TKT CLIL LESSON PLAN

Observation lesson: 1hour 10 min.

Teacher’s
DANIELA ZENI Time preparatory stages: 2 lessons (each one 1 hour)
name
follow up: 2 lessons (each one 1 hour)
Date lesson delivery: 18th May 2015 Subject geography

Class 3rd class School Scuola Primaria di Imer- I.C. Primiero

Group profile Strengths: Weaknesses:
The group is very small, so that teachers have the The small group is not so suitable if teachers are willing to
opportunity of following each child very well. It can be organize group works, cooperative learning activities and so
observed if they are doing well during the lesson, listen on. In this group, children have not yet developed a trusted
and wait for oral production. The group is very active; writing skills, the great part of them are slow when writing. Few
children take part gladly in conversations and are happy to children have difficulties in concentrating, paying attention and
work. listening for longer time lapses.

Learning
Most learners should know Most learners should be able to Most learners should be aware of
Outcomes
(most learners) Most learners should know Most learner should be able to Most learners should be aware that natural
what a river, a creek are; categorize/classify simple information. elements and living being are different according
which are the features of Most learner should be able to find to the features of the environment.
seas, rivers, streams, creeks, differences between elements and Most learners should be aware that what is
lakes. landscapes. done and studied at school can be found outside
Most learners should know a Most learners should be able to in the place where they live.
few animal which live in recognize a landscape.
lakes, seas, rivers..

Final task using a graphic organizer (table) to categorize information and features of each landscape. This task will be done in pairs,
so that children will have to discuss their opinion and negotiate the right answer.
CONTENT COMMUNICATION COGNITION CULTURE
Geography: landscapes (sea, -describing simple features of a -remembering, analyzing, follow up: recognising landscapes and
lake, river, creek, stream) river, lake, stream, of the sea... describing relating them to the country (England,
-elements/animals/plants -associating landscapes and -comparing landscapes USA, Ireland, Italy) or to the valley
which are present in each typical elements -categorising elements, where the children live
landscape -interacting with classmates (in organising them into graphic -comparing typical elements or
-features of landscapes pairs, in group) or the teacher organizers/pictures landscapes of Italy (mountains/sea)
and other countries around the world
Timetable fit Preparatory stages:
-use of classroom language/functional language which should be used during the lessons
-introduction of useful vocabulary (river, sea, stream, creek, lake) with pictures and small texts;
-introduction of the parts of a river with power point;
Follow up:
-discovering which landscapes are present in the valley/village where the children live, learning their names and describing
their features.
-Comparing these elements with typical Italian landscapes and element of the UK, Ireland, USA, places where the children
have been or famous landscapes in the world.
Anticipated 1. Small group: with small group it’s difficult to organise group activities. Most of them will be pair works, but there will be also
problems and group works, where “the group” will be the whole class. It will be useful changing the couples many times. In this way every
solutions children will work with every classmate, at different times.
2. Attention problems: a few children have difficulties in paying attention, especially is the task is more difficult than usual. So
I’m planning shorter activities which varies over the lesson, so that the children will be always stimulated in renewing
concentration and attention, since activities and rhythms change. I’ve planned a game, too (this gives the possibility to move
and stimulate kinaesthetic intelligences), so that everyone will regain interest (if lost) and pay attention again for the next
part.
3. Understanding: this group has never had CLIL lesson in geography, so they haven’t any specific vocabulary already,
neither they are used to hearing the teacher talking about geography in English. There will be children who don’t understand.
I’m planning a lot of situations where I will need to reformulate, using gestures, using pictures and also code switching, so
that the children won’t feel uncomfortable during the lessons.
4. Pre-teaching: I’m teaching German this year. So, it’s quite difficult for me to introduce language before I actually teach the
observation lesson. Therefore, a little time is taken from Geography lessons, in order to introduce at least some vocabulary,
functional language and methodology. Therefore, the children will complete the activities regarding the previous module, and
at the same time learn new words and concept. Hope it works!
Resources & Power point, PC (there no IWB in the school)
materials to be Pictures and colouring pictures
used cut-out sheets (words or pictures)
White board, felt pens, posters (white or with landscape posters)
CD, CD player, written poster/pictures for the game (and a suitable class organization, with space for the children to move
and dance)

STAGE 1 preparatory
What children are
Aim Procedure What the teacher says Timing
expected to do
1. Let the students feel Oral interaction, warm up Hello children! How are you? (+ ans) Today Listen to the teacher carefully 5
confident/comfortable in activity to reduce affective we are going to start speaking English, Try to answer to the questions in
using or hearing English filter. The teacher greets because in the next lesson we’re doing a English
language the students, have them little CLIL experiment. So, we are going to Ask questions/say something in
STEP 1

