Template for CLIL Unit Plan for TEYL

Unit name: Water

Subject/Course: Science

Teacher: Paulina Kruczek

School Year: 2015/2016

Grade: 3

Possible start/end dates: 20.05.16/8.06.16

Addressing Learners Diversified Needs: individualization of the learning process, activities for fast
finishers, monitoring and scaffolding, rewarding active participation, using different types of activities
(individual, pair- and group-work), using tasks suitable for visual, auditory and kinaesthetic learners

Connections with National Curriculum (both language and content):

Language: Present Simple, can, has got, talking about future (will), expressing ideas and opinions,
hypothesising, answering and asking questions, vocabulary connected to water, water cycles, 3 states of
water, water animals, developing listening, speaking, reading and writing skills

Content: waters properties, water cycle, the importance of water in peoples and animals lives, saving
water, adding and multiplying, changing units

Unit Aims: Students will:

- know water properties
- describe the water cycle
- understand the importance of water
- understand that water should be saved and will how to
do it
- know names of water animals
- develop doing the sums and multiplication
- know about water units and changing them
Unit Objectives: Content: knowing vocabulary connected to water, water cycle,
content three states of water
thinking Cognition: understanding the water cycle, understanding how
language and when water changes states
Communication: developing speaking, reading and listening skills
culture
Culture: knowing why water is important in peoples lives and
that it should be saved
Summary of the unit The unit focuses on water and its role in peoples and animals
lives. Students will know what are its properties, will be able to
name 3 states water and will know how and when water changes
states. Students will know that water is important in peoples
 and animals lives and will know names of animals that live in
water. Student will know how to save water and how to measure
it in different units.

Unit Materials and Resources: Handouts, pictures and flashcards (+ wordcards), sounds, online
games and resources

Instructional Strategies: In the unit a lot of instructional strategies will be used, namely:
- Building Background
- Providing Scaffolding
- Using Learning Phases
- Providing Meaningful Input
- Contextualizing Grammar
- Basing on Real-World Problems and Situations
- Making Learning Meaningful, Interesting and Purposeful
Unit Assessment: Lessons were designed in such a way to include a variety of
topics which students will find interesting and engaging. Each
lesson serves as an introduction to the following lessons. In the
beginning of each lesson, the teacher goes back to previous
topics to make sure that the new concepts will be built on items
students have consolidated. In the unit the following subjects are
included: Science (Geography, Biology, Chemistry), Arts, Drama,
Mathematics, Health, Culture/Ethics and IT.
Unit Evaluation: In the 8th lesson students work in groups. They check what have
they learnt, consolidate the gained knowledge and share it with
their classmates. They create posters and use the knowledge.

Summary of Lessons

Lesson 1 Title: What is water and why do we need it in our lives?

Lesson 2 Title: Personal Hygiene

Lesson 3 Title: States of water + experiments

Lesson 4 Title: Water cycle

Lesson 5 Title: Measuring water

Lesson 6 Title: How can we save water?

Lesson 7 Title: Water animals and their needs

Lesson 8 Title: A project summarising the unit

Notes: Lessons 1-5 were conducted.

 Content-Thinking-Language Organization for TEYL CLIL Unit

Content Thinking Language Culture

(Intercultural
Knowledge)
Relevant, academic, Which tasks will I What language do they What are the cultural
real-life, deep content develop to encourage need to work with the implications of the
Content is the starting higher order thinking? content? topic?
point for the planning
What are the language What specialized What are the familiar
What will I teach? (communication) as vocabulary and cultural concepts?
What will they learn? well as the content phrases?
What are my teaching implications? What are the unfamiliar
aims/objectives? What kind of talk will cultural concepts?
Which thinking skills they engage in?
will we concentrate on
which are appropriate Will I need to check out
for the content? key grammatical
coverage of a particular
tense or feature e.g.
comparatives and
superlatives?

