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CLIL Lesson plan (subject teachers)

Date: May 09 Teacher Institution


Time: 12:00 m Subject Science Grade 6º

No of sts 15sts English level A1 / A2 Length 50 mins

Brief description of - The students’ English level for Science class is diverse. Some sts have a very
learners good level but some others have no enough level to complete the activities on
(their level, motivation, their own.
interests and - Some students are motivated some others need extra motivation to get
behaviour in class) interested.
- Their interests are related to dynamic activities in the laboratory and in the
classroom.
- The students’ behaviour is variable. Some of them behave quite well, while
others tend to disturb the class.
Aim(s) of lesson • They will learn: To classify animals in vertebrates and invertebrates.
(What will learners To classify animals in oviparous and viviparous.
learn or be better able To recognize the different animal groups.
to do by the end of the
lesson?)
Content • Classification of animals
Knowledge • Criteria for scientific classification.
(subject knowledge
students will learn)
Language in • Criteria Content- • Present simple
lesson: • Vertebrate and Invertebrate obligatory • Adjectives
Topic-related language • Verb to be
• Oviparous and Viviparous
Vocabulary
• Fish, birds, mammals, reptiles
amphibians, arthropods and
mollusks

Academic - (have/has) this animal has/doesn’t have....


language - This animal belongs to....
(Language learners
will need to do tasks
in English)
Learning - Differentiate animals Problems Students will ask the teacher
skills(Cognitive - Compare them anticipated some L1 support.
level of tasks) in lesson
- Classify animals in different Some students could feel
(How did you select groups taking into account intimidated to make a
tasks & prepare different criteria. description of an animal
learners for the - Activities were selected because of their English level.
lesson? according to their age,
English level and prior
knowledge of the topic.
- Learners were prepared for

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the activity by introducing
them to the topic in previous
lesson and with tasks from
the book.

Please attach copies of worksheets you design and texts, coursebook pages or web links you use!

Page 2 of 5
1. Were your lesson aims achieved? What evidence can I show to prove this?
Yes, because the students were able to use the knowledge they acquired during the class to classify
different animals according to different criteria.

The evidences are the activities the students solved during the class in which they apply what they had
learned.

2. Were your personal aims achieved? What evidence can I show to prove this?
There is always something we can improve after a class, but I could say that my personal aims were
achieved because:
The students were able to classify different animals according to different criteria.
The students were motivated during the class.
Most of the students participate actively during the class.

3. Which stages and activities went well? Why did they go well? Give evidence!

The lead-in, because through this activity the students known key words for the classification on animals.
The input, because was very useful to use a ppt presentation to show to the students pictures of each key
word of this topic, and because they had a worksheet to focus on main characteristics of animals.
The core task, because the activity was organized and real animals were used to be classified by the
students.

The students enjoy, participate actively and work during this activities. They solve the 2 activities in the
worksheet that was given.

4. Which stages and activities did not go as well as they could have? Why not? Give evidence!

The feedback, because most of the students were not doing anything while one of their partners was
describing one of the
animals.

The lesson plan could be used as evidence since there explain that students would participate one by
one and there was not activity different to pay attention to the others.

5. What areas in your teaching would you like to work on in future lessons?

I would like to learn and work in strategies to motivate the students’ participation and to learn more and
more funny activities for the students.

6. How can I learn about the areas which I want to improve?

Reading books and searching information about it, and observing classes of other teachers to learn new
useful strategies for my classes.

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Page 4 of 5
Procedure – Page 3
Stage Teacher activity Student activity Aim of this stage
Time &
Interaction
Classification game: The teacher will carry Students will participate in this activity trying To introduce the students in
Warn-up out a game using a ppt presentation. Before to win. One student from each group will the topic which is focused on
starting the game the teacher will explain the have to run to the board to touch the correct criteria of classification.
Lead - in
key vocabulary. Later the teacher will paste characteristics of one animal that the teacher
10mins. 4 labels on the board. The classroom will be will show in the ppt presentation.
divided in 2 groups. The team with more
correct choices will be the winner.
The teacher will explain this class using a Students will pay attention to the ppt To get familiar with different
Input ppt presentation in order to use pictures to presentation and will mark some relevant criteria for classification.
facilitate students’ learning of key vocabulary characteristics of different animal groups
10mins
and their comprehension about the criteria using a check list.
To acquire general knowledge
for classification of animals and identification
about classification of animals.
of different animal groups.

The teacher will take the students to the Each group will work on a different table To identify different groups of
Core task laboratory where they will be divided in using what they have learned to classify animals.
groups of 5. some animals by filling a chart. Once each
15mins
group has finished the task on their table,
they will go on to a different table until they
have finished completing the information in
the chart.
The teacher will write a model on the board Students will describe the animals in the To develop oral skills.
Feedback to describe the animals on the table using chart using their answers and a model on To reinforce the content and
the information in the chart. At the end the the board if necessary to make a description key vocabulary.
15 mins
teacher will check the chart to asses of the animal in it.
understanding of content and to give
feedback.

The United Kingdom’s international organisation for cultural relations and educational opportunities.A registered charity: 209131 (England and Wales) SC037733 (Scotland).