CLIL Module Plan Author(s) Claudio Marinelli School IC Fondo-Revò School Grade Primary Middle High School Year 1 2 3 4 5 Subject Geografia Topic The city CLIL Language English Deutsch Personal and social-cultural preconditions of all people involved The class is composed by 20 students living in little villages of val di Non. They are all born in Italy, but 3 of the are second-generation students (one from Albania and two from Morocco). There is a student with Specific Learning Disorders (a light form of dislexy). They are used to learn with frontal lessons, but they seem more excited when the teacher proposes group work. The level of learning is good. The learners are Italian mothertongues. The CEFR level of student is an average A1, but a consistent group of kids can be considered of A2 level. Students' prior knowledge, skills, competencies Subject Language The history of the first civilization What is a landscape Reading and describing a landscape Comparing tables What is in the city Comparative and superlative Present simple Past tense Future tense 5 W questions Timetable fit Lesson Length 20
Transcript
CLIL Module PlanAuthor(s) Claudio Marinelli
School IC Fondo-Revò
School Grade Primary Middle High
School Year 1 2 3 4 5
Subject Geografia Topic The city
CLIL Language English Deutsch
Personal andsocial-culturalpreconditionsof all peopleinvolved
The class is composed by 20 students living in little villages of val di Non.They are all born in Italy, but 3 of the are second-generation students (onefrom Albania and two from Morocco). There is a student with Specific LearningDisorders (a light form of dislexy). They are used to learn with frontal lessons,but they seem more excited when the teacher proposes group work. The levelof learning is good. The learners are Italian mothertongues. The CEFR level ofstudent is an average A1, but a consistent group of kids can be considered ofA2 level.
Students' priorknowledge,skills,competencies
Subject Language
The history of the first civilizationWhat is a landscape Reading anddescribing a landscape Comparingtables What is in the city
Comparative and superlative Presentsimple Past tense Future tense 5 Wquestions
Timetable fit Lesson Length 20
Description ofteaching andlearningstrategies
For this module there will be both individual, pair and group work. Studentswill learn by doing, watching videos, calculating, comparing tables and alsoplaying. They will discuss and express their opinion. They will be able to thinkat the future of cities and to have their own ideas on how it will be. Theteacher will alternate moments of group work with moments of explanation,tables and maps with videos. He will costantly check the students' reactionsand their skills. The teacher will make a large use of digital tools like IWB. Hewill also let the student speak, read and write. There will be a different test forthe students with Specific Learning Disorders. They can also have a reductionof the writing tasks.
Overall Module PlanUnit: 1The cityUnit length: 6
Lesson 1
What is a city?
Lesson 2
What are cities?
Lesson 3
Terminology of the city
Lesson 4
Building a city
Lesson 5
The best city ever
Lesson 6
My city
Unit: 2Cities in the worldUnit length: 5
Lesson 1
4 types of city
Lesson 2
Megacities in the world
Lesson 3
Where in the world is Carmen Sandiego?
Lesson 4
Review game
Lesson 5
Summative test
Unit: 3Urbanization and its problemsUnit length: 5
Lesson 1
Urbanisation - terminology
Lesson 2
World population growth
Lesson 3
Overpopulation and its consequences
Lesson 4
City problems
Lesson 5
The slums
Unit: 4Cities of the futureUnit length: 4
Lesson 1
A slum action plan
Lesson 2
Smart cities
Lesson 3
Examples of smart cities
Lesson 4
Final test
CLIL Lesson PlanUnit number 1 Lesson number 1 Title What is a city?
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
Preactivatetheknowledge ofthe studentsabout the city
The students watch thisshort video and write downtheir impressions link
Skills
L S R W
Key vocabularyListening to the music
CommunicativestructuresListening to the music
WholeclassGroupworkPair workIndividualwork
1stlesson.pdf
Best AerialUrban and CityLandscapes:link
Formativeassessment:observingstudents'reaction/emotionsin their watching
After the video, teacherand students discuss aboutthe content of the video.When the discussion isconcluded, students sayevery word they knowabout cities (mostly in L2,but they can also saywords in L1 if they don’tknow the L2 word). Theteacher collects them in abrainstorming map aroundthe main word “CITY”.Students copy the schemeon their notebooks.
