Template for CLIL Unit Plan for TEYL

Unit name: Me and my senses

Subject/Course: English class

Teacher: Marta Chudzik

School Year: 2014/2015

Grade: 4 years old students (kindergarten)

Possible start/end dates: 07-26.05.2015

Addressing Learners’ Diversified Needs: There will be provided variety of

activities based on subjects such as music, PE, art, mathematics, IT in order to meet
learners’ diversified needs and different learning styles and intelligences.

Connections with National Curriculum (both language and content):

Children in kindergarten should know basic notions about the world around them
and their body. According to mathematics they should count from 1 to 10 and do
simple addition of items. Linguistically, CLIL unit will be based on describing and
comparing objects around them which the can see, smell, taste, touch and hear.
They will learn variety of adjectives in order to describe the objects and they will
practice mainly 3rd person in present simple tense but all structures will be
presented in the form of chunks.

Unit Aims: The aim of the unit is to help students

understand the importance of 5 senses and
relate them to organs. The students will learn
and practice verbs connected with sounds and
present simple tense. The students will be
asked to use full sentence in order to explain
what they discover. The following aim is to
familiarize students with the topic of
disabilities.

Unit Objectives : Content:

content Identify and locating 5 senses
thinking Relate each sense to organs
language Identify the function of each organ
Disabilities
culture
Thinking:
Understand and value the importance of
5 senses
Understand the relationship between
 senses and organs
Understand disabilities (blindness,
deafness)
Identify and compare different objects by
using hearing and touch
Describe things by using taste and smell
Explore and use senses
Observe and describe how senses work

Language:
LANGUAGE FOR LEARNING- It sounds/
smells/ taste like, I can see/
hear/smell/taste. How does it smell?
LANGUAGE OF LEARNING- key vocabulary-
names of senses (sight, hearing, smell,
taste, touch), body parts (eyes, nose,
mouth, ears, hands), verbs (see, hear,
touch, smell, taste), disabilities
(blindness, deafness)
LANGUAGE THROUGH LEARNING- asking
and answering questions, lg used while
doing experiments
Culture:
DISABILITIES:
-blindness, deafness
-How could we help disabled people?
-Alphabet Braille’a, white walking stick,
deaf aid

Summary of the unit The unit is based on variety of classroom

experiences which were prepared to help
students understand the importance of 5
senses. The students will have a chance to
check how their senses function and what
happens if we cannot use one of senses.

Unit Materials and “Cross Curricular Activities” Oxford

Resources: Teacher’s own materials
Appendix 1- Web pages (Internet sources)
Instructional Using scaffolding, building background, using
Strategies: learning phases, elicitation, using experiments
to visualize the process

Unit Assessment: Students’ understanding of the topic as well as

language will be assessed during every lesson.
Additionally, last lesson of the unit is a
summary of all senses and the students will
have to differentiate all senses so it will show if
they understand the material from the whole
unit.
There won’t be any test.

Unit Evaluation:
The unit was very interesting and inspiring for
young learners. They participated eagerly in
every lesson when they could discover and
explore how senses work. I observed that the
tasks were challenging for them and the topic
of senses was not obvious for them.
The unit could be extended and more
developed.
Additionally, the unit and its activities could be
also adjusted to older students.

Summary of Lessons

Lesson 1 Title: We are all unique and different

Lesson 2 Title: Body parts

Lesson 3 Title: Sight and hearing

Lesson 4 Title: Smell and touch

Lesson 5 Title: Taste

Lesson 6 Title: Disabilities

Lesson 7 Title: Animals’ super senses

Lesson 8 Title: Sense detectives- summary

Notes:
Lessons conducted during practicum: 2-6
 Content-Thinking-Language Organization for TEYL CLIL
Unit