Topic: Levels of Thinking Language functions: Students will know that

water (Blooms): seeking information they should not drink
Lower-Order Thinking informing water from unknown
Skills: comparing sources.
-remembering contrasting
(recognizing, recalling ordering Students know how to use
names, facts) classifying scales.
-understanding analysing
(comparing, classifying) predicting
-applying (use new hypothesising
concepts) justifying
Higher-Order Thinking problem solving
Skills: synthesising
-analysing (categorizing, evaluating
distinguishing) cause & effect
-evaluating (choosing and
assessing)
creating (individual
projects and a big group
project)
Facts (nouns): Verbs: Key language structures: Students learn that water
Water has no ____. should be saved and will
properties of water: Water Tell, Recall, List, Describe, Water _____ at __ know how can they do
has no smell, taste, colour, Write, Find, Name degrees. that.
shape. Water takes shape of Explain, Compare, Predict We need water for _____.
a container. Complete, Classify They can _____.
personal hygiene: We use it
Analyse, Explain, Imagine, First it _____ and then
to wash our faces, take a
shower, brush teeth, wash
Create, Choose, Decide _____.
hands/ At ____ oclock, I ______.
While it rains, I ______.
states of water: Water occurs
in three states: gas / steam, I _____ 3 times a day.
ice, liquid / solid. Water I wake up at _____.
freezes and melts at 0oC. 1ml of water weighs 1g.
Water boils at 100oC. Water I will save water. I will turn
evaporates at every off the tap. I will have a
temperature. Water shorter shower.
condensates when warm gas Bathing uses more water
meets cold area. Water is than showering.
heated by the Sun and
Shorter showers use less
evaporates. When steam
water.
(clouds) meet cold air the
water condensates and it Fish have got gills.
rains. Water flows down from Fish can swim.
the mountains and forms Fish can breathe
rivers. underwater.
uses of water: Water is Fish use fins to swim.
necessary to distribute
nutrients and to regulate
body temperature. We need
it in our houses and gardens
for having showers, washing
up, watering the plants,
drinking, cooking, cleaning,
having fun.
fish: Fishs body parts are
gills, scales, fin, mouth, eye.
Fish live underwater and they
wouldnt survive without
water.
measuring water: water can
be measured. 1 ml of water
weights 1g. Units can be
changed.
Big understandings Questions: Key vocabulary: Students will know that
(Students will understand What happens after...? water, smell, taste, colour, learning can occur with the
that) Can you name / recall ? shape, container, washing, use of L2.
Students will understand that How many...? washing up, watering the
water changes states and
What...? plants, drinking, cooking, Students will develop
travels in a natural cycle,
water is essential to live and
Can you name the...? doing the laundry etc. positive attitudes towards
it should be saved. Can you tell why...? wash, brush, take a learning and gaining
Find the meaning of...? shower, 3 times a day, as knowledge.
What is...? many times as we need,
 Which is true or false...? freeze, melt,
What is the difference condensation,
between...? evaporation, gas (steam),
Can you give definition liquid, solid (ice),
for...? the Sun, wind, evaporate,
How would you use? mountains, heat, cold,
What do we need it for? numbers, float, sink, pour,
Can you think of other salty/fresh water,
uses? drinkable, saving, turn off,
What would happen if...? tap, shower, bath
How many ways can gills, scales, mouth, eye,
you...? fins, breathe, swim
Can you predict what will
happen when?
Would it be better if?
Do you think ... is a good or
a bad thing?
Essential Question (high Modes of communication: Students will eagerly
level thinking questions): integration of three cooperate and will not feel
Why do we need water modes intimidated when asked to
for? of communication: give presentations and
What is the role of interpretive, interpersonal take part in discussions.
personal hygiene? and presentational
Who needs water and
why?
Why does water change
states?
Why does water travel in a
cycle?
How can water be
measured?
How people and fish are
similar and different from
each other?

Targeted strategies: Students will feel free and

metacognitive strategies encouraged to express
(planning, monitoring, their opinions, doubts and
evaluating own learning) hypotheses.
cognitive (grouping,
hypothesising, analysing,
synthesising, creating,
evaluating, deducting,
resourcing)
affective (developing
positive attitudes towards
learning, cooperation)
 CLIL Lesson Plan Template for TEYL #1
Date: 20th May 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Science, Arts

What is water and why do we need it in our lives?

Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS will be able to tell what water, what are its properties and what do we
instructional aims need it for
SS understand that learning can be achieved in a foreign language

Objectives content Topics: properties of water, use of water

Facts:
SS will know that water has no colour, no taste or smell and
takes the shape of the container it is in
SS will know what are waters uses in our lives
New understandings:
Students will understand that:
water is important in our lives
water does not have colour, taste, smell, shape but some things
dissolve in water and some dont
water can be used in a variety of ways
 language Content-obligatory language objectives
Learners will be able to: talk about water properties and talk about
water usage
Content-compatible language objectives
Learners will be able to: hypothesize and answer questions

Language functions: hypothesising, analysing, answering questions

Key language structures: Water has no smell, taste, colour. Water can
be used for .

Key vocabulary: water, smell, taste, colour, shape, container, washing,

washing up, watering the plants, drinking, cooking, doing the laundry

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: water is important in our lives

Unfamiliar concepts: water may look clean but it sometimes is not

Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for This lesson is important because it is an introduction to the following lessons. It is
lesson supposed to revise SSs knowledge, to consolidate it and to introduce known
concepts in a new way.
Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward (an
learning additional sticker). Sticker chart.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching recordings of water sounds, a bowl, a glass, a bottle of water, salt, sugar, rice, a
chart to fill in, flashcards of rooms, a YouTube video, handouts, pieces of paper +
materials crayons, pieces of paper for stamps, sticker-chart, stickers
Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions Content: water, where can we find

water
+ intro T plays sounds of water (ocean, rain, flushing the
toilet) Language: listening skills, speaking skills
5 min
(SS listen and answer questions)
SS guess what is the topic of the lesson
Cognition: remembering, recalling, SS
understand that water is everywhere

Culture: SS recall different places where

we can find water

chart T shows SS a bowl, a bottle and a glass of water Content: properties of water
and asks what SS can tell about the water
5 min Language: speaking, reading, talking
SS may come to the bowl and touch, smell, taste about water (It is , It has ),
water vocabulary: taste, smell, transparent

SS fill in the chart Cognition: analysis and synthesis

Culture: water can be put in different

containers for different purposes

experiment T divides the SS into 3 groups Content: properties of water, cont.

