CLIL Lesson Plan Template for TEYL

Date: May 10 2017, 7:30

School: Szkoa Podstawowa nr 11

Teacher: Paulina Kruczek (under the supervision of Marzena Trynkus)

Subject: General Education / English

Lesson title School utensils

Class length 45 min

Class / student information 2nd grade, 26 students, bilingually instructed

Overall instructional Using English in context, working on accuracy and fluency of English,
developing vocabulary and grammar, developing mathematical skills
aims
(odd/even numbers), developing SS interest towards learning,
developing speaking and listening comprehension

Objectives content Topics: new vocabulary (school utensils), numbers 1-20,

Facts: numbers are very important in our lives

New understandings:
Students will understand that numbers are a relevant
part of our lives and it would be hard to survive without
them. Students will also understand that sometimes
there is no one to one translation and some structures
do not function in different languages in a wor by word
form.

language Content-obligatory language objectives

Learners will be able to: count from 1-20, distinguish
between odd and even numbers, talk about school
utensils, ask about age
 Language functions: asking questions, listening
comprehension,

Key language structures: How old are you? Im . What

about you?; This is / These are; How many?

Key vocabulary:
pen, pencil, eraser, ruler, file, markers, pencil sharpener,
backpack, notebook
cognition Lower-order thinking skills:
naming, guessing, hypothesising, summarising,
explaining,
Higher-order thinking skills:
judging, solving, ordering, applying information,
evaluating, creating

culture Familiar concepts used in a new way:

students realise how numbers are important
Unfamiliar concepts:

Instructional strategies Building background introduction / warm-up

Learning phases setting and verifying hypotheses, gadation of tasks
Describe briefly
Scaffolding T helps SS with their answers
Drilling, games, chants
Justification for lesson This lesson is important because children have a chance to acquire new
vocabulary and use it in context but also to develop their conscious
application of numbers in their lives.
Assessment for/as learning SS are assessed during the whole lesson; T checks understanding and
corrects mistakes. Verbal feedback.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching a mascot, song cut into pieces, flashcards, wordcards, students book p.
94-95, CD with recordings
materials
Stages and Lesson procedure Justification for the activity
time

5 minutes Good morning routine and Recap of the previous lesson; SS revise what has been learnt so far; T
warm-up asks SS how are they today and reminds of the rules
content: numbers, odd/even
language: asking and answering questions
cognition: understanding questions and rules,
culture: asking about the mood, following rules
2 minutes Introduction T shows SS a magic box and asks some brave students to come and
check what is the topic of the lesson.
content: school items
language: asking andanswering questions, Whats in the box?
cognition: hypothesising , remembering, recalling
culture: waiting for your turn
12 minutes New vocabulary content: new vocabulary (pen, pencil, eraser, ruler, file, markers,
-presentation pencil sharpener, backpack, notebook)
-drilling language: asking and answering questions
-games (whats missing, cognition: understanding questions, recognising new vocabulary,
whats changed) remembering
-wordcards culture: finding out more about the world and developing positive
-consolidating game attitudes toward learning by playing games and entertaining drilling
(bingo)
-Ex.B p.94
10 minutes Lets count together content: new vocabulary used in contexts, numbers
-how many backpacks? language: asking and answering questions, How many?, counting in
-how many students? different numbers (only odd/even numbers)
lets count together cognition: understanding questions, recognising new vocabulary,
-BOMB game; remembering
odd number = BOMB -> culture: learning is fun, cooperation and focus are important during
BOMB, 2, BOMB, 4, lessons
BOMB;
then the same with even
No.s
-Ex.F p.95
7 minutes Listening exercise content: vocabulary in context, mathematical skills
-Listening#1: What are the language: listening comprehension, answering questions
coversations about cognition: understanding questions, hypothesising, recognising the
-Listening#2: Circle the correct problems, remembering
correct maths problem culture: learning in context
(Students books Ex.C p.94)
5 minutes How old are you a chant content: asking about age
-T asks the SS to repeat language: asking about age
the chant after her cognition: understanding questions, applying
Hello, hello, how old are culture: learning in context, learning can be entertaining
you? Im ! How about
you?
-volunteers throw a
mascot from one person
to another and ask the
question. The rest of the
group sings the chant and
claptheir hands
rhythmically
4 minutes Summary on the carpet + content: revision, consolidation of the knowledge from the lesson
evaluation language: answering questions, listening, speaking
-what was new today? cognition: understanding questions, evaluating,
-what do you remember culture: SS give feedback to the T, SS are aware of their progress
from the lesson
-did you like the lesson?
thumbs up or down
WORDCARDS