Content Thinking Language Culture

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

What language
tasks and
classroom
activities?
Topic: Levels of Thinking Language Disabilities
SENSES (Blooms): functions:
Remembering, Predicting,
understanding, comparing,
applying, greeting people,
analyzing, sequencing,
evaluating expressing likes
and dislikes
Facts (nouns): Verbs: Key language -Blindness,
-Identification of 5 Understand structures: Deafness,
senses Identify -It sounds/ smells/ -How could we help
-Connection Compare taste like.. disabled people
between senses Describe -I can hear/ listen/ -Alphabet Braille’a,
and organs Explore touch.. white walking
-Identification of Discover stick, deaf aid
the function of Observe
each organ
-Disabilities

Big understandings Questions: Key vocabulary:

-Students will What is? -Names of senses
understand that Where is? (sight, hearing,
people have 5 Show this..? smell, taste, touch)
senses which help How .. is related to -Body parts (eyes,
them to perceive the ..? ears, nose, mouth,
the world and that How do you use..? hand)
senses are How would you -Verbs (see, hear,
connected with demonstrate..? touch, taste, smell)
organs. Experiment -Disabilities
-Students will (blindness,
understand that deafness)
some people are
disabled

Essential Question Modes of

(high level thinking communication:
questions): Connections,
-What are the parts Comparisoning,
of? Cultures,
-Classify according Communication,
to..
-Compare and
contrast

Targeted
strategies:
Conducting
experiments
Active
Participation/
Learning
Classyfing and
comparing
Using mind-maps
Scaffoldnig
Elicitation
Classroom
routines
 CLIL Lesson Plan Template for TEYL
Date: 07.05.2015
School: Magic Fish Kindergarten
Teacher: Marta Chudzik
Subject: English class
Lesson title Body parts

Class length 35’

Class/ 17 pupils
student 4 years old
information

Overall It is expected from 4 years old students to name and show their
instructional body parts and name their functions in context of senses
aims

conten Topics: body parts

t
Facts: people have got 5 senses

New understandings:
Students will understand that presented body parts have
special functions and are connected with 5 senses

langua Content-obligatory language objectives

ge Learners will be able to: name body parts connected with
senses (eyes, nose, mouth, ears, hand), use the
structure- I can + verbs (smell, touch, see, hear, taste)

Content-compatible language objectives

Learners will be able to: name objects (teddy bears, fruit,
xylophone, rainbow, flower, bird, perfume, sweets)

Language functions: describing

Key language structures: I can hear/ smell/ touch/ taste/

see

Key vocabulary: eyes, ears, nose, mouth, hand, see, hear,

touch, taste, smell

cogniti Lower-order thinking skills: remembering, understanding

 on
Higher-order thinking skills: analyzing

cultur Familiar concepts used in a new way: greetings at the

e beginning of the class
Unfamiliar concepts: new “Hello song”
Instructional Building background to introduce the topic
strategies Activating prior knowledge to consolidate and revise sts
(building knowledge
background, Active participation to personalize activity to help them remember
using better and check learners’ understanding
learning Scaffolding
phases,
integrating Art project to meet different learners’ needs and learning styles
modalities,
using
scaffolding,
etc.)
Describe
briefly

Justification This is the introduction to the topic of senses. Connecting body

for lesson parts with senses will help them to understand better the
importance of senses.
(why is it
important to
your
students)

Assessment Students learning and progress will be monitored constantly and

for/as assessed during the lesson. There won’t be any marks and tests.
learning Students will get a rewards for correct speaking.

Teaching Teacher’s own materials: flashcards, songs, handout, classroom

poster
materials

Stage Lesson Justification for the activity (content,

s and procedure language, cognition, culture)
time (describe the
activities and
 instructional
strategies)

2,5’ Hello song/ Culture- importance of greetings at the beginning of the

classroom routine meeting
Language- learning new “hello song”

3’ Introduction of the Content- identifyng 5 body parts which are connected

body parts with senses
connected with Language- eyes, ears, nose, mouth, hand
senses/ activating
prior knowledge
2’ Pair work activity Content- practicing newly learned vocabulary, checking
(show me your students’ understanding of the vocab
friend’s nose, etc.)/
Active participation

