TKT CLIL LESSON PLAN
Teacher’s name
Laura Mazzon
Date
26/05/2015
Time
1 hour
Subject
Science
Class
Group profile
4A
Strengths:
There are 19 children in this class; 8 of them are very good in comprehension
and usually they help the big group.
Weaknesses:
There are 4 children with different learning difficulties and 1 child with an
individually teacher.
Learning
Outcomes (most
learners)
To be able to identify and sequence the key components of the water cycle.
Final task
To identify and sequence words and pictures.
Timetable fit
Anticipated
problems and
solutions
Resources &
materials to be
used
To know specific language (vapour, water cycle, condensation, evaporation)
To understand specific vocabulary (vapour, water cycle, condensation,
evaporation)
Before this lesson the teacher starts to read a story about water and sea
(“Winnie under the sea” –Valery Thomas and Korky Paul-) and introduces
vocabulary (sea, water, beach, fish, cloud, sun, hot, cold, rain…) and structures
(It’s hot, it’s cold, it’s rainy, the water falls down into the sea…)
After the lesson the teacher can make an experiment (the water cycle)
At the beginning of the lesson the teacher underlines with her voice and writing
on the blackboard the key words of the story and mimes some difficult
sequences; the teacher decides the couples for the second activity and, at the
end, she gives to the children in trouble, a simplified worksheet.
“Blup and the water cycle” story with flashcards.
Memory game
Video (IWB) https://www.youtube.com/watch?v=ncORPosDrjI (0.00-2.12)
Photocopiable worksheet
Stage
Aim
Procedure
Materials
1
Story Telling
To introduce the
functional
language and to
be able to
identify the
sequence of the
water cycle.
2
Memory
Game
To be able to
read, understand
and match
sentences and
pictures.
The teacher tells
the story using
the flashcards
and writing on
the blackboard
key words.
The children, in
pairs, have to
associate the
pictures with the
correct
sentences.
Story and
flashcards
Memory cards
Interaction
The children can
ask something
about the story or
the meaning of
some difficult
words. The
teacher asks for
example “What
is it? What
happens…?”
The children, in
pairs, read the
sentences and
say, “Yes, it’s
right!” or “No,
it’s your turn!”
Timing
15m
20m
3
Video
To be able to
identify specific
known words.
The children
watch the video
and, at the end,
the teacher asks
questions to
check the
comprehension.
IWB
The teacher asks
questions and the
children try to
answer.
10m
The children
work
individually.
15m
4
Assessment
To be able to
identify and
sequence words
and pictures.
The teacher
explain the
activity and then
the children,
individually,
complete the
worksheet.
Worksheet