PENCIL

PEN

ERASER

RULER
BACKPACK

NOTEBOOK

MARKERS

FILE
 PENCIL

SHARPENER
STUDENTS BOOK
 CLIL Lesson Plan Template for TEYL
Date: May 10 2017, 8:15

School: Szkoa Podstawowa nr 11

Teacher: Paulina Kruczek (under the supervision of Marzena Trynkus)

Subject: General Education / English

Lesson title Grammar in use: Do you have?

Class length 45 min

Class/ student information 2nd grade, 26 students, bilingually instructed

Overall instructional Students develop language skills in terms of communication, asking and
answering questions. Students will be able to talk about hteir
aims
posessions. Students will be able to write about their posessions.
Students develop positive attitudes towards learning and fine motor
skills through drawing and writing. Students develop reading
comprehension by listening to a song and setting hypotheses by putting
stanzas in order.

Objectives content Topics: names of school utensils, names of objects at

home, names of animals and body parts (as a revision)

Facts: I have two legs. I dont have a unicorn. I have a

backpack. I dont have a ruler.

New understandings: I am aware of things I have and I

can talk about them.
Students will understand that: being aware of things
they own is important as they can discuss and
communicate with other people but also to make
comparisons
language Content-obligatory language objectives
Learners will be able to: talk about the things they have
and dont have

Content-compatible language objectives

Learners will be able to: name different objects at
school and in their environments, make plural forms of
nouns, use of articles (a cat, __ dogs)

Language functions: asking and answering questions,

writing, speaking

Key language structures: I have, I dont have, Yes, I

do. / No, I dont., Do you have?

Key vocabulary:
ruler, eraser, backpack, dog, cat, sneakers, sweater,
jellyfish, hat, ball, bicycle, friend, pet, kite
cognition Lower-order thinking skills:
naming, guessing, hypothesising, summarising,
explaining,
Higher-order thinking skills:
judging, solving, ordering, applying information,
evaluating, creating
culture Familiar concepts used in a new way: I have my own
things which are important for me. Students work in
pairs so they develop cooperation and collaboration.

Unfamiliar concepts: I can ask my friends about their

things and compare them
 Instructional strategies
Justification for lesson
Assessment for/as learning
Teaching
materials
building background - introduction / warm-up, using learning stages,
drilling, using scaffolding, pair work, individual work
Students need to be able to talk about the things they (dont) have and
to ask / answer questions. After the lesson, students can also write
about it. Students develop social skills as well and are able to write
about their posessions.
SS are assessed during the whole lesson; T checks understanding and
corrects mistakes. Verbal feedback.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
a mascot, flashcards + wordcards (ruler, eraser, backpack, dog, cat,
sneakers, sweater, jellyfish, hat, ball, bicycle, friend, pet, kite), students
book p. 93, CD with recordings, writing sheets

Stages and Lesson procedure Justification for the activity

time

5 mins Recap of the previous content: many uses of numbers

lessons language: answering questions
cognition: remembering, evaluating
T asks questions to test SS culture: social interactions, praising for effort
knowledge (odd/even,
What were we counting?,
How do we use numbers
etc.)
10 mins Intro: T says I have a cat. content: revising vocabulary (animals, toys, body parts)
But I dont have a unicorn. language: answering questions
cognition: remembering, remembering, understanding
Do you have ? Yes, I do. culture: social interactions, talking about things SS (dont) have,
/ No, I dont. raising awareness

Grammar drilling, T asks

SS questions + throws a
mascot
10 mins Now well sing a song content: I have, I dont have
about thing that my friend language: answering questions, listening comprehension
has cognition: hypothesising, verifying hypotheses, understanding
culture: social interactions, cooperation
 SS put stanzas in order (in
pairs)

SS listen and check

T and SS sing the song

together
10 mins Students book E/93 content: I have, I dont have, vocab: toys, body parts, animals
language: speaking, answering questions, listening comprehension
SS tick the things they cognition: recalling, understanding, hypothesising, evaluating
have culture: social interactions, cooperation

