Animals Around Us A CLIL Lesson plan for ESL Year 2 Primary Students

1. ERG-
A CLIL LESSON PLAN
ELENA RAMIREZ GARCIA
2015-2016

2. contents
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1. Introduction and learning outcomes
2. Subject content
3. Language content:
- Vocabulary
- Structures
- Language skills
4. Cultural Element
5. Cognitive Thinking Processes
6. Tasks and Activities
7. Methodology
- Organization and class distribution
- Timing
- Resources
- Materials
- Key Competences
8. Assessment
Appendices

3. introduction
ERG-
This lesson plan titled “Animals Around Us” was designed for ESL
learners in Y2 of Primary Education.
The main motivation to carry out this lesson plan was to introduce to ESL
Y2 learners activities where they could show their knowledge about
animals using the second language developing the four language basic
skills:
 Productive skills: speaking and writing.
 Receptive skills: listening and reading.
The promotion of learners’ interaction and concepts’ connections were
key to design, perform and assess this lesson plan.

4. LEARNING OUTCOMES
ERG-
The main aim of this lesson plan is to increase the learners’ awareness of
how to describe and compare animals in second language.
Learners will be involved thoughout the process with motivating and
challenging activities, which learners will develop their HOTS (High Order
Thinking Skills) using their productive and receptive language skills.
Learners will…
 Identify and classify animals according to their physical features and
abilities.
 Develop different working strategies: individual, peer-work and group-
work to describe animals.
 Compare and contrast diurnal animals with nocturnal animals.

5. SUBJECT CONTENTs
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These are the contents that will be covered in this lesson plan:
 Animals’ names.
 Animals’ features.
 Animal’s body parts.
 Animals’ abilities.
 Difference between diurnal and nocturnal animals.

6. LANGUAGE CONTENT
LANGUAGE CONTENT
CONTENT VOCABULARY STRUCTURES LANGUAGE SKILLS
Animals’ names horse duck
lizard bat…
cow
What is it? / Is it a cow ?
It’s a…/ It isn’t a... - Yes, it is. /No, it isn’t
Can you name an animal which...?
Reading: Act. 1, 2 and 3
Writing: Act. 1, 2 and 3
Listening: Act. 1, 2 and 3
Speaking: Act. 1, 2 and 3
Animals’ features colours
numbers
descriptive adjectives
What colour is it? It’s green.
How many legs has it got?
It’s got four legs.
Is the horse fast or slow? It’s fast.
Reading: Act. 1, 2 and 3
Writing: Act. 1, 2 and 3
Listening: Act. 1, 2 and 3
Speaking: Act. 1, 2 and 3
Animal’s body parts tail head
wings ears
eyes horns…
legs
Has the duck got a tail? Yes, it has.
Has the lizard got horns? No, it hasn’t.
Describe a bat: A bat has got two wings and
two small eyes.
Reading: Act. 1, 2 and 3
Writing: Act. 1, 2 and 3
Listening: Act. 1, 2 and 3
Speaking: Act. 1, 2 and 3
Animals’ abilities fly run
swim jump
walk crawl
What can a bat do? It can fly.
Can a cow swim? No, it can’t.
A lizard can walk but it can’t fly.
Reading: Act. 1, 2 and 3
Writing: Act. 1, 2 and 3
Listening: Act. 1, 2 and 3
Speaking: Act. 1, 2 and 3
Diurnal vs. nocturnal animals Diurnal: horse,
cow…Nocturnal: owl, bat…
Diurnal animals are awake in the day and
asleep at night.
Nocturnal animals are asleep in the day and
awake at night.
Reading: Act. 1, 2 and 3
Writing: Act. 1, 2 and 3
Listening: Act. 1, 2 and 3
Speaking: Act. 1, 2 and 3
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7. CULTURAL ELEMENT
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Learners will work on animals and they will be able to compare and
contrast them by their specific physical appearance and features and their
abilities.
They could also expand their knowledge about animals deciding whether
they are domestic or wild; if they are diurnal or nocturnal, etc.
Prior learners’ knowledge will be essential in order to make connections
between the different contents. These knowledge sometimes can be higher
in their modern tongue, so they will need some support to express
themselves in the second language.