Skills
L S R W
Key vocabulary- city, park, city hall,garden... - the words ofthe city
CommunicativestructuresDo you know…? Whatdo you think about...?How do you say "...." inEnglish?
WholeclassGroupworkPair workIndividualwork
1stlesson.pdf
link
Formativeassessment: theteacher takesnote of the levelof participation
3 20minutes
The studentscanunderstand ifa specificlandscapebelongs to anurban or arurallandscape
The teacher gives somedata about the percentageof people living in citiesand then splits thestudents into pairs. Theyhave to look at a series ofpictures and decide if theyrepresent an urban or arural landscape.
Skills
L S R W
Key vocabulary- urban landscape -rural landscape
CommunicativestructuresWhat do you think...?What can you see...?Where are we?
CLIL Lesson PlanUnit number 1 Lesson number 2 Title What are cities?
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 30minutes
The studentscan locate theevents in achronologicalorder; theycanunderstandthe differencebetween anancient cityand a moderncity
After reading a shortdescription, theteacher splits thestudents into smallgroups. The studentsdiscuss and try toorder the cities in achronological orderand to put themamong the spiral oftime, from the oldestto the most recent.
Skills
L S R W
Key vocabulary- found - ancient/modern -explorations, factories...
Communicativestructures- What do you think?What's your opinion? -Passive forms, past tense
WholeclassGroupworkPair workIndividualwork
2nd lesson.pdflink link link link linklink link link link
Formativeassessment:how studentsinteract, howtheyorganizetheir work
The studentscan expresstheir opinion;the studentsunderstandthe existenceof advantagesanddisadvantagesboth living ina city and in atown.
The teacher correctsthe previous exerciseand then starts adiscussion. Thestudents shouldexpress their opinionabout the advantagesor disadvantages ofliving in a city or in atown, using somebeginnings ofsentences.
Communicativestructures- I think that living in acity/town is good/badbecause… - Cities/Townsare better because… - Inthe city/town there are… -In the city/town you can…- An advantage of living ina city/town is that… - Oneof the problems of thetown/city is that… - Iwouldn’t like living in acity/town because… - Iwant to live in a city/townbecause…
Summarizing Using a website likewww.answergarden.ch,the teacher copies theanswers of thestudents and publishesthe result on their webclassroom.
Skills
L S R W
Key vocabulary
Communicativestructures
WholeclassGroupworkPair workIndividualwork
2nd work.pdf2nd lesson.pdf
www.answergarden.ch
CLIL Lesson PlanUnit number 1 Lesson number 3 Title Terminology of the city
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
Correction ofhomework
The teacher and the studentscorrect the homework. Theteacher also asks somequestions to review theconcept.
Skills
L S R W
Key vocabulary
CommunicativestructuresDo you remember...?Can you tell thename...?
WholeclassGroupworkPair workIndividualwork
3rdlesson.pdf
Formativeassessment:the teacherchecks thecomprehensionof the previouslesson
2 40minutes
The teacherknow themain wordsabout the cityand can usethem in theirsentences.They canexplain themeaning ofthese words.
The teacher splits thestudents into pairs and givesthem the list of definitions,without the correct terms andsome words. The completedefinitions are shown on thewalls. In turns, a student goesto a definition, reads it andcomes back, referring themissing words and terms tohis companion. After a while,they exchange their roles.The first couple to finish getsa prize.
Skills
L S R W
Key vocabularycity – city centre –district – environment –flat – ghetto – high-density – homeless –industrial district –inhabitant – low-density– neighbourhood –overpopulation –railway – renovate –residential district –satellite town – sewage– skyscraper – slum –suburb –unemployment –urbanization
Communicativestructures
WholeclassGroupworkPair workIndividualwork
3rdwork.pdf3rdlesson.pdf
Formativeassessment:the teacherevaluates thecollaborationbetween thestudents andthe use ofEnglishdictating partsof thesentences
CLIL Lesson PlanUnit number 1 Lesson number 4 Title Building a city
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
Correction ofhomework andreview of theprevious lesson
The teacher and thestudents correct thehomework. The teacheralso asks somequestions to review theconcept.
Skills
L S R W
Key vocabularyAll those of theprevious lesson
CommunicativestructuresWhat is...? Can youdescribe...?
WholeclassGroupworkPair workIndividualwork
4thlesson.pdf
Formativeassessment:the teacherchecks thecomprehensionof the termsexplained inthe previouslesson
2 20minutes
The students canunderstand thatbuilding a new cityisn't an easyprocess. They canthink at thedifficulties ofancient engineersand explain whythey chose to builda specific shape.
The teacher shows thestudents a couple ofvideos about two ofthese cities (Brasiliaand Palmanova) andthe students answertwo particularquestions: what is theshape of the city? Whydid they build it thatway?
Skills
L S R W
Key vocabulary- shape, engineer
CommunicativestructuresWhat is the shape ofthe city? Why did theybuild it that way?
WholeclassGroupworkPair workIndividualwork
4thlesson.pdf
Brasilia: linkPalmanova 1stvideo: linkPalmanova 2ndvideo: link
Formativeassessment:the teacherverifies theunderstandingof the videos inthe answers ofthe students
3 30minutes
The students canunderstand thatbuilding a new cityisn't an easyprocess. They canthink at thedifficulties ofancient engineersand explain whythey chose to builda specific shape.
Singularly or in pairs,the students search theweb for furtherinformation about othercities (San Salvador,Washington, La Plata,Canberra) and answerthe same two questions
Skills
L S R W
Key vocabulary- shape, engineer
CommunicativestructuresWhat is the shape ofthe city? Why did theybuild it that way?
WholeclassGroupworkPair workIndividualwork
4thwork.pdf4thlesson.pdf
The studentssearch theweb;Homework: linkmappa-della-citt%C3%A0-di-washington-dc-usa.jpg link linklink link link 3-vector-map-of-the-city-of-brasilia-capital-of-brazil.jpg
Formativeassessment:the teacherchecks theeffectivenessof the researchand themotivation; hecan alsovalutate thewritten results.
The teacher and the studentscorrect the homework. Theteacher also asks somequestions to review theconcept.
Skills
L S R W
Key vocabulary
CommunicativestructuresWhat is...? Whatshape...?
WholeclassGroupworkPair workIndividualwork
5thlesson.pdf
Formativeassessment:the teacherchecks if thestudentscorrectlycompletedtheirhomework
2 10minutes
Thestudents cantakeinspirationand imaginethe city theywant torealize
To introduce the main themeof this lesson, the teachershows to the students a videoabout the creation of the bestcity ever and stimulates themwith some questions.
Skills
L S R W
Key vocabulary
Communicativestructuresbest city ever
WholeclassGroupworkPair workIndividualwork
5thlesson.pdf
How Can WeMake ThePerfect City? ft.RealEngineering:link
Formativeassessment:the teacherchecks thecomprehensionof the video
3 40minutes
Thestudents canbuild animaginarycity andstart tounderstandtheproblemsbehind it
The students take a sheet ofpaper, pencils, markers anddraw their own perfect city.They give their city a name,they must think of all thefacilities and imagine parks,gardens and places of fun. Inthe following lesson, they willpresent their city to the rest ofthe class.
CLIL Lesson PlanUnit number 1 Lesson number 6 Title My city
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 60minutes
The studentscan share theirideas andpresent theirperfectimaginary city
The students presenttheir projects to theothers. In order tohelp them, they havethis list of sentences.
Skills
L S R W
Key vocabulary
Communicative structures- The name of my city is… - Inmy city live ……. inhabitants - Inmy city there is a … - In the citycenter there are … - Theindustrial district lies in thenorthern/southern… part - In mycity there are …parks/playgrounds/supermarkets
The studentscandistinguishdifferentcities by theirshape orpopulation;they knowwhat are amegacity, ametropolis, aconurbation,ametropolitanarea
The teacher shows 4different pictures, whichrepresent the 4 types ofcity (1. MEGACITY – 2.METROPOLIS – 3.CONURBATION – 4.METROPOLITAN AREA) andasks what is the differencebetween the 4 pictures.
Skills
L S R W
Key vocabularyMegacity, metropolis,conurbation,metropolitan area
CommunicativestructuresCould you tell me...?What is the differencebetween...? What doyou think...? Can youindentify the differentaspects of...?
The studentscan classifydifferentcities by theirshape orpopulation.They canread a mapand thelandscape
The class moves to the hall(or in a large room). Theteacher had prepared, onthe walls, four papers withthe types of city and theirdefinitions. When thestudents arrive, the teachergives each of them apicture with the map of abig city. They have tocompare their pictures tothe ones of theircompanions and createfour groups. Then, they cantry to understand whichtype of city is representedon their photos and moveunder the paper with theircity. After that, the teacherchecks the answers.
The studentsreinforcetheirknowledgeabout thedifferenttypes of city
To check thecomprehension of thedifference, the teacherexplains a game. When theteacher says out loud thename of a type of city, thestudents create theformation requested: oMegacity: the studentsmove all together in onegroup; o Metropolis: thestudents move in groups of3-4 contiguous people; oConurbation: the studentsmove in groups of 6-7people and take eachother’s hand; oMetropolitan area: groupsof 3-4 students form acompact group and otherschoolmates stand aroundthem at a short distance.
Skills
L S R W
Key vocabularyMegacity, metropolis,conurbation,metropolitan area
Communicativestructures
WholeclassGroupworkPair workIndividualwork
7thwork.pdf7thlesson.pdf
The teacherchecks if thestudentsunderstood thedifference andmove quickly inthe requestedposition
CLIL Lesson PlanUnit number 2 Lesson number 2 Title Megacities in the world
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
Correction ofhomework andreview of thepreviouslesson; thestudents knowhow amegacity lookslike.
The teacher and thestudents correct thehomework. The teacher alsoasks some questions toreview the concept. Heshows an input video: link
Skills
L S R W
Key vocabularyMegacity, metropolis,conurbation,metropolitan area
CommunicativestructuresWhat is...? Can youdescribe it?
WholeclassGroupworkPair workIndividualwork
8thlesson.pdf
Formativeassessment:the teacherchecks thecomprehensionof the termsexplained inthe previouslesson
The studentsknow thepredictionabout thenumber ofmegacities inthe future
After a short explanation,the students complete agraph drawing the final barto show. The students cancompare datas and drawpart of a graph
Skills
L S R W
Key vocabularyMegacity, graph
CommunicativestructuresFuture tense
WholeclassGroupworkPair workIndividualwork
8thlesson.pdf
link
Formativeassessment:the teacherchecks ifstudentscorrectlycompare datasand draw partof the graph
3 15minutes
The studentscan findinformationand they knowthe position ofthe mainmegacities inthe world
The teacher gives students atable with the 10 mostpopulated cities in the world.The students have tocomplete it finding thecontinent where the 10cities are and they have tolocate the cities on a map
Skills
L S R W
Key vocabularyCity, country,population, continent
CommunicativestructuresSuperlative; in whichcontinent...?
WholeclassGroupworkPair workIndividualwork
8thlesson.pdf
Formativeassessment:the teacherchecks if thestudents caneasily findinformation
The studentscan locate themostpopulated areaof Europe andknow thedefinition ofBlue Banana
The teacher gives a mapshowing the most populatedcities of Europe and a bluearea and starts a discussion,asking some questions:What does it show? Whereare the biggest cities? Whichshape do you find? Does itremind you of a fruit?
Skills
L S R W
Key vocabularyBlue banana, megacity
CommunicativestructuresWhat does it show?Where are...? Does itremind you of...? Futuretense
WholeclassGroupworkPair workIndividualwork
8thwork.pdf8thlesson.pdf
Formativeassessment:theengagement ofthe studentsand theirunderstandingof the map
CLIL Lesson PlanUnit number 2 Lesson number 3 Title Where in the world is Carmen Sandiego?
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
More teachers are required forthis game. The students aredivided into groups. There hasbeen a big crime in the city andthey have to find the criminal.They have a list of suspectpeople and a travel pass; theymust ask for information andfollow the clues. They move fromone city to another, usingtime.The winners of the game arethe group with the minimumamount of hours spent.
The teacher divides the studentsinto pairs and gives them theinstructions for the review. 1. Thestudents look at their notebookstogether. They check thevocabulary in it and the content ofthe previous lessons. 2. After therevision, the teacher gives eachgroup three pieces of paper. Onevery piece the number of thegroup (1, 2, 3…) is written. 3.Every group must write threedifferent questions on the threepieces of paper and must givethem to the teacher
Skills
L S R W
Key vocabularyAll
Communicativestructures
WholeclassGroupworkPair workIndividualwork
10thlesson.pdf
Formativeassessment:how do thestudentswork in pairsand organizetheir work
When every pair has finished, thereview game can start: theteacher asks each group aquestion of another group: a. Ifthey can answer correctly, theyreceive 2 points; b. If they cannotanswer correctly, they receive nopoints, but the group that wrotethe question receives 1 point; c. Ifit is impossible to understand thequestion, the group that mustanswer receives 2 points and thegroup that wrote the questionLOSES 1 point. After everyquestion, the teacher sums thepoints and gives a prize to thewinners
CLIL Lesson PlanUnit number 3 Lesson number 1 Title Urbanisation - terminology
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 20minutes
The studentsknow themeaning ofpopulationdensity,populationgrowth, birthrate,mortality rateand naturalgrowth
The teacher shows on the IWBsome sentences abouturbanization and studentsshall think about theirmeaning. The teacher can alsoshow and give one graph ormap per subject. When theyreach a quite acceptableanswer, the teacher can makethem write the sentence ontheir notebook and glue thetable under the statement.
The studentslearn how theworldpopulationgrows; theyalsounderstandhow thesituation ischanging inthe 7continents.
The teacher divides thestudents into groups, givingeach group a laptop. Abigger group works on abigger poster. They searchinformation on the internetabout the world populationgrowth, finding the data onthe population from 10000BC to the present andcreating a bar chart. Theyalso need to find previsionsabout the population growthby 2050. They can find theneeded information here:link. The other groups searchinformation on the webabout each of the 7continents and draw a similargraph (link). The results willbe glued in the edges of thebig poster.
Skills
L S R W
Key vocabularyPopulation growth
Communicativestructures
WholeclassGroupworkPair workIndividualwork
13thwork.pdf13thlesson.pdf
link link
Formativeassessment:the teachervalutates howstudents workin group, theirability to findinformationand to usethem to relizetheir task.
CLIL Lesson PlanUnit number 3 Lesson number 3 Title Overpopulation and its consequences
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
The studentscan read graphsand understandthe globalpopulationgrowth
Looking at the poster, theteacher asks what itsymbolizes. The review mustmove to the subject of thislesson: overpopulation andits consequences
Skills
L S R W
Key vocabularyoverpopulation,consequence
CommunicativestructuresWhat can you see?What does it represent?What does itsymbolize?
WholeclassGroupworkPair workIndividualwork
14thlesson.pdf
Formativeassessment:how thestudentsanswer thequestionsand how theyunderstandthe posterthey realized
2 15minutes
The studentsunderstand theproblemscaused by asuddenoverpopulationof the cities;they are awareof the actualand futuresituation
Starting with the main word,OVERPOPULATION, teacherand students reflect on themain consequences ofoverpopulation and writesome of them in abrainstorming on the IWB.Before starting, the teachershows a graph with theprediction of people who livein cities now and in the next30 years.
Students thinkabout theconsequencesof their action;thay are awareof the problemsofoverpopulationin the city andcan explain theirideas.
The teacher divides thestudents into groups of 3-4people and gives them thedocument. It is a list ofvarious environmental andurban problems caused byoverpopulation. Studentsdiscuss if the problems areimportant or not important.Students must also write asentence explaining whythey consider that problemimportant or not.
The studentscan explain theirthoughts aboutbig problemsand write a textargumentingthem. They areaware of theman problems ofbig cities.
The teacher gives thestudents a sheet withimages representing theproblems of the cities. Inpairs, the students look atthe sheet. They have todiscuss WHY they havesuch pictures and HOWthey can represent aproblem for a city. Afterthe discussion, they writea text in which theyexplain the major concernsof cities nowadays.
Skills
L S R W
Key vocabularyTraffic, pollution, airpollution, trashes,waste, poverty,overbuilding, land use,criminality
CLIL Lesson PlanUnit number 3 Lesson number 5 Title The slums
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
The studentscanunderstandtheir mistakes;they can thinkat theconsequencesofoverpopulationin poorcountries.
Review and introduction: firstof all, teacher and studentscomment about the works;after that, the teacher showsthis activation sentence,describing the causes of thecreation of slums: “Too manypeople moved from thecountryside to the cities andthis caused an uncontrolledurbanization. Cities haveenlarged, without worryingabout giving their citizensgood houses and respondingto their needs. New districtshave been born, extremelypoor and degraded, built inunhealthy places andcomposed by shacks of sheetmetal, cardboard, mud, etc.”
Skills
L S R W
Key vocabularyUncontrolledurbanisation, enlarge,degraded, unhealthy,shacks of sheet metal,mud
CommunicativestructuresPast and passive tense;What do you think?Where do you think...?How do they live there?
The studentscan identifythe realproblems inthe slums andnote them.They know thedisparity ofcondition insome areas ofthe world.
The teacher gives the nameof these districts: slums. Heshows four videos whichexplain life in four differentshanty towns, or slums. Asfar as they watch the videos,the students have to notedown the characteristics ofthe four different slums andtheir general characteristics.
Skills
L S R W
Key vocabularyShanty town, slum
Communicativestructures
WholeclassGroupworkPair workIndividualwork
16thlesson.pdf
link link linklink
Formativeassessment:the teachervalutates theengagementof thestudentswriting downthecharacteristicsof the slums
3 20minutes
The studentsare aware ofthe diseases ofpeople livingin the slums.
The students share their workwith the schoolmates and theteacher, who says if theirsentences are correct or not.After that, the teacher gives asheet containing 4 questionsand, together, students andteacher answer them.
CLIL Lesson PlanUnit number 4 Lesson number 1 Title A slum action plan
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 5minutes
The studentsreview theargumentsof thepreviouslesson; theyknow themeaning ofslum and itsproblems
Review. What is a slum? Howare life conditions in slums?
Skills
L S R W
Key vocabularySlum, shanty town
Communicativestructures
WholeclassGroupworkPair workIndividualwork
17thlesson.pdf
Formativeassessment:the teachercorrects thehomework andchecks thecomprehensionof the termsexplained inthe previouslesson
2 15minutes
The studentsknow what isAgenda 2030and its goals
The teacher (or the studentsin the PC room, if available)goes on the website link andcalls a student to completethe puzzle. When the jigsaw issolved, he shows the pictureof the objectives of Agenda2030 and asks the students ifthey know this table. Whatdoes it show? What are these17 squares? Why has it gotthis name and this date?
Skills
L S R W
Key vocabularyAgenda 2030
Communicativestructures
WholeclassGroupworkPair workIndividualwork
17thlesson.pdf
link link
Formativeassessment:the teacherchecks if thestudentsunderstand therelevance ofthe Agenda2030 plan andcan explain it
3 5minutes
The studentscan explaintheimportanceof Agenda2030 andfind its goalsabout thecity
After the discussion, theteacher asks which goals referto the main subject, city andurbanization (goals 9 and 11,but also 1, 7, 8, 15 can beacceptable)
Skills
L S R W
Key vocabularyGoal, city, urbanisation
CommunicativestructuresWhat do you think? Doyou agree? Is itacceptable?
WholeclassGroupworkPair workIndividualwork
17thlesson.pdf
link
Formativeassessment:the teacherchecks if thestudentsunderstand therelevance ofthe Agenda2030 plan andcan explain it
The studentsunderstandthe difficultyof solvingthe slums'problems.They have tomake achoice andtake actionagainst thepoorcondition ofpeople infavelas.
Remembering the mainproblems found in the slums inthe previous lesson and thegoals proposed by the UnitedNations, the teacher proposesa game. The game can befound on the website link as afree resource (onlyregistration needed). Theteacher explains how thestudents can find it and use itand be careful to explain that“favela” is the name ofBrazilian slums. The studentspretend to be the directors ofa bank that has an amount ofmoney to spend to improve afavela. They must decide howto spend it.
CLIL Lesson PlanUnit number 4 Lesson number 2 Title Smart cities
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10minutes
The studentsreview thegoals ofAgenda 2030;they can startthinking atthe future ofthe cities andimagining abest world.
Review and introduction: firstof all, teacher and studentsreview. They read again andtogether the goal number 9and 11 of Agenda 2030; afterthat, the teacher projects onthe IWB a big question: Howwill cities in the future be?Students are called to answerthe question, giving theiropinions.
Skills
L S R W
Key vocabulary
CommunicativestructuresIn my opinion...; Do youagree? Can you explainyour opinion? Why doyou say so? What wouldyou do?
WholeclassGroupworkPair workIndividualwork
18thlesson.pdf
Formativeassessment:the teacherchecks thecomprehensionof the goalsand valutatesthe students'intervention inthe discussion
2 15minutes
The studentsstart makingtheir own ideaabout howthe city of thefuture willlook like
The teacher shows twovideos: One with a fantasticvision of life in 2050: link Thesecond with a most commonview, introducing the conceptof Smart City: link
Skills
L S R W
Key vocabularySmart city
Communicativestructures
WholeclassGroupworkPair workIndividualwork
18thlesson.pdf
link link
Formativeassessment:the teacherchecks thereactions ofthe students
3 30minutes
The studentscandistinguishthe 6differentareas wherethegovernmentsintervene inorder to buildsmart cities
The teacher explains that asmart city is a city which usesmodern technologies to faceurban problems and wants touse and create energy, givinga high-quality life to itscitizens. Then, the teacherassigns a list of many aspectsof intervention and asks toput them in the right cell of atable. The students are alsocalled to complete the tablewith their own ideas.
Skills
L S R W
Key vocabularySmart city, trafficissues, unemployment,digital credentials...
CommunicativestructuresWhat do you think...?Do you agree...?
WholeclassGroupworkPair workIndividualwork
18thwork.pdf18thlesson.pdf
Formativeassessment:the teachervalutates howstudentsinteract ingroups andhow they takedecisions. Healso checks ifthe studentscould add goodideas in thelist.
The studentscan repeat thenotions learntin the previouslessons.
The teacher explains the nexttest and gives instructions onhow to prepare for it. Toreview the vocabulary aboutslums, birth rate and density,problems of cities and smartcities, the teacher prepares ashort test using Quizizz,Quizlet, Kahoot or Wordwall.