SS complete their writing

sheets, make a picture of
things of what they have
and talk in pairs. A partner
tries to guess what the
picture shows and asks
Do you have?
5 min SS work in pairs and roll content: I have, I dont have, vocab: toys, body parts, animals,
the dice when the answer solving maths problems
is even -> I have, odd language: speaking, answering questions, listening comprehension
-> I dont have cognition: recalling, understanding, evaluating
SS choose from the culture: social interactions, cooperation, positive attitude towards
flashcards on the board or learning
use their own ideas
5 minutes Summary on the carpet + content: revision, consolidation of the knowledge from the lesson
evaluation language: answering questions, listening, speaking
-what was new today? cognition: understanding questions, evaluating,
-what do you remember culture: SS give feedback to the T, SS are aware of their progress
from the lesson
-did you like the lesson?
thumbs up or down
SONG LYRICS (TO CUT INTO PIECES)

We want ten shells for our castle

How many shells do we have?

I dont have ten shells,

I have four shells,

But you have six shells,

So together we have ten.

They have ten shells together

Four plus six is ten!

I dont have ten shells,

I have four shells,

But you have six shells,

So together we have ten.

WRITING SHEET
STUDENTS BOOK
 CLIL Lesson Plan Template for TEYL
Date: May 11 2017, 7:30

School: Szkoa Podstawowa nr 11

Teacher: Paulina Kruczek (under the supervision of Marzena Trynkus)

Subject: General Education / English / PE

Lesson title Numbers use in PE

Class length 45 min

Class/ student information 2nd grade, 26 students, bilingually instructed

Overall instructional Students develop gross motor skills, rhythm, social skills and
cooperation.
aims

Objectives content Topics: numbers in practice

Facts: solving mathematical problems, odd/even

numbers, counting in 5, 10, in even and odd numbers

New understandings: I can use numbers in many

different situations, including games and fun activities.
Students will understand that: numbers are a vital part
of our lives and we can use them frequently, not just for
maths

language Content-obligatory language objectives

Learners will be able to: count in English

Content-compatible language objectives

Learners will be able to: listen to the instructions and
follow them
 Language functions: asking and answering questions,
listening and following instructions

Key language structures: Lets, Team number 1/2/3,

Ready, set, go!, plus equals,

Key vocabulary:
odd/even numbers, Lets go!, On your marks,
ready, set, go, plus, minus, equals
cognition Lower-order thinking skills:
naming, guessing, hypothesising, summarising,
explaining, recognising, remembering, perceiving
Higher-order thinking skills:
judging, solving, ordering, applying information,
evaluating, creating
culture Familiar concepts used in a new way: Social skills are
relevant. Collective responsibility, winning and losing
are an integral part of our lives.

Unfamiliar concepts: I can put numbers into practice

use them to win games.
Instructional strategies building background - introduction / warm-up, using learning stages,
drilling, using scaffolding, team work, games, chants, rhythms, involving
movement
Justification for lesson Students enjoy movement, therefore they develop positive attitudes
towards learning. They can use numbers in practice and use them to
win games. SS also develop the sense of collective responsibility and
that sometimes they win, sometimes lose.
Assessment for/as learning SS are assessed during the whole lesson; T checks understanding and
corrects mistakes. Verbal feedback.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching numbers 1-20 printed on A4 sheets
materials
Stages and Lesson procedure Justification for the activity (content, language, cognition,
time (describe the activities culture)
and instructional
strategies)
5 minutes Introduction and content: many uses of numbers
stretching language: answering questions
cognition: remembering, evaluating
culture: social interactions, praising for effort

35 minutes Movement games content: many uses of numbers, solving maths problems, names of
involving maths skills and animals, odd/even numbers
counting: language: answering questions, comparing
-BOMB: 1,2,3,4,boom, cognition: remembering, understanding, hypothesising, focusing
6,7,8,9,boom culture: social interactions, praising for effort, cooperating
-BOMB: counting only in
odd/even numbers
-ANIMALS: how many
steps would it take a
mouse, a hippo to get
from one end of the room
to another
-stand up/sit down: >10
stand up etc.
-RACES: 2 teams. numbers
1-20 printed out. T gives a
maths problem, SS have to
touch the correct answer
-MINUTE: SS lie on the
floor. SS have to stand up
when 1 minute is over
5 minutes Summary on the carpet + content: revision, consolidation of the knowledge from the lesson
evaluation language: answering questions, listening, speaking
-what was new today? cognition: understanding questions, evaluating,
-what do you remember culture: SS give feedback to the T, SS are aware of their progress
from the lesson
-did you like the lesson?
thumbs up or down
 CLIL Lesson Plan Template for TEYL
Date: May 11 2017, 8:15

