Assignment - CLIL

SUBJECT ASSIGNMENT:
CONTENT & LANGUAGE INTEGRATED LEARNING.

Student: Yuri Paola Infante Tejada

Group: 2017-06
Date: January 23rd/2018

Subject: Content and language integrated learning/ FP037

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 Assignment - CLIL

Task-based unit proposal applying CLIL methodology

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 Assignment - CLIL

INDEX

1. Preface ………………………………………………………………………..page 4
2. Introduction ……………………………………………………………………page 7
2.1 Contextualization ……….………………………………………………..page 8
3. Instruction design: proposal ……………………………………………….. page 9
3.1 Learning Outcomes
3.2 Competencies………………………...……………………………….…..page 10
3.3 Contents
4. Unit Samples and development…………….……………..……..………….page 12
5. Conclusions and recommendations …………….………..……..………….page 15
6. Bibliography ………………………………………….………………………..page 16
7. Appendix –CLIL and TBLT lesson plan copies-……………………………page 18

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 Assignment - CLIL

1. PREFACE

CLIL is used as an integrative approach in which language and content are the
bases for teaching. Additional language is used in the teaching and learning process to
develop links between content and language (Coyle, Hood, & Marsh, 2010). The vision
of language in CLIL centers on the interaction in the context between a 4Cs
Framework: content (subject matter), communication (language learning and use),
cognition (learning and thinking process), and culture (developing intercultural
understanding and global citizenship).
Additionally, CLIL bases the learning process on a language triptych. This
language triptych is composed of three concepts that help learners to acquire the
language: Language of learning (the key vocabulary and phrases needed to access
new knowledge), language for learning (the vocabulary needed to interact during the
class development) and language through learning (the new knowledge of the
language learned through the lessons) (Coyle, Hood, & Marsh, 2010, pp. 61-63). See
figure below.

Figure 1. Adaptation of the language triptych and the 4Cs framework (Coyle, Hood, & Marsh, 2010)

As Pokrivčáková et al. (2015) state CLIL seems to be difficult to ignore in

today’s society. Bilingual education has popularized its use on bilingual and
international schools which focused their syllabus in a task based learning approach,
teaching science, math and geography subjects through the designing of CLIL lesson

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 Assignment - CLIL

plans (Tardieu & Dolitsky, 2012) by giving the Instructions in the target language from
kindergarten starting during elementary school in Countries like Canada, Holland and
the United States –French as the target language- (Barton & Neville-Barton, 2003;
Swain & Lapkin, 1982; Tardieu & Dolitsky, 2012). Consequently CLIL can be
considered to be specifically implemented for the educational and methodological
principles in bilingual schools promoting an integration on the subject and a language
learning understanding through the use of the target language (Tardieu & Dolitsky,
2012).

In spite of all this positive feedback and results that some schools have
achieved using CLIL some problems can be appreciate by teachers. For instance when
applying it to a pilot-bilingual program, in schools’ syllabus or cross-curricular content
that are still in development and do not count with relevant lesson plans that follow the
pace of a certain school or learners context (Divljan; 2012, p.5). Owing these factors,
teachers have to deal with issues such as: Not having a national CLIL based program
in each subject, lack of materials to adapt –or too much material with no relevant
content to adapt-, materials which are well-adapt to CLIL approach in History, science
and math yet is not relevant to learners’ interest, context, culture and even cognition
factors; missing the cultural impact necessary for creating an engaging interaction
among learners. (Ball, 2012; Byram, 1997; Divljan, 2012).