2’ Connecting body Cognition- understanding that particular body parts/

parts with verbs organ have functions
(flashcards)/ building Language- naming the functions of organs using verbs
background (see, hear, touch, taste, smell)

3’ Students look for Cognition- checking learners’ understanding

other things in the Language- practicing verbs (see, hear, touch, taste,
classroom which can smell), I can see, hear, etc.
see, hear, etc./
scaffolding
5’ SONG- “Two little Language- remembering new words
eyes to look around”/ Culture- learning well-known English song for kids
building background

8’ Creating a Language- consolidation of newly learned verbs and

classroom poster- names of body parts
classifying pictures Content- consolidation of the material
with senses
(flashcards)/ art
project
 CLIL Lesson Plan Template for TEYL
Date: 12.05.2015
School: Magic Fish Kindergarten
Teacher: Marta Chudzik
Subject: English class
Lesson title Sense of sight and hearing

Class length 35’

Class/ 17 students
student 4 years old
information

Overall It is expected from 4 years old students to identify sizes, name

instructional colours, use adjectives connected with sound and classify them
according adjectives to a chosen criteria. Additionally,
aims
understanding the importance of senses of sight and hearing is
expected.

Objectives conten Topics: Hearing and Sight

t
Facts: We use hearing to hear sounds and sight to see

New understandings:
Students will understand the importance of senses,
explore them and their usage
langua Content-obligatory language objectives
ge Learners will be able to: use structure it sounds like a.., I
can hear/ see, name objects they can see, name colours
and sizes

Content-compatible language objectives

Learners will revise animal sounds

Language functions: describing, predicting, comparing

Key language structures: it sounds like a .., it is pleasant/

unpleasant, I can hear/ see,
Key vocabulary: colours on the rainbow, big, small

cogniti Lower-order thinking skills: remembering, understanding,

on applying
 Higher-order thinking skills: analysing, evaluating

cultur Familiar concepts used in a new way: greetings

e
Unfamiliar concepts:
Instructional Elicitation
strategies Activating prior knowledge to consolidate and revise sts’
(building knowledge
background, Doing experiment to explore and use senses
using Scaffolding
learning
phases, Art project to meet different learners’ needs and learning styles
integrating
modalities,
using
scaffolding,
etc.)
Describe
briefly

Justification The students will understand the importance and usefulness of

for lesson sense of hearing and sight. It will be based on series of
experiments in which students will be able to explore and use
(why is it their senses.
important to
your
students)

Assessment Students learning and progress will be monitored constantly and

for/as assessed during the lesson. There won’t be any marks and tests.
learning Students will get a rewards for correct speaking.

Teaching 6 jars (2x water, 2x sugar, 2x coins), songs, video, recordings of

sounds, instruments, flashcards (guitar, baby, rain, police siren,
materials train), handout
Stage Lesson Justification for the activity (content,
s and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)
3,5’ Hello song Culture- importance of greetings at the beginning of the
Short revision of meeting
material from the Content- revision of material
previous lesson/
Classroom routines
4’ Guessing game. Sts Cognition- understand the importance of sense of
listen to 6 different hearing
recording of sounds Content- identifying sounds (rain, guitar, crying, etc.)
and they have to Language- introductions of structures: It sounds like a
guess what do they …, pleasant vs. unpleasant sounds, (T’s question- is this
hear/ Elicitation sound pleasant or unpleasant?)
5’ Animal sounds. Sts Cognition- understand the importance of sense of
listen to animals hearing
sound and have to Content- identifying which sound does the animal make
guess. They Language- revision of animals and animals sounds,
reproduce the practicing structure: I can hear.. (T’s question- what can
sounds and act you hear?)
animals movement
out/ Activating prior
knowledge
4’ Experiment with jars. Cognition- identification and comparison of objects by
Sts get 6 jars and using sense of hearing
they are asked to Language- Practicing structure: It sounds like a …
discover what is
inside and later find
3 pairs of the same
fillings./ Doing
experiment
4’ Playing with Content- practicing ability to playing, producing
instruments. Sts sequence of sounds
close their eyes and Cognition- experiment which enable students to
get instruments. T explore their sense of hearing
plays sequence of
sounds, sts are asked
to play the same
sounds./ Experiment,
addressing student
learning style
7’ Predicting the order Content- identifying the order of colours in the rainbow
of colours in the Language- revision of colours
rainbow/Activating
sts prior knowledge
Colouring picture/ Art
4’ BIG or SMALL activity Cognition- describing objects by using sense of sight
Sts show objects Content- identifying big and small objects in the
they can SEE in the classroom
classroom which are Language- I can see …, It is big/ it is small
big or small and they
are asked to speak
full sentences/
scaffolding
3’ Memory game Content- revision of numbers
T presents 8 objects Language- number 1 is, number 2 is..
on pieces of papers
with numbers.
Students are asked
to close their eyes.
One student takes
one or two objects
and the rest of the
group has to guess
what is missing./
memory game
 CLIL Lesson Plan Template for TEYL
Date: 14.05.2015
School: Magic Fish Kindergarten
Teacher: Paulina Gołda, Student teacher: Marta Chudzik
Subject: English class
Lesson title Sense of smell and touch

