CLIL Lesson Plan Template for TEYL

Date: 24.05.2016
School: Polish-English School Edison
Teacher: Karolina Lipska, mentor teacher: Mrs. Swathi
Subject: Science
Lesson title Similarities and differences between people

Class length 45 min

Class/ 18 kids, 1st year

student
information
to describe peoples appearance (skin/eye/hair colour,
Overall
instructional height, shape of body and type of family.
to develop their tolerance towards differences between
aims people
to be aware of the similarities and differences within
various nationalities.

Objectives conten Topics: similarities and differences between people,

t human appearance, tolerance

Facts: People from different parts of the world differ;

however, they are all equal.

New understandings:
Students will understand that people have different skin
colours and differences in appearance concerning their
nationality.
Students will be able to identify different messages about
body image coming from or directed at different cultural
groups, gender and age groups. They will gain critical
awareness about body size and shape and develop their
tolerance towards differences between people. They will
become aware of themselves as separate from others.
langua Content-obligatory language objectives
ge Learners will be able to name differences in body parts,
skin/hair/eye colours and describe peoples size and body
shape.

Content-compatible language objectives

Naming nationalities
 Language functions:
Seek information: naming and pointing to differences in
human appearance; noticing characteristics of people;
Compare: distinguish, compare and contrast the
appearance of people from different countries;
Infer: create a person with its own characteristics;
Key language structures:
He/She has got..; I have got
Key vocabulary:
Light, dark, long, short, straight, wavy, curly,
fringe, pony tail, blue, brown, green,

cogniti Lower-order thinking skills:

on Remembering: descriptions of hair/eye/skin colour; height
and body shape; matching people with different
countries;
Understanding: noticing that people from different
countries have different colour skins
Higher-order thinking skills:
Analyzing: categorizing different skin colours and how
people differ; comparing peoples appearance;
Evaluating: interpreting how people differ (comparing);
opinion on from which country a person comes;
Creating: creating a person and describing;

cultur Familiar concepts used in a new way:

e Students will get to know that people in various countries
have different skin colours and other differences in
appearance. They will learn tolerance towards different
cultures and will know that nationality influences peoples
skin colours.

Unfamiliar concepts:
Students will get to know that despite differences
between peoples appearance, all people are equal.
Instructional Building background: activating ss prior knowledge about the
strategies topic (relating to previous lesson/ asking questions);
(building Using learning phases:
background, Into activities: provide ss the conceptual, linguistic and cultural
using foundation
learning on needed to understand; activate prior knowledge; create a common
phases, experience base, entice ss interest (by showing differences in peoples
integrating appearance) ;
modalities, Through activities: give ss the opportunity to understand how people
using differ all around the world;
scaffolding, beyond activities: support and extend ss understanding of the topic
etc.) by encouraging them to create their own person; assist ss in linking the
current learning experience with previous activities within the same
Describe
unit;
briefly
Scaffolding: pre-teach vocabulary, show and tell, tap into prior
knowledge, give time to think and create, ask questions;
Integrating modalities: 3 modes of communication (Interpersonal
Mode ss engage in conversation, Interpretive Mode ss
understand written and spoken lg; Presentational Mode ss
present their own person);
Giving and Receiving Feedback praising learners, supporting
them; self-evaluation, exit tickets;

It is of paramount importance to raise students awareness of

Justification
for lesson similarities and differences between different countries. It
certainly builds students tolerance towards different countries. It
(why is it
important to is beneficial that students get to know with the world map and see
your that there are different people around the world. Despite the fact
students) that people differ in reference to their skin colours, they are all
equal and students should know about it.