According to the problem mentioned above, some authors (Divljan, 2012;

Mehisto, Marsh & Frigols, 2008; Pokrivčáková et al., 2015) proposed different
combinations and methods to use the CLIL from low second language levels to
advance ones by synthetizing it with other communicative approaches as PPP –
Presentation, practice and production, Task-based teaching and learning, Content-
based learning and so forth (Harmer, 1998; Richards, 2006; Rogers, 2001). Therefore,
regarding the subject, context, students’ level and content CLIL could be applied to a
variety of approaches that fit the intended program, hence based on Mehisto (2012)
and Tardieu, Claire & Doltisky, Marlene (2012) Task based learning could be an
approach that relates more to the content and culture matters in bilingual school, that
together with CLIL can create academic content of non-linguistic subjects through a
target language that includes the materials to be used, a communicative outcome and
relevant cultural factors.

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 Assignment - CLIL

Task based approach facilitates that material creation because as Uehara (2016)
explains: While the traditional teaching methods involves instructor-based models
where there may be little student-teacher or student-to-student interaction, task-
based language teaching (TBLT) is a language teaching approach which requires
learners to do meaningful tasks by using language in an authentic environment
(Ellis, 1998). The participants are encouraged to collaborate in English, and to
complete a pre-challenge and post-challenge worksheet by responding to a survey
in English on learner’s perceptions of a certain activity.

With this in mind this proposal is adjusted to create a unit that relates to the
task-based language/teaching approach applying the CLIL methodology in order to
create materials which are relevant to the culture, convenient in content, interesting to
students and teachers cognition and uncovered communication, motivating students to
use the target language as a communication tool instead of as the learning object.
Following and integrated language learning program that as Mehisto, Marsh and
Frigols (2008) stated will meet five important cores that CLIL and language learning
follows: multiple focus, safe and enriching learning environment, authenticity, active
learning and scaffolding (p.29).

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 Assignment - CLIL

2. INTRODUCTION

Throughout the years English teaching has become a topic which is in constant
debate when it comes about its methodologies and approaches in order to create an
effective language environment for its adequate acquisition. In 2004, the Colombian
Ministry of Education (MEN) created the PNB –National Bilingual Program-, which main
objective is to have citizens able to communicate in English, so that they can introduce
the country in universal communication processes, in global economy and cultural
openness, with standards internationally comparable (Ministerio de Educación
Nacional, 2006a, p. 6). This objective seeks to help the country move into a process of
globalization and take part in the dynamics of international communicative standards.
Among other objectives, the NBP wants: (a) students to reach B1 level of proficiency
when concluding school studies and (b) prepare primary, high school and university
teachers to be capable of interacting in a bilingual environment (Rodríguez, 2011).
In 2006, MEN presented “Estándares Básicos de Competencias en Lenguas
Extranjeras: Inglés”, a national policy based on the Common European Framework of
Reference (CEFR). As Rodríguez (2011) stated, these standards established the
common foundations to guide the design of educational standards, teaching
methodologies, and instructional materials to teach English as a foreign language.
Concretely, these standards describe the specific language levels that every child has
as a right during the academic process.
Based on bilingualism and bilingual education, MEN has one specific objective:
to prepare integrally future citizens for them to acquire basic knowledge and language
domain of the foreign language English. In order to achieve this objective, MEN has
taken into consideration two approaches which guide the teaching and learning
process in the school. On the one hand, CLIL is used as an integrative approach in
which language and content are the bases for teaching. On the other hand, a holistic
approach is implemented in order to reach a full development of the person.
In this Proposal A Task-based unit will be designed regarding the PNB
objectives alongside with MEN language approaches. TBL is the one that provides
opportunities to experience spoken, reading, listening, and written language through
meaningful class assignments that involve learners in practical and functional use of
the second language (Nunan, 1989); integrating the skills based on daily life activates
treating the language from an holistic perspective through the assistance of CLIL

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compounding not only all the language main skills but regarding on culture, cultural and
cognitive factors.