8. COGNITIVE THINKING
PROCESSES
COGNITIVE THINKING PROCESSES
ACCORDING TO BLOOM’S TAXONOMY
Learners will…
CREATE Animal descriptions
Animal riddles
EVALUATE Individual work
Peer’s work
Groups’ work
ANALYSE Word puzzles to make groups of descriptive animal features and abiliities
Sentences in a riddle to guess an animal
The differences between diurnal and nocturnal animals
APPLY Receptive and productive skills to carry out the different activities proposed
individually, in pairs, groups or as a whole-class.
UNDERSTAN
D
The specific features that belong to different animals.
How to compare an contrast animals according to their characteristics and
abilities.
REMEMBER Prior knowledge related to animals and integrate new contents in order to expand
their knowledge and make future connections of the animal kingdom.
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9. TASKS
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Learners will…
 do animals’ descriptions
 write and guess animals’ riddles
 do a descriptive poster of an animal
 compare and contrast diurnal and nocturnal animals

10. ACTIVITIES
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There is a total of four activities divided into 3 sessions of 50 minutes.
 Activity 1: Animal Description Mind Map
 Activity 2 A: Diurnal and Nocturnal Animals Game
 Activity 2 B: Animal Riddles
 Activity 3: Animal Description Detectives Game

11. ERG-
ACT.1 ANIMAL DESCRIPTION MIND MAP
SESSION 1
LEVEL Y2 ESL Primary Education – Beginners (A1)
TIMING 50 min
CLASS
DISTRIBUTION
3 rows in pairs (28 pupils)
RESOURCES
AND
MATERIALS
Classroom and a board
Laminated word flascards and Blue-Tack
28 copies of the Animal Description Mind Map Worksheet
Pencils, rubbers and crayons
ASSESSMENT Teacher’s observation
Peer-work
Whole-class discussions (Problem Solving)
Individual (Reflection)
KEY
COMPETENCES
Competence in linguistic communication: Productive and Receptive skills.
Competence in knowledge of and interaction with the physical world.
Learning to learn
Competence in social skills and citizenship
Cultural artistic competence
Autonomy an initiative
ANIMAL
IS HAS
GOT
CAN
HORNS
JUMP

12. ERG-
ACT.2 A DIURNAL AND NOCTURNAL ANIMALS GAME
SESSION 2
LEVEL Y2 ESL Primary Education – Beginners (A1)
TIMING 15 min
CLASS
DISTRIBUTION
3 rows in pairs (28 pupils)
RESOURCES
AND
MATERIALS
Classroom, a DWB and Internet Connection
ASSESSMENT Teacher’s observation
Peer-work
Whole-class discussions (Problem Solving)
Individual (Reflection)
KEY
COMPETENCES
Competence in linguistic communication
Competence in knowledge of and interaction with the physical world
Competence in processing information and use of ICT
Learning to learn
Competence in social skills and citizenship
Autonomy an initiative

13. ERG-
ACT.2 B ANIMAL RIDDLES
SESSION 2
LEVEL Y2 ESL Primary Education – Beginners (A1)
TIMING 35 min
CLASS
DISTRIBUTION
3 rows in pairs (28 pupils)
RESOURCES
AND
MATERIALS
Classroom, a DWB and Internet Connection
28 copies of the Animal Riddle Worksheet
Pencils, rubbers and crayons
ASSESSMENT Teacher’s observation
Peer-work
Whole-class discussions (Problem Solving)
Individual (Reflection)
KEY
COMPETENCES
Competence in linguistic communication
Competence in knowledge of and interaction with the physical world
Competence in processing information and use of ICT
Learning to learn
Competence in social skills and citizenship
Cultural artistic competence
Autonomy an initiative
Anglomaniacy Link

14. ERG-
ACT.3 ANIMAL DESCRIPTION DETECTIVES GAME
SESSION 3
LEVEL Y2 ESL Primary Education – Beginners (A1)
TIMING 50 min
CLASS
DISTRIBUTION
5 groups
RESOURCES
AND
MATERIALS
Classroom and a board
Laminated sentences flascards and Blue-Tack
Animals colouring worksheets
5 coloured A2 cardboards
Pencils, rubbers, crayons, felt-tips, scissors and glue
ASSESSMENT Teacher’s observation
Group work
Whole-class discussions (Problem Solving)
Individual (Reflection)
KEY
COMPETENCES
Competence in linguistic communication: Productive and Receptive skills.
Competence in knowledge of and interaction with the physical world.
Learning to learn
Competence in social skills and citizenship
Cultural artistic competence
Autonomy an initiative

15. ASSESSMENT
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These are the assessment instruments to evaluate the activities:
 Teacher’s active observation (Speaking interactions)
 Peer-work (Decision Making and Problem Solving)
 Whole-class or small groups discussions (Decision Making and Problem
Solving)
 Written materials produced individually or in small groups.

16. APPENDIX 1
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Activity 1Act. 1 Flashcards and Worksheet
LINKS:
Animals Body Parts Words

17. APPENDIX 2
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Activity 1Act. 2 A DWB Template /PPT Template

18. APPENDIX 3
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Activity 1Act. 2 B DWB Template /PPT Template
Riddle Worksheet

19. APPENDIX 3
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Activity 1Act. 3 Sentences Templates
LINK: Animals Colouring Pages

20. ERG-