CLIL: Introduction to Theory and Practice

   
 
 
Lesson plan

Teaching objective: to develop learner’s understanding of the work of a farmer

Learning outcomes Procedure Language for learning Cognitive skills Assessment

Know:
(write these on the board)
• about features of a farm
• about a farmer’s day
Be able to:
• talk about similarities and
differences between animals, Pair work: find similarities and
crops, land and farming
methods
• use visual organisers to
record vocabulary (Venn
diagram) and notes
(timeline)
• order the events in a
farmer’s day
• ask and answer questions
about a farmer’s work
• collaborate in pair and group
work
Follow up: Watch two short videos about a farmer’s work: dairy farmer and crop farmer
Websites: http://www.ciwf.org.uk/resources/education/resources_for_teachers/default.aspx http://www.farminginnorthnorfolk.org.uk
Start (Activating prior knowledge): Vocabulary: remembering and Can learners:
Individuals: draw farmer, animal, crop farm animals, crops, types of land, identifying • listen to and follow
Whole class: compare drawings methods, daily routine of farmer instructions?
same, different comparing and • talk about their own drawings?
Middle: Structures: contrasting • say what is the same and
Whole class: LOTS questions about present tenses, e.g. Farmers different about two farming
images of farmers around the world use/help/grow …; We can see … sequencing pictures?
is the same and … is different. • use a Venn diagram to record
differences between 2 photographs of comparative forms reasoning vocabulary?
farms; record in Venn diagram connectors: and, but, because • sequence events in
Whole class: feed back ideas; first, then, after, later, next, finally creative thinking chronological order and record
re-teach vocabulary on cards on a timeline?
Communicative functions:
Group work: read and sequence • take turns to communicate
events in a farmer’s day (on cards) in • describing drawings
• comparing and contrasting ideas in group work?
chronological order
Whole class: feed back ideas on photographs
• recounting a routine
timeline on board; compare; all record
on timeline • asking and answering
questions
Hot seat activity: learners ask ‘farmers’
about their work Language support:
Word level: key vocabulary on
End (Whole class review): board
Give three things learned about a Sentence level: handout with
farmer’s work and one thing to find out sentence starters and substitution
table