CLIL unit for TEYL (planning guide for GPTE CLIL units)

Content: Topic: Facts (nouns): Big understandings: Essential questions:

Content is a starting Components of weather temperature, atmospheric What elements do we focus when What are the components of
point for the planning. pressure, wind, humidity, we talking about weather? weather?
 Measuring the weather precipitation, cloudiness,
Where does weather forecast What are the instruments of
Weather forecast hygrometer, anemometer, information come from? weather?
Forecast the weather thermometer, barometer, wind
vane, rain gauge What weather symbols are usually What elements should be included
Natural phenomena appearing in the weather in the weather forecast?
maps of weather, sunny, sunny forecast?
spells, cloudy, thunder and How do you report like a weather
How does a weather forecast forecaster?
lightning, light rain, heavy rain,
sleet, hail, light snow, heavy snow, reporter work?
Can you introduce the 5 kinds of
mist, overcast, fog, wind direction What natural phenomena do we natural phenomena to others?
in the north, in the south, in the usually have in the world?
east, in the west

storm, rainbow, blizzard,

hurricanes, tornados

Cognition Levels of Thinking (Blooms): Verbs: Questions:

Tasks to encourage design their own poster with description design What can we do to …？
higher order thinking.
How do you think?
recall previous knowledge and understand new recall
 concepts
Where did you find out?
understand
evaluate the tasks and provide justification What’s the difference …？
why assess
Why do you like…？
recognize
 Communication Language functions: Language structures: Key vocabulary: Language skills:

Focus on language and Communication: What is …? temperature, atmospheric listening - students practice their
communication. pressure, wind, humidity, listening skills by hearing the
 describing justifying informing It is… precipitation, cloudiness, teacher, their peers as well as
asking others from videos
in the north… hygrometer, anemometer,
Grammar: basic structure, mostly thermometer, barometer, wind speaking - students are provided
in the south…
in present simple vane, rain gauge with opportunities to practice
in the east… speaking
Vocabulary: related to maps of weather, sunny, sunny
components of weather, in the west… spells, cloudy, thunder and writing - students usually write in
instruments of weather, symbols the worksheets, notebooks
lightning, light rain, heavy rain,
of weather, natural phenomena
sleet, hail, light snow, heavy snow,
reading - students through
mist, overcast, fog, wind direction
worksheets, article and PPTs
practice their reading skills
in the north, in the south, in the
east, in the west

storm, rainbow, blizzard,

hurricanes, tornados

Culture Familiar cultural concepts: Unfamiliar cultural concepts:

Familiar and unfamiliar We are living on the earth, and we are influenced by weather every day. How does human being studies weather and make weather forecast to
cultural concepts that make our life better?
could be addressed.

CLIL Unit Plan for TEYL

Unit name: Weather unit

Subject/Course: Science
Teacher: Ping Dai

School Year: 2020/2021

Grade: 4

Possible start/end dates: 11.06 – 31. 05. 2021

Addressing Learners’ Diversified Needs: ___________________________________________________

Connections with National Curriculum (both language and content): ____________________________

Unit Aims: Make students be familiar with the six components of

weather.
Provide students an article and let them find the
components of weather in it.
Provide students a quiz to check the concepts of components
of weather.

Make students are able to identify weather instruments and

what they measure.

Offer students the opportunities to explain which groups of

people would find the weather forecast useful.

Make students understand what weather forecast is and how

it works.
Make students be familiar with the weather forecast
symbols.

Make students prepare a weather report and present in front

of the whole class.
 Make students be clear about 5 types of natural phenomena.
Make students know how it affect people’s life.
Provide students the opportunity to make intro posters
about these natural weather phenomena.

Unit Objectives: Content:

Content Students are able to name the six components of weather.

Students are able to understand the concept of these
Cognition components.
Students are able to explain the concept of each component.
Communication
Students are able to understand how weather instruments
Culture
are used to measure the weather.
Students are able to explain which groups of people would
find the weather forecast useful.
Students will be able to understand what weather forecast is
and how it works.
Students will be familiar with the weather forecast symbols.
Students are able to prepare a weather report and present in
front of the whole class.
Students will be able to know about 5 types of natural
phenomena.
Make students know how it affect people’s life.
Students are able to make intro posters about these natural
weather phenomena.
Cognition:

Students can relate their own experience with the new

knowledge.
Students are able to connect the components of weather
with weather news.

Students can relate the components of weather to the

weather instruments and notice how it works for weather
forecast.

Students are able to relate the components of weather and

weather instruments with weather forecast, understand
how weather forecast is produced.

Students will be able to name and introduce these natural

phenomena

Communication:

Learners will be able to: know the new words, temperature,

atmospheric pressure, wind, humidity, precipitation,
cloudiness

Learners will be able to: understand the meaning of the six

components of weather.
Learners will be able to: name the instruments of weather,
hygrometer, anemometer, thermometer, barometer, wind
vane, rain gauge
Learners will be able to: understand how weather
instruments are used to measure the weather
Learners will be able to: name the weather symbols
Learners will be able to: understand what weather forecast
is and how it works.
Learners will be able to: Use the sentence “in the east of the
country…”,”in the west of the country…”, in the south of the
country…”, in the north of the country…”
Learners will be able to: prepare a weather report and
present in front of the whole class.
 Culture:

Students will learn heatwave happens not only in Poland but

also in UK

Students are able to understand how the weather being

measured and related to people’s daily life.
Students will know about how the weather and weather
forecast influence people’s life.

Assessment Methods Formative assessment: group activity, quiz, worksheets,

group presentation

Summative assessment: poster making

Unit Materials and Resources: Science textbook

PPT

Computer

projector

worksheets

videos

maps of weather

Poster making paper

Crayons

glues

scissors
Lesson title Components of weather

Class length 45 mins

Summary of Lessons

Lesson 1 Title Components of weather

Class/ student Grade 4, bilingual context, estimated A2 level
information Lesson 2 Title Measuring the weather
10 students
Lesson 3 Title Weather forecast
Lesson aims 1. make students be familiar with the six components of weather
2. provide students an article and let them find the components of weather in it Lesson 4 Title Forecast the weather
3. provide students a quiz to check the concepts of components of weather
Lesson 5 Title Natural phenomena
Lesson objectives content Students are able to name the six components of weather.
Students are able to understand the concept of these components. CLIL Lesson Plan Template for TEYL
Students are able to explain the concept of each component. Date: 31.05.2021

language Content-obligatory language objectives School: Monnet International School

Learners will be able to: know the new words, temperature, Teacher: Ping Dai
atmospheric pressure, wind, humidity, precipitation, cloudiness
Subject: Science

Content-compatible language objectives

Learners will be able to: understand the meaning of the six components
of weather.

cognition 1. Students can relate their own experience with the new knowledge.
2. Students are able to connect the components of weather with
weather news.
culture Students will learn heatwave happens not only in Poland but also in UK.

1. Background building - students build the knowledge based on they have

Instructional
already know.
Stages and Lesson procedure (describe the activities and Justification for the activity (content,
time instructional strategies) language, cognition, culture)

Engagement Using scaffolding ask some questions based on content: students can recall what they
students’ experiences. The teacher asks, “What’s learn before or their personal experiences.
the weather like today?” Showing students, the
language: students are able to tell what
weather report in Warsaw. Then talk about the
they have already learnt by using full
today’s weather.
sentences.
Teacher asks them” What is weather?” For elicit the
cognition: students are able to connect
previous knowledge.
their previous knowledge with new
content.

Explanation Show students the PPT slides, explain the weather content: students are able to name the six
of components to students, including temperature, components of weather.
atmospheric pressure, wind, humidity, precipitation,
cognition: students are able to relate the
cloudiness.
personal experience to the components.
During the introducing process, there are
language: students are able to use these
opportunities for output, students can talk about
new words to formulate new sentences.
what they already know. For example, temperature,
wind, humidity.

Scaffolding by using visual aids. The connection

between atmospheric pressure and wind might be
difficult to understand. Use this video to introduce
atmospheric pressure.

https://www.youtube.com/watch?v=28grZdfexT8
Use this video to introduce how atmospheric
pressure connect to wind.

https://www.youtube.com/watch?v=C9gjZ1Uika4

Extension Divide students into 3-4 person a group. Each content: students are able to name the six
person will be given on an article. Let students read components of weather.
the article to find the components in this article and
cognition: students are able to relate the
discuss in groups. There will be some peer teaching,
personal experience to the components.
and opportunities for output.
language: students are able to use these
Present by each group, talking about which
Lesson title Measuring the weather

Class length 45 mins

Class/ student Grade 4, bilingual context, estimated A2 level

information 10 students

1. Make students are able to identify weather instruments and what they
Lesson aims
measure.
2. Offer students the opportunities to explain which groups of people would find
the weather forecast useful.

1.Students are able to understand how weather instruments are used

Lesson objectives content
to measure the weather.

2. Students are able to explain which groups of people would find the
weather forecast useful.
language Content-obligatory language objectives
Learners will be able to: CLIL Lesson Plan Template for TEYL
name the instruments of weather, hygrometer, anemometer,
thermometer, barometer, wind vane, rain gauge Date: 02.06.2021

School: Monnet International School

Content-compatible language objectives Teacher: Ping Dai

Learners will be able to: Subject: Science
understand how weather instruments are used to measure the weather

cognition Students can relate the components of weather to the weather

instruments and notice how it works for weather forecast.

culture students are able to understand how the weather being measured and
related to people’s daily life.
Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

Warm-up Ask students to unscramble the weather anagrams (these content: students can recall what
are the components of weather that they learnt in they learn in last lesson
previous lesson).
language: students are able to tell
Students should answer the components easily. what they have already learnt by
using full sentences.
Scaffolding: teacher can give a hint that the anagrams are
related to last lesson. cognition: students are able to
connect their previous knowledge
Opportunities for output: students can talk about what
with new content.
they think the anagram is.

Presentation Explain that there are special weather instruments which content: students are able to know
are used to measure the weather. Weather instruments the weather what weather
are found on land in weather stations. Refer to the photo instruments is and name the six
of the Kew gardens weather station and ask students if weather instruments. (Hygrometer,
they have seen one of these before. They might have seen anemometer, thermometer,
one at an airport for example. Some schools have their barometer, wind vane, rain gauge)
own weather stations. Explain that weather instruments
are also found on weather buoys, planes, weather cognition: students are able to relate
balloons and satellites. the personal experience to the
weather instruments.
Use PPT to show students how each weather instrument
works. Students are invited to answer some questions language: students are able to use
about each instrument in order to consolidate their these new words to formulate new
understanding. Students could add further information to sentences.
their activity sheet.

Explain that information from weather instruments is

analyzed by a supercomputer in order to produce a
weather forecast.

Work in groups: Students should complete the Who Uses

a Weather Forecast? Activity Sheet. They might consider
users including the public, farmers, pilots, construction
workers, etc.
Practice Show student last PPT page, they should identify the content: students are able to know
weather instruments shown and be able to state one fact the weather what weather
about each. instruments is and name the six
weather instruments. (Hygrometer,
Lesson title Weather forecast

Class length 45 mins

Class/ student Grade 4, bilingual context, estimated A2 level

information 10 students

Lesson aims 1. Make students understand what weather forecast is and how it works.
2. Make students be familiar with the weather forecast symbols.

Lesson objectives content 1. Students will be able to understand what weather forecast is and
how it works.
2. Students will be familiar with the weather forecast symbols.

language Content-obligatory language objectives

Learners will be able to:
name the weather symbols

Content-compatible language objectives

Learners will be able to:
understand what weather forecast is and how it works.
CLIL Lesson Plan Template for TEYL
Date: 10.06.2021

School: Monnet International School

Teacher: Ping Dai

Subject: Science
cognition Students are able to relate the components of weather and weather
instruments with weather forecast, understand how weather forecast
is produced.
culture Students will know about how the weather and weather forecast
influence people’s life.
1. Background building - students build the knowledge based on they have
Instructional
Stages Lesson procedure (describe the activities and Justification for the activity (content,
and instructional strategies) language, cognition, culture)
time

Pre- https://www.youtube.com/watch?v=qWWx3reC9qA content: students can recall what they

teaching learnt and experienced
Watch the video and discuss:
language: students are able to tell what
they have known by using full sentences.
What does a TV weather reporter do?
cognition: students are able to recall
Where does weather information come from? previous knowledge

How Is a news story about the weather different from a

weather forecast?

Is reporting the weather a science?

What types of weather cause weather alerts to be

issued?

While- Watch the video then discuss: content: students can think about the key
teaching concept of weather forecast
What components of weather are included in weather
forecast? language: students are able to tell what
they have known by using full sentences.
What is map of weather?
cognition: students are able to connect
their previous knowledge with new
What weather symbols can we identify?
content.
https://www.youtube.com/watch?v=zdBrMrwiaWI&t=5s

Post - Show the PPT to students and ask them to name those
teaching weather symbols.

Practice: complete the weather symbols worksheet.

Lesson title Forecast the weather

Class length 45 mins

Class/ student Grade 4, bilingual context, estimated A2 level

information 10 students CLIL Lesson Plan Template for TEYL

Lesson aims Make students prepare a weather report and present in front of the whole class. Date: 10.06.2021

School: Monnet International School

Teacher: Ping Dai

Lesson objectives content Students are able to prepare a weather report and present in front of Subject: Science
the whole class.

language Content-obligatory language objectives

Learners will be able to: Use the sentence “in the east of the
country…”,”in the west of the country…”, in the south of the country…”,
in the north of the country…”

Content-compatible language objectives

Learners will be able to: prepare a weather report and present in front
of the whole class.

cognition Students will be able to understand more about how weather forecast
works and related to the previous knowledge.

culture Students will be able to understand more about how weather forecast
is produced and related to society.
1. Background building - students build the knowledge based on they have
Instructional
Stages and Lesson procedure (describe the activities and Justification for the activity (content,
time instructional strategies) language, cognition, culture)

Presentation Show the video again slowly, the introduce the

structure of the weather report.

Use the sentence “in the east of the country…”,”in

the west of the country…”, in the south of the
country…”, in the north of the country…”

Practice Work in groups to prepare weather reports.

Then present.
Lesson title Natural phenomena

CLIL Lesson Plan Template for TEYL

Class length 45 mins
Date: 11.06.2021

School: Monnet International School

Class/ student Grade 4, bilingual context, estimated A2 level
information Teacher: Ping Dai
10 students
Subject: Science
Lesson aims Make students be clear about 5 types of natural phenomena.
Make students know how it affect people’s life.
Provide students the opportunity to make intro posters about these natural
weather phenomena.

Lesson objectives content Students will be able to know about 5 types of natural phenomena.
Make students know how it affect people’s life.
Students are able to make intro posters about these natural weather
phenomena.
language Content-obligatory language objectives
Learners will be able to: name the natural phenomena, including storm,
rainbow, blizzard, hurricanes, tornados

Content-compatible language objectives

Learners will be able to: introduce these natural phenomena, how
danger it is, how it affects people’s life.

cognition Students will be able to name and introduce these natural phenomena

culture Students will be to understand weather affect people’s life.

Stages and Lesson procedure (describe the activities and Justification for the activity
time instructional strategies) (content, language, cognition,
culture)

Warm-up Discuss what natural phenomena they ‘ve already know

Presentation Show students the PPT and introduce storm, rainbow,

blizzard, hurricanes, tornados briefly.

Watch the video and discuss the difference between

hurricanes and tornados.

Practice Work in groups choose one natural phenomenon and

make a poster:

What is it?
Why is it dangerous?

Post Review the weather unit briefly. Including the

teaching components of weather, weather instruments, weather
forecast symbols, map of weather.
Post-teaching reflections:

In general, the teaching process is fine. Students were learning well. But there always some little mistakes in the teaching process. I will keep improve myself.