Class length 35’

Class/ 17 students
student 4 years old
information

Overall It is expected from 4 years old students to name and distinguish

instructional smells, types of materials and classify them according adjectives
to a chosen criteria. There will be also introduced adjectives
aims
connected with the sense of touch and practiced structures it
smells like../ it is..,. Additionally, understanding the importance of
senses of smell and touch is expected.

Objectives conten Topics: Smell and touch

t
Facts: People have got sense of smell to smell things and
sense of touch to touch things

New understandings:
Students will understand the importance of senses,
explore them and their usage

langua Content-obligatory language objectives

ge Learners will be able to use the structures it smell like, it
is and name adjectives connected with the senses of
touch. Moreover, they will be able to choose and
distinguish pleasant and unpleasant smells and compare
them.
Content-compatible language objectives
Learners will be able to:
Language functions: describing things, predicting

Key language structures: it smells like a ../ it is like a …, it

is pleasant/ unpleasant, it is made from …

Key vocabulary: soft, smooth, hard, rough, wood, plastic,

fabric, metal, pleasant smell, unpleasant smell
 cogniti Lower-order thinking skills: remembering, understanding,
on applying

Higher-order thinking skills: analysing, evaluating

cultur Familiar concepts used in a new way: greetings

e
Unfamiliar concepts:
Instructional Building background to introduce the topic
strategies Doing experiments to explore and use senses
(building Working with worksheets to check learners understanding
background, Active participation to personalize the activity
using
learning Scaffolding
phases, Elicitation
integrating Art project to meet different learners’ needs and learning styles
modalities,
using
scaffolding,
etc.)
Describe
briefly

Justification The students will understand the importance and usefulness of

for lesson sense of smell and touch. It will be based on series of experiments
in which students will be able to explore and use their senses.
(why is it
important to
your
students)

Assessment Students learning and progress will be monitored constantly and

for/as assessed during the lesson. There won’t be any marks and tests.
learning Students will get a rewards for correct speaking.

Teaching Hello song, plates with different substances to smell (cinnamon,

soap, perfume, herbs), handout (matching activity), sack with toys
materials (plastic, fabric, metal, wood), paper for poster, flashcards (items
which represent: soft, hard, rough, smooth) sensory baloons
Stage Lesson Justification for the activity (content,
s and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)
3,5’ Hello song Culture- importance of greetings at the beginning of the
Revision / classroom meeting
routines Content- short revision of material from the previous
lesson

2’ Discussion as an Cognition- Relating organ with sense

introduction to the Language- When do you use your nose?
topic /Building
background

