CLIL Lesson Families and rooms in a house – Group 1/2
Prior knowledge Connect the lesson series to the school setting
What do your students already know related to your lesson topic? Which content (the other module you Why did you decide to teach this specific content and this specific language? Do you need to take into account any
are teaching) and what is their language level (English)? specific educational setting (Montessori, Dalton etc.)? Are there any bilingual/multilingual students? How can you
connect this lesson series to teaching in an urban context (grootstedelijke context)?
The students likely know basic family vocabulary such as ‘mother’ and ‘father’ either from videos they The previous theme in class was "grandmother and grandfather" (oma en opa), which introduced students to family
watch on YouTube or the people around them. There are three students in the group that already speak vocabulary in a personal context. Building on this, the current lesson expands to include a broader range of family
English at home. This will give them a head start with understanding the concepts of the lesson. Other members, allowing students to deepen their understanding of family relationships in English. This progression connects
students may need more practice with vocabulary, while others may already form complex sentences. to their prior knowledge and helps reinforce the vocabulary in a meaningful way. By gradually introducing new terms,
Cultural differences in family structures could also affect the prior knowledge of my students. students can apply what they already know while expanding their language skills.
Content aims Language aims
What will your students learn regarding content by the end of each lesson? Ensure your aims match What will your student know related to language (receptive or active) at the end of each lesson? Ensure your aims match
their prior knowledge and the core aims of tule.slo.nl. Use the taxonomy of Bloom to determine the their prior knowledge and the core aims of tule.slo.nl. Use the taxonomy of Bloom to determine the right verbs.
right verbs.
Lesson 1: Lesson 1:
At the end of the lesson, students will be able to recognize and identify family members in English, such At the end of this lesson, students will be able to actively use simple family-related vocabulary (mother, father, sister,
as mother, father, sister, brother, grandmother, and grandfather. They will be able to use concepts. brother, grandmother, grandfather). They will practice answering basic questions such as "Who is this?" They will also
They will be able to link my family members with the concepts. demonstrate understanding by answering yes/no questions about family members in a game
Lesson 2: Lesson 2:
At the end of the lesson, students will be able to identify and use the concepts related to rooms in a At the end of this lesson, students will be able to actively use vocabulary for rooms in a house (kitchen, bedroom,
house (kitchen, living room, bathroom and bedroom). They will practice these words by listening to a bathroom and living room). They will use sentences like "This is the kitchen" and practice speaking and listening through
song, discussing rooms, and playing a game where they identify rooms based on pictures. the song and the game.
Lesson 3 Lesson 3:
At the end of the lesson, students will be able to combine vocabulary from lessons 1 and 2 to describe At the end of this lesson, students will be able to use family vocabulary in sentences describing the locations of family
family members and the rooms in a house. They will draw their family members in different rooms, members within rooms. They will use the sentence structures "My mother is in the kitchen" and "My brother is in the
using sentences such as "My mother is in the kitchen" or "My brother is in the bedroom." bedroom" while practicing their speaking and listening skills during a drawing activity. They also discuss their drawings
with each other, strengthening family vocabulary and knowledge about the rooms in a house.
, Lesson 1
Lesson Teacher activity Teacher Talk Student activity Justification of CLIL Time
phase
Make sure Clearly describe what you are doing What are you going to say to make sure your Clearly describe what the students are doing during each Use theory from the course as well as what you
you link this during each lesson phase. students are able to follow your instructions? How lesson phase. know about your students. Use terminology and
to the 4- do you give basic classroom instructions in English? sources from this course (e.g.,: Bodde-
phase model (e.g. asking for silence, raising hands etc.) Alderlieste and Dale, van der Es & Tanner)!
Introduction Before the lesson starts, I have already The students listen to the instructions of the teacher and Before presenting a topic or theme, activating 7 min
invited the students to sit in the circle “We gaan een lesje in het Engels doen waarin we sit in the circle. The students respond to my questions by (also known as activating past information or
and repeated the circle rules. gaan leren over families. Ik heb de ‘English first raising their finger and are encouraged to focus and activating existing knowledge) entails getting the
Butterfly’ meegenomen. Dit is de vlag van Engeland prepare to participate. students' minds going and inspiring them to
I start the lesson with an introduction en daar spreken ze Engels. Er zijn natuurlijk heel learn. It entails getting students interested in a
in Dutch, where I tell the students veel landen waarin ze Engels spreken, maar ik heb lesson's subject and assisting them in applying
what we will be doing in this lesson. I het kaartje meegenomen zodat iedereen kan zien The students show they are ready to engage by sitting what they already know (Dale et al., 2011). That
start the lesson in Dutch and explain dat ik Engels ga praten. Dus als ik het kaartje op quietly and paying attention. is why I asked the students if they already spoke
what will happen. doe, dan spreek ik alleen Engels. Ik ben nog steeds English or knew words in English.
dezelfde juf.”