5 min SS dissolve 3 substances: sugar, salt and rice Language: speaking, talking about
water, vocabulary: visible, invisible,
sugar, salt, sand

Cognition: analysis and synthesis

Culture: SS understand that sometimes

water may look clean but in fact it is not

where can T shows SS a model of a house Content: SS revise the names of rooms;
we find SS know what are the uses of water in
SS work in pairs or threes and think in which
water? different rooms (kitchen: cooking,
rooms we can use water and how
drinking, doing the dishes, bathroom:
8 min
having a shower, brushing teeth,
flushing a toilet), living room: cleaning,
watering the plants, garden: watering
the plants, fun)
 Language: speaking, talking about uses
of water, presenting ideas

Cognition: analysis and synthesis

Culture: SS understand that water has

many uses

Why is water T asks if water is important for our bodies, why is it Content: SS know why water is
important for important important for our bodies, SS know how
our bodies? much water we need every day
SS first hypothesize on the answers and
13 min brainstorm Language: speaking, listening, writing

SS watch a YouTube video Cognition: remembering,

https://www.youtube.com/watch?v=gusOH0Nulok understanding, analysing and
synthesising
SS circle the answers on a worksheet
Culture: SS understand that water is
good for our bodies

Whats your T asks SS what is their favourite use of water Content: arts and consolidation of the
favourite use knowledge
SS draw themselves when doing their favourite
of water?
action Language: listening
7 min
Cognition: remembering,
understanding, creating

Culture: SS understand that water is

good for us, SS introduce their favourite
use of water and share it with their
classmates

Feedback + T asks what was new today Content: consolidation of the

consolidation SS assess themselves should they get a sticker to
the chart or not?
2 min
T asks SS to write a happy or sad face on a piece of
paper depending if the SS liked the lesson or not
knowledge
Language: listening, speaking
Cognition: remembering, understanding
Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #2
Date: 23rd May 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Humanities, Health, Drama

Personal Hygiene
Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS understand the role of water in our personal hygiene

instructional aims SS understand that learning can be achieved in a foreign language

Objectives content Topics: personal hygiene

Facts:
water is necessary for personal hygiene
New understandings:
Students will understand that:
they need to brush their teeth, wash their faces and hands and
take a shower to stay healthy, they know they need to do it as
often as needed
language Content-obligatory language objectives
Learners will be able to: use Present simple to talk about their daily
routines, ask and answer Do you ...? questions
Content-compatible language objectives
Learners will be able to: recognise and use two prepositions (in the
morning / at night), will be able to tell the time
 Language functions: hypothesising, answering questions, ordering,
chanting

Key language structures: I wake up at . I wash my hands / face. I take

a shower. I brush my teeth.

Key vocabulary: wash, brush, take a shower, 3 times a day, as many

times as we need

cognition Lower-order thinking skills: remembering, understanding, applying

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: water is necessary

Unfamiliar concepts: we should brush our teeth after each meal and
wash out hands as many times as we need
Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for Personal hygiene is a follow-up lesson after the lesson on waters importance in
lesson peoples lives. This lesson will make SS sure that it does not take much to stay
healthy washing hands and brushing teeth are effortless ways which will help in
preventing some serious illnesses.
Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward (an
learning additional sticker). Sticker chart.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching toothpaste, toothbrush, soap, shower gel and shampoo, Clean Bob puppet, a
short story about Clean Bob, a picture of a kitchen, a worksheet, a set of pictures
materials representing each sentence from the story, pieces of paper for stamps, sticker-
chart, stickers
Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions Content: what do we do in the

3 min SS go hunting they need to find 5 objects
that will indicate what the topic of the lesson
is
T asks where these items are used
T shows a picture of a bathroom
bathroom introduction
Language: bathroom vocab.
Cognition: hypothesising, guessing,
analysing
Culture: students are involved in the
learning process by involving movement
and mysterious elements

reading + T shows SS a puppet Clean Bob and reads a Content: what do we do in the
story about him; T asks SS to remember 4 bathroom talking about daily routines
discussion
things Bob does in the bathroom Language: listening, speaking
10 min
T mimes the activities Cognition: hypothesising, analysing,
recalling
SS listen to a story
Culture: SS find out about their
T asks comprehension questions
classmates routines, SS understand why
T asks questions, e.g. What do you do in the personal hygiene is important
morning?
T asks why is water important in Bobs life and
why does he spend so much time in the
bathroom

handout T asks SS to complete Ex. 1 on their handouts Content: what do we need water for in
our daily routines?
ex. 1
Language: writing
2 min
Cognition: recalling, remembering