8’ Experiment with Cognition- exploring and observing how senses work

plates. Sts close their Language- it smells like a …
eyes, get 8 plates Content- identifying function of sense of smell
and are asked to
discover what
substance is on the
plates and later find
4 pairs of the same
substances. / Doing
experiment
3’ Matching activity. Sts Cognition- describe things by using sense of smell
get handouts with 6 Language- pleasant and unpleasant smells
pictures and 2 faces Content- matching activity to distinguish 2 types of
(happy, sad). Their smells
task is to match
pleasant sound with
happy face and
unpleasant with sad
face /Working with
worksheet, active
participation
4’ Experiment- sense of Cognition- understand the relationship between organ
touch, what is inside and sense
the sack?/ Doing Language- It is made from wood/ plastic/ fabric/ metal
experiment, Content- identifying function of sense of touch
scaffolding
5’ Creating big picture Cognition- understand the importance of sense of touch
mind map Language- introduction of adjectives: soft, smooth,
(flashcards)/ art hard, rough
Content- identifying textures, grouping items

2’ Searching for things Cognition- describing objects by using sense of touch

in the classroom Language- It is soft/ smooth/ hard/ rough
which are smooth, Content- identifying and comparing texture of objects
hard, rough, soft/ in the classroom
scaffolding,
elicitation
4’ Sensory baloons- T Cognition- exploring and using sense of touch
prepares 6 baloons Language- It is like a …
with different fillings/
doing experiment,
scaffolding
 CLIL Lesson Plan Template for TEYL
Date: 19.05.2015
School: Magic Fish Kindergarten
Teacher: Marta Chudzik
Subject: English class
Lesson title Taste

Class length 35’

Class/ 17 students
student 4 years old
information

Overall It is expected from 4 years old students to identify four main

instructional tastes and classify them according adjectives to a chosen criteria.
Additionally, understanding the importance of sense of taste in
aims
expected.

Objectives conten Topics: Sense of smell, “Goldilocks” as a revision of 5

t senses

Facts: 4 main tastes: sweet, salty, sour, bitter

New understandings:
Students will understand the importance of sense of
taste and that there are 4 main tastes: salty, sweet, sour,
bitter

langua Content-obligatory language objectives

ge Learners will be able to: name 4 main tastes, produce
sentences: It tastes like a …
Content-compatible language objectives
Learners will be able to: recognize vocabulary from the
“Goldilocks”

Language functions: describing things, predicting

Key language structures: It tastes like a …, I like/ do not

like

Key vocabulary: salty, sweet, sour, bitter

 cogniti Lower-order thinking skills: remembering, understanding,
on applying

Higher-order thinking skills: analysing, evaluating

cultur Familiar concepts used in a new way: greetings

e
Unfamiliar concepts:
Instructional Building background as in introduction to the topic
strategies Doing experiment to help explore and use senses
(building Scaffolding
background, Building learning phases to pre-teach vocab
using
learning Personalization to help students remember better, to interest
phases, students and give them a chance to express their opinion
integrating Individual work to check learners comprehension of the text
modalities, Art project to meet individual learners styles of learning
using
scaffolding,
etc.)
Describe
briefly

Justification The students will understand the importance and usefulness of

for lesson sense of taste. It will be based on series of experiments in which
students will be able to explore and use their senses.
(why is it
important to
your
students)

Assessment Students learning and progress will be monitored constantly and

for/as assessed during the lesson. There won’t be any marks and tests.
learning Students will get a rewards for correct speaking.

Teaching Songs, Story “Goldilocks”, plates with substances (sugar, lemon

juice, tea, salt), handout for reading comprehension, materials
materials needed for creating ‘my 5 senses’ book
Stage Lesson Justification for the activity (content,
s and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)
3,5 Hello song Culture- importance of greetings at the beginning of the
Song/ building meeting
background Content- learning new song about sense of taste

4’ Experiment with Cognition- exploring and observing how sense of taste

plates- Sts close their work
eyes, get 8 plates Language- it tastes like a …
and taste different Content- identifying function of sense of taste
substances. They
have to find pairs of
the same
substances/ Doing
experiment
2’ Introduction of Language- introduction of salty, sweet, sour, bitter
adjectives/ building Content- relating adjectives with sense of taste
learning phases

