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CLIL Lesson Plan

This lesson plan aims to teach 4th grade students about herbivorous, carnivorous, and omnivorous animals. By the end of the 15-minute lesson, students will be able to recognize what type of food common animals consume using flashcards and speaking in English. The teacher will assess if students understand different animal types, feeding classifications, and can identify animal diets. Potential problems addressed are unknown vocabulary, lack of interest, shy students, confusing instructions, and mixed prior knowledge.

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Karen Contreras Hadechini
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252 views

CLIL Lesson Plan

This lesson plan aims to teach 4th grade students about herbivorous, carnivorous, and omnivorous animals. By the end of the 15-minute lesson, students will be able to recognize what type of food common animals consume using flashcards and speaking in English. The teacher will assess if students understand different animal types, feeding classifications, and can identify animal diets. Potential problems addressed are unknown vocabulary, lack of interest, shy students, confusing instructions, and mixed prior knowledge.

Uploaded by

Karen Contreras Hadechini
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LICENCIATURA EN BILINGÜISMO CONÉNFASIS EN INGLÉS

PROFESSOR: Mg. MARÍA ANGÉLICA HERRERA RIVERA

CLIL LESSON PLAN

Teacher´s names: Inés Castro, Karen Grade: 4th


Contreras, Heidi Gómez

Subject: Biology Timing: 15 minutes


Students’ English level: Basic ✔ Intermediate Advance
A2

Number of students: 20 Average age of students: 9 - 11

Unit / Topic

Herbivorous, carnivorous, omnivorous

Main aim: (Describe the most crucial thing that you want to accomplish in this
lesson. Make sure these are measurable, learner centered, specific, action
oriented, observable, achievable and realistic).

By the end of the lesson learners will have recognize what type of food the most common
animals consume by analyzing flash cards using justifying through speaking skills.
LICENCIATURA EN BILINGÜISMO CONÉNFASIS EN INGLÉS

PROFESSOR: Mg. MARÍA ANGÉLICA HERRERA RIVERA

Activity to connect students’ prior knowledge with the topic of the class

The teacher will ask students what animals they know and if they know how they
feed (including wild and domestics). After that, the teacher will show some slides and
students will say if they know what type of animals are and how they feed if they
know.

CONTENT
Activity Learning outcomes
-Introduction of the topic
-How animals are classified according to
their feeding
-What herbivorous animals are
-What carnivorous animals are
-What omnivorous animals are
-Examples of each animal according to
their type of feeding

COGNITION
Activity Learning outcomes

-Provide learners with opportunities of


deducing the key concepts and apply
The teacher will show some slides with them in different contexts.
pictures and options of the previous -Encourage knowledge transfer about
vocabulary taught, so students will say the animals and their types of feeding using
correct one and what those animals eat visual animals.
according to a short paragraph they read. -Analyzing vocabulary building, learning
and using.
-Arose learner curiosity - creative use of
LICENCIATURA EN BILINGÜISMO CONÉNFASIS EN INGLÉS

PROFESSOR: Mg. MARÍA ANGÉLICA HERRERA RIVERA

language and learner questions.

CULTURE
Activity Learning outcomes

-Relating types of feeding from the


This activity will be done in pairs. Each animals of their own country and other
one should ask their partner what kind of countries.
feed do they think animals living in other
countries have comparing with theirs and -Becoming aware of the importance of
if they find similarities. In addition, they differentiating these kind of animals
will be able to differentiate these animals through working in pairs to share
through their type of feeding, regardless opinions.
of what language they are talking to.
-Explaining that they can learn, no matter
which language they are using.

COMMUNICATION
Language of Language for learning Language through
learning learning

-Plants (noun): A -I really think... The teachers will monitor


living organism In my view… the acquisition of the
typically growing in a (Giving opinions) language and
permanent site, expressions to help them
LICENCIATURA EN BILINGÜISMO CONÉNFASIS EN INGLÉS

PROFESSOR: Mg. MARÍA ANGÉLICA HERRERA RIVERA

absorbing water and to participate during the


inorganic substances -I think that because… activities because they
through its roots. That’s because... will analyze flashcards
(Supporting opinions) and justify the information
-Meat (noun): The given to them. Also, they
flesh of an animal, -This animal is different from this will deduce the meaning
typically a mammal or one because… of pictures.
bird, as food. This animal is …, instead this is…
(Comparing sentences)
-Carnivorous
(adjective): Feeding
on other animals.

-Herbivorous
(adjective): Feeding
on plants.

-Omnivorous
(adjective): Feeding
on a variety of food
both plants and
animal origin.

Resources

Flashcards, PowerPoint, recorders, Videos.


LICENCIATURA EN BILINGÜISMO CONÉNFASIS EN INGLÉS

PROFESSOR: Mg. MARÍA ANGÉLICA HERRERA RIVERA

Evaluation
Of Language Of content

The teachers will assess how well


The teachers will assess how well learners:
students express themselves about the
topic and if they have the correct -Understand animals
pronunciation. Also, they will ask some -Distinguish between different types of
questions, so the students have to pay animals
attention all the time in order to answer -Recognize and classify types of feeding
them. -Identify how animals feed
-Deduce the differences among these
types of feeding

ANTICIPATED PROBLEMS AND SOLUTIONS


PROBLEMS SOLUTIONS

1. There May be unknown words in 1. Students will be given a vocabulary


the explanation that block students. sheet to deduce the meaning from
the real context, feedback will
2. It is not interesting to the learners check the understanding of the new
words.
3. There are shy students
2. It will be presented sort of authentic
4. The instructions to an activity are material e.g. a short video, visual y
confusing images

5. Mixed knowledge about type of 3. Ask these learners to work in pairs


reading so that they have a chance to
participate with their pears rather
that with the teacher.
LICENCIATURA EN BILINGÜISMO CONÉNFASIS EN INGLÉS

PROFESSOR: Mg. MARÍA ANGÉLICA HERRERA RIVERA

4. Ask simple questions to check the


learners are following and have
understood.

5. Activate prior knowledge in pairs for


peer support.

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