CLIL lesson 2: Being a good friend at school

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Date: 23.04.04

Teacher: Christian Guillen

Subject: Building community at school (feelings lab)

Lesson title

Are you a good friend at school?

Class length

45 min

Class/ student information

10 students between 7 and 8 years old. A1 level. 

Lesson aims 

Identify what is and the importance of being a good friend, how to apply in school context and reflecting if they are a good friend.


 

Stages and time

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

Warm up and schemata activation

10 minutes

Reflection about what makes a good friend?

T asks pupils and writes the ideas on the board. 

Are you a good friend?

How can you be a good friend at school?

 

 

 

 

Content: General information about what is to be a good friend.

Language: already known language related to school.

Cognition: reflection and critical thinking about what they know about being a good friend and answer to the question, are you a good friend?

Culture:  why it is important to be a good friend at school and society.

Preparation

2 minutes

T says “we are going to learn about how to be a good friend”

Display photos and captions related to being a good friend. In pairs they discuss, ask them what they think is happening in the photos, and make predictions.

Introduce vocabulary: be honest, best, bully, different, friend, good, play fair, say sorry, take care of little ones and share. Match the pictures with the captions and pupils repeat.

Content: Introduce other ideas of what  a good and a bad friend do. 

Language: new vocabulary related with being a good friend

Cognition: repetition of the terms, and Qs for understanding.

Culture:  why it is important to be a good friend at school and society.

Presentation

8 minutes

Introduce the concept through a video story.

Video: 

 

T talk to the pupils about the video and reflect over, make emphasis on the characters feelings and the differences between what a good friend does and doesn’t.

 

T ask the students to work in pairs and think of a time that they helped a friend. Give them time to think, then elicit responses.

 

 

 

Content: Analyzing the concept in context by video story.

Language: Use the new vocabulary in context.

Cognition: reflection about the video connected with Qs for understanding and emotions awareness. 

Culture:  why it is important to be a good friend at school and society.

Detail task 1

6 minutes

Create a dictionary about friend actions and words related to being a good friend and give a worksheet with the words to be traced with pictures to cut and paste. Worksheets with “be honest, bully, play fair, take care of little ones” are provided.

 

Content: practice the concept in action.

Cognitive: apply what you have learnt by creating a dictionary with the new words, writing and reading practice. 

Language: summarize with repetition practices of the vocabulary on the worksheet. 

Culture:  why it is important to be a good friend at school and society.

 

Practice

13 minutes

T asks the pupils to say positive things that they can say to a friend and write on the board.

 

Pupils each write their name on a piece of paper and put it in the bowl. Each pupil takes a name (not their own) and writes a positive thing for that person, using the structure “you are”. Monitor and provide help with writing as necessary, then ask students to draw the person as a superhero in the back of the paper. When they’ve finished, they post the message in a postbox. Afterwards, pupils tell a good thing to one of their friends.

 

 

Content: practice the concept in action and know who their friends are.

Cognitive: reflection about who you consider your friend and create judgments about what positive things a friend can say to each other.

Language: use the language and write things that a good friend does and doesn’t.

Culture:  why it is important to be a good friend at school and society.

assessment 

3 minutes

What have I learnt?

T asks pupils to read and complete, what have I learnt? Box individually.

 

To be a good friend:

Play_____________, don’t be a_____________,

Take _______________ of little ones

And be _______________.

 

To be a good friend: play fair, don’t be a bully, take care of little ones and be honest.

Content: practice the concept in action.

Cognition: writing practice reflection related to what a good friend does and doesn’t.

Language: use the language and write things that a good friend does and doesn’t.

Culture:  why it is important to be a good friend at school and society

Wrap-up

3 mins 

T asks pupils true or false questions about what is being a friend and how do they feel if someone is a good friend to them, they display emoji faces provided by the T.

Content: practice the concept in action.

Cognition: reflection and emotions recognition related to what a good friend does and doesn’t.

Language: use the language to recognize what a good friend does and doesn’t.

Culture:  why it is important to be a good friend at school and society

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