I put on the ‘English Butterfly’, and I The students respond to the teacher's questions or Asking students if they want to assist me during
repeat that from now on I will speak in “Ik doe nu de English Butterfly op mijn kleding. And prompts by raising their finger to indicate they would like to class by translating words into Dutch works
English. from now on I will speak in English.” answer. This shows participation. motivating. It will foster ownership and take an
active role in the learning process and can
I raise my own hand while asking the I will start with a question: “Raise your hand if you support other students by creating a classroom
students about their own experiences already speak English or know any English words.” environment where everyone feels supported.
with English. Vygotsky’s sociocultural theory emphasized the
I give the students time to think about “I also need one or two children who will assist me importance of social interaction in learning.
the question I just asked. I then call on during class by translating words into Dutch. Can I When students help each other translate, they
a couple of children to answer. ask you (pupil X) to explain what I say in Dutch? So, operate within their Zone of Proximal
if I say; Raise your hand, what does that mean?” Development, where a more capable peer (or
I choose one or two students that will teacher) helps others understand concepts they
take on the role of translator and I couldn’t grasp independently (Vygotsky, 1978).
explain their tasks.
Body I start by showing pictures of my The information used to help learners 10 min
family. I point to each family member I tell the students; “This is my mother, this is my During the lesson phase body, the students actively understand ideas and construct meaning" is one
and explain who they are one by one. father, these are my sisters, this is my brother, this participate by listening to the teacher and do the definition of lesson input. It might be linguistic or
is my grandmother, this is my grandfather etc.” questioned tasks. non-linguistic and is the basis of all lessons. A
While I show the students my family, I photograph is an example of non-linguistic input,
ask the students various questions. The questions/actions I can ask while discussing and a text is an example of linguistic input.
the pictures are: The students listen to my instructions and stand up when I Learners receive information and language from
- Raise your hand if you have a ask. They are also allowed to give short verbal reactions input that they can utilize to complete tasks or
mother/sister/father/grandmother/cousin when the teacher invites them to do so. For example, they activities.
- What is another word for father/mother? might say, “Yes, I have a sister!” I showed pictures and I also added words. This
- What is their name? / What is your makes the input multimodal since it consists of
mother’s name? both text and graphics (Dale et al., 2011).
Prior knowledge Connect the lesson series to the school setting
What do your students already know related to your lesson topic? Which content (the other module you Why did you decide to teach this specific content and this specific language? Do you need to take into account any
are teaching) and what is their language level (English)? specific educational setting (Montessori, Dalton etc.)? Are there any bilingual/multilingual students? How can you
connect this lesson series to teaching in an urban context (grootstedelijke context)?
The students likely know basic family vocabulary such as ‘mother’ and ‘father’ either from videos they The previous theme in class was "grandmother and grandfather" (oma en opa), which introduced students to family
watch on YouTube or the people around them. There are three students in the group that already speak vocabulary in a personal context. Building on this, the current lesson expands to include a broader range of family
English at home. This will give them a head start with understanding the concepts of the lesson. Other members, allowing students to deepen their understanding of family relationships in English. This progression connects
students may need more practice with vocabulary, while others may already form complex sentences. to their prior knowledge and helps reinforce the vocabulary in a meaningful way. By gradually introducing new terms,
Cultural differences in family structures could also affect the prior knowledge of my students. students can apply what they already know while expanding their language skills.
Content aims Language aims
What will your students learn regarding content by the end of each lesson? Ensure your aims match What will your student know related to language (receptive or active) at the end of each lesson? Ensure your aims match
their prior knowledge and the core aims of tule.slo.nl. Use the taxonomy of Bloom to determine the their prior knowledge and the core aims of tule.slo.nl. Use the taxonomy of Bloom to determine the right verbs.
right verbs.
Lesson 1: Lesson 1:
At the end of the lesson, students will be able to recognize and identify family members in English, such At the end of this lesson, students will be able to actively use simple family-related vocabulary (mother, father, sister,
as mother, father, sister, brother, grandmother, and grandfather. They will be able to use concepts. brother, grandmother, grandfather). They will practice answering basic questions such as "Who is this?" They will also
They will be able to link my family members with the concepts. demonstrate understanding by answering yes/no questions about family members in a game
Lesson 2: Lesson 2:
At the end of the lesson, students will be able to identify and use the concepts related to rooms in a At the end of this lesson, students will be able to actively use vocabulary for rooms in a house (kitchen, bedroom,
house (kitchen, living room, bathroom and bedroom). They will practice these words by listening to a bathroom and living room). They will use sentences like "This is the kitchen" and practice speaking and listening through
song, discussing rooms, and playing a game where they identify rooms based on pictures. the song and the game.