School: Szkoa Podstawowa nr 11

Teacher: Paulina Kruczek (under the supervision of Marzena Trynkus)

Subject: General Education / English

Lesson title Cooking class

Class length 45 min

Class/ student information 2nd grade, 26 students, bilingually instructed

Overall instructional Students develop perceptiveness, listening comprehension, speaking

and develop vocabulary
aims

Objectives content Topics: numbers are needed for cooking

Facts: numbers in cooking are important to measure

out ingredient, to set the temperature and to know for
how long should we bake

New understandings: I can use numbers in many

different situations, including cooking.
Students will understand that: numbers are a vital part
of our lives and we can use them frequently, not just for
maths

language Content-obligatory language objectives

Learners will be able to: count, measure ingredients, set
the temperature, cooking time and to talk about it

Content-compatible language objectives

Learners will be able to: listen to the instructions and
follow them
 Language functions: asking and answering questions,
listening and following instructions

Key language structures: Present Simple

Key vocabulary:
stir, add, flour, eggs, chocolate chips, spoon, teaspoon,
cocoa, baking powder, cup, half
cognition Lower-order thinking skills:
naming, guessing, hypothesising, summarising,
explaining, recognising, remembering, perceiving
Higher-order thinking skills:
judging, solving, ordering, applying information,
evaluating, creating
culture Familiar concepts used in a new way: We can use
numbers to spend time together.
Instructional strategies building background - introduction / warm-up, using learning stages,
drilling, using scaffolding, pair work, games
Justification for lesson The lesson is important because students discover another way of using
numbers.

Assessment for/as learning SS are assessed during the whole lesson; T checks understanding and
corrects mistakes. Verbal feedback.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching a mascot, flashcards + wordcards, recipe with gaps, YouTube video
Gabbys 5-minute cake in a cup
materials https://www.youtube.com/watch?v=Dn8acaAwWnQ
Stages and Lesson procedure Justification for the activity
time

5 mins Recap of the previous content: many uses of numbers

lessons language: answering questions
cognition: remembering, evaluating
T asks questions to test SS culture: social interactions, praising for effort
knowledge (odd/even,
What were we counting?,
How do we use numbers
etc.)
15 minutes New vocabulary content: new vocabulary (stir, add, flour, eggs, chocolate chips,
-presentation spoon, teaspoon, cocoa, baking powder, cup, half)
-drilling language: asking and answering questions
-games (whats missing, cognition: understanding questions, recognising new vocabulary,
whats changed) remembering
-wordcards culture: finding out more about the world and developing positive
-consolidating game attitudes toward learning by playing games and entertaining drilling
(whats missing)
10 minutes Hypothesising content: vocab, creating a recipe
language: speaking, answering questions, listening
T asks SS to guess what is cognition: recalling, understanding, evaluating, hypothesising,
the recipe all about basing predicting
on the flashcards. SS talk culture: social interactions, cooperation, positive attitude towards
in pairs learning

SS share their ideas with

the rest of the class
10 minutes Lets watch the video and content: vocab
check if we were right. SS language: answering questions, listening comprehension
verify their hypotheses cognition: hypothesising, verifying hypotheses, understanding,
predicting
Recipe with gaps. SS try to culture: social interactions, cooperation
recall the amounts of the
ingredients.

Watch the video again to

check the answers.
5 minutes Summary on the carpet + content: revision, consolidation of the knowledge from the lesson
evaluation language: answering questions, listening, speaking
-what was new today? cognition: understanding questions, evaluating,
-what do you remember culture: SS give feedback to the T, SS are aware of their progress
from the lesson
-did you like the lesson?
thumbs up or down
FLASHCARDS
WORDCARDS

FLOUR

TABLESPOON

TEASPOON

BAKING POWDER
 CUP

COCOA

HALF

STIR
CHOCOLATE CHIPS

RECIPE

Chocolate cake in a cup

_ _ _ _ tablespoons of flour

_ _ _ _ tablespoons of sugar

_ _ _ tablespoons of cocoa

_ _ _ _ a teaspoon of baking powder

_ _ _ _ _ tablespoon of milk

_ _ _ egg

_ _ _ _ tablespoons of oil Stir, stir, stir!