2’ Discussion- sts Cognition- Value sense of taste and importance of

preferences/ individual preferences
scaffolding, building Language- I like …/ don’t like
background,
personalization
8’ “Goldilocks”- Content- listening to story based on senses
storytelling. T reads Language- revision names of 5 senses and verbs
story adjusted to the Culture- learning well-known story about Goldilocks
topic of senses/
whole-class reading
4’ Handout- reading Content- reading comprehension
comprehension. Sts Language- What did Goldilocks see/smell/ touch?
get handout with
picture and they
have to circle what
did Goldilocks
see/smell/ touch?
/individual work
8’ My 5 senses book. Content- consolidation of knowledge gained during 4
Students create 5- lesson
pages book where
every page presents
different sense/ art
project
 CLIL Lesson Plan Template for TEYL
Date: 26.05.2015
School: Magic Fish Kindergarten
Teacher: Marta Chudzik
Subject: English class
Lesson title Disabilities

Class length 35’

Class/ 17 students
student 4 years old
information

Overall It is expected from 4 years old students to identify disabilities,

instructional name them and know the aids for disabled people. Additionally,
understanding the importance of senses of all senses is expected.
aims

Objectives conten Topics: disabilities, 5 senses

t
Facts: People who are deaf have problems with sense of
hearing, people who are blind have problems with sense
of sight

New understandings:
Students will understand that: some people are disabled.
They will be able to distinguish blindness and deafness

langua Content-obligatory language objectives

ge Learners will be able to: name disabilities- deafness,
blindness

Content-compatible language objectives

Learners will be able to:

Language functions: describing

Key language structures:

Key vocabulary: disability, blind, deaf

cogniti Lower-order thinking skills: remembering, understanding

 on
Higher-order thinking skills: analysing

cultur Familiar concepts used in a new way: 5 senses

e
Unfamiliar concepts: disabilities
Instructional Building background for introducing the topic of disabilities
strategies Using scaffolding
(building Using technology to present the topic
background, Active participation to personalize the activity
using
learning Demonstration to visualize objects to help them remember better
phases, Individual work to check learners understanding of pictograms
integrating
modalities,
using
scaffolding,
etc.)
Describe
briefly

Justification The students will be familiarized with the topic of disabilities. It is

for lesson important to explain students that some people’s senses do not
work properly. There will be presentation of aids for disabled
(why is it people and discussion how should we behave when we meet
important to disabled people on the street who need help.
your
students)

Assessment Students learning and progress will be monitored constantly and

for/as assessed during the lesson. There won’t be any marks and tests.
learning Students will get a rewards for correct speaking.

Teaching Video from youtube, medicine, flashcards (white walking stick,

deaf aid, Alphabet Braille’a), poster about 5 senses created by the
materials students from the previous lesson
Stage Lesson Justification for the activity (content,
s and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)
4,5’ Hello song Culture- importance of greetings at the beginning of the
+ revision/ Building meeting
background Content- short revision of material from the previous
lessons

3’ Watching a short Culture- introduction the topic of disabilities

video as a Cognition- understand disabilities
background for the
topic of disabilities/
Building background,
using technology
4’ Experiment- fold sts Cognition- to help them understand how disabled
eyes or ears and people perceive the world
other students give
commands/ Active
participation,
scaffolding
3’ Introduction of Content- introduction of aids which help disabled
Alphabet Braille’a people
Medicines as an Cognition- identifying aids and functions
example/ Language- It is Alphabet Braille’a
demonstration
3’ Introduction of white Content- introduction of aids which help disabled
walking stick and people
deaf aid/ Cognition- identifying aids and functions
demonstration Language- It is white walking stick and deaf aid

4’ Discussion- Content- brainstorming ideas how could we help

How could we help disabled people
disabled people Cognition- understand disabilities
What should we do Culture- importance of helping other people
when we meet blind
or deaf person on the
street or in public
places/ scaffolding
3’ Handout- matching Content- identifying pictograms
pictograms/ Culture- identifying pictograms
individual work