Activity 3 - LEARNING OUTCOMES

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Before we can plan a CLIL lesson or series of lessons, we need to identify the content knowledge and skills which learners will be taught called learning outcomes, statements of what most learners should be able to know, be able to do and be aware of as the result of a learning experience.

Learning outcomes in CLIL really help teacher to think of what the learners are doing rather than what he/she’s teaching.

When teachers plan a lesson, they need to consider the following questions:

• What are my teaching aims?

What will the learners know and be able to do at the end of the lesson which they didn’t know or couldn’t do before the lesson?

• What subject content will the learners revisit and what will be new?
• Which thinking and learning skills will be developed?
• What tasks will learners do?
• What language support will be needed for communication of content, thinking and learning?
• Which materials and resources will be provided to present the content and support any tasks?
• How will learning be evaluated?

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Read the following lesson plan and write some possible learning outcomes in terms of

• What pupils will learn at the end of the lesson (knowledge).
• What pupils will be able to do with their knowledge at the end of the lesson.

Subject: Arts, science

Topic: the 5 senses

Grade: 3rd

Level: Primary

Module length: 1 lesson of 60 minutes 

Organize a break with the products known and suitable for all diets

Activity 1 – 20 min.

Language skills: Listening, Speaking, Reading
Key vocabulary: mouth, nose, hands, eyes, ears, listen, smell, taste, touch, see, chips, food crackers

Communication: what is it?

Interaction: Whole class
Materials: chips, food crackers, blindfold,table
Assessment: Teacher will check students’ participation in conversation

Description of the activity: a game

The class is divided into groups. Some food (chips or crackers) is made available to pupils .

With blindfolded eyes

• What do we smell?
• How does it feel?
• How do we taste?
• What does it sound like?

Without a blindfold they will answer

• What do I see?

Activity 2 – 20 min.

Language skills: Listening, Speaking, Writing
Key vocabulary: salty, sweet, crunchy, smooth, rough
Communication: How it is?
Interaction: Whole class, group work
Materials: pencils, pens, crayons, sheets,
Assessment: The teacher will check the knowledge of sensations and the correct use of the table.

Description of the activity:
After analysing together and discussing their feelings, group creation of the table and data entry.

Example:

Activity 3 – 20 min

Language skills: Listening, writing, colouring. designing
Communication: What sense did I use? What did I feel?

Interaction: Group work.
Materials: tablet, table

Description of the activity:
Using book creator https://bookcreator.com/ , the students will create a simple ebook on the 5 senses based on their experiences during the tastings and the information entered in the table, using drawings, photos and colours to elicit the right feeling for each of the 5 senses.

Evaluation and assessment: T monitors groupwork to check if the correct words are used in the programme. He/She provides help if needed.