John Andrew Sheehan John Andrew Sheehan

Young Learners level


In this lesson - using a CLIL approach - students read for gist in the context of germs and understand ways they can help their body fight germs. Ss will also revise and consolidate previously learned vocabulary (e.g. head, mouth, nose, chin, ears, eyes etc.). Ss also listen for specific info.


Abc Colouring pencils
Abc Blu Tack
Abc Boardmarkers
Abc Flashcards
Abc Footprints 2 CD1
Abc Whiteboard
Abc Wordcards
Abc Handouts (Photocopies of Footprints Pupil's Book pp. 26-27 and Activity Book pp. 24-25)
Abc Footprints Pupil's Book pp. 26-27
Abc Activity Book pp. 24-25
Abc Projector

Main Aims

  • To provide gist reading practice using a text about ways you can help your body fight germs using the context of germs

Subsidiary Aims

  • To revise and consolidate body vocabulary
  • To provide specific information in the context of germs


To revise vocabulary (5-7 minutes) • To revise vocabulary

Greet the children. Remind them of my name. Play a memory game where students match wordcards to flashcards on the board. T sticks the flashcards face down on on side of the board and the wordcards on the other side. T invites all Ss to the front of the class and divides the Ss into two groups. T asks a child from one group to choose a flashcard. T then aks the child to name the object and asks a child from the other group to find the corresponding wordcard. T repeats the procedure with other children until there are no cards left on the board. T asks Ss to sit down.

To Set Context and to Pre-teach Vocabulary (6-8 minutes) • To Set Context and to Pre-teach Vocabulary

Show Ss the Video on the projector and stopping in the relevant place, show them the germs and elicit from Ss. Through gesture and mime, elicit that germs make us 'ill'. Ask Ss 'Where are germs?' Elicit 'Everywhere'. Again, through gesture and mime ask Ss 'What do you do to fight germs?'. Elicit through mime and gesture 'brush', 'wash', 'hands', 'teeth', 'shower'. Again reinforce the meaning of 'fight' and through mime and gesture, elicit 'strong'. Throughout the procedure, make sure to adhere to ECDW (Elicit, Concept Check, Drill, Write).

To read for gist (5-6 minutes) • To read for gist

Say 'Look at the photos of things you can do to fight germs.' Read the sentences on the handout while the children follow. Demonstrate and say that we will listen and number in order the things we can do to fight germs. Play the CD (CD 1, Track 65). Pause after each answer if necessary in order to allow time for the Ss to complete the activity. Check answers by saying 'Number one is...' and elicit the answer from the Ss. Play the CD again if necessary as a final check.

To play a game and to consolidate vocabulary (6-8 minutes) • To play a game and to consolidate vocabulary

Remind Ss of the mimes used earlier in the lesson and say we are going to play a game. Demo with one S that when I give an instruction and say please, the children should mime the action but when I don't say please, the children should do nothing. Asking the Ss to stand up, give instructions and Ss respond by miming the action. Repeat procedure, sometimes using 'please', sometimes not. Keep track of the score on the board in the format 'Teacher' versus 'Students'. If Ss do not respond appropriately, T wins a point.

To listen for specific information (5-7 minutes) • To listen for specific information

Pre-teach 'tiny'. Get children to predict answers. Demo the activity. Then distribute handouts and ask Ss to listen, read and circle the words. Play the CD (CD1, Track 66). Ss work individually and circle the correct words. Monitor. Play the track again if necessary. Elicit feedback from Ss: 'Number 1. Germs are... '. Ss give appropriate response. Play again for a final check.

To provide controlled practice (5-7 minutes) • To provide controlled practice

T and Ss identify what is missing in each picture. Ss work individually and draw with colouring pencils what's missing in each picture. For feedback, early finishers can help T prepare a blown-up copy of the Activity Book page on the board so that Ss can check their answers. If we have finished early, have the extra worksheet and back-up game ready for use.

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