2.1 CONTEXTUALIZATION.

2.1.1 LOCATION:

The proposal is designed to fit a cross-curricular content institution which

present a pilot bilingual program. In which English and literature are taught based on
the communicative TBL approach. Science, history and math are taught through CLIL
methodology sometimes combined with PPP and TBL –depending on the course-.
The name of the institution is LICEO CAMBRIGDE – Colombian private school
located in Cota-. This school was chosen based on the experience I had there one year
ago; developing lesson planners and syllabus from first graders to fourth graders. The
school lacked of a PEI regarding bilingual education, but its bilingual coordinator had
well-respected experience developing this projects, She had a wide knowledge of the
program and methodologies to be applied in each grade.
Based on that experience this proposal was designed to update the lesson
plans of second graders and to fit them into the school’s transversal project by creating
TBL units integrating CLIL for daily use language alongside festivals. So that the
proposal not only will incorporate TBL and CLIL to meet the holistic factors asked by
MEN but will regard the transversal project carried inside the school.

2.1.2 STUDENTS GROUP DESCRIPTION:

The focused population will be second graders since is the grade were CLIL
science assignments start being taught. Students’ age average varies from 6 to 8 years
old. Their mother tongue is Spanish. The school counts with only one group of second
graders of 21 students.
Regarding the students context some learning needs were conceived: some
behavioral problems when not understanding the English instruction, lack of an optimal
classroom environment –English lab, video bean, and smart room- causing a lack of
good materials use, motivation and attention.
On the other hand another further consideration is not only the size of the class
-which is quite big- but whether or not student insist I suing their L1. One of the most

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common problems in English classrooms in the primary cycle is the use of native
language more than the English target language. Harmer (1998) explains that they
want to communicate an important idea and their only resource for communicating this
is using their native language. Thus, there is a struggle between the native language
and English language; students feel kind of uncomfortable to English language (the
target language) and prefer the use of their native language although the context is
asking for that target language (bilingual context).

Bearing this considerations in mind the timing to apply this unit is up to four
lessons based on math’s day and science’s day –these were selected due to the
schools calendar and syllabus adaptation-. Each unit’s lesson will be carried out each
week to sensitize students on the school integrated and holistic bilingual program, so
that they may be able to visualize English as a communicative language and not as
another subject.

3. INSTRUCTION DESIGN: PROPOSAL

Based on the theory presented on the preface this unit will use the 4 C’s
principals in each lesson design (Coyle, Hood, & Marsh, 2010).As well as the right
combination and application of TBL activities: pre task- stage; introduction of the topic
and instructional phase, During task-stage; analysis, developing and application of the
task, and finally the post-task; analyzing the outcomes and encouraging learners and
teachers to evaluation and produce on it (Ellis, 1998; Nunan, 2004; Richards & Rogers,
1986).

3.1 Learning Outcomes.

This unit proposal will empower students to:
 Articulate the use of their L2 to the CLIL subject in a more natural way.
 Bring motivation and interaction together
 Meet and integration of their L2 skills
 Acquire relevant vocabulary about a certain subject
 enrich their oral fluency in L2

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 Assignment - CLIL

3.2 Competencies
This unit will be based on CLIL and TBL integrated skills competences
which provide meaningful task integrating different reading, writing, listening,
and speaking exercises that could enhance students’ communicative
competences and interaction. (Ellis, 1998).

TBL promotes integration of the major skills by completing daily-life

activities and phrases having a positive impact in the communicative
competence to enrich student’s language use on an authentic learning
environment. (Richards & Rogers, 1986). So that the proposals expects to fulfill
the competences of Oral communication –speaking and listening-, group
interaction, and CLIL’s competence on language for/through/of learning.

3.3 Contents
This unit proposal will be separated into 4 topics, 2 of them are
consecutive regarding math and the other 2 will be consecutive regarding
science. Each class will be given weekly. Based on the schools bilingual
curriculum of math and science each topic was selected and continued. The
contents will be the next ones:

Math task on CLIL lesson Science task on CLIL lesson

Topics: Colors and shapes
Vocabulary: colors
Shapes, numbers from 1 to 6, bingo
instructions vocabulary.
Topics: Weather (related to the
festival of kites in August)
Vocabulary: Weather vocabulary,
description, temperature, days
vocabulary, feelings, how to fly a kite
instructions vocabulary.

