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CLIL LESSON PLAN

1. Plan two sessions taking into account the topic chosen. Make sure the 4Cs of CLIL are presented
in the development of the sessions:
- Content: What’s the main topic?
- Communication: What kind of language will learners communicate during the lesson?
- Cognition: What thinking skills are demanded of learners? E.g. identifying, classifying, reasoning,
etc.
- Culture: The cultural focus in the lesson

2. Develop your lesson plans based on the following template.

NAMES Daniela Torres and Maria Antonieta Guevara Jimenez

TOPIC (Content) Tourism and environment

SESSION 1

LEVEL TIMING
5th grade (9-10 y/o) 45 minutes
LANGUAGE CONTENT- OBLIGATORY CONTENT- COMPATIBLE
All the vocabulary will focus on: transport methods
Dialects Leisure activities
Culture and customs countries’ names
Environment Religions
Pollution
Saving resources
How to express desires and plans
How to share opinions

OBJECTIVES (Following the 4Cs approach). We have to identify the learning objectives regarding content,
communication, cognition and culture.
- To create a poster to characterize the perfect tourist’s behavior and display it in class.
-

MATERIALS - Projector
AND - Reading (reading articles)
RESOURCES - Worksheets (?)
(Please, attach - Kahoot
them) - Big sheets of paper
- Markers
- Board
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CLIL LESSON PLAN

OPENING
a) Opening activity (introduction or revision) Setting up outcomes. What are we going to
learn? Why is it important? How are we going to learn?
b) Warm up activities to introduce the topic, motivate and engage them.

We will ask students to share their last vacation experiences for them to remember what they have
done (leisure, countries, visited places) and what they have learned (customs, typical foods ,
language/dialect) in order to introduce the topic using vocabulary that they already know.

PRESENTATION
Explain the way you will present the main topic (through a video, a text, images, etc.)
https://www.youtube.com/watch?v=V_BnhRJmxtA
The teacher will present the topic through the video provided above. It will be reproduced and at
certain specific moments it will be paused, during these pauses the teacher will explain the topic
and relate it to the environment, the influence of tourism, etc.

MAIN ACTIVITIES
PROCEDURES Considering different learning styles/ input and then output/ pair work, group work and individual
(Activities) work. Use multiple opportunities for practicing.

Activity 1: https://www.youtube.com/watch?v=9axXiBdMsyY
We will present a video of bad/toxic tourism to create awareness of the impact on the environment
and native’s lives that experience these situations.

Activity 2: Read the following article and answer the Kahoot quiz:
https://create.kahoot.it/share/tourism/9c9524ff-c95d-4694-9e79-3dd10177452f

Keeping it local

The tourism industry is considered an effective contributor to socio-economic development around

the world. As with anything relating to globalization, development has created complex positive and
negative effects on communities at large.
Unfortunately, the increase in foreign investment in chain restaurants and stores has put many local
shops out of business. To support the community and preserve the environment, buy locally-
sourced products from locally-owned businesses. Eating at street stalls and buying souvenirs from
local artisans are great ways to promote the regional economy and ensure that traditions are
preserved.
When searching for accommodation, it is best to book with family-owned hotels rather than
multinational chains. For those who travel light and are interested in gaining a unique insider
perspective, try out Couchsurfing to live with locals. While it does not support local businesses,
couchsurfing allows for incredible cultural exchange and authentic experiences.

Say no to plastic
Though this can be harder than it seems while travelling considering that we are constantly on-the-
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CLIL LESSON PLAN
go, there are a few easy ways to minimize waste at home and abroad:
• Dine in! Takeout inevitably produces waste from containers and disposable bags. Enjoy your
meal at a restaurant instead.
• Always carry a reusable water bottle. This is also a great habit to bring back home, as
switching to a reusable bottle will save around 1,460 plastic bottles per year.
• Ditch the straws. This may take some getting used to, and you’ll have to be quick to tell the
server your request, but saying no to straws will make a huge influence on the environment. If you
love straws and can’t bear to part with them, then consider purchasing a steel or bamboo straw.

Activity 3: poster creation on Canva about the perfect tourist. The students will design and describe
the behavior of the perfect tourist in contrast with the video shared in class.

CULTURE (Community or citizenship)

Activity 1:

A cultural approximation game will be played using a typical African game as an example.

The game is based on the following instructions:

Pronounced "Mbubei Mbubei," the game is named after the word for "lion" in Zulu, a people
originating in present-day South Africa. The game is for groups of six or more and the objective is to
help the lion locate and capture an impala.

Two players are chosen to represent the lion and the impala respectively. They are blindfolded and
made to spin around to disorient them a bit. The rest of the participants stand in a circle and start
calling the lion, "Mbube Mbube!"

If the impala gets closer to the lion, the players will sing faster. Conversely, when you are away from
the lion, they will sing slower and quieter.

If in one minute the lion fails to capture the impala, a new lion is chosen, and if it manages to
capture it, another player is chosen to represent the prey.
CLOSING
Activity 1:
After having addressed the topic, each student must share their opinion on the topic and the
knowledge they acquired during the session.
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CLIL LESSON PLAN

CLIL lesson plan evaluation criteria

Lesson plan designers: Maria Antonieta Guevara, Daniela Torres
Class topic: Tourism and environment
Class objectives: To create a poster to characterize the perfect tourist’s behavior and
display it in class.

Criteria Description 1 0,5 0

Language use 1. Professional attention to formal writing is evidenced by clarity in writing x

as well as absence of spelling, usage, and grammatical errors.
Mechanics

Criteria Description 2 1 0
2. Proposed regarding content, communication, cognition, and culture. x
Objective 3. Realistically achievable.
X
Language 4. Includes the correct content- obligatory. X
Instructional Activities and Procedures

5. Includes the correct content-compatible. X

6. Clearly introduces the topic. X
X
Opening 7. Motivates learners to focus on the lesson. X
8. The activity (ies)s is/are appropriate for students’ needs and interests.
9. Content: the main topic is clear. X

10. Communication: the kind of language learners will communicate during the X
4C’s lesson is evident.
11. Cognition: The thinking skills demanded of learners are noticeable. E.g. X
identifying, classifying, reasoning, etc. X
12. Culture: The cultural focus of the lesson is clearly described.
13. Provide opportunity for extension, using the knowledge/skills in creative X
Closing
ways.

Grade: 23
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LICENCIATURA EN ESPAÑOL Y LENGUAS EXTRANJERAS
CLIL LESSON PLAN