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Age range/Grade: 6-7 yrs old/ 1st grade Level (CEFR): A1 Lesson duration: 60 mins

Target language: germs; hygiene activities (wash your hands; wash your hair; Language skills:
comb your hair; clean runny nose; brush your teeth; floss your teeth; cut your
nails); soap; shampoo, comb, tissues, toothbrush, toothpaste, floss, nail clipper Listening for gist and detail;
Wet hands, scrub, rinse, towel dry, turn off tap Speaking for expressing ideas; giving instructions
Structure: Can you (wash your hands)?; answers: Yes./No., I can (wash my concerning hygiene activities;
hands). Reading for specific information (in order to match pictures
with the words);
OBLIGATORY (active): Writing what students can do using their senses;
germs; hygiene activities (wash your hands; wash your hair; comb your hair; clean
runny nose; brush your teeth; cut your nails); soap; shampoo, comb, tissues,
toothbrush, toothpaste, nail clipper
asking and answering questions: Can you ? - Yes./No. I can (wash my

COMPATIBLE (passive)
Wet hands, scrub, rinse, towel dry, turn off tap; ; floss your teeth, floss

Teaching objectives LANGUAGE & CLIL: Outcomes:

By the end of the lesson students will be able to:

1. CLIL Content 1. CLIL Content

to make students realise that hygiene is important and explain explain why, when and how to care about hygiene;
why, when and how to care about it; understand that hygiene helps us live healthy
2. CLIL Communication explain how to get rid of germs
To practice the structure I can.. and the phrases related to 2. CLIL Communication
hygiene routines; use the structure I can.. and the phrases related
To get ss to describe their hygiene routines; to hygiene routines;
3. CLIL Cognition describe their hygiene routines;
To make ss analyse whether germs are good or bad and tell them give examples how to get rid of/kill germs;
how to get rid of germs; name hygiene activities;
To make ss analyse the process of killing germs (the process of understand, analyse and explain the process of
washing hands), and caring about our health; washing hands;
To provide students with examples of hygiene objects connected
3. CLIL Cognition
with hygiene activities; Hypothesise whether germs are good or bad for our
health and why;
4. CLIL Culture Analyse the process of killing germs (explain the
To make students aware of the importance of hygiene routines processes of washing hands, etc.)
Match hygiene objects with hygiene activities;
apply their knowledge concerning hygiene activities
into practice;
describe the process of washing hands, etc.;

4. CLIL Culture
explain the importance of hygiene activities;
explain how to get rid of germs;
describe their everyday routines;

Coursebook [SB/WB]: Supplementary materials: Other resources/aids:

- Sign: English only, Quiet, A bag including: soap, shampoo, comb, tissues,
please toothpaste, toothbrush, Frowny and smiley put on
PowerPoint presentation Short advert Domestos
Flashcards ( )
Small cards (Appendix 1)
Sticking notes (students
Homework worksheets (Appendix 2, 3)

Group profile:
Carlos - A fast finisher. He always gets things right.
Lisa - She speaks L1 with her friends when she should be speaking English.
Messi - He follows all instructions.
Amy - She follows all instructions. She adores his teacher and she is an attention hogger.
Rosie - she is a bit slow on the uptake. She makes mistakes.
Kuba - He is a hyperactive kid and a bit disruptive. But he is also very clever.
Assumptions: (what they know)
ss can name the parts of the body
ss have knowledge how to maintain hygiene and are able to give some examples

Anticipated problems: Solutions:

*Rosie may have problems when filling in worksheet and working in a *a teacher has to approach Rosie individually and explain in more detail what to
team (she may be not involved in speaking); do and encourage her to try her bests;
*Kuba may start interrupting when introducing the idea of killing *a teacher shows a secret sign to Kuba to make him quiet;
germs and then when working in pairs; *a teacher shows English only card to Lisa
*Lisa speaks L1 when speaking in pairs
Personal teaching aims/challenges (developmental aims): Reflections on your personal teaching aims
As a teacher, I am going to focus on /improve/test:
*PLANNING: to motivate students and make them interested in the *PLANNING:
*IMPLEMENTATION: providing learners with wide range of attractive
activities and using colourful visuals;


OF THE T `s actions STS` actions

HELLO To get ss to Hello -SOURCES The teacher tells the Students repeat the chant T-STS 2min
G -
ROUTINE realise that chant chant: Hello, hello. Its with the teacher using
the lesson nice to see you, how gestures and answer: Im
starts, to are you? fine, thank you. And you?
attention and
get them T-STS
LEAD IN To set the Getting to Small 1. The teacher 1. Students build 7min
context of the know with germs, introduces germs to hypothesis raising smiley or
lesson and germs PowerPoint students and draws frowny. 3
generate presentatio hypothesis whether 2. Some of them explain
interest; n; they are good or bad why they think germs are
Domestos for our health. good or bad. 2, 3
advert 2. The teacher asks 3. They watch a short
students to raise advert to see the answer.
smiley (if they think 4. They understand that
that germs are good) germs are bad. 1
or frowny (if they think
that germs are bad).
3. The teacher turns
on the advert to
present that we have
to kill germs.
4. Teacher provides
them with STS-T
understanding that
germs are bad and
today we are going to
learn how to KILL


