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CLIL lesson plan

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Activity 1

What kind of scaffolding did you buy? Language 1 - Brainstorming

Why? I find it useful to introduce the topic of mental disorders to a 4th ESO class, encourage brainstorming of ideas, facilitate discussion and practice grouping the language based on common themes or categories, such as symptoms, causes and consequences.

Topic: Exploring Mental Disorders.

Level: Understand

Time: 40 min

Describe how it works: To introduce the topic we will explain to the students that mental health is an essential aspect of overall well-being and how disorders can affect someone’s life. We will discuss the importance of understanding mental disorders and reducing the stigma associated with them. We will then ask the students to brainstorm different mental disorders they have heard of or are familiar with. Students will be encouraged to think about various conditions such as anxiety, depression, ADHD, eating disorders, and others.After the brainstorming session, we will guide the students in discussing the language needed to talk about mental disorders appropriately and respectfully. We will encourage students to use descriptive language, empathetic vocabulary, and considerate phrasing, and to avoid stereotypes and the use of person-first language (e.g., "a person with autism" instead of "an autistic person"). The next part of the activity involves grouping the language captured during the discussion based on common themes or categories. Together as a class, students will identify key words or phrases from the discussion and discuss similarities and connections between the grouped language, emphasizing the importance of understanding and supporting individuals with mental disorders.

Activity 2

What kind of scaffolding did you buy? Language 4 - Giving wait time

Why? The objective of this activity is to deepen the understanding of mental disorders such as depression, anxiety, and eating disorders among 4th ESO students. I find this goal very useful since we are working on a very sensitive topic and the activity aims to create a safe space for learning about it, fostering empathy and understanding among students. It is a way to ensure that the discussion remains respectful and supportive, emphasizing the importance of seeking help from trusted adults if anyone is experiencing mental health challenges.

Topic: Wait time questioning and discussion

Level: Application

Time: 30 min

Describe how it works: We will begin the activity by recapping the mental disorders that the students previously brainstormed, such as depression, anxiety, eating disorders, and others. We will then present a question related to one of the mental disorders, focusing on causes, symptoms, or consequences. We will provide several seconds of wait time after asking the question.During this time, students should think about their response and formulate their answer in their minds. We will start the timer for the designated wait time, typically around 10-15 seconds, depending on the complexity of the question. After the wait time, we will randomly select a student to answer the question, using methods like drawing a name from a hat, using a random number generator, or spinning a "student selector" wheel. If the selected student does not know the answer or needs more time, provide support and encourage them to give their best effort. After a student provides their answer, we will facilitate a class discussion around the question and response, where students will be encouraged to share their thoughts or additional information related to the question.

Activity 3

What kind of scaffolding did you buy? Writing 11 - Writing frames

Why? I find it useful to engage students in writing an expository essay about mental disorders after discussing their main symptoms, causes and consequences, and to guide students in organizing their thoughts and ideas effectively.

Topic: Expository essay about mental disorders with writing frames

Level: Create

Time: 50 min

Describe how it works: We will distribute the writing frames to the students and explain that these templates will provide a structure and guide for their expository writing. We will familiarize the students with the different sections of the writing frames, such as introduction, causes, symptoms, and possible treatments or support before discussing the purpose of each section and how it contributes to creating an informative and organized expository text. Students will be allowed to choose a mental disorder they feel interested in exploring further and will be encouraged to think about the disorder they want to learn more about and write about in their expository text. We will then provide resources such as books, articles, or websites that are age-appropriate and reliable for them to gather information. Students will be instructed to use the writing frames to draft their expository text, following the structure provided by the writing frames, including an introduction, body paragraphs, and a conclusion. There will be a peer evaluation in which they will look for areas where their partner can improve clarity, organization, or the inclusion of relevant details. Students will then revise and edit their expository text based on the feedback received during the peer review session. They will write their final draft, making necessary revisions and improvements and finally  they will share their expository texts with the class, either by reading them aloud or displaying them for others to see.

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Helly everyone!
I work as an English teacher in a high school and I love it! I also love music, reading and cooking :)
I joined this course to improve my classes and meet people to share ideas and resources with.

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Lesson Topic: The impact of the pandemic on the mental health in teenagers

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Lesson Topic: The impact of the pandemic on the mental health in teenagers

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Lesson Topic_ The impact of the pandemic on the mental health in teenagers

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“Vigotsky’s social constructivism in my Dietetics classes”

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“Vigotsky’s social constructivism in my Dietetics classes”

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I would create authentic language contexts by integrating real-world content and materials into the English classes. Select relevant content from other subjects, such as science, or literature, and incorporate it into the English lessons. For instance, if teaching English through the theme of mental health, I would include newspaper articles, videos, or debates related to prevention and coping strategies, enabling students to engage in language activities with a purposeful  context.

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“Instructions according to Bloom’s taxonomy and critical thinking”

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“Instructions according to Bloom’s taxonomy and critical thinking”

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I would use scaffolding techniques during English language lessons. I would provide guidance, breaking down complex language tasks into manageable steps, and I would offer support as needed. For example, when teaching new vocabulary or grammar structures, I would provide examples, explanations and visual aids to help students grasp the concepts. Gradually, I would reduce the support as students become more proficient.

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“The language approach according to Stephen Krashen”

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“The language approach according to Stephen Krashen”

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I would encourage students to work together in pairs or small groups to solve problems, complete tasks, or discuss English language topics. For example, I would assign group projects where students need to research and present information about a specific English-speaking country, fostering both language acquisition and content understanding.