Lesson 3 Lesson 3:
At the end of the lesson, students will be able to combine vocabulary from lessons 1 and 2 to describe At the end of this lesson, students will be able to use family vocabulary in sentences describing the locations of family
family members and the rooms in a house. They will draw their family members in different rooms, members within rooms. They will use the sentence structures "My mother is in the kitchen" and "My brother is in the
using sentences such as "My mother is in the kitchen" or "My brother is in the bedroom." bedroom" while practicing their speaking and listening skills during a drawing activity. They also discuss their drawings
with each other, strengthening family vocabulary and knowledge about the rooms in a house.
, Lesson 1
Lesson Teacher activity Teacher Talk Student activity Justification of CLIL Time
phase
Make sure Clearly describe what you are doing What are you going to say to make sure your Clearly describe what the students are doing during each Use theory from the course as well as what you
you link this during each lesson phase. students are able to follow your instructions? How lesson phase. know about your students. Use terminology and
to the 4- do you give basic classroom instructions in English? sources from this course (e.g.,: Bodde-
phase model (e.g. asking for silence, raising hands etc.) Alderlieste and Dale, van der Es & Tanner)!
Introduction Before the lesson starts, I have already The students listen to the instructions of the teacher and Before presenting a topic or theme, activating 7 min
invited the students to sit in the circle “We gaan een lesje in het Engels doen waarin we sit in the circle. The students respond to my questions by (also known as activating past information or
and repeated the circle rules. gaan leren over families. Ik heb de ‘English first raising their finger and are encouraged to focus and activating existing knowledge) entails getting the
Butterfly’ meegenomen. Dit is de vlag van Engeland prepare to participate. students' minds going and inspiring them to
I start the lesson with an introduction en daar spreken ze Engels. Er zijn natuurlijk heel learn. It entails getting students interested in a
in Dutch, where I tell the students veel landen waarin ze Engels spreken, maar ik heb lesson's subject and assisting them in applying
what we will be doing in this lesson. I het kaartje meegenomen zodat iedereen kan zien The students show they are ready to engage by sitting what they already know (Dale et al., 2011). That
start the lesson in Dutch and explain dat ik Engels ga praten. Dus als ik het kaartje op quietly and paying attention. is why I asked the students if they already spoke
what will happen. doe, dan spreek ik alleen Engels. Ik ben nog steeds English or knew words in English.
dezelfde juf.”
I put on the ‘English Butterfly’, and I The students respond to the teacher's questions or Asking students if they want to assist me during
repeat that from now on I will speak in “Ik doe nu de English Butterfly op mijn kleding. And prompts by raising their finger to indicate they would like to class by translating words into Dutch works
English. from now on I will speak in English.” answer. This shows participation. motivating. It will foster ownership and take an
active role in the learning process and can
I raise my own hand while asking the I will start with a question: “Raise your hand if you support other students by creating a classroom
students about their own experiences already speak English or know any English words.” environment where everyone feels supported.
with English. Vygotsky’s sociocultural theory emphasized the
I give the students time to think about “I also need one or two children who will assist me importance of social interaction in learning.
the question I just asked. I then call on during class by translating words into Dutch. Can I When students help each other translate, they
a couple of children to answer. ask you (pupil X) to explain what I say in Dutch? So, operate within their Zone of Proximal
if I say; Raise your hand, what does that mean?” Development, where a more capable peer (or
I choose one or two students that will teacher) helps others understand concepts they
take on the role of translator and I couldn’t grasp independently (Vygotsky, 1978).
explain their tasks.
Body I start by showing pictures of my The information used to help learners 10 min
family. I point to each family member I tell the students; “This is my mother, this is my During the lesson phase body, the students actively understand ideas and construct meaning" is one
and explain who they are one by one. father, these are my sisters, this is my brother, this participate by listening to the teacher and do the definition of lesson input. It might be linguistic or
is my grandmother, this is my grandfather etc.” questioned tasks. non-linguistic and is the basis of all lessons. A
While I show the students my family, I photograph is an example of non-linguistic input,
ask the students various questions. The questions/actions I can ask while discussing and a text is an example of linguistic input.
the pictures are: The students listen to my instructions and stand up when I Learners receive information and language from
- Raise your hand if you have a ask. They are also allowed to give short verbal reactions input that they can utilize to complete tasks or
mother/sister/father/grandmother/cousin when the teacher invites them to do so. For example, they activities.
- What is another word for father/mother? might say, “Yes, I have a sister!” I showed pictures and I also added words. This
- What is their name? / What is your makes the input multimodal since it consists of
mother’s name? both text and graphics (Dale et al., 2011).
