Field Subject: English Level I Grade II Date: Estimated time

Languages and 45 minutes

communication
Topic: Our world and CLIL Learning situations
In the classroom
Learning outcomes related to the topic • Key words: This is a
traditional dance in Scotland.
The student: Can you dance like that?
 Understands and follow commands • My rabbit, Hoppy, likes carrots. rabbit, cat,
parrot, hamster
 To learn about traditional dances from around the world; to explore • meat, vegetables
•
other subject areas (Science); to learn about meat-eating and non
meat-eating animals.
 Reinforces the greetings phrases.
 Listens to the song.
 Repeats the words.
 Uses the vocabulary on similar situations.
Resources and aids Cross curricular link: Language
 Student’s book
 A map of the world for Ex. 1;
 The Pet Food poster.

Methodologies, techniques and student’s activities

Asking and answering/ Group work/TPR, Listening
Warm up (5 min) Greet the pupils, take the absences. Ask pupils How are you?
Brainstorming: (10 min) Begin with a short revision of the greeting phrases. Saying the words chorally and / or
individually.

BEGINNING THE LESSON

(An activity to revise ability.)
Ask the pupils to present their projects from the previous lesson to the class and talk about ability.
e.g. Pupil 1: This is me. I can sing and dance.
OUR WORLD
(Activities to familiarise the pupils with traditional dances from various countries.)

1 Listen and read. (Track 61 CD1)

 Pupils’ books closed. Refer the pupils to the world map. Point to Scotland, Russia and Spain. Say the name
of each country out loud. The pupils repeat after you. Ask the pupils, in L1 if necessary, to tell you what they
know about these countries, e.g. capital cities, flags, famous people, etc. Explain to the pupils that in this
section they will be learning about traditional dances from three different countries.
Pupils’ books open. Refer the pupils to the pictures of the different traditional dances. Point to the first picture and ask: Where is this dance
from? Elicit: (It’s from) Scotland. Next, ask: Can you dance like that? Elicit: Yes, I can./No, I can’t. Play the CD. The pupils listen and follow
in their books. Then ask individual pupils to read part of the text out loud.
Find a picture from a traditional dance in your country. Present it to the class.

Have a class discussion, in L1 if necessary, about traditional dances from their country. Ask the pupils, as
homework, to make a project with pictures or drawings of traditional dances and present it to the class. Make sure
you display their work somewhere in the classroom.

TIME FOR CLIL (Science)

(An activity to learn about meat-eating and non meat-eating animals.)
Tick (✓).
Pupils’ books closed. Put up the Pet Food poster on the board. Read the title. Explain to the pupils that they will
talk about pets and what they like to eat. Initiate a class discussion, in L1 if necessary, and invite pupils to
name pets and what they eat. During this stage present the words meat and vegetables. Then point to and
elicit/present the animals on the poster and invite pupils to tell you what they eat.
Pupils’ books open. Refer the pupils to the animals and elicit/explain the name of each one. Explain the
activity. The pupils look and tick the food that the animals in the pictures like. Check the pupils’ answers.
Answer Key
1 carrots 3 apples
2 fish 4 bananas
ENDING THE LESSON
(An activity to consolidate the language of the lesson.)
Tell the pupils that you are going to play a game.You will say a sentence. If it is true the pupils flap their arms
without stopping. If not, they should stop. Demonstrate this yourself first.
e.g. Teacher: Rabbits like vegetables. Class: (pupils flap their arms) Teacher: Rabbits like meat.
Class: (pupils stop flapping their arms) etc

Now I can (5 min): Students list what they can do after the 45 min class.
 Understand and follow commands
 Reinforce the greetings phrases.
 Listen to the story.
 Repeat the words.
 Use the vocabulary on similar situations.
Evaluation:
 Exercises on speaking and reading
 Rubrics will be used
 Students will be assessed on their ability and performance to:
 Identify the information and new words (level 2)
 Understand the main idea and demonstrating through simple examples (level 3)
Home-work: