Science Lesson Plan

CLIL Task/Lesson Plan

LESSON NAME: On the farm

LESSON GLOBAL GOAL: Students understand the different life styles and use this knowledge to communicate with other people from other places or countries

LESSON TIMING: 45 minutes

UNIT POSITION: Start of unit from Lessons 9 -12 of Science

UNIT NAME: In my barn.

UNIT GLOBAL GOAL: To promote positive communication among students

LEVEL INFO: 2nd grade

Aims

Students can describe their favorite animals and their features in English, and hope that they have a chance to learn about animals that they can easily find around them. They will be proud and thankful for the place they live and this unit can be useful for other students as well because it will be a good chance for them to learn about the animals on the farm and understand the different life styles.

Criteria for assessment

Informal assessment will be used to assess how well learners: Speak/ Write/ Read/ and Listen

To carry out effective informal assessment we need to carry out systematic observation like:

 Comment on each student’s fluency and how well they cooperated with each other.

 Note down errors in grammar, pronunciation and use of vocabulary. Individual mistakes may be discussed with those students. A teacher must keep records of mistakes made during the lesson, and check them until they can be fixed naturally.

 Collect their work as a portfolio as a final grade.

Harris summarizes (1994) that Informal assessment is a way of collecting information about our students' performance in normal classroom conditions. Informal assessment is sometimes referred to as continuous assessment as it is done over a period of time like a term or an academic year. When we are in the classroom with our students we intuitively assess their performance when speaking, writing, reading or listening. We can see which students are performing well and which students are having difficulties. We are also aware of students’ attitudes, how much effort they are making and how much they are participating in classroom activities (Harris and McCann 1994, p. 5). In the writing, I’m not as concerned, at this point, with correcting spelling or prepositions. As long as they write and can read their writing, it is fine. They will correct themselves later while reading books. For example, they tried to write “I want to sleep”, but, on the paper, they wrote “I wan to slip.” Or, they wanted to write “He doesn’t sleep.”, but the result was “He duznt slip.” I don’t mind spelling errors. As long as they are able to read what they wrote, it is alright with me. I believed that they would figure it out for themselves after practicing phonics and reading. However, the grammar errors need to be corrected right away before they get accustomed to the bad habits of speaking with the misuse of the verb tenses, missing or incorrect use of prepositions, etc. Such dictating activities help give feedback for spelling errors. Written practice reinforces speaking proficiency. In order to write, learners must undergo some process to get “clear, fluent, and effective communication of ideas”. Through this process, learners have more opportunities to

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