MASTER IN BILINGUAL EDUCATION FOR PRIMARY AND SECONDARY SCHOOLS

Methodology, Resources, and Assessment in Bilingual Education

CLIL LESSON PLAN

I. Contextualization II. Content Learning Aim

Subject: Biology Level: First Grade of Compulsory Secondary

Unit 1: Life on Earth
Contents: (continuing)
⇒ Living Beings
⇒ Characteristics
⇒ Vital Functions
⇒ Composition
⇒ To learn the different characteristics that
Education (1º ESO)
define a living being.
School Name: I.E.S Ciudad Jardín, Badajoz ⇒ To understand the three main vital
Agents Involved: Twenty CLIL Students and functions of the living beings.
the CLIL Teacher ⇒ To identify the main elements of the composition of a living being.
⇒ To use different ICTs to investigate and expand knowledge about the
Timing of the Course: Second Term
characteristics of living things.
Timing of the Session: 55 minutes

III. Language Learning Aims

§ Vocabulary:
⇒ To acquire specific vocabulary about the contents of the unit to express orally and written knowledge, such as living beings, functions, composition, nutrition, reproduction,
interaction, autotroph, heterotrophic, sexual, asexual, prokaryotes, eukaryotes, biomolecules, water, mineral salt, carbohydrates, lipids, facts, proteins, DNA, bioelements,
carbon, oxygen, hydrogen, nitrogen, animals, and vegetables.
§ Grammar Points:
⇒ To practice the simple present when describing and talking about the living beings.
⇒ To build positive, negative statements, and Wh-questions using the auxiliary “do” in the simple present.
⇒ To drill the passive voice when explaining some concepts. (e.g. living beings are made up cells.)
§ Communicative Functions:
⇒ To develop oral and written skills in order to describe the main characteristics, functions, and composition of the living beings.
⇒ To promote self-confidence by allowing students to express their ideas, giving examples, and discussing among each other.
⇒ To encourage students on teamwork and development of critical thinking and creativity when doing a task.

By J Alexander Oporta Barrera


IV. Competences Analysis
Key Competences to be Students will develop these competences by…
developed
1. Linguistic
Communication (LC)
2. Science and Technology
Competences (STC)
3. Digital Competence
(DC)
4. Social and Civic
Competences (SCC)
5. Initiative Sense and
Entrepreneurial Spirit
(ISES)
MASTER IN BILINGUAL EDUCATION FOR PRIMARY AND SECONDARY SCHOOLS
Methodology, Resources, and Assessment in Bilingual Education
• Expressing their ideas and points of
view about the characteristics and main
functions of the living beings.
• Interacting in the English language
when doing some activities in the
classroom.
• Discussing about the composition of
living beings and describing their
different biological elements.
• Using text editors such as Power Point,
data show, internet, computers, and
other technological sources to support
the teaching and learning process.
• Creating digital sources to present a task
(Power Point, Concept Map Creator,
among others.)
• Presenting and explaining basic
concepts about living beings through
slices, data show, and computers.
• Interacting with the rest of the class to
provide ideas, opinions, and examples.
• Working in groups to convey an
outstanding performance and results of
a task assigned.
• Being creative when working on a task
in the CLIL classroom.
• Analyzing the main functions of the
living being and developing critical
ideas for a better understanding of the
content.
V. Development (A 55-minute session)
⇒ Greet all students and review about the content (living beings:
characteristics, functions, and composition), objectives, and
activities for the lesson.
⇒ Write on the board the following question: What
do you know what are living beings?
⇒ Ask students to provide some ideas and write them on the board in order to
form a brainstorming graph.
⇒ Show to students the main characteristics of the living beings by a Power
Point Presentation. (that contains graphs, images, key ideas/words, and sentence
structures.
⇒ Show to students a video about the three main functions of the living beings.
(in English with English Subtitles)
⇒ https://www.youtube.com/watch?v=L_zaTnh8LXo (click on the link)
⇒ Ask students to write down key words and phrases from the video.
⇒ Provide to students a worksheet that contains the main characteristics,
functions, and composition of the living beings.
⇒ Ask students to get in pairs and read about the content and after, take out 3
main characteristics and 3 main functions of the living beings.
⇒ Clarify any doubts and practice all the technical words with the students.
(living beings, functions, composition, nutrition, reproduction, interaction,
autotroph, etc)
Note: This is the second lesson focused on this content. Students are aware of a
brief introduction of the information, therefore, this lesson will be more focused
on oral production of the content area and the language itself.
By J Alexander Oporta Barrera
 MASTER IN BILINGUAL EDUCATION FOR PRIMARY AND SECONDARY SCHOOLS
Methodology, Resources, and Assessment in Bilingual Education
Activity 1: “Face to Face Activity”
Content Aim:
-Face to Face Activity aims to practice the acquired knowledge
about living beings, specially the main characteristics, vital
functions and composition.
Language Skills:
-This activity will be developed in order to enhance students
into the oral production of the knowledge in the target language
(English).
-To practice the simple present when formulating positive and
negative statements and the use of Wh-question with
“Do/Does”
-To develop listening, speaking and reading skills when
performing this activity.
Materials:
1. A sheet with six different questions about the main
characteristics, vital functions and composition of living
beings.
2. A Power Point Presentation with the information about
living beings (1 slide) to be presented during the activity.
Organization:
-Stage 1: In pairs
-Stage 2: Groups of 10 students (form 2 circles)
Time: 10 minutes
-Stage 1: 5 minutes
-Stage 2: 5 Minutes
PROCEDURE:
Stage One (5 minutes)
Step 1: Make pairs and provide them six questions per each.
Step 2: Ask each one to take turns to practice the questions and
their answers.
Step 3: Teacher will walk around to support students on
pronunciation and content.
Stage Two (5 minutes)
Step 1: Ask students to get in groups of 10 to create 2 circles.
(1 circle will be inside of the other)
Step 2: Ask students to be face to face with a partner.
Step 3: Practice the commands: “Circle inside… move one
step to the right”, “circle outside…move one step to the left”
Step 4: Explain that students will have 1 minute to discuss
about the questions. (they will ask each other)
Step 5: After the minute, say STOP and say one of the
commands that were practiced before, in order to find a new
partner to speak.
Step 6: Make sure everybody is speaking in English and
discussing by walking around and listening to students.
Step 7: Continue playing until everyone has talked to five
different partners.
Activity 2: “Oral Gallery Presentation”
Content Aim:
-Oral Gallery Presentation aims to assess the students´ acquired
knowledge about living beings, their characteristics, vital functions,
and composition.
Language Skills:
-This activity develops speaking, reading comprehension,
writing, listening, creativity and critical thinking abilities.
-It promotes team work and development of oral production of the
content being studied.
-It engages to practice the simple present (third person) and basic
discourse markers.
Materials: (Assigned in the previous lesson to students)
1. A handout with the information of living beings, their
characteristics, vital functions, and composition.
2. A cardboard per each group.
3. Color Markers (at least 4)
4. Two pairs of scissors per group.
5. Old books, magazines, etc., to make cuts.
6. Maps Examples by the teacher.
7. One extra material (students´ creativity)
Organization:
- Groups of 4 (5x4=20 students)
Time: 35 minutes
-Stage 1: Creating the Gallery (20 minutes)
-Stage 2: Oral Gallery Presentation (15 minutes)
PROCEDURE:
Stage One: Creating the Gallery (20 mins)
Step 1: Ask students to get in groups of 4 and provide a handout to
each. (men/women)
Step 2: Make sure that everyone has their materials assigned for the
activity.
Step 3: Ask students to read the information given and think of a
creative way to present the information.
Step 4: Include the main characteristics, the vital functions and
composition of living beings.
Step 5: Include key words, phrases, ideas and cuts in your Gallery
related to the content.
Step 6: Show students some example to organize the info and
support them during the creation of the Gallery Presentation.
Step 7: Students must be creative and ready to present. Everyone
talks!
Stage Two: Oral Gallery Presentation (15 mins)
Step 1: Place the Galleries in a sequence way to be presented.
Step 2: Each group will stand at their galleries (two on the left/two
on the right)
Step 3: Teacher decides when to START. When beginning all
students will move to the FIRST Gallery and so on, following the
order of sequence. Give 3 minutes per each one.
Step 4: Everyone will listen and take notes about the content.
Step 5: At the end, teacher will take a picture of each Gallery and
Presenters.
By J Alexander Oporta Barrera
 MASTER IN BILINGUAL EDUCATION FOR PRIMARY AND SECONDARY SCHOOLS
Methodology, Resources, and Assessment in Bilingual Education

VI. Assessment VII. References

§ Students must be able to identify the different characteristics of CONSEJERÍA DE EDUCACIÓN: Dirección General de Participación e
the living beings. Innovación. (2019). Natural Sciencies. Retrieved from
§ They must recognize that all living beings are made up of the http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html
same substances and cells. /pdf/088.pdf
§ They will be able to explain the three vital functions: nutrition, IES Sierra de San Quílez. (2019). PROGRAMACIÓN BIOLOGÍA-GEOLOGÍA 1º
relationship and reproduction. DE ESO-2019/2020. Retrieved from
Assessment § To understand the difference between autotrophic and http://iesbinef.educa.aragon.es/departam/webinsti/prog/eso1.pdf
Criteria heterotrophic nutrition and between sexual and asexual reproduction. López. (2009). Colorín Colorado: A bilingual site for educators and families of
§ To use the English language to express their ideas and opinions English language learners. Retrieved from Language Objectives: The
about the content developed. Key to Effective Content Area Instruction for English Learners:
§ To have a management of technical vocabulary and use of https://www.colorincolorado.org/article/language-objectives-key-
grammatical structures in the simple present and other features that are effective-content-area-instruction-english-learners
involved.

§ The first activity (Face to Face) will be carried out after the
general review of the content developed in the previous lesson. This
activity will be done in order to practice the information studied,
promote the oral production of the target language, and cultivate social
interaction among each other.
§ The second activity (Oral Gallery Presentation) will be
Procedures
developed aiming at assessing students´ knowledge about living
beings. In addition, it will enhance students´ oral production,
creativity, team-work, and critical thinking. This activity can take
more than the estimated time, therefore, it can be presented for the next
session.

⇒ Face to face Activity (Content management, written questions

and oral production)
⇒ Oral Gallery Presentation Activity (Written sentences: English
Main
grammar and oral production: pronunciation)
Assessment
⇒ Rubric of Assessment (range of vocabulary, content, language
Tools
quality, oral production)
⇒ Pair and team work.
⇒ Peer Assessment.

By J Alexander Oporta Barrera