Planning for content and Language Integrated Learning

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Materia: Practica Docente III -Secundaria
Tutor: Aurelia Velazquez
Estudiantes: Bruno Silvia y Marks Alejandra
Fecha de entrega: 26 de mayo del 2020
This time, you will have to plan TWO COMPLETE LESSONS. Again, I recommend you work
collaboratively (in pairs).
- You must include use of ICT in this lesson. You have to include AT LEAST one of the following
resources: The National Anthem in Guarani http://www.youtube.com/watch?v=VDSF4vqLaMo,
The Wiphala Flag: https://www.youtube.com/watch?v=fWcCHkxxIvs, Indigenous cultures in
Argentina: https://theculturetrip.com/south-america/argentina/articles/7-indigenous-cultures-you-
can-actually-visit-in-argentina/
- Make sure you use the lesson plan template.
- Revisit your Didactics materials, and bibliography on how teenagers learn and behave.
- Include the materials you are planning to use.
- You must achieve skill integration.
- In order to cater for possible SEN students, think of some differentiation that might be
planned.
Planning for Content and Language Integrated Learning CLIL
Lesson 1

2. - Teaching point: Intercultural reflection
- Approach: CLIL
- Students’ level: pre-intermediate
- Age: 16-17 years old
- Number of students: 24
- Duration of the lesson: 60 minutes
Aims:
● To develop learners’ ability to communicate in L2 by expressing
opinions
● To foster learners’ participation in collaborative activities.
● To promote learners’ cultural awareness of Argentina and Argentinian
Indigenous Cultures that still thrive by reading real texts and articles.
● To promote diversity among people
● To develop Learners’ feelings of empathy
● To revise Noun Clauses (Complement) and past simple tense
Language Focus:
Lexis Function Structure
REVISION
Vocabulary related to
Argentina: OficialOfficial
name, anthem provinces,
capital city, inhabitants,
costumes, typical food.
Describing
Comparing
Comparative and superlative
adjectives
Past simple tense
NEW
Vocabulary related to
Describing
Expresing opinions
Noun clauses with “That”
-

3. Indigenous cultures in
Argentina
Vocabulary related to
Indigenous costums,
Folk, Language, food,
and facts
Guessing
- I’m not sure that…
- I think that...
Materials:
● Projector, laptops, students’ mobile phones
● The white board, markers.
● A map of Argentina
Warm up stage:
Timing: 10’
The teacher will greet learners. Then she will take attendance.
The teacher will make Ss play a game. She will divide the class into two groups to make
a competition. A member of each group picks a card from a pile of cards on the
teacher’s desk, and reads it. (On each card there is an assertion that provides a
description of Argentina.) The group has to give a correct answer to win a score for the
group.
For example:
The card: it is the largest province of Argentina.
The group: It is______
Transition comment: You have done very well! Argentina is a beautiful country, now let’s
learn about its people.
Introduction:
Timing: 5’
The teacher will explain that in today lesson they will learn about indigenous cultures in
Argentina. she /he will ask them if they have heard about them. She/he will also explain
that there are some indigenous cultures that still thrive in Argentina. Then she will show
them pictures of them. She will hang or paste the pictures on the whiteboard to elicit Ss´
Comentado [A1]: You should include the statements
in the lesson plan.
Comentado [A2]: This kind of comment should be
accompanied by the pictures. It may even come after
the set of questions you include below.
Comentado [A3]: They might not be acquainted with
the term.

4. knowledge about the tribes and brainstorm about other Argentinian tribes they could
know or remember from other subjects.
She will make some questions and brainstorm with Ss’ answers.
The teacher will say: Look at these people, What they are wearing, the flags they are
holding, the musical instruments. Have you ever seen them? Then she/he will
encourage Ss to guess the answers.
- Who are they?
- Do you know where they are from?
- Where are they located in Argentina? (Province/s)
- What others indigenous cultures can you mention, apart fromThe Mapuche?
Transition comment: Well done! Now that we have mentioned some indigenous
cultures, let’s learn more about one indigenous culture, The Kolla.
Development:
Timing: 20’

5. Then she/he will invite learners to watch a video: (Just for 1:14 minutes)
https://www.youtube.com/watch?v=g7ZUPYpAXPI
The teacher will play the video twice. The second time she/he will ask Learners to take
notes. The name of the tribe, where they are based, how they live, and whatever thing
they want to highlight.
Transition comment: All right guys: Let’s see how much you remember from the
video.
Activity 1:
The teacher will divide Learners into groups of four, deliver a map of Argentina to each.
She will explain that first they have to discuss with the group about what they saw in the
video and the notes they took.Then she/he will ask Ss to locate the tribe on the map,
and browse the Internet on their mobile phones and find out more information about this
tribe and complete the following worksheet.
Browse the web and find more about: The Kolla
Region:
Language:
Food:
Music:
Rituals:
Religion:
Costumes:
Other:
In order to correct the activity, the teacher will ask Ss to share their findings orally.
Transition comment: Ok guys, Now that you know about this tribe, let’s reflect on
their real situation in the country.
Follow up Activity 2:
Timing: 20’
The teacher will make Ss read an extract from an article “The Kolla of Argentina:
Neoliberal Trends and the Promise of Law in the Process of Reframing, Claiming and
Maintaining Land Rights” by Courtney C. Nussbaumer Macalester College,
cnussbau@macalester.edu
Comentado [A4]: You should always assign a specific
purpose for watching / listening. What should they
focus on?
Comentado [A5]: Clothes? Or Habits?