2. Explain the purpose of speak a little in English, learn geography in English... Do you like Italian
the language change and using BICS or revising English? (+ans) Do you like geography?
the focus of the lesson simple vocabulary they (+ans)
learnt with the English
teacher.
Materials Interaction Content specific vocabulary Functional language
none T-S Greetings
like + answer

What children are

Aim Procedure What the teacher says Timing
expected to do
1. Introduce some With paper stripes, student So, I’m giving you these paper stripes. Listen carefully to the teacher an 10
functional language useful will work to discover the Which colour are they? Yellow and orange, watch the explanation
for the interaction in English meaning of some simple very good. On these stripes you’ll find some Speak with other students and
STEP 2

2. Encourage students to sentences, helping very important sentences. Surely you are help each other in order to find
use simple sentences classmates to do the same. practicing them with the English teacher. out the meaning of the sentences
3. Introduce autonomous They can say the meaning Can you talk with your friends and find out
pair work in Italian. what they mean? You have to match the Try to use some of the
4. Scaffolding language Children are given orange English one with the Italian one. For words/sentences introduced
stripes (with English example...
sentences) and yellow (+reformulating, + gestures) Ask for help if they don’t
stripes. They should understand
 combine the English Did you find something which you already
sentence with the Italian know? Very good! Match yellow stripes with orange
one, discussing with stripes
classmates and asking for Now please try to match all the sentence
help with the Italian translation.
Fabio, you can talk with Romina...
You can work together and help each other.
I’m coming and helping you.
Think about it! Listen to the sentence... “...”
Do you remember...

Materials Interaction Content specific vocabulary Functional language

Table with English T-S Classroom language:
sentences and Italian S-S Can you help me, please?
sentences I don’t understand
Copies in colours (cut out in Can you repeat, please?
stripes) How do you say that in English?
Glue What is the meaning in Italian?
San you lend me...?
I agree
I disagree because...

What children are

Aim Procedure What the teacher says Timing
expected to do
1. Introducing new subject Each student is given the Here you have two sheets with some Look at the pictures and 15
specific vocabulary sheets where the pictures pictures on them. Can you see what this is? discuss/guess what landscape is
2. Encourage students to of the landscapes are. Do you recognize these landscapes? Can in every pictures. First, they say it
use simple sentence/words Discussion about what is in you say the names? in Italian if you wish. it Italian (I have to be sure that
3. Encourage students to the pictures, then the they understand) then guess the
STEP 3

use cognitive skills teacher writes the names of Ok, now take a look at the board. These are English words.
(remembering, applying each landscape on the the five names that we need. Do you
features they already know) board, and the children know/can you guess which one is a river? Watch the teacher making
make hypothesis on Yes, exactly, the river is a large stream of gestures while explaining, copy
English names they see. water... (gives short explanation doing gestures.
Writing the names on the gestures and dramatization)
right places can you do the river with your hands? Yes, Listen to the teacher reading the
The teacher reads the perfect! That’s the river!! small texts, then try to read them
small text, making gestures with the right pronunciation.
and accepting children Non we have these small texts. Listen
saying the same thing in carefully......
 Italian. Daniele, can you read it aloud? Yes very
Each student cuts out the good. So, now you can cut out these texts
text and sticks it near the and stick them near the right pictures.
right picture.

Materials Interaction Content specific vocabulary Functional language

Pictures of a sea, lake, T-S sea-lake- river- creek- stream-water- Classroom language
river, stream and creek S-S (plenum- discussion stream of water- the river flows- a body of Do you know... + answer
(table) about the English names) water- salt water-fresh water
Small texts describing one
or two features for each
landscape

STAGE 2 preparatory
What children are
Aim Procedure What the teacher says Timing
expected to do
1. Let the students feel Oral interaction, warm up Hello children! How are you? (+ ans) Listen to the teacher carefully 5
confident/comfortable in activity to reduce affective The other day we talked about some Try to answer to the questions in
using or hearing English filter. The teacher greets landscapes in English... Do you remember English
language the students, have them the names? Yes’ very good. Ask questions/say something in
2. Activating prior speak a little in English, Ok let’s write them on the board. Italian
knowledge using BICS or revising Do you remember which one is a biiiiig Say the words they remember
simple vocabulary they stream of water, like this (gestures)?... Watch the teacher making
learnt with the English gestures in order to retrieve more
teacher. difficult words.
STEP 1

