CLIL Lesson 1: Helping at school
Date: 22.04.04
Teacher: Christian Guillen
Subject: Building community at school (feelings lab)
Lesson title | Helping at school | |
Class length | 45 min | |
Class/ student information | 10 students between 7 and 8 years old. A1 level. | |
Lesson aims | Identify the importance of helping others, how to apply in school context and reflecting about the emotions involved in the process. | |
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 | Let's get ready for school “Packing my bag”: T says “I'm going to school”, Where is my bag?. put school items around the classroom and ask, where is my ( a pen, a pencil, a ruler, a rubber, a book and bag. write them on the board) Ask, Can you help me to find them?. write on the board Can you help me?Can I help you? And answers, yes, please or no thank you. By using prepositions Ss answers where the school things are. T says take your pencil and put it in the bag, and Ss repeats. the same with all the items. At the end says I’m ready for school! Ask the students if they are ready? and T says We are ready for school. T modeling his back is heavy and again asks for help. Ss pretends to help. Ask them what, is it to help and how they can help at school and why is it important. T asks what they know about help, guide questions:
Mention one person who can help me and how, for example: at school we have rules to help us and teachers, mime pushing someone and saying, “don't push” that’s a rule. Open the door for someone, say be good at school that’s a rule. T, ask students what is a rule and ask for examples and how the people feel when helping. |
Culture: how to ask for help in their language and in spanish. | |
Preparation 2 minutes | T says: Today we are going to learn how to help. T says, we are going to read about school, the name of the story is “ the first time”, ask them to look at the pictures and in pairs, find the school items, check their findings. T says, a way of helping our teacher at school it’s by cleaning the classroom, giving 10 seconds to clean as much as possible. Introduce the language: “oh, yes” to answer the Ss examples and sentences. | To activate Ss’s prior knowledge and to help students prepare to listen. promote collaboration skills by working in pairs and in groups by applying the concept in context.
Culture: how to ask for help in their language and in spanish. | |
Presentation 8 minutes | Focusing on the pictures, T asks: ● Who 's this? ● Where is Max? Asks for predictions. write them on the board. Give each student a word from the story related to the school things and ask them to stand and then immediately sit in silence when they listen to their word. Instruction: read and listen. T read the story for them and check for understanding, ask: Why does the character take a pencil to school? they answer, that’s the rule. Asks about the emotions of the characters: Who helps Max to find his things? How did Max feel when his friend helped him? T says Lucy wants to help Max, Lucy is Max’s friend and friends help each other. T asks S how they feel when a friend helps them and when they don’t help them. | To promote reading and listening skills. Analyzing the concept in context by reading the text. Reflecting and recognizing emotions in the story, the feelings in the characters, and understanding that there are other people that can help us.
Culture: how to ask for help in their language and in spanish. | |
Detail task 1 5 minutes | Act it out: with a selected part of the dialogue the students come to the front and practice it. Max: Where 's my pencil? Lucy: It’s under the chair. Max: Oh, yes. Take a pencil to school - that’s the rule. Max: Where’s my pen? Lucy: It's on the table. Max: Oh, yes. Take a pen to school - that’s the rule. | Cognitive: students practice at speaking and listening for specific information / detailed comprehension and collaboration skills. Language: speaking skills, practice already known language and prepositions, use the word rules and oh yes as an expression. | |
Detail task 2 3 minutes | Question activities related to the text are going to be asked and written. Instructions: read and write the correct word. | To engage Ss to look for detailed information in the text. Cognition: looking for specific information. | |
Practice 13 minutes | Create a group poster “ ways of help at school” Every student draws in a small piece of paper what they think it’s important about helping at school. Everybody talks about their drawings and glues it on the poster. Write a short sentences with the following instruction: I can help at school by… example: open the door for someone carrying heavy things, clean my things. | Create by giving Ss the voice and share their own ideas related with the subject though a drawing. to stimulate their cognitive skills, create judgments about what actions are related to helping at school. developing of collaborations skills Content: General information about school items, what help and some actions related to. Cognition: apply helping at school. ask for predictions. collaboration work. | |
assessment 2 minutes | T asks students about their emotions and how they feel when helping or when someone doesn't help them. Mini true or false questions. | To provide Ss with a clear outcome about how feelings are involved in the process of helping at school. Cognition: reflection about emotions in the characters of the text. | |
Wrap-up 2 minutes | What have you learned today? Tell me one thing you have learned from the class. | To reflect on how Ss used the new language. |
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