Presentation to introduce Introducti Flashcards 1. The teacher asks ss 1. Students give examples 8min A child who
target on of , wordcards how to get rid of/kill how to care about hygiene. will be asked
language; target germs who are on our 2, 3 may need a
to provide language body; how to care 2. Students drill the words support with
learners with about hygiene and with the teacher. gestures in
practice of collects ss answers. 3. One child says Yes./No. order to
new Students have 2 2 understand
vocabulary; minutes to get ideas the whole
to provide the with their groups. sentence.
structure I 2. The teacher
can.. Can provides students with
you..?; examples of hygiene
activities and hygiene
equipment and puts
them on a board..
Then the teacher drills STS-T
the phrases with
learners using different
voices and plays
Whats missing? on
the board.
3. The teacher shows
the puppet which is
saying: I can
using gestures and
asks one child: Can
Practice to develop Creating - 1. The teacher 1. Students produce 20 Lisa may use
speaking skills sentence provides each student sentences and ask min Polish when
and to s and with a flashcard which questions. 1, 2 LOW working in

practice the asking has to be held up in 2. Students try to guess pairs. A
structure I questions the air that the rest of what objects are in the bag teacher has
can and . students can see it. and they get out objects to approach
hygiene One pair presents the from the bag. 3 LOW her
activities; activity. A child starts 3. Students match the individually
to understand telling I can (wash my hygiene objects with and show her
and apply the hands). (referring to hygiene activities. 4 HOT a card
process of his flashcard) and has 4. Students give examples English
washing to ask a person sitting when they wash their only.
students next to him: Can hands. (after/before meal,
hands; you..? (depending on after playing outside, etc.)
the picture which the 2, 4 HOT
next child is holding). 5. Students work in pairs
Then the teacher pairs and put the pictures in the
students pointing with right order/create a story.
two fingers. After that they listen and
2. The teacher holds a check/do. 3,4 HOT
bag with hygiene
equipment and gets ss
to get out 1 object with
eyes closed.
3. The teacher gives
instruction to ss to
match the objects with
hygiene activities in a
4. The teacher asks
students when we
wash our hands, elicits
the answers from
students and writes

them on the board.
5. The teacher
explains that there is a
process of washing our
hands. She divides ss
into pairs and
distributes the small
pictures to pairs. She
asks them to create
hypothesis ss have to
put the pictures in the
right order and then
explain how they wash
their hands. After that
they LISTEN &
check/correct/ put the
pictures in the right
6. T asks the group
and individuals to do
show some steps of
washing hands.
Produce To develop Poster Posters 1. The teacher divides 1. Students create posters 10
children into 5 groups
literacy skills Hand made of each teams step. min
distributing different
and collect all Washing pictures to them that They put the letters in the
they have to find their
ideas from the steps right order and kill the
groups. The teacher
lesson. provides learners with germs. Teams cannot show
instruction. Their task
their posters to other teams
is to kill the germs by
washing their hands. but they have to act out the
Each team has a
story to make other teams
different step and they
have to put the guess. After that they
colourful letters in the
create a big poster with all
right order to create a groups. 2, 3, 4 HOT
word (Wet hands,
scrub, rinse, towel dry,
turn off tap)
and they have to draw
The teacher asks each
team to present their
step that the other
team has to guess.
Then, each team glue
their step on the big
poster in the right
order around a big

RECAP to sum up 1.Summin Ready- Teacher asks students 1. Students read the 9
what students g up made to read the steps of phrases, answer the min
learnt group posters washing hands and questions and draw a big
work - asks them in a circle cross on the germ.
posters what else we can do to 2.Students draw smiley (if
2.Assess kill germs. After that they liked the lesson) or
ment the teacher with ss frowny (if they dont like
draw a big cross on the the lesson) on sticking
germ on the poster. notes
HOMEWORK -to take Personal handouts The teacher chests the Students listen to the 3 Some
photos of hygiene homework and teacher and collect min students may
themselves routines distributes handouts to worksheets not listen to
doing three students the
activities that instruction
help them and be
with killing disruptive.
germs The teacher

tells: Hocus
Pocus and
ss have to
SEE YOU -to give ss the Goodbye - The teacher tells the Students answer: After a 1 -
ROUTINE point of the chant chant: See you later, while, Crocodile. min
end of the Alligator.
Homework 1.Students get a handout (Appendix 2). They have to match hygiene objects with body parts. 3 2. Students have to take 2 photos at
task home how they kill germs they glue them and write what they do 4 (Appendix 3).
Students are supposed to draw a smiley, neutral or frowny face on a sticking note
from STS
Healthy lifestyle to be free from germs

Reference to Core Curriculum:

1.Ucze posuguje si bardzo podstawowym zasobem rodkw jzykowych (leksykalnych, gramatycznych, ortograficznych oraz fonetycznych). Umoliwiajcym realizacj
pozostaych wymaga oglnych w zakresie nastpujcych tematw:
11) zdrowie
4. Ucze tworzy bardzo krtkie, proste i zrozumiae wypowiedzi ustne:
1) opisuje ludzi, przedmioty, miejsca i czynnoci
2) opowiada o wydarzeniach ycia codziennego;
7. Ucze reaguje w formie prostego tekstu pisanego w typowych sytuacjach:
2) uzyskuje i przekazuje proste informacje i wyjanienia;

1: (the
pictures to

Appendix 2 (homework)
Appendix 3 (homework)

I______________________________________ and I______________________________________ and

I ________________________________________ I ________________________________________

to kill GERMS! to kill GERMS!