_ _ _ tablespoon of chocolate chips

_ _ _ _ a teaspoon of vanilla

Stir it up really good. Cook it for _ _ _ _ _ minutes READY!

 CLIL Lesson Plan Template for TEYL
Date: May 11 2017, 9:05

School: Szkoa Podstawowa nr 11

Teacher: Paulina Kruczek (under the supervision of Marzena Trynkus)

Subject: General Education / English / Arts

Lesson title Numbers in use summarising project

Class length 45 min

Class/ student information 2nd grade, 26 students, bilingually instructed

Overall instructional Students reflect, recall and revise how numbers are important and what
may we use it for. SS develop collaboration and cooperation skills. SS
aims
develop fine motor skills.

Objectives content Topics: why are numbers important?

Facts: we can use numbers for counting, solving maths

problems, measuring, cooking, playing games, telling
the time, talking about age

New understandings: I am aware that numbers are

important
Students will understand that: numbers are an integral
part of our lives and they can be used in a variety of
situations

language Content-obligatory language objectives

Learners will be able to: reflect of numbers roles in our
lives and, to talk about it and discuss it with their peers

Content-compatible language objectives

Learners will be able to: discuss on a topic and evaluate
numbers importance
 Language functions: asking and answering questions,
writing, speaking, discussions
Key language structures: I think that, I want to,
Numbers are important because
Key vocabulary:
poster, crayons, markers, exhibition
cognition Lower-order thinking skills:
naming, guessing, hypothesising, summarising,
explaining
Higher-order thinking skills:
judging, solving, ordering, applying information,
evaluating, creating
culture Familiar concepts used in a new way: Students work in
teams so they develop cooperation and collaboration to
achieve a mutual goal a poster

Unfamiliar concepts: Students develop presentation

skills, as they need to talk about their projects
Instructional strategies building background - introduction / warm-up, using learning stages,
drilling, using scaffolding, revising, evaluating, team work, encouraging
presentation skills
Justification for lesson Students need to be able to evaluate, revise and reflect on the
knowledge from the previous 9 lessons and justify which uses of
numbers are the most imporatant for them. Owing to this, they develop
higher order thinking skills, they evaluate and consolidate knowledge.
Moreover, they develop social skills and cooperation in order to achieve
a mutual goal. Fine motor skills are also being enhanced during this
lesson. Finally, SS positive attitudes towards learning increases, as they
learn by working in a team and have to create and draw.
Assessment for/as learning SS are assessed during the whole lesson; T checks understanding and
corrects mistakes. Verbal feedback. Presentations.
Assessment of learning (what has been learned).
Assessment for learning (what needs to be learned).
Teaching a mascot, 6 big pieces of paper (one per group), crayons, glue, aiding
sheet (the list of numbers uses), 6 Why do we need numbers? clouds
materials
Stages and Lesson procedure
time
5 minutes Warm-up
Recap of the previous
lesson; SS revise what has
been learnt so far, i.e.
what do we need
numbers for
T makes the list on the
board
30 minutes SS work in teams and
create posters. T gives SS
cheat sheets.
SS have to decide who is
responsible for what and
they have to draw their
favourite way of using
numbers.
SS can come up with their
own ideas
10 minutes Presentations and
summary
SS have to talk about their
projects
Justification for the activity
content: numbers uses (telling the time, cooking, games, measuring,
paying etc.)
language: asking and answering questions
cognition: understanding questions, recalling, evaluating,
remembering, brainstorming
culture: cooperation, social interactions
content: numbers uses
language: speaking, answering questions, listening, debating and
discussing
cognition: recalling, understanding, evaluating, applying, assessing
hypothesising
culture: social interactions, cooperation, positive attitude towards
learning
content: numbers uses
language: speaking
cognition: recalling, understanding, evaluating, applying, assessing
hypothesising
culture: social interactions, cooperation, positive attitude towards
learning, presentation skills
CHEAT SHEET

Why do we need numbers?

for telling the time

for cooking

for talking about age

for counting

for measuring things with a ruler

for games

for finding answers to maths problems

your ideas: _______________________

CLOUD

Why do we
need numbers
???