Brainstorming: students
remember words which are
written o the board, the
teacher helps them to
retrieve difficult words with
gestures, recasting
language...
Materials Interaction Content specific vocabulary Functional language
none T-S sea-lake- river- creek- stream-water- Greetings
stream of water- the river flows- a body of
water- salt water-fresh water
 What children are
Aim Procedure What the teacher says Timing
expected to do
1. Reinforce vocabulary Guessing game. Now we are doing a 5 minutes play. Are Watch carefully to classmates 5
each student makes you ready. Everyone of you comes here, Try to use English words
gestures and let the other near to me, and mimes/makes gestures Respect conversation rules
STEP 2

guess which landscape about one thing we learnt. The other have
he/she meant to guess the right word. Are you ready?
Well, let’s go.
Materials Interaction Content specific vocabulary Functional language
White board where the S-S sea-lake- river- creek- stream-water- Classroom language
English words are written stream of water- the river flows- a body of I don’t understand..
water- salt water-fresh water can you repeat please?
Can you do it one more time?
What children are
Aim Procedure What the teacher says Timing
expected to do
1. Introducing new subject Each student is given the Here you have two sheets with the pictures Look at the pictures and 15
specific vocabulary sheets where pictures of a of a river. Do you see they are different? discuss/guess what landscape is
2. Encourage students to river (and all elements) are Ok, now let’s start watching at the in every pictures. First, they say it
use simple sentence/words Using the Power point, computer... it Italian (I have to be sure that
3. Encourage students to children guess the names they understand) then guess the
use cognitive skills of the elements of a river Do you know what is this is Italian? English words.
(making hypothesis,
remembering, applying Watch the teacher making
features they already know) gestures while explaining, copy
STEP 3

gestures.

Try to use full sentences (this is.../

Cascata is called waterfall in
English).
Materials Interaction Content specific vocabulary Functional language
colouring pictures with river T-S sea-lake- river- creek- stream-water- Classroom language
(estuary and delta) stream of water- the river flows- a body of Do you know... + answer
power point, Pc, projector water- salt water-fresh water Can you say it in English
class setting useful for both Mountains-hills-plain This is the/a...
seeing, speaking and a little Meander-source-waterfall-riverbank- The waterfall is in the mountains
writing riverbed-estuarty-delta-mourth
 STAGE 3 OBSERVATION LESSON
What children are
Aim Procedure What the teacher says Timing
expected to do
1. Activating prior Brainstorming: while Hello to everybody. How are you today? Children say words they 5
knowledge drawing on the poster, the Are you happy? remember about water
2. Let the students feel teacher asks some Let’s begin our activity for today. Try to say a whole sentence in
confident/comfortable in question, in order to let the First, we are going to remember what we English
using or hearing English children remember words have said the other day. Listen to what their classmates
language and sentences they already What’s a sea? say and add more information
3. Repeat specific know What’s a river?
vocabulary The teacher writes the
words said by the children Ok, do you remember some features about
STEP 1

on a poster the river?

Materials Interaction Content specific vocabulary Functional language

posters-felt pens T-S water, sea, lake, river, stream, creek, Classroom language
pictures of the elements meander, source, riverbed, riverbank, Do you know... + answer
we’ve seen in the previous waterfall, tributary Can you say it in English
lessons Mountains-hills-plain This is the/a...
Meander-source-waterfall-riverbank- The waterfall is in the mountains
riverbed-estuarty-delta-mourth
he river is bigger than...
the creek is smaller than...
The waterfall flows in the mountains

What children are

Aim Procedure What the teacher says Timing
expected to do
1. Activating prior Putting the words into the So, now that we found the right words, can use the words they know 10
knowledge right place you put them into this picture? Follow the indications
2. Activate student talking Please work with your classmates. Use Works with other students to fulfil
STEP 2

time English sentences, for example: the task

3. Support understanding “I think that we should write... here. You’re
with visual input right, You’re wrong. I agree, I disagree”

Ok let’s check your work!

Materials Interaction Content specific vocabulary Functional Language

 water, sea, lake, river, stream, creek,
I think that we should write... here.
Sheet with the picture of a meander, source, riverbed, riverbank,
S-S You’re right, You’re wrong.
river and all the elements waterfall, tributary, mouth, estuary, delta

What children are

Aim Procedure What the teacher says Timing
expected to do
1. Discussing The teachers revises with Here we have five pictures: this is the... this Watch carefully to the pictures 10+10
characteristics of the sea, children the landscapes, is the... Put each word on the right poster (checking
stream, creek, river or lake then shoes pictures of Here we have mountains, hills, here is plain try to say a whole sentence in time)
2. Discover a few animals animals/elements of each ground... There is the sand/grass/... English
which live there landscape. Each group has Follow the example given by the
the same pictures and Can you take a look at the animals you teacher
elements on the desk. In have on your desks? Which one do you Work together with other students
groups, children have to think lives in the sea? Why? Which ones and exchange opinions
match elements and lives in the river? Why? Use sentence starters to
landscapes. communicate in English with the
STEP 3

The teacher follow the Ok, let’s check your work together! partner.
groups, and asks why did
the children put that Do you agree? Why do you say that the...
animal/element in that lives in the...?
landscape. In plenum those Both solution are correct!
sentences are repeated

Materials Interaction Content specific vocabulary Functional language

Big posters of sea, river, T-S The river flows... I agree, I disagree because...
stream, creek S-S A stream flows in the mountains I know/ I don’t know
Coloured sheets with Students speak with the The creek is small/big How do you say it in Italian?
pictures of the landscapes, teacher and with The ... lives in the...(because the water is
animals, plants and classmates, saying if they fresh)
elements which can be agree or not The ... lives in the.. because it’s....
found there.
What children are
Aim Procedure What the teacher says Timing
expected to do
1. Verifying if the children formative assessment Explains the game, using gestures and Listen to the explanation 10
STEP 4

have learned some using a game. movement to display the passages Talk to classmates to find out the
concepts (formative game: 1,2,3, ...Let’s play! This game is called 1,2,3. So, right answer
assessment) When the music is played, as you see, I’m sticking on the wall the Knowing the right answer, say it
2. practice the cognitive children have to dance and names of the landscapes we’ve learnt. We and explain why they chose that
ability of reasoning jump from position 1 to 2 to have to teams... answer.
3. Enhance learning with 3 and so on. When the
 playing music stops, they have to Asking questions...
stand in front of the right Right! No, think about it!
answer. Then the teacher
asks explanation, the
children try to say it in Can you say it in English!
English Ok, well done!
The winner is the team who
guesses the most number
of question.

Materials Interaction Content specific vocabulary Functional language

Posters with key words: T-S The river flows... Can you repeat please?
river, sea, creek S-S A stream flows in the mountains I don’t understand
Questions (the teacher has The creek is small/big I know/i don’t know
the questions) The ... lives in the...because the water is
CD player, CD with “happy” fresh
music The ... lives in the.. because ...
The river flows...
The lake is smaller than...

What children are

Aim Procedure What the teacher says Timing
expected to do
1.Final task: categorising The children are given a Now, we are going to work in pairs. Do you Work together, helping each other 10
the things which have been table, where they have put see this table? As you can see, there are with language
said into graphic organizer (categorizing) the element some pictures. In your groups, please read Ask to the teacher if they don’t
2. Verifying if the children we learnt during the what is written in the bubbles and decide if understand
have learned some lessons. (sentences in a it is suitable for the sea, the lake and so on. Use small sentences in English
concepts (formative grid) In the column, just write the number, so that Associate landscapes and
STEP 5

assessment) you will go on faster. features correctly

3. Verifying if the children
can work successfully Is it clear? Did you understand?
together
4. Verifying if they can talk I’m going to come and listening what you
a little in English are saying, so you can call me for help, if
you need.
Materials Interaction Content specific vocabulary Functional language
Table of landscapes S-S water, sea, lake, river, stream, creek, I agree, I disagree because...
Grid with words/sentences meander, source, riverbed, riverbank, I know/ I don’t know
waterfall, tributary, mouth, estuary, delta How do you say it in Italian?
 different animals How do you say it in English?
The river flows...
A stream flows in the mountains
The creek is small/big
The ... lives in the...because the water is
fresh
The ... lives in the.. because it’s wide.
The river flows...
The lake is smaller than...

What children are

Aim Procedure What the teacher says Timing
expected to do
1. Reflecting Children are giving a paper Here we go! We are almost finished! You’ve Children are expected to think 10
2. Having feedbacks where they can write or been very good today? about the activity and give
draw soothing they have Now I’m interested in what you think... feedbacks, saying what they think
learned about it.
They give feedback: They can use English words or
STEP 6

Could you write (three things) you’ve

did they enjoy the lesson? learned today...? Italian words.
was something difficult? What was difficult?
what was easy to do? You can use Italian, if you need.
Did you have fun?
Materials Interaction Content specific vocabulary Functional language
T-S The.... was difficult.
S-S This was easy.
feedback sheet
Students share their This was fun. I like... I don’t like...
opinion with classmates