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CLIL Lesson Planning - Sample

The document provides instructions for an English lesson where students will learn about foods and beverages for breakfast. The teacher shows flashcards with pictures of breakfast foods and says the names in the target language. Students indicate if each food is something they like or dislike. Then as a class, they work together to create a story about a family eating breakfast, deciding what foods to include and what each family member says about the meal. In pairs, students then read a story the teacher provided and illustrate it as a comic strip or film strip with captions. They present their illustrations to the class. For homework, students write true/false statements about the class story.

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Yamith J. Fandiño
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6K views

CLIL Lesson Planning - Sample

The document provides instructions for an English lesson where students will learn about foods and beverages for breakfast. The teacher shows flashcards with pictures of breakfast foods and says the names in the target language. Students indicate if each food is something they like or dislike. Then as a class, they work together to create a story about a family eating breakfast, deciding what foods to include and what each family member says about the meal. In pairs, students then read a story the teacher provided and illustrate it as a comic strip or film strip with captions. They present their illustrations to the class. For homework, students write true/false statements about the class story.

Uploaded by

Yamith J. Fandiño
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF or read online on Scribd
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TALKING ABOUT FOOD ITEMS Objective Students will be able to read and understand information about foods and

beverages for breakfast. Presentation (10 minutes) Teacher shows many flashcards of typical food and beverages for breakfast. The names of various items have been typed in the TL (target language) and pasted onto the corresponding pictures. Teacher reads the names of each food item as he/she points to the item and students pantomime whether the item is a drink or a food. Teacher tells students what he/she usually eats for breakfast. Teacher provides a visual for each item. Teacher asks students to raise their hand if they eat the same foods for breakfast. Teacher asks students to indicate whether they like or dislike these foods by showing a thumbs-up or thumbs-down. Practice (25 minutes) Teacher and students will create a story together about a situation in which a mother prepares and sets out a series of foods for breakfast. The teacher asks students whether they want these items in their story or not: sausages, steak, bacon, cheese, fresh yoghurt, eggs, apple juice, orange juice, lemonade, tea, coffee, bread, muffins, cereals, bananas, milk, water. As the class builds the story, the teacher writes new vocabulary and English translation on the board. The class decides what the father in the story chooses to eat. He makes comments about some foods and the amount of food Mother has served as he sits down at the table: Its good, its delicious, its hot, its cold, it smells great, etc. The teacher offers choices about what those comments are and the students choose what the father says: the eggs are hot; the coffee smell great; the juice is delicious, etc. The teacher introduces one of the children in the family. The class chooses the name and age of this child. The child also compliments the mother for the excellent breakfast. The mother asks each member of the family what their favorite food is. The class decides what the family members say. Production (15 minutes) Teacher has prepared a text (one to two paragraphs long) that describes a similar story about a family breakfast. The students, in pairs, work to decipher the story. Individually, the students illustrate the story in a comic-strip or film-strip format. The students write a short caption for each slide of the strip. The students show and read their comic or film strip to several classmates. One or two volunteer students stand in front of room and share their comic/film strip with the entire class. Homework Students are to write five true/false statements about the class story they created.

TALKING ABOUT HEALTHY EATING Aims Content Balanced eating Communication Food, present simple, possibly quantifiers Language to describe types of food // Language to classify food. Use of the dictionary // Language to explain the food pyramid

Cognition To describe and classify food into categories. Culture Understand the importance of a balanced diet.

Preparation Prepare the worksheet for each pupil. Alternatively, to save paper, draw/project one large copy on the board and tell students to copy it. Procedure With pupils in groups, give them one minute to think of as many types of food as they can. The group with the most is the winner. Tell groups to read out their lists and add any that they hadnt thought of to their lists. Tell pupils to put their foods into two lists healthy food and unhealthy food. At this stage, dont tell them if they are right or wrong. Give out the worksheet to pupils and tell them to match the labels to the correct part of the pyramid, working individually. Check as a whole class and explain the concept of the pyramid food at the bottom is the most important and food at the top the least important/healthy. Tell pupils to think of more food which fits into each group on the pyramid and write it on, using their list of food from stage 3 to help. Tell pupils to think about their eating habits and write what they usually eat in a day (using the present simple and possibly quantifiers), e.g. I eat lots of rice, some vegetables like carrots and cabbage You may need to give an example first. Pupils compare their eating habits and see who the healthiest eater in their group/class is. Extension Pupils can write out a good daily diet based on the food pyramid, either in class or for homework. They could even keep track of what they eat over one week to see how healthily they really eat.

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