Assessment Assessment for learning throughout the teaching process

for/as noticing ss progress and providing them with feedback how to
learning improve;
Assessment as learning ss are involved in the learning process:
describe peoples appearance creating a person; ss reflect on their
learning using teacher feedback and self-assessment;
Teaching PowerPoint presentation, Map of the world with different colour skins;
pictures of the people from different parts of the world, names of
materials countries (materials); knee high stockings; posters (big papers), glues,
felt-tip pens; writing sheet, exit ticket;
Stages Lesson Justification for the activity (content,
and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)
Hello The teacher and the To activate students to concentrate on the lesson and
routine students tell the provide them with information that lesson starts and
2 min chant: Hello, hello. they have to cooperate with the teacher.
Its nice to see you. Content: Students learn that when we meet with
How are you? Im people, we say hello to them and ask how they are;
fine, thank you. And Language: Students learn greetings: hello, how are
you? Im fine, you?, Im fine, thank you, nice to see you;
thank you. Cognition: repetition, indication of the lesson
beginning;
Culture: greetings and classroom rules;
Lead-in The teacher shows To raise the students awareness of people
5 mins different colours of differences;
knee high stockings Content: checking students skin colour, making them
to students. They notice that their skin and skin of their friends differ
try them on their Language: fair, dark, skin colour,
arms to see which Cognition: analyzing skin colours; comparing;
one most closely Culture: to make ss aware of the differences between
resembled their skin colours;
skin.

Presentati The teacher To present the whole picture of the range of different
on presents a map to colour skins throughout the world;
9 mins students to show To develop understanding of the differences within
that in the world cultures;
there are people Content: peoples appearance differs across the world
with different skin and there are also differences within a classroom
colours. The teacher context;
asks students what Language: blue, green, dark (eyes); short, tall
skin colour Polish (height) thin, fat (body shape); fair, dark (skin colour);
people have, blond, brown, dark, red, straight, curly, wavy (hair);
whether it is fair or Cognition: naming and relating appearance,
dark. comparing people appearance, assessing peoples
The teacher appearance;
presents PowerPoint Culture: raising an overview of the differences in the
presentation and skin colours around the world; raising respect towards
drills the words and other peoples differences;
sentences with
learners.
While presenting,
the teacher asks
students about their
hair/eyes/skin
colour, their height
 and body shape.
The teacher collects
information about
the students on the
graph summing how
many red hair, etc.
Practice The teacher divides Content: describing appearance, noticing differences
10 mins the classroom into 5 between people from different countries;
groups. Each group Language: He/She has got He/She is (a child/a
gets 1 picture teenager). He/She is from..; describing people;
(people from Cognition: naming, analyzing, finding relationships,
different countries: comparing people, noticing differences,
Japan, Germany, Culture: gaining awareness of differences in
Saudi Arabia, appearance between different cultures;
Argentina, Indie).
Each group has 5
mins to brainstorm
where the person is
from and present a
speech describing
the person
(skin/hair/eyes
colour; age, growth
stage, country). The
teacher starts
describing the
person from
England (providing
learners with a right
model). Then each
group describes
their person. After
presentation the
teacher puts 5
names of countries
in the middle of the
circle and ss have to
match the country
with the person
they have on their
pictures and check
whether they were
right or not.
Instructional
strategies: building
background,
integrating
modalities, using
scaffolding, using
learning phases;
Produce Each pair has to To develop writing skills; To practice the structure
Describin draw and describe a He/She has got;
ga person (they have Content: human appearance, creating a person from a
person in to decide on the different country
pairs country from which Language: He/She has got He/She is (a child/a
11 mins the person comes) teenager). He/She is from..; describing appearance;
and use proper Cognition: creating a new person, planning and
structures. After imagining the appearance;
that each pair Culture: raising awareness of the peoples own
presents their characteristics;
characters in front
of the board.
RECAP Exit tickets To sum up what students learnt and check if they liked
2 mins or disliked the lesson

Homewor The teacher chests To practice skin colour comparison;

k the homework and To analyse the differences between peoples
3 mins distributes handouts appearance;
to students. To raise students awareness of the differences;
Students have to
compare their
family members
skin colours and
choose 2 of them
whose skin colours
differ the most.
Their task is to bring
their photos or draw
family members.
SEE YOU The teacher tells: To indicate the end of the lesson and get students
routine See you later, used to classroom routines.
1 min Alligator. Students
answer: After a
while, Crocodile.