Culture: SS consolidate that water is

important in our lives

ordering T puts Clean Bob in a visible place and creates Content: daily routines
interest by asking some questions about him Language: speaking, reading
10 min
 T puts sentences on the board, one by one; SS
have to mime the sentences and read them
aloud
T asks SS to put the pictures in order
The class read the story
chanting T shows SS pictures; one picture represents
one sentence; SS match the pictures to the
10 min
sentences
T drill sentences with SS; SS use pictures as an
aid
handouts T tells the time and writes on the board (e.g.
Clean Bob wakes up at 7 oclock. Do you
5 min
know how to show it on your clocks?)
SS have to draw hands in their blank clocks;
volunteers do it on the board
homework T assigns and explains homework
feedback SS assess their behaviour and participation
should they get a sticker or not
5 min
T gets feedback from the SS ( or on a
piece of paper)
Cognition: remembering, speculating,
logical thinking, ordering
Culture: developing cooperation
Content: daily routines, rhythm,
chanting (music education)
Language: speaking, singing
Cognition: recognising pictures
Culture: developing positive attitude
toward learning
Content: telling the time, knowing what
is done in particular time of the day
Language: speaking (telling the time)
Cognition: SS know how to tell the time
and to mark it
Culture: SS are able to talk about their
schedules
Content: consolidation of the
knowledge
Language: listening, speaking
Cognition: remembering, understanding
Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #3
Date: 24th May 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Science, IT

States of water
Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS will be able to talk about three states of water

instructional aims SS understand that learning can be achieved in a foreign language

Objectives content Topics: states of water

Facts:
SS will know that there are three states of water
water freezes and melts at 0oC
water boils at 100oC
New understandings:
Students will understand that:
water can change its state
language Content-obligatory language objectives
Learners will be able to: talk about water states (gas-steam, liquid, solid-
ice, boil, freeze, melt)
Content-compatible language objectives
Learners will be able to: answering and asking questions
 Language functions: hypothesising, comparing, analysing, cause and
effect, answering questions

Key language structures: Water freezes / melts at 0 oC. Water boils at

100 oC.

Key vocabulary: freeze, melt, condensation, evaporation, gas (steam),

liquid, solid (ice)

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: there are three states of water

Unfamiliar concepts: SS find out when water changes states

Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for This lesson is important because it makes SS aware of the states of water. SS find
lesson out in which conditions water changes its state. It is an introduction to the water
cycle lesson.
Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward ( a
learning sticker or a plus)
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching a board, markers, a jar with water, ice cubes, hot water, a bowl, plastic cups, salt,
woollen strings, a computer and an online game:
materials
http://www.sciencekids.co.nz/gamesactivities/statematerials.html
pieces of paper for stamps, sticker-chart, stickers
Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions and questions Content: water, where can we find
about water properties water
+ intro
T asks where can we see water; T writes down Language: listening skills, speaking skills
5 min (SS listen and answer questions)
SS ideas on the board in three categories; T
scaffolds SS (asks questions which will help SS Cognition: remembering, recalling, SS
to indicate 3 states of water but does not understand that water is everywhere
reveal their names yet)
Culture: SS recall different situations
SS answer questions and places where we can find water

T says Today, we will learn where else can we

find water

experiments T divides SS into two groups; one group gets a
jar with cold water and ice cubes, the other a
10 min
bowl of warm (hot) water and a plastic wrap
T presents what will the experiments look like
and asks what SS think will happen
SS try to guess what will happen
Content: how and when water changes
states
Language: listening skills, speaking skills
(SS listen and answer questions)
Cognition: setting and verifying
hypotheses, observation
Culture: SS develop deduction and
affectionate factor to learning

discussion T elicits what are SS conclusions after the Content: gas, liquid, solid, evaporation,
experiments condensation, melting, freezing
+ worksheet
SS answer questions and complete the Language: listening skills, speaking skills
10 min (SS listen and answer questions), writing
worksheet
Cognition: cause and effect, analysis,
T explains and drills the new words with SS
synthesis

Culture: SS develop deduction

hangman T plays the hangman game with SS (on the Content: gas, liquid, solid, evaporation,
board) condensation, melting, freezing
5 min
Language: listening skills, speaking skills
(SS listen and answer questions),
reading, spelling
 Cognition: remembering

Culture: SS develop deduction and

intuition

experiment T asks each SS to mix a couple of spoons of Content: mix water and salt
salt in warm water and gives SS a woollen Language: speaking
3 min
string attached to a pencil
Cognition: speculating
T asks SS what will happen if the water
evaporates Culture: SS develop deduction and
patience
SS hypothesise