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 Assignment - CLIL

4. UNIT SAMPLES AND DEVELOPMENT

In this section the units’ layout is displayed in order to clarify the topic per week
and the communicative objectives developed throughout the use each tasks
through CLIL method.
1st week Unit:
Task 1 Topic: Math’s day: of the principal shapes with a Bingo game
4 C’S Content Cognition Communication Culture
objectives • Students will be • Children will be • Students will be • Show the characteristic
mentioned about attentive to able to repeat and of a common game and
the instructions understand teacher’s mention the name how to behave in those
of bingo game command in the of the shape when situations using English.
• Students will game this one comes out
recall some • Children will be
principal shapes able to identify the
based on a bingo different shapes for
game a review
• Children will
associate the shapes
and number by
counting the times
that it appears in the
bingo
TBLT Students will brainstorm ideas about the numbers and the figures, and use the vocabulary
activities by playing the bingo task in groups of 4.
Language  a + noun Numbers:
of  a + Shape + noun  One to ten are the number of the
learning  This is a … groups
 These are … Verb
 This group has…  Throw
 They have…  Roll
 Roll+ the dice…
Language Teacher Student
for  What’s the shape?  Bingo!
learning  Look at this…  We got it!
 Pay attention…  Finish!
 Repeat after me…  Repeat please
 Cover
 Locate

Language  Triangle, Circle, Square, Rectangle, Star, Heart, Dice and Bingo
through
learning

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 Assignment - CLIL

2nd week Unit:

Task 2 Topic: Review of the primary colors and shapes

4 C’S Content Cognition Communication Culture
objectives • Students will • Students will learn • Students will be • Show the characteristic
recognize the how to identify the able to repeat and of their houses and how
primary colors by different colors and mention the name to relate this with the
mentioning them. shapes for a review of the shapes and shapes and colors.
• Students will colors when they
associate the colors come out.
from the flashcards
on the board.
• Students will
identify the shapes
of the house and
color them with the
respective color.
TBLT Students will brainstorm ideas about the colors and the figures, and use the vocabulary by
activities playing Chinese whisper and completing a worksheet.
Language  a + noun
of  a + Shape + noun
learning  a + color + noun
 This is a …
 These are …
 The color is…
Shapes:
 Triangle
 Square
 Star
 Rectangle
 Heart
 Circle
Language Teacher Student
for  What’s this?  The name of the color is…
learning  Which color is this?  Repeat please…
 Look at this…  It is…
 Pay attention…  No it’s wrong!
 Repeat after me…  Yeas it’s alright!
 Say to your partner
 The winners are
 point
 Whisper
Language  Red, Blue, Brown, Black, White, Yellow, Green, Pink and Purple.
through
learning

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 Assignment - CLIL

3rd week Unit:

Task 3 Topic: The weather

4 C’S Content Cognition Communication Culture
objectives • Students will • Students will learn • Students will be • Show the students how
identify the how to identify the able to repeat, to express when they
different difference between identify and feel the weather is too
conditions of the hot and cold weather mention the hot or cold.
weather • Students will be different weather
•Students will able to understand
recognize the the introductions to
different changes the basic vocabulary
of the climate about seasons and
weather.
• Students will make
a meaningful
connection between
the seasons and the
different days of the
week.