6. Taken from:
https://digitalcommons.macalester.edu/cgi/viewcontent.cgi?article=1058&context=macr
eview
Pre-reading:
The teacher will ask the students to make small groups and analyse the title of the text.
The learners should work together to pool their knowledge of this topic. Again, once the
group has finished, each group can share their ideas with the other groups. The teacher
will encourage Ss to write their assumptions.
After that she will encourage Ss to read the article silently and for the gist, and quickly
in order to get a general idea of it. Then she will encourage Ss to read the text again to
find specific information or unknown words.
“The Kolla of Argentina: Neoliberal Trends and the Promise of Law in the Process of
Reframing, Claiming and Maintaining Land Rights” by Courtney C. Nussbaumer Macalester
College, cnussbau@macalester.edu
Kolla History and Origins of the Movement
Tradition holds that the Kolla occupied their region for centuries, even before the
arrival of the Incas. In 1540 the Kolla came into contact with the Spaniards. After 110
years of resistance the Kolla finally lost one of their most important lands, the
Santiago Estate, to the hands of the invaders. After another 160 years Argentina
gained its independence, while the Kolla gained nothing. For decades public and
private owners of the Santiago Estate oppressed the Kolla through various means
(Occhipinti 2002). The Kolla were exploited for their work, forced to cut down their
own trees, evicted in the name of oil exploration and poisoned as mines were dug on
their lands and polluted their water.
The Kolla’s first step in achieving land rights was gaining recognition by the
government, which they did as early as the 1940s through the Malón de la Paz. In
1946, 160 men and nine women from different villages in the province of Jujuy and
Salta, marched 1100 miles to Buenos Aires on foot, by donkey and by horse. Led by
el teniente Bertonasco, a retired military lieutenant, they left their homes in February
of that year, shortly after Juan Perón won the presidential election. When the 169
Kollas arrived in Buenos Aires to petition Perón, the president greeted them
personally. However, a month later the Kolla were forcibly removed with the use of
tear gas, placed on trains and shipped back to Northwestern Argentina.
Post reading:

7. The teacher will ask Ss to work with a partner, and compare their assumptions. The
teacher will say:
- How was it?
She will ask them to read the text again and tick True or False to the following
assertions, and correct the false ones.
True False
The government of Argentina recognized that the lands of Santiago
Estate belonged to the Kolla.
The retired military leutenant, Bertonasco, believed that the Kolla had
to claim the land of Santiago Estate.
Peron ordered that the Kolla abandoned the city of Buenos Aires.
For a dyslexic student we will prepare a shorter version of the text and read it aloud for
them, and do the True/False activity orally to solve it together with the class. For
example:
“The Kolla of Argentina: Neoliberal Trends and the Promise of Law in the Process of
Reframing, Claiming and Maintaining Land Rights” by Courtney C. Nussbaumer Macalester
College, cnussbau@macalester.edu
Kolla History and Origins of the Movement
The Kolla lost their lands in the Santiago Estate, to the hands of the invaders. For
decades public and private owners of the Santiago Estate oppressed the Kolla
through various means. The Kolla were exploited for their work, forced to cut down
their own trees, evicted in the name of oil exploration and poisoned as mines were
dug on their lands and polluted their water.
In 1946 the Kolla tribe, marched to Buenos Aires led by el teniente Bertonasco,
a retired military lieutenant, 169 Kollas arrived in Buenos Aires to petition Perón, the
president greeted them personally. However, a month later the Kolla were forcibly
removed with the use of tear gas and shipped back to Northwestern Argentina.
Comentado [A6]: You may ask a more content-related
question, so as to check whether they got the idea.

8. Closure:
Timing: 5’
Once they have finished, the teacher will foster a group discussion by asking Ss’
opinions about the topic.
- Do you agree that the government of Argentina should recognize indigenous
people property rights over their ancestors’ territories? Why?
The teacher will encourage Ss to formulate complete answers:
- Yes, I think that…
- No, because I believe that…
- I’m not sure that...
For dyslexic students the teacher will write those phrases in different colors and explain
them by using body language (Gestures):
- Yes, I think that… :-)
- No, because I believe that… :-(
- I’m not sure that… (?)
CLIL
Lesson 2
- Teaching point: Intercultural reflection
- Approach: CLIL
- Students’ level: pre-intermediate
- Age: 16-17 years old
- Number of students: 24
Comentado [A7]: There is not a defined colour code,
but we tend to associate GREEN for positive things,
like green in the traffic lights.