IT SS play an online game and discover at what Content: gas, liquid, solid, evaporation,
temperature water freezes, melts and changes condensation, melting, freezing
10 min
into steam Language: reading, speaking
T asks questions to check if SS know at what Cognition: cause and effect, analysis,
temperature water freezes, evaporates and synthesis
ice melts
Culture: SS develop deduction and
positive factor towards learning and
gaining knowledge

Feedback T assigns and explains homework Content: consolidation of the

+ homework SS assess their behaviour and participation
should they get a sticker or not
2 min
T gets feedback from the SS ( or on a
piece of paper)
knowledge
Language: listening, speaking
Cognition: remembering, understanding
Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #4
Date: 25th May 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Science

The Water Cycle

Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS will be able to talk about the water cycle

instructional aims SS understand that learning can be achieved in a foreign language

Objectives content Topics: weather, the water cycle

Facts:
SS will know that there is a process called the water cycle
water is heated by the Sun and evaporates
when steam (clouds) meet cold air the water condensates and
it rains
water flows down from the mountains and forms rivers
New understandings:
Students will understand that:
water changes states in natural conditions
water travels in a known cycle
 language Content-obligatory language objectives
Learners will be able to: talk about water states and the water cycle
Content-compatible language objectives
Learners will be able to: talk about the weather and different
components of nature (mountains, clouds, river etc.), answer and ask
questions

Language functions: hypothesising, analysing, cause and effect,

answering questions
Key language structures: The Sun heats the water. The water
evaporates. The wind blows. When it rains, I read.
Key vocabulary: the Sun, wind, evaporate, mountains, heat, cold,

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: there are three states of water
and they all exist in nature

Unfamiliar concepts: water changes states naturally and it is called the

water cycle
Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for This lesson is important because it makes SS aware of the states of water. SS find
lesson out in which conditions water changes its state. It is an introduction to the water
cycle lesson.
Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward ( a
learning sticker or a plus)
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching a board, markers, handouts, pieces of paper for stamps, sticker-chart, stickers
materials
Stages and Lesson procedure (describe the activities and
time instructional strategies)
warm-up T asks whats the weather like; T asks SS what
do they when it rains, when its sunny etc. +
5 min
shows flashcards
T writes the template on the board
When it ______, I ________.
SS answer verbally and then complete the
template
e.g. When it rains, I read books.
handout T asks SS to draw pictures in the spaces
provided
3 min
homework T checks the homework from the previous
check lesson; T awards SS for doing their homework
3 min SS read the homework and recall the
knowledge from the previous lesson
introduction T asks if the change of states can happen
naturally; when can we see water as gas, as
1 min
liquid and ice in nature
SS think and answer the question
Justification for the activity
(content, language, cognition,
culture)
Content: weather, activities
Language: Present Simple, vocabulary
connected to weather
Cognition: remembering, recalling,
analysing, creating
Culture: SS talk about their hobbies /
free time
Content: elements of nature, drawing
Language: reading
Cognition: remembering, recalling,
matching, creating
Culture: positive attitude towards
learning by including drawing
Content: states of water
Language: reading and speaking
Cognition: remembering, recalling, SS
understand that water has states
Culture: SS feel responsible for their
homework and are proud of themselves
Content: gas, liquid and ice in nature
Language: vocabulary (sun, rain, clouds,
sea, river)
Cognition: remembering, recalling, SS
understand that water has states
Culture: SS think about the environment
the water T draws a sea and the Sun on the board; asks Content: the water cycle
cycle SS what happens when the Sun shines on the Language: vocabulary (sun, rain, clouds,
water sea, river), Present Simple
explanation
SS answer it evaporates Cognition: understanding, analysing,
8 min
synthesising, induction, speculating
T confirms and draws a cloud; asks what
happens when wind blows and the warm Culture: students can notice that the
steam meets cold air in the mountains cycle occurs naturally and is an integral
part of the environment
SS answer it condensates and changes into
rain
T asks where all the rivers go
SS answer to seas
The cycle is completed on the board

the water T asks SS to complete the handout Content: the water cycle
cycle Language: vocabulary connected to the
handout water cycle, Present Simple

3 min Cognition: understanding, analysing,

synthesising

Culture: students can notice that the

cycle occurs naturally and is a part of
the environment

drama T asks SS to draw one piece of paper Content: the water cycle
exercise Language: vocabulary connected to the
SS have to mime the word. Each SS has his
15 min own role water cycle, Present Simple

T asks SS to recreate the cycle with stages in Cognition: understanding, creating

the correct order Culture: SS perform a drama activity
SS can create requisites if they want

consolidation SS complete the handout and colour the Content: the water cycle
pictures Language: vocabulary connected to the
5 min
water cycle and states of water, Present
Simple

summary T assigns and explains homework
feedback SS assess their behaviour and participation
should they get a sticker or not
2 min
T gets feedback from the SS ( or on a
piece of paper)
Cognition: remembering,
understanding, creating
Culture: students consolidate the
knowledge and know how to talk about
the cycle
Content: consolidation of the
knowledge
Language: listening, speaking
Cognition: remembering, understanding
Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #5

Date: 30th May 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Maths and Science

How to measure water?

Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS discover and investigate water units

instructional aims SS understand that learning can be achieved in a foreign language

Objectives content Topics: measuring water

Facts:
water can be measured
1 ml of water weights 1g
units can be changed
New understandings:
Students will understand that:
they can talk about water units in many ways
 language Content-obligatory language objectives
Learners will be able to: talk about amounts of water, use Present
Simple, set and verify hypotheses and predictions
Content-compatible language objectives
Learners will be able to: tell 3- and 4-digit numbers

Language functions: hypothesising, verifying hypotheses, analysing,

cause and effect, answering questions
Key language structures: 1 litre if water is 1000ml.
Key vocabulary: water, numbers, float, sink, pour

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: SS use scales

Unfamiliar concepts: SS recall situations when some items float and
some sink
Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for In this lesson SS revise doing the sums and realise that sums are relevant in
lesson everyday life. It is also an introduction to the lesson about saving water SS will
realise how much water is used.
Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward (a
learning sticker or a plus)
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching board, markers, handouts, water, glasses, oil, syrup, pieces of paper for stamps,
sticker-chart, stickers
materials
Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions Content: properties of water

+ intro T asks how can we measure water and which
unit is used to talk about the amount of water
5 min
T shows SS a bottle of water to scaffold the
answer (litre)
Language: listening skills, speaking skills
(SS listen and answer questions)
Cognition: remembering, recalling, SS
understand that water is everywhere
Culture: SS recall different situations
and think of ways of measuring water

experiment T tells SS that there is exactly one litre of Content: properties of water
water in a bottle; T asks SS how much does Language: speaking skills (SS listen and
10 min
the water weigh answer questions), predicting (I think
T writes three options on the board: less than Maybe)
1 kg, exactly 1 kg, more than 1 kg
Cognition: predicting, hypothesising
SS hypothesise
Culture: SS know how to use scales

T and SS use scales to weigh the water

consolidation T asks SS how many grams are there in 1kg
and how many millilitres are there in 1 l
handouts
SS answer
15 min
Page 1: SS do exercise on the handout +
together on the board volunteers
Page 2: SS roll the dice and do the sums
Content: changing ml to litres, changing
litres to ml, doing the sums
Language: speaking (numbers), Present
Simple
Cognition: analysing, hypothesising,
doing the sums
Culture: public performance, sums are
relevant in everyday life

discussion T asks SS if all the liquids have this property Content: properties of water and other
liquids
5 min T asks what will happen when we put oil and
sugar syrup in the water Language: SS formulate predictions

SS hypothesise Cognition: hypothesising, remembering

 Culture: SS recall different situations
and think of ways of measuring water

experiment SS pour oil and syrup in their cups of water Content: properties of water and other
liquids
5 min T explains the experiment
Language: speaking (pour)

Cognition: verifying hypotheses

Culture: SS recall different situations

and think of ways of measuring water

summary T asks SS what was new today Content: consolidation of the

knowledge
feedback SS assess their behaviour and participation
should they get a sticker or not Language: listening, speaking

T gets feedback from the SS ( or on a Cognition: remembering, understanding

piece of paper) Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #6

Date: 31st May 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Science, Culture

Water is precious. How can we save it?

Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS understand the problems related to water shortages

instructional aims SS know how to use water efficiently
SS understand that learning can be achieved in a foreign language

Objectives content Topics: water usage, shortages and saving, multiplication (in
homework)
Facts:
water is precious and it should be saved
New understandings:
Students will understand that:
water should be saved
people use water wisely
language Content-obligatory language objectives
Learners will be able to: ask and answer questions, present their ideas,
use words more and less than
Content-compatible language objectives
Learners will be able to: recognise will and its use
 Language functions: hypothesising, analysing, answering questions
Key language structures: I will save water. I will turn off the tap. I will
have a shorter shower.
Key vocabulary: salty/fresh water, drinkable, saving, turn off, tap,
shower, bath

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: water is precious

Unfamiliar concepts: we should save water as often as possible because

the water supplies are not that big
Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for This lesson gives an insight on the amount of water on Earth and sensitises
lesson students to water saving.

Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward (a
learning sticker or a plus)
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching Water, containers, measuring cups, (scales), salt, labels (salty water, ice, air &
underground, drinkable water), handouts, A WATER HERO poster + post-it notes,
materials pieces of paper for stamps, sticker-chart, stickers

Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions (revision + small- Content: properties of water,

talk question) introducing ourselves
+ intro
5 min Language: listening skills, speaking skills
(SS listen and answer questions)

Cognition: remembering, recalling, SS

understand that water is everywhere

Culture: SS recall different situations

and think of ways of measuring water

Experiment T asks: Do we have a lot of water on Earth or Content: amount of water on Earth,
not? Can we drink it? How much water on Language: vocabulary (air, oceans, etc.),
+ discussion
Earth is safe to drink? questions (asking and answering),
15 min
T shows SS a 2-liter container of water and Cognition: hypothesising, understanding
says that it represents all of the water on that water is precious
Earth and asks: More / less than half of this is
Culture: SS know that they should save
drinkable?
water
T gives a volunteer a 50 ml measure and asks
to pour it into a separate container. T adds salt
to the bigger container and says: This is water
of oceans and seas. Can we drink it? NO.
(scales can also be used, as SS already know
that 1ml of water weights 1g)
T asks another volunteer to measure 35 ml of
this 50ml and to put it to another container. T
says This 35ml represents all the ice on our
planet. Can we drink it? NO.
T asks another volunteer to measure 14 ml of
this 15 ml and to put it to another container. T
says This 14ml represents all the water that is
in the air and underground. Can we drink it?
NO.
There should be only 1ml left. Is it a lot? No.
What can we do to have water? T scaffold the
answers: purify and save
T asks how can we save water in everyday
lives
How much T asks: How much water do we need for
water do we and asks about different activities;
use every
SS estimate and writ in their answers
day?
SS look at the handout and compare their
10 min
answers
T asks how can we save water?
(shower>bath, dishwasher>doing the dishes
by hand, turn of the water while brushing
teeth etc.)
Be a water T and SS brainstorm on the ways of
hero! implementing the idea of saving water in our
everyday lives (mind-map on the board)
10 min
SS write their resolutions on post-it notes and
stick it to the IM A WATER HERO poster
summary T assigns and explains homework
feedback SS assess their behaviour and participation
should they get a sticker or not
homework
T gets feedback from the SS ( or on a
5 min
piece of paper)
Content: amount of water on Earth,
Language: vocabulary (air, oceans, etc.),
questions (asking and answering),
Cognition: hypothesising, understanding
that water is precious
Culture: SS know that they should save
water and know how to do it
Content: ideas for saving water
Language: speaking, writing, grammar
(will)
Cognition: hypothesising, understanding
that water is precious, coming up with
ideas for saving water
Culture: SS make contribution to saving
water
Content: consolidation of the
knowledge, maths (multiplication,
homework)
Language: listening, speaking
Cognition: remembering, understanding
Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #7
Date: 1st June 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Science (Biology)

Water animals
Lesson title

Class length 45 min

Class/ student 10 students

information

Overall SS study the main characteristics of fish

instructional aims SS understand that learning can be achieved in a foreign language

Objectives content Topics: fish

Facts:
SS know that fish live underwater
SS know fishs body parts (gills, scales, mouth, eye, fins)
New understandings:
Students will understand that:
fish need water to live
fish have different organs to use for breathing
language Content-obligatory language objectives
Learners will be able to: talk about fish body parts and what are they
responsible for (breathing, swimming, eating etc.)
Content-compatible language objectives
Learners will be able to: talk about various differences between animals
 Language functions: hypothesising, analysing, cause and effect,
answering questions
Key language structures: Fish have got gills. Fish can swim. Fish can
breathe underwater. Fish use fins to swim.
Key vocabulary: gills, scales, mouth, eye, fins, breathe, swim

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: fish live underwater (in the
environment different from peoples environment)
Unfamiliar concepts: fish are different form us but they have similar
needs (e.g. food)
Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses
Describe briefly Scaffolding T helps SS with their answers

Justification for SS already know that water covers 70% of Earth. Water life is, thus, an important
lesson topic in learning. SS become more aware how water is important not only for
people but also for animals which would not survive without it.
Assessment for/as Verbal feedback. Stamps for correct answers. Top 3 students get a reward (a
learning sticker or a plus)
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching flashcards of animals, flashcards of fish body parts, wordcards, handouts, pieces of
paper, crayons, pieces of paper for stamps, sticker-chart, stickers
materials

Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions (revision + small- Content: properties of water,

talk question) introducing ourselves
+ intro
5 min
grouping T plays a guessing game slowly reveals the
flashcards of animals, SS guess what is in them
8 min
T asks what are the differences between
SS point out them out and finally divide the
animals into groups (land and water animals)
T pushes through this division as the final one
but SS may come up with other groups as well
vocabulary T draws a fish on the board
8 min T teaches new vocabulary with the use of
chants, singing and drilling
handout
5 min
What do T elicits information about fish from SS; T asks
you know questions, e.g. Where do fish live? What do
about fish? they eat? Have they got bones? What do they
need to breathe / swim?
10 min
T shows SS 5 questions and puts them on the
board. SS guess the answers true or false?
Show of hands
SS read the text and mark the answers
Language: listening skills, speaking skills
(SS listen and answer questions)
Cognition: remembering, recalling
Culture: SS recall the knowledge from
previous lessons
Content: names of animals
Language: speaking, grammar (have got,
can)
Cognition: analysing, synthesising,
grouping
Culture: knowing that they are many
species and kinds of animals and that
they live in different environments and
have different needs
Content: names of fish body parts
Language: listening skills, speaking skills
(SS listen and answer questions), writing
Cognition: remembering,
understanding
Culture: learning by chanting and
singing
Content: information about fish
Language: speaking, grammar (have got,
can)
Cognition: remembering,
understanding, analysing, synthesising
Culture: knowing that they are many
species and kinds of animals and that
they live in different environments and
have different needs
Art T asks SS to draw and colour their own fish Content: fish body parts