TBLT Students will learn how to communicate in real life situation when expressing the weather
activities conditions according to the weather broadcast task.
Language  a + noun  Days:
of  a + color + noun  Monday
learning  It is….  Tuesday
 Adjectives:  Wednesday
 It’s hot  Thursday
 It’s cold  Friday
 It’s dark  Saturday
 It’s clear  Sunday
Language Teacher Student
for  What’s the weather like today?  It’s hot!
learning  How is the weather?  It’s cold!
 Look at this…  Repeat please
 Pay attention…  Too
 Repeat after me…  Really
 Very
Language Sunny, Cloudy, Rainy, Snowy, Windy, Stormy.
through
learning

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 Assignment - CLIL

4th week Unit:

Task 4 Topic: Festival of Kites

4 C’S Content Cognition Communication Culture
objectives • Students will • Students will • Students will • Show the custom of
recognize basic embody a socio encourage their flying kites in August.
vocabulary about affective activity in communication
the kite’s parts. order to get new through the activity
English knowledge. of flying kites
• Students will
recognize the places
where they can fly
kites.
TBLT Students will be able to associate the weather vocabulary using the commands and words to
activities communicate in this class through the use of the commands in the kites’ activities. Their
task is about making a kite and explaining its parts when they are flying it instructing the
teacher on how to fly them well.
Language  a + noun
of  a + kite + is+ verb
learning  This is a …
 These are …
 This character in the kite is….
 Let it go…

 Shapes:
 Triangle
 Square
 Eagle form
 Diamond

 Color:
 Dark color
 Soft colors

Language Teacher Student

for  What’s this?  This is….
learning  Which color is this?  Repeat please
 Look at this…  I know…
 Pay attention…  I fly…
 Repeat after me…  Look!
 What part is this?

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 Assignment - CLIL

Language  Bridle, String, Cover, Tail, Keel, Nose, Center stick.

through
learning

5. CONCLUSIONS AND RECOMMENDATIONS

This proposal objective is based on creating different task that manages to meet
the requirements ask by the school’s syllables and the CLIL methodology use in this
population. Bearing in mind the theory discussed in the preface and instruction it is
relevant to say that this kind of activities that involve basic vocabulary not only focused
on the content but as well on the instruction, culture and communicative phase help
students to be able to transmit short sentences to their partners, giving them a small
little self-confident feeling, a recommendation for this point will be to keep in mind that
giving the instructions and adapt the material to meet this expectation may be hard at
the beginning but as the lessons and tasks are applied student can get used to this
commands and mode of interaction in another language (Richards, 1990).

Furthermore, these type activities that involves basic commands are really good for
their memory and for creating the habit to talk in English. However some students may
be shy at the beginning, but also with time’s help they would get used to that English
language environment intended in CLIL.

Last but not least, it is always a must for teachers to adapt each unit materials, times
and sequences based on their students’ context and cultural mattes, so that motivation
and interaction would cause a positive response in the group increasing their
vocabulary, learning a new topic with the help of their partners, sharing their ideas in
other language to the others students.

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6. BIBLIOGRAPHY

Ball, P. (2012).Content and Language Integrated Learning. FUNIBER

Barton, B., & Neville-Barton, P. (2003). Language issues in undergraduate mathematics: A
report of two studies. New Zealand Journal of Mathematics, 32(Supplementary
Issue), 19-28.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Clevedon: Multilingual Matters.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning.
Cambridge: Cambridge University Press.
Divljan, S (2012) Content and Language Integrated Learning (CLIL) in Teaching English to
Young Learners. City Press, Jagodina. Avaliable at:
http://www.pefja.kg.ac.rs/preuzimanje/Tempus/Content_and_Language_Integrated_Lear
ning.pdf
Ellis, R. (1998). The evaluation of communicative tasks. In B. Tomlinson (Ed.): Materials
Development in Language Teaching (pp. 217-238). Cambridge: Cambridge University
Press.

Mehisto, P., Marsh, D., & Frigols, J. M. (2008). Uncovering CLIL: Content and Language
Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan
Education.
Mehisto, P.(2012). Criteria for Producing CLIL Learning Materials. Encuentro, 21, 15-33.
Available At: Http://Www.Unifg.It/Sites/Default/Files/Allegatiparagrafo/21-01-
2014/Mehisto_Criteria_For_Producing_Clil_Learning_Material.Pdf
Ministerio de Educación Nacional. (2006a). Estándares básicos de competencias en lenguas
extranjeras: inglés. Colombia: Ministerio de Educación Nacional.
Ministerio de Educación Nacional. (2006b). Programa Nacional de Bilingüismo. Retrieved 03
10, 2011, from Ministerio de Educación Nacional Web Site:
http://www.mineducacion.gov.co/1621/articles-111259_archivo_pdf1.pdf
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge
University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge, uk: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511667336.

Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign
language teachers. Nitra: Constantine the Philosopher University.
Richards, J. C. (1990). Conversationally speaking: approaches to the teaching of conversation.
In jack C Richards. The language teaching Matrix. New York: Cambridge University
Press.

Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A

description and analysis. Cambridge, UK: Cambridge University Press.

Rodríguez, A. (2011). Evaluación de la política de bilingüismo en Bogotá proyecto "Bogotá

Bilingüe". Bogotá D.C.: Pontificia Universidad Javeriana.

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Swain & Lapkin, S. (1982). Evaluating bilingual education: A Canadian case study. Clevedon,
Avon: Multilingual Matters.
Tardieu, Claire & Doltisky, Marlene (2012). Integrating the task-based approach to CLIL
teaching”, in J. de Dios (coord.), Teaching and Learning English through Bilingual
Education), Cambridge Scholars Publishing, 2012, pp. 3-35. Available at:
https://hal.archives-ouvertes.fr/file/index/docid/748683/filename/CLIL_teaching-
Dolitsky-Tardieu.pdf
Uehara, S. (2016). Task-based English language teaching, 21st century skills, and learner
perceptions through the Marshmallow Challenge. The University of Electro-
Communications; Tokyo. (PDF Download Available). Available from:
https://www.researchgate.net/publication/303994599_Task-
based_English_language_teaching_21st_century_skills_and_learner_perceptions_through
_the_Marshmallow_Challenge [accessed Jan 22 2018].

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APPENDIX –CLIL AND TBLT LESSON PLAN COPIES

1st week task:

(Topic)
Review of the principal shapes with a Bingo game
GRADE Second Graders SUBJECT: English TIME: 1 hour
TEACHING OBJECTIVES (The 4Cs Framework)
1. CONTENT
 Students will recall some principal shapes based on a bingo game
 Students will be mentioned about the instructions of bingo game
2. COGNITION
 Children will be attentive to pay attention and understand teacher’s command in the
game
 Children will be able to identify the different shapes for a review
 Children will associate the shapes and number by counting the times that it appears in
the bingo.
3. COMMUNICATION (Language and Linguistic considerations)
 Students will be able to repeat and mention the name of the shape when this one
comes out
Language of learning Language for learning Language through learning

 a + noun Teacher Triangle

 a + Shape + noun Circle
 This is a …  What’s this? Square
 These are …  Which shape is this? Rectangle
 This group has…  Look at this… Star
 They have…  Pay attention… Heart
 Throw+ the dice…  Repeat after me… dice
 Cover Bingo
Numbers:  Locate
 One to ten are the
number of the groups Student
verb
 Bingo!
 Throw  We got it!
 Roll  Finish!
 Repeat please
CULTURE
 Show the characteristic of a common game and how to behave in those situations.

Does anyone know how to play Bingo?

Have you ever played it in your home with your parents?

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 Assignment - CLIL

-Initial Routine (timing: 3 minutes)

-Usual greetings (Good morning! how are you today? I’m fine, thank you!)
-TPR Activity (Preposition of places up, down, aside, etc)
-Thank you god prayer
-Date
-What’s the weather like today?

-Warming Up (Timing: 5 minutes.)

-Revision about what they already know about it.

- Introduction of the topic , we are going to show them the 6 flashcard for us to remind
them the specific shapes we are going to see in the bingo game

-Strategies (Timing: 45 minutes)

-Presentation and activity: After introducing them to the review of the topic we are going
to ask about the game, then we will give the instructions, asking if it is clear?, and then
the activity will start; there are going to be 9 groups, it means it would be 4 students per
group, and the teacher would roll the dice, also the student that knows how to follow
instructions and stay quiet and raise their hand can roll it too and say the name of the
shape at loud.

