CLIL lesson for TKT CLIL Chiara Cappa Liceo Scientifico Respighi - Piacenza. CLIL lesson on cells

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1 CLIL lesson on cells Time: 1 hour Number of students: 20 Age: Level: Pre-intermediate (B1) Subject: Biology Learning outcomes: at the end of the lesson students should be able to: o describe the basic structures of plant and animal cells and the functions of the main structures Content-obligatory language: relative clauses, passive form, adjectives Functions: describe, identify, compare Resources: website Materials: adapted materials prepared by the teacher (texts, visuals, recordings) Tools: IWB Activity 1 : Scaffolding: The 3D cell Communicative and cognitive skills: Identifying, classifying, anticipating, inferring from observation. To pre-teach words such as: cell, nucleus, membrane, cytoplasm, mitochondria, proteins, vacuole... the teacher goes to link present on the BBC website on the right bar and shows the main parts of the cell. Then she invites students to identify the main parts and repeat aloud their names until they ve been memorized. She check the correct pronunciation and also that the students know the Italian translation of the words (if they don t know it, it will be provided by the teacher). Activity 2: Listening: Communicative and cognitive skills: understanding a speaker, remembering, identifying details, collecting information, classifying, comparing data, organising information into tables. The teacher goes to link diffusion_rev2.shtml and play the Naked Scientists explanation of the structure of cells. Time: 4:34. Ex. 1a: Students listen and complete the statements, listed on a handout previously given to students (see worksheet 1). The recording is played twice and paused from time to time to allow students the time to write. Then the questionnaire is checked. Answers:

2 1. blocks 2. one 3. millions 4. animal 5. specialise 6. membrane / bag 7. red blood 8. energy / food 9. plant 10. space 11. function 12. light 13. human Ex. 1b: Students listen again and chose among the words given to fill in a grid (see worksheet 2- note that the words highlighted in yellow have been deleted on students sheet). Activity 3: Reading: Communicative and cognitive skills: skimming, scanning and locating information, defining, agreeing with a partner, naming, applying. In pairs, students read the text given and do the matching exercise (see worksheet 3). Matching is checked. The teacher asks students to read the text again and underline the unknown words. Then she explains the meaning, sometimes giving the Italian translation of the words. Homework: Labelling: Communicative and cognitive skills: naming, recycling, reviewing, applying, agreeing with a partner. Students label diagrams of animal and plant cells, like these, and compare them in pairs in the following lesson:

3 WORKSHEET 1 Ex. 1a: Listen and fill in the gaps: 1) Cells are literally the building... of life. 2) All living things are made up of... or more cells. 3) In a person there are... of cells 4) There are significant similarities between all... cells and all plant cells. 5) Cells can... to carry out specific jobs 6) The key thing that defines a cell is having a cell... which is like a... 7) All cells have a nucleus. A notable exception is human cells. 8) Animal and plants need... The mitochondria are the power house of the cell, turning... into energy. 9)... cells have special modifications. 10) A vacuole is just a... within the cell. 11) There is a close relationship between the structure and the... of a cell 12) Root cells don t have any chloroplasts because in the ground there s not much... 13) Sperm and red blood cells are specialized... cells. Tot.../15

4 WORKSHEET 2 Ex. 1b: Listen again and write the words next to their correct definition. mitochondria cytoplasm cell membrane nucleus permanent vacuole cell wall ribosomes chloroplasts Function of cells which animal and plant cells have in common Part Nucleus Cytoplasm cell membrane Mitochondria Ribosomes Function contains genetic material, which controls the activities of the cell most chemical processes take place here, controlled by enzymes controls the movement of substances into and out