8 min T gives instructions: Now, draw the fins. etc.) Language: listening, speaking,
so SS draw the fish step by step presenting

Cognition: remembering,
understanding, creating

Culture: positive emotions towards

learning

1 min T asks what was new and what did they find Content: consolidation of the
out knowledge

SS assess their behaviour and participation Language: listening, speaking

should they get a sticker or not Cognition: remembering, understanding
T gets feedback from the SS ( or on a Culture: SS give feedback to the T, SS
piece of paper) are responsible for their behaviour and
participation in the lesson
 CLIL Lesson Plan Template for TEYL #8
Date: 2nd June 2016

School: Monnet International School

Mentor Teacher: Monika Firlej

Teacher: Paulina Kruczek

Subject: Arts, Science, IT

We love water - PROJECT

Lesson title

Class length 60 min

Class/ student 10 students

information

Overall SS summarise the knowledge they have been gaining for the past 3 weeks
instructional aims SS understand that learning can be achieved in a foreign language

Objectives content Topics: water and its role in our and animals lives

Facts:
all living things need water
water travels in a cycle
fishs body parts
New understandings:
Students will understand that:
fish need water to live
fish have different organs to use for breathing
language Content-obligatory language objectives
Learners will be able to: talk about fish body parts and what are they
responsible for (breathing, swimming, eating etc.)
Content-compatible language objectives
Learners will be able to: talk about various differences between animals
 Language functions: hypothesising, analysing, cause and effect,
answering questions
Key language structures: I need water for . Water is precious and we
should save it. Fish have got gills. Fish can swim. Fish can breathe
underwater. Fish use fins to swim.
Key vocabulary: gills, scales, mouth, eye, fins, breathe, swim,
condensation, evaporation, steam (gas), liquid, ice (solid)

cognition Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture Familiar concepts used in a new way: SS are aware of their knowledge
Unfamiliar concepts: SS develop cooperation and use different
resources to complete their tasks
Instructional Building background introduction / warm-up
strategies Learning phases setting and verifying hypotheses, creating, consolidating
Describe briefly Scaffolding T helps SS with their answers

Justification for SS consolidate all the knowledge they have been gaining for the past weeks. They
lesson develop communicating skills, cooperation, fine motor skills and positive attitude
towards learning.
Assessment for/as Verbal feedback. Self-assessment. SS become aware of what have they learnt.
learning Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching fishing rods made of sticks, string and paperclips, handouts with tasks, crayons,
cardboards, glue, scissors
materials

Stages and Lesson procedure (describe the activities Justification for the activity
time and instructional strategies) (content, language, cognition,
culture)

warm-up T asks warm-up questions (revision + small- Content: properties of water, the
talk question) water cycle, use of water at home,
+ intro importance of water for people and
T divides SS into 3 groups; each S goes animals
10 min
fishing they fish out their topic with the
use of fishing rods; Topics: The water
 cycle, The use of water in our homes; People
and Animals need water!
PROJECT SS work in groups. Each group gets a set of
questions, hints and key words that have to
30 min
be included in their posters
Group #1: The Water Cycle
Group #2: The Use of Water in Our Homes
Group #3: All Living Things Need Water!
T helps all the groups
PRESENTATION SS present their posters
15 min T binds them together to make one piece of
work that symbolises the efforts of the
whole class
FEEDBACK T asks what was new and what did they find
out
5 min
SS assess their behaviour and participation
should they get a sticker or not
T gets feedback from the SS ( or on a
piece of paper)
Language: listening skills, speaking
skills (SS listen and answer questions)
Cognition: remembering, recalling
Culture: SS recall the knowledge from
previous lessons
Content: properties of water, the
water cycle, use of water at home,
importance of water for people and
animals
Language: listening skills, speaking
skills (SS listen and answer questions),
communication
Cognition: remembering, recalling,
synthesising, creating
Culture: students work in groups and
cooperate to complete the task, SS can
ask for help and use computers to seek
for information
Content: properties of water, the
water cycle, use of water at home,
importance of water for people and
animals
Language: listening skills, speaking
skills (SS listen and answer questions)
Cognition: remembering, recalling,
synthesising, creating
Culture: students work in groups and
cooperate to complete the task
Content: consolidation of the
knowledge
Language: listening, speaking
Cognition: remembering,
understanding
Culture: SS give feedback to the T, SS
are responsible for their behaviour and
participation in the lesson