-Seating arrangement will be:

-Modular: learners can work in small groups on exercises and projects

ASSIGNMENT (Timing; 7 minutes) Materials/resources

Complete the homework of tracing and  A homemade dice made by us (its size its
matching the names of the shapes medium)
worksheet  9 sheets of bingo with its other cards to
cover it
 6 flashcards
 The board
 Groups activities

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 Assignment - CLIL

2nd week task:

(Topic)
Review of the primary colors and shapes
Second Graders SUBJECT: English TIME: 1 hour
TEACHING OBJECTIVES (The 4Cs Framework)
1. CONTENT
 Students will recognize the primary colors by mentioning them
2. COGNITION
 Students will learn how to identify the different colors
 Children will be able to identify the different shapes for a review
 Students will associate the pictures of the colors from the flashcards on the board and
the name we will be given to them for a broken phone activity
 Students will identify the shapes of the house and color them with the respective color

3. COMMUNICATION (Language and Linguistic considerations)

 Students will be able to understand the noun and repeat it to his/her partner

Language of learning Language for learning Language through learning

 a + noun Teacher Red

 a + Shape + noun Blue
 a + color + noun  What’s this? Black
 This is a …  Which color is this? White
 These are …  Look at this… Yellow
 The color is…  Pay attention… Green
 Repeat after me… Pink
Shapes:  Say to your partner Purple
 The winners are brown
Triangle  point
Square
Star Student
Rectangle
Heart  The name of the
Circle respective color is…
 Repeat please

CULTURE
 Show the characteristic of their houses and how to relate this with the shapes and
colors.

Does anyone know how to play broken phone game?

Have you ever played it in other classes?

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 Assignment - CLIL

T -Initial Routine (timing: 10 minutes)

E
A -Usual greetings (Good morning! how are you today? I’m fine, thank you!)
C -TPR Activity (run around the school and back to the classroom)
H -Thank you god prayer
I -Date
N -the colors song
G -What’s the weather like today?

-Warming Up (Timing: 20 minutes.)

-Revision about what they already know about it.

- Introduction of the topic, we are going to show them the 9 flashcards for us to remind
them the colors, but the principal colors for us to work with them will be the first six on
the list and then explain them the game. First, we are going to split the class into two
M groups, and select the person to say the color to the respective line, and the last one to
E receive the message (the color) has to stand up and point the right color among the ones
T which are on the board
H
O -Strategies (Timing: 25 minutes)
D
O -Presentation and activity: After they have remembered the colors with the game, they
L would do a worksheet of a house that has different shapes and they have to color them
O with the right one according to each shape.
G
Y -Seating arrangement will be:
-rows

ASSIGNMENT (Timing; 5 minutes) Materials/resources

Circle the right name of each color in  9 flashcards of the colors

the worksheets and color them  Worksheets about the shape house
 The board
 Group activities

21
 Assignment - CLIL

4th week task:

(Topic)
Festival of Kites
GRADE Second Graders SUBJECT: English TIME: 1 hour
TEACHING OBJECTIVES (The 4Cs Framework)
1. CONTENT
 Students will recognize a basic vocabulary about the kite’s parts.
2. COGNITION

 Students will embody a socio affective activity in order to get new English knowledge.
 Students will recognize some places where they can fly kites

3. COMMUNICATION (Language and Linguistic considerations)

 Students will Encourage their communication through the activity of flying kites

Language of learning Language for learning Language through learning

 a + noun Teacher  Bridle

 a + kite + is+ verb  String
 This is a …  What’s this?  Cover
 These are …  Which color is this?  Tail
 This character in the kite  Look at this…  Keel
is….  Pay attention…  Nose
 Let it go…  Repeat after me…  Center stick
 What part is this?
Shapes:
Student
Triangle
Square  This is….
Eagle form  Repeat please
Diamond
 I know…
Color:  I fly…
 Look!
Dark color
Soft colors

CULTURE
 Show the custom of flying kites in August.

Does anyone know what the kite festival is?

22
 Assignment - CLIL

T -Initial Routine (timing: 10 minutes)

E
A -Usual greetings (Good morning! how are you today? I’m fine, thank you!)
C -TPR Activity (Preposition of places up, down, aside, etc)
H -Thank you god prayer
I -Date
N -What’s the weather like today for flying kites?
G
-Warming Up (Timing: 10 minutes.)

-Revision about what they already know about kites.

- Introduction of the topic, we are going to draw the kite on the board for the students to
draw to and color it and also write the different parts (7 minutes) ; after that we are going
to show some videos on the laptop about the kite festival in Australia (3 minutes)

M -Strategies (Timing: 40 minutes)

E
T -Presentation and activity: The students are going to flying a kite in the park near the
H school and repeat the vocabulary above.
O
D -Seating arrangement will be:
O -horse shoe
L
O
G
Y

ASSIGNMENT (Timing; 5 minutes inside Materials/resources

the warming up timing)
 The board
Color the kite with its parts  Laptop
 Videos of the kite festival
 Kites
 Group activities

23
 Assignment - CLIL

3rd week task:

(Topic)
The weather
GRADE Second Graders SUBJECT: English TIME: 1 hour
Lesson: 04 for 201 Date: August 31st
Lesson: 03 for 202 Date: August 24 th
TEACHING OBJECTIVES (The 4Cs Framework)
1. CONTENT
 Students will identify the different conditions of the weather
 Students will recognize the different changes of the climate
2. COGNITION
 Students will learn how to identify the difference between hot and cold weather
 Students will be able to understand the introductions to the basic vocabulary about seasons
and weather.
 Students will make a meaningful connection between the seasons and the different days of the
week according to a worksheet

3. COMMUNICATION (Language and Linguistic considerations)

 Students will be able to repeat and mention the different weather conditions.

Language of learning Language for learning Language through learning

 a + noun Teacher Sunny

 a + color + noun Cloudy
 It is….  What’s the weather Rainy
like today? Snowy
 How is the weather? Windy
Adjectives:  Look at this… Stormy
 Pay attention…
It’s hot  Repeat after me…
It’s cold
It’s dark Student
It’s clear
 It’s hot!
Days:  It’s cold!
Monday  Repeat please
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

CULTURE
 Show to the students how to express when the feel they weather is too hot or cold.
 What’s the weather like today? Is it cloudy?
 How is the weather? Is it hot?

24
 Assignment - CLIL

T -Initial Routine (timing: 5 minutes)

E
A -Usual greetings (Good morning! how are you today? I’m fine, thank you!)
C -TPR Activity (Preposition of places up, down, aside, etc)
H -Thank you god prayer
I -Date
N -What’s the weather like today?
G
-Warming Up (Timing: 30 minutes.)

-Revision about what they already know because on the initial routine they have already
said what’s the weather like?
- Introduction of the topic, first, we are going to teach them a song named “the weather
song” they have to dance it and sing it. (15 minutes)

M Later, we are going to show them the 8 flashcards for us to them to appropriate the
E different states of the weather; we will paste the flashcards and named them on the
T board for students to write it down. Later, we will ask how the weather is when it’s
H cloudy, is it cold? Or hot? (15 minutes)
O
D -Strategies (Timing: 20 minutes)
O
L -Presentation and activity: Secondly, students will receive a worksheet to complete, with
O match exercise, filling the gaps exercise which are related with the days of the week
G
Y -Seating arrangement will be:
-horse shoe

ASSIGNMENT (Timing; 5 minutes) Materials/resources

Do the third point about the word  8 flashcards about the weather
search.  Worksheets
 The board
 The weather song

25