1. Why not CLIL?
1
TASK 4
K – W – L
When we are going to teach a topic it is really important to know what my students are
supposed to bring into the lesson, what I want to teach to them and what it is supposed to be
learnt at the end of the unit.
With the following chart you are asked to think about it.
K
What do my students know
about the topic before I
started the unit?
W
What do I want my student
to learn along this unit?
L
What have my students
learnt at the end of this
unit?
Some uses of water: for
drinking, for washing…
Some states of water.
Some bodies of water: rivers,
seas, lakes…
It doesn’t have any taste.
It doesn’t have any colour.
All main characteristics of
water.
Bodies of water.
States of water
Changes in the states of
water.
Water cycle.
Using and saving water.
Present simple.
Modal verb CAN.
All main characteristics of
water.
Bodies of water.
States of water
Changes in the states of
water.
Water cycle.
Using and saving water.
Present simple.
Modal verb CAN.
Second and third column are the same because I expect my students will learn what I want
they learn along the unit.
