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CLIL Lesson Plan Template for TEYL

Date: ___________________8th April____________________


School:_________ Szkoa Podstawowa nr 319 im. Marii Kann in Warsaw
_____________________________
Teacher:____________Weronika Jarosz_________________________
Subject:_________English____________________________

Lesson title

Lets create our food plate !

Class length

45 minutes

Class/
student
information

1st Grade, 25 children

Overall
instructional

To revise the knowledge about food and words from previous


lessons

aims
Objectives

conten Topics:
t
Food diagram - the division of food on dairy products,
proteins, fruit and vegetables, sugar and carbohydrates
Facts:
Knowledge about food diagram, what we should eat
New understandings:
Students will understand that:
Which of food products they should choose for their daily
menu and be aware why they should eat and which
products have benefits for them
langua Content-obligatory language objectives
ge
Learners will be able to:
Name words from previous lessons and start to know how
to divide food products and know their benefits for
human
Content-compatible language objectives
Learners will be able to:
Learners will be able to:
Use simple structure : I like, I dont like, It is
healthy or unhealthy, My favourite food is
Language functions:
students identify and describe information about healthy
food and how to divide food products on their benefits
(food diagram), analyse (making connotations between
flashcards and spoken words), solve problems (decide
which of food products are healthy or unhealthy
Key language structures:
What is it?, What can you see? What do you think? Is it?
My daily menu has.

Key vocabulary: words from previous lessons

Instructional
strategies
(building
background,
using
learning
phases,
integrating
modalities,
using
scaffolding,
etc.)

cogniti Lower-order thinking skills:


on
remembering (drilling), understanding (students get
words associate with flashcards) and applying (food
diagram)
Higher-order thinking skills:
Creating (students create their own daily menu and
present it)
cultur Familiar concepts used in a new way:
e
No references to the culture in this lesson
Unfamiliar concepts:
Showing students the flashcards, asking questions what do you
see?, what is it?, students associate with the pictures, teacher
start to require from them to speak without teachers help, to
think on their own. Give them different activities to focus their
attention. Teacher also presents for students food diagram and
explain the role of each part of diagram. Students use this
knowledge to create their daily menu and present it

Describe
briefly
Justification
for lesson
(why is it
important to
your
students)
Assessment
for/as
learning
Teaching
materials

Showing students the flashcards, asking questions what do you


see?, what is it?, students associate with the pictures, teacher
start to require from them to speak without teachers help, to
think on their own. Give them different activities to focus their
attention. Teacher also presents for students food diagram and
explain the role of each part of diagram. They also present their
daily food menu which develops and improves students linguistic
skills
Creating daily menu by students and present it

interactive whiteboard, flashcards, handouts, computer, plastics


plates, magazines

Stage
s and
time

Lesson
procedure
(describe the
activities and
instructional
strategies)

Justification for the activity (content,


language, cognition, culture)

Lead In
3
minute
s

Students sing the


song Do you like
broccoli ice-cream?

To focus childrens attention

Practic
e1
15
minute
s

Teacher presents
students a poster
with food healthy
diagram. Once again
teacher explains
which food products
belong to the
concrete parts of the
diagram and asks
students to present
their plates from
previous lesson and
why they chose the
concrete products
Teacher propose the
idea about making a
salad. Students have
to choose the
products on their
own. Teacher gives
students the
handouts when they
can draw their
favorite food
products as a
proposal for salad.
Teacher shows
students the poster
with food diagram
and presents them a
daily menu for
breakfast, dinner and
supper and different
examples. Then
teacher gives the
students the
handouts and
students have to
draw their own daily

To revise knowledge about food

Practic
e2
15
minute
s

Practic
e3
10
minute
s

To revise words and knowledge

To use the knowledge about healthy food

menu (it should be


consist of
carbohydrates, dairy
products, protein,
sugar products,
vegetables and
fruits.