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Section5.lesson plan clil

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Section5.lesson plan clil

  1. 1. LITERACY ACTIVITY 1ST YEAR – PRIMARY EDUCATION State school – CILE 2 UNIT: HOUSES (schematic lesson plan) 2ND TERM LEARNING OUTCOMES - Content and Linguistic: o Students should be able to understand and use the key vocabulary and grammar structures (in a meaningful way) to express about houses, their parts and their content in the target language - Linguistic o Students should be able to understand and perform location in the target language (preposition in) o Students should be able to speak about what they have previously found: This is a … It is in … (place). - Content-related: o Students should be able to identify the main parts of a house. o Students should understand the existence of different kind of houses attending to different criteria (countries, uses, climate) CONTENT:  Parts of the house (living room, bedroom, bathroom, kitchen, garden)  Objects in a house (fridge, lamp, bed, bathtub, sofa, table…)  Preposition of location (in) COGNITION:  LOTS  Understanding: Name parts of the classroom as parts of a house and play. Telling the story  Recognizing: Draw a house on the blackboard, try to guess what room as drawing. Play true or false with the houses. Explanation of conclusions  Comparing: Find a partner: objects (pictures) and rooms (words)  Executing: Built a house with its rooms; each group choose what room to do 1
  2. 2.  HOTS  Differentiating: By teams, they propose a classification of the houses attending to the criteria they think are important  Producing: Show the book cover and ask SS to predict what would happen. Brainstorming. SS show to their mates the pictures of the different kind of houses they have found and their explanations and we hang them up around the classroom COMMUNICATION:  Language of learning  Vocabulary of the house (living room, bedroom, bathroom, kitchen, garden fridge, lamp, bed, bathtub, sofa, table…)  Location (in)  Understand commands and orders  Language for learning  Understand commands and orders  Language structures to play a movement game (go to…)  Language through learning  Remember previous knowledge about places (city, village, hot, cold…)  Classroom language (Sit down please, Do you know …?, Can you tell me what you see in this flashcard?, If you need any help, raise your hand…) CULTURE:  Be aware of the existence of different kind of houses  Learn to work in small groups PROCEDURE: 1st lesson:  Warming-up activities: Name parts of the classroom as parts of a house. Go to the…; Team A go to...; Is Alice in the …?; Where`s Alice? Show the book cover and ask SS to predict what would happen  Main activities: Telling the story. Story: Where’s my bear? Using a PowerPoint presentation. 2
  3. 3. Ask questions to SS to check comprehension of key ideas and to make them predict: Do you think the bear is there?; Where do you think is the bear?; Can the bear be in the bathtub? Is it too small?  Round-up activity: Draw a house on the blackboard. Try to guess what room as drawing. 2nd lesson:  Warming-up activity: Find a partner: objects (pictures) and rooms (words)  Main activitiy: Built a house with its rooms; each group choose what room to do; I provide the structure  Round-up activies: Play true or false with the houses; for example: Is the fridge in the living room? Explain homework: find different kind of houses in the world 3rd lesson:  Warming-up activity: Brainstorming: What kind of houses do you know? Does everybody live in a house/flat? Do you know if people I Africa/North Pole/Dessert/ live in houses? Why?  Main activities: SS show to their mates the pictures of the different kind of houses they have found and their explanations and we hang them up around the classroom By teams, they propose a classification of the houses attending to the criteria they think are important  Round-up activity: Explanation of conclusions INSTRUMENTS FOR ASSESSMENT AND EVALUATION CRITERIA:  Participation: check if all of them take part in the group’s activities  Note down if they have done the homework  Tasks: build the rooms for the house Classification RESOURCES: • Story: book and PowerPoint presentation 3
  4. 4. • Small cards with pictures of objects in a house and word cards of the rooms • Structure of a house in paper to build it up NOTES: - Difficulties during the class: - Specific needs: - Things to improve: - To continue the next day: 4

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