CLIL Lesson Plan Template for TEYL

Date: _________25th April 2017________________________________

School:___Szkoa Podstawowa nr 209___________________________
Teacher:___Mirella Stugient / Marta Szymaska (mentor teacher)___
Subject:_____English, Biology_________________________________
Lesson title Animals What do they eat? The Greedy Python by Richard Buckley

Class length 45 min

Class/ student Reception class

information
24 students

Overall to make students acquainted with the idea that some animals eat other
instructional animals

aims to revise the names of animals learnt before and introduce new ones

Objectives content Topics:

storybook The Greedy Python, the food of animals
Facts:
Some animals become the food of other animals.
Eating is necessary to grow and develop.
New understandings:
Students will understand that: some animals (eg. snakes) eat other
animals and that eating is necessary to live and grow.
language Content-obligatory language objectives
Learners will be able to:
name the animals that appear in the story (eg. snake, monkey, fish, frog);
understand key vocabulary (eat, grow, become bigger)
Content-compatible language objectives
Learners will be able to:
name the body parts of the animals that appear in the story (eg. eyes,
legs, tail, trunk); understand and name the characteristic behaviour of
some of the animals that appear in the story (eg. fish swimming, frog
jumping)

Language functions: informing

Key language structures:

The snake eats ...... (animal)

Key vocabulary:

animals (snake, frog, fish, bird, monkey, elephant, etc.), eat, grow

cognitio Lower-order thinking skills:

n remembering naming the animals that appear in the story, as well as
those learnt before
understanding stating the main idea of the story read
 Higher-order thinking skills:
analysing listing the animals that eat other animals
culture Familiar concepts used in a new way:
animals just as humans need to eat in order to grow
Unfamiliar concepts:
Instructional Building background: eliciting key vocabulary and basic knowledge regarding the
strategies (building topic
background, using Learning phases and modalities: elicitation (speaking), presentation of the new topic
learning phases, and vocabulary (listening), practice as a whole class (listening, speaking)
integrating Scaffolding: instructional using visuals (flashcards, storybook with illustrations);
modalities, using procedural using gestures, mimes; verbal paraphrasing, eliciting/pre-teaching
scaffolding, etc.) key vocabulary
Describe briefly

Justification for Students need to understand how animals get nourishment that some of them eat
lesson other animals.

(why is it important
to your students)

Assessment for/as Checking students' background knowledge by means of elicitation, observing

learning students during the lesson, evaluating their oral participation in the lesson

Teaching Storybook The Greedy Python, by Richard Buckley; handout Life Cycle of a Frog;
flashcards; whiteboard; materials needed for an arts and craft task (paper template,
materials crayons, scissors, string)

Stages Lesson procedure (describe the activities and Justification for the activity
and instructional strategies) (content, language, cognition,
time culture)

1. Introducing the concept of eating as a necessary factor Students have a chance to recall
Lead-in in the process of growing the information and vocabulary
from the previous lesson as well
3 min Teacher reminds students about the concept of an as use their general knowledge
animal changing from a baby into an adult on the basis connected with the process of
of the Life Cycle of a Frog handout. She asks students growing.
what an animal needs in order to grow. Students try to
provide an answer. Teacher tries to guide students by
singing with them the chant about Herman, the worm,
and things eaten by him. Students participate in singing
the chant.
2. The Greedy Python story reading Students have a chance to work
Presenta with a book in English and get
tion Teacher introduces the topic of the food of animals on some introduction to the topic of
the example of a snake. She presents it by means of nutrition habits.
10 min reading the story The Greedy Python. She tries to
engage students during the reading by asking them
some questions. Students listen to teacher and try to
participate in the story reading.
3. What animals did the python eat? Students can show their
Practice understanding of the book's
1 Teacher asks students to recall how many animals the content and practise the key
python ate, as well as recall the names of those animals. vocabulary.
5 min She helps students practise those names by means of
the flashcards with the pictures of the animals. Teacher
attaches the flashcards to the whiteboard so that the
pictures are hidden. She presents them one by one and
asks students to provide their names. Students recall the
names of animals.
4. Snakes movement activity Students have a chance to get
Movem some movement while still
ent Teacher takes students to the corridor in order to play bearing in mind the topic of the
the movement game. She divides students into two lesson.
7 min groups. Out of every group she chooses one student to
be a snake. His/Her role is to catch, eat, the others.
Once eaten, students join the snake. Students take
part in the activity.
5. Listing other animals who eat animals Students have a chance to activate
Practice their background knowledge in
2 Teacher takes students back to the classroom. She asks order to classify and list the
them to look at the flashcards and encourages them to animals, as well as learn new
3 min say which of the animals shown there eat other animals. terms
Students try to provide the answer based on their
general knowledge. Teacher helps them by pointing to a
number of animals and asking some additional
questions.
6. Checking the task and summing up the lesson Students revise the topic of the
Recap lesson
Teacher provides a brief summary of the topic. She
2 min checks students' work.

7. Snakes arts and craft activity Students practise their fine motor
Arts and skills while doing the task
craft Teacher gives instruction on completing the task and connected with the topic of
hands out materials. Student do the task individually. animals' food.
15 min Teacher monitors their work.

Reflections
I was quite surprised to see that students remembered the previous lesson very well. When shown
the pictures of the frog at different stages of development, they immediately started to imitate the
movement they were asked to do during the movement task from the previous lesson. It reassured
me that students learn much through movement activities.