9. - Duration of the lesson: 60 minutes
Aims:
● To develop learners’ ability to interpret information about indigenous
cultures in L2
● To encourage learners to work collaboratively
● To increase learners’ cultural awareness of Argentina and
Argentinian Indigenous Cultures that still thrive by reading real texts
and articles.
● To promote diversity among people
● To develop learners’ feelings of empathy
Language Focus:
Lexis Function Structure
REVISION
Vocabulary related to
Indigenous cultures in
Argentina
Vocabulary related to
Indigenous costums,
Folk, Language, food,
Describing indigenous
cultures.
Past simple tense
NEW
-Specific vocabulary
related to indigenous
cultures: pachamama ,
shamans,
Nguenechen,guarani,
quechua.
-Cognates:descendants,
ancestors, tribes,native,
religion,calendar , region,
provinces ,figures, cultural,
traditional ,deforestation
NEW
Describing indigenous
cultures of Argentina
Giving opinions
- Is it really true
that…?
- I was
amazed/surprised/
impressed that…
I used to think-now I think
In my opinion...
I believe that...

10. Materials:
Netbooks, projector, students’ mobile phones
Warm up stage:
Timing: 5’
The teacher will greet Ss and take attendance. Then she/he will ask them if they
remember The Kolla tribe, and she/he will encourage Ss to tell her about this tribe by
using the following phrases:
- Is it really true that…?
- I was amazed/surprised/ impressed that…
-
The teacher will write the phrases on the board in different colors. she/he will be the
first to give her/his opinion about the Kolla.
Transition comment: Very good! Now, I want you to find out how many tribes, apart
from the Kolla, still thrives in Argentina.
Development
Timing: 10’
the teacher will ask Ss to listen to her and read aloud the following information: she will
say: Did you know that Argentina has roughly 600,000 people who are descendants of
the native tribes that originally inhabited this South American country.?
What’s more, can you believe that These tribes attempt to preserve their cultures and to
this day can be visited all over the country.?
The teacher will encourage learners to name the indigenous tribes they mentioned the
previous class and brainstorm them on the board.
Transition comment: All right, I see you remember some indigenous cultures of
Argentina, let’s see them in detail.
Follow up Activity 1:
Timing: 15’
The teacher will show Ss pictures of the following indigenous cultures The Mapuche,
The Quechua. The Toba, The Guarani , The Wichi , The Chane, and The Huarpes.
on a Powerpoint presentation. Comentado [A8]: You should have included it.

11. For dyslexic students, pictures will have the tribes’ names in different colors. The
teacher will make Ss look at the pictures and repeat after her/him the names of the
indigenous cultures.
In groups of three or four, the teacher will ask them to browse the web and find out
about their location and language. Then she/he will ask Ss to create an interactive map
with the following tool https://www.genial.ly/es. (they have already worked on this tool at
.https://www.youtube.com/watch?v=-2PuVyR4cFE.)
Each group will locate the indigenous culture and the name of their spoken language on
the map. The teacher will show them an example of it. Once they have finished, they
will have to show their productions to the class and compare their maps.
Transition comment: You have done very well guys! It’s time to learn more about
these indigenous cultures.
Follow up Activity 2
Timing: 15’
The teacher will show Ss seven envelopes. She will divide Ss into groups of three and
four and invite them to pick an envelope. She will explain that in each envelop there is
the name of an indigenous tribe and a website link https://theculturetrip.com/south-
america/argentina/articles/7-indigenous-cultures-you-can-actually-visit-in-argentina/. She will
explain that each group has to prepare a diagram with the main characteristics of the
indigenous culture chosen with the information taken from the link given.
For students with Asperger , the teacher adapts the text using a powerpoint
presentation .
Mapuches (You can access the PPT by clicking the word in blue)
In this presentation the teacher uses pictograms that allow students to understand the
text with simple pictures that represent ideas, actions, places, etc.
The teacher will go around to help them make up their diagram.
Once they have finished, the teacher will ask Ss to share their findings with the class
and compare them.
Transition comment: You are doing very well; I want you to become experts on
these tribes.
Follow up Activity 3:
Timing: 5’
Comentado [A9]: An example might be useful.
Comentado [A10]: You should have included the
adapted version.

12. The teacher will encourage Ss to reflect on the topic. This will help students reflect on
how their thinking and ideas might have changed over time as they have developed
their understanding of indigenous cultures and their real situation in Argentina. The
teacher will ask students what they used to think about the topic when they started and
what they think about it now by using:
–– ‘I used to think...’
–– ‘Now I think...’
The teacher will write those phrases on the board and ask learners to think and give
their opinion.
For dyslexic students the phrases will be colored, and the teacher will explain them. For
example: Orange for what you used to think before reading about the indigenous
cultures and yellow for what you think now. The teacher will also use gestures.
Closure:
Timing: 5’
After students have completed the previous activity, the teacher will invite them to play a
game:
The teacher will say a phrase related to an indigenous culture and each student will
repeat it and add more information about them (Ss can use the diagrams they made previously)
. For example:
Teacher:it is said that the mapuche….
Student: it is said that the mapuche are located….
Other student: it is said that the mapuche are located in Chubut... (and so on) .
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x

13. Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great ideas!
As you may appreciate through my comments, I think you should include
some examples so as to clearly demonstrate what students are expected to
do.