of a Cognition: understanding, analyzing
good person
Summary Summarizing what they Content: thinking about their feelings

liked the most
Cognition: analyzing
Culture: assessing the whole unit

Clil-Unit-Sonia Huras

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CLIL Lesson Plan Template for TEYL

School: Monnet International School

Mentor teacher: Aneta Wgierek

Teachers: Sonia Huras

Subject: Language Education

Lesson title Family members

Class length 45 mins

Class/ student 1st grade, 10 students

Objectives content Topics: Family and friends -

New understandings: Students will understand that:

Content-compatible language objectives

cognition Lower-order thinking skills:

culture Familiar concepts used in a new way:

Instructional Using learning phases:

Getting ready for the

The teacher is raising the

The teacher explains

The teacher does the

Task 2 Building the family Content: classifying

Cognition: Exercising memory

CLIL Lesson Plan Template for TEYL

School: Monnet he International School

Mentor teacher: Ms. Aneta Wgierek

Teachers: Sonia Huras

Subject: Language Education

Lesson title Physical Appearance - describing people

Class length 45 mins

Class/ student 1rst grade, 10 students

Objectives content To develop ss vocabulary range for describing people.

New understandings: we should not judge anyone by the appearance

cognition Lower-order thinking skills:

(routine) Asking how students To get students attention;

Getting ready for the

Cognition: recalling, remembering

Introduction Ask students to say Content: Describing people

Explain that there are

Ask the students if

S/He seems _________.

use the form S/He is

Activity 2 Present the question Content: description of the appearance

Explain that they

Has she got black hair?

The students with the

Culture: being aware of what they learned after the lesson

School: Monnet International School

Mentor teacher: Ms. Aneta Wgierek

Teachers: Sonia Huras

Subject: Language Education

Lesson title Jobs

Class length 45 mins

Class/ student 1st grade, 10 students

content Topics: Jobs

Facts: People have different jobs and occupations in life

Content-compatible language objectives

Lower-order thinking skills (Blooms Taxonomy):

Greeting Asking questions about To signal the beginning of the lesson;

Presentation Before class, printing off Content: jobs and occupations

TASK 1 Drama activity Content: jobs and occupations

farmer: pretend to rake

bus driver: pretend to

police officer: hold out

chef: pretend to chop

hair dresser: pretend