MODULE 1-Block 2: EFL and CLIL lesson plans.

EFL LESSON PLAN

Storytelling

Topic/name of the lesson: The knight and the dragon

Text: Edward and the dragon (http://freestoriesforkids.com/children/stories-and-tales/edward-and-dragon)

Age/grade: 8-9 years/ year 3 (Primary Education)

Number of sessions: 2

EXPECTED OUTCOMES/OBJECTIVES:

At the end of the lesson SS will be able to/ be better prepared to:

●     Recognise (point to, raise, associate to a gesture) oral vocabulary related to the story.

●     Identify keywords connected to actions and associate them to a physical response or action.

●     Use linguistic and paralinguistic information to infer the meaning of keywords and phrases in the story

●     Recognise the structure of a story:beginning , middle and end.

MATERIALS:

A hat, a suitcase, flashcards (knight, cave, castle, golden cage, prisoners), a wooden sword, a stuffed dragon, a rope, a costume of a knight, true/false cards.

STAGE I. Pre-listening (Pre-Task):

1- Introducing key vocabulary.

T takes out some things from a suitcase (Pictures of: a knight, a cave, a castle, a golden cage and prisoners. A wooden sword and a stuffed dragon. A rope to tie the prisoners which will be the students. And a costume of a knight.

●      Would you like to know what are there in this suitcase?

●      What is this? A knight.

●      And what knights usually take with them? A sword (T takes out the sword).

●      What do they do with the swords? To fight.

●      Do you think he is good or bad?

●      Look! This is the dragon. Is he good?

●      Ohh! And would you like to know who is this people? (T takes out the picture of the prisoners).

●      Now you are going to transform in the prisoners of the story. (T takes out the rope and ties students’ hands).

●      Someone knows what are these places? A castle and a cave.

T helps students with gestures.

2- Imagining their own characters.

T draws in the blackboard two faces, one is the dragon and the other is the knight, and then SS have to personalize the characters sticking their hairs, glasses and eyes which are made with cardboard.

●      How the knight is? Does he have blond hair? Does he wear glasses?

●      And the dragon, What is the colour of his eyes?... (T shows different cardboards and SS decide what do they prefer).

3- Activating the previous knowledge about the topic and guessing.

T will divide the class in 6 groups of 4 students. Then, she will put two pictures in the blackboard, one picture of the starting of the story and the other related with something of the middle of the story. Between the two images, the T will leave a gap. Then she will ask to each group about what did they think it would happen.

After giving the SS a few minutes to talk about it with their group, each group will say their answer and they will write it in a short sentence in the gap of the blackboard. After listening the storytelling it will be seen which group is close to the real story.

●      Can you guess what might happen between these pictures?

●      Now, one of each group has to write a sentence in the blackboard.

STAGE II. While-listening (Task):

1- Telling the story.

During the while-listening T uses visual aids to help understanding like flashcards, costumes…

T tells the story using different voices: the narrators, the knight and the dragon. Moreover, the teachers wear costumes pretending to be these characters.

SS have to produce sentences during the story and repeating them.

2- Story structure.

T gives each student one picture about something happened in the story. Then SS have to talk one another and organise themselves in order to form an ordered line of events.

After that, the T writes a chart in the blackboard with three columns: introduction, middle and ending. SS have to place the pictures in the correct column.

3- True/False.

T asks questions to check the SS understating. She gives them cards in order to answer the questions. If the answer is right the SS will have to raise their green card and it is wrong the SS will have to raise their red card.

4- Multiple choice questions.

T will prepare some questions related with the story and she will make a PowerPoint with them. After listening the storytelling, T will project the first question and she will read it and each answer. Then she will request: “raise your hands students who think that “a” is the correct answer”, “now students who think that “b” is the correct one”...

In some questions, as students are right or wrong, T will ask to some of them why they thought so. The questions will be prepared to develop different types of listening strategies (listen for the main idea, for specific details, inferencing…)

STAGE III. Post-listening (Post-task):

1- Telling about feelings.

The last question in the previous activity is about how they think a specific character felt in a specific situation during the story. Now, children have to talk about how they think they would feel in different situations related with the story. They will share experiences. They will be guided by the T.

2- Retelling. 

SS in the other classes of the same degree have carried out the same activity. Children of one class have to tell the story to the others and vice-verse.

3- Invent their own story.

T divides the class into three groups and gives every SS a handout with the story structured in the three parts. Each group have to work about one part of the story: introduction, middle or ending. In each group SS work in pairs and they will have to invent the corresponding part which has to be more or less appropriate with the rest of the story. Afterwards, SS will read their parts.

APPENDIX: Resources.

 Objects in the suitcase:

Pictures activity: can you guess what might happen between these pictures?

     

True/false cards:

Multiple choice questions:

 

CLIL LESSON PLAN

 The plants

 

Topic/name of the lesson: The plants.

Age/grade: 6-7/ year 1 (Primary Education)

Number of sessions: 2

LEARNING OUTCOMES:

• Students will be able to identify the basic parts of a plant.
• Students will be able to describe the functions of each part of the plant.
• Students will be able to understand what a plant needs to live.

CONTENT:

• Parts of a plant.
• Functions of each part of the plant.
• Conditions or characteristics that a plant needs to live.
• Present simple (To explain the functions)

COGNITION:

LOTS:

• Identifying (in the brainstorming the parts of the plant which they are watching in the picture).
• Naming (what a plant needs to live).
• Observing (The video).
• Describing (In the chart the functions of each part).

HOTS:

• Contrasting their answers to the questions with what they have watched in the video.
• Decision making, creative thinking and producing (to design the corresponding part of the plant and the label with the function in groups).

COMMUNICATION:

§  Content obligatory language:
-Parts of the plant: Roots, stem, leaves, buds, flowers and fruit.

-Soil, sunlight.

§  Content compatible language: 

       -Water, air.

-Present simple: Ex: “the roots transport the water through the stem to the leaves”, “A plant needs sunlight...”

CULTURE:

v  -Plants cares and nature respect.

PROCEDURE:

q  Warming-up activity: 

1-   T draws a picture of a plant on the board which includes (roots, stem, buds, flowers, leaves and fruits) and brainstorm the different parts all together. 

2-   T asks SS what do they think plants need to live? Try to elicitate the answers (water, sunlight, soil and air).

q  Main activities:

1-SS in pairs create a visual with “easily” to show what plants need to live (guided by the T).

2-Discuss the parts and functions of the plant with the SS in order to find out what is their knowledge about the topic. Great potential questions include: What do you think the roots do? How do you think the roots help keep a plant alive? What do you think is the purpose of the leaves? What do you think the stem do? What do you think the flowers do?

3-Show SS a video explaining the parts and functions of the plant: https://www.youtube.com/watch?v=p3St51F4kE8.

Then they are given a chart that they have to complete with the parts and functions of the plant, guided by the T.

4-The whole class will prepare a mural of their own plant pointing out their parts and the function which each part carry out. The class will be divided into six groups: Each one will work along one part of the plant: they will design the corresponding part and a label describing the corresponding function.

5-Afterwards all groups will join their designs to create the common mural. First of all, each group will present to the rest of the class their creation explaining the part and the function. They will invent together the name of their plant.

q  Round-up activity: SS will plant some seeds in the school garden and they will be in charge of their cares to keep the plants healthy. They also will take notes of interesting things that they will find in the process.

INSTRUMENTS FOR ASSESSMENT AND EVALUATION CRITERIA:

• Observation: Check if they identify the different parts of the plant and the needs of the plant.
• Take notes: of their understanding about the different functions of each part of the plant.
• Main final task: Degree of compliance of the creation in groups.

RESOURCES:

-The video: https://www.youtube.com/watch?v=p3St51F4kE8.

-Computers or tablets to use “easily”.

-The chart to complete with the parts and functions:

PARTS	FUNCTION
Roots
Stem
Buds
Flowers
Leaves
Fruit

-Papers, cardboards, coloured crayons, etc.

-Seeds and good conditions in the school garden.

DIFFERENCES BETWEEN THE TWO LESSON PLANS:

-The EFL lesson plan is created to focus mainly in one language skill, in this case listening skill.

-The CLIL lesson plan integrates more skills and all of them have the same importance.

-In the CLIL lesson plan a foreign language is used as a tool in the learning of a non-language subject and in the EFL lesson plan, a content have been selected to be use as a tool to learn a language skill or some language aspects.

-The EFL lesson plan is created to improve L2 abilities in order to reach L2 proficiency.

-The CLIL lesson plan is created to work along different competences: Cognition, culture, content and communication.

-In the CLIL lesson plan the language used is derived from content and in the EFL an appropriate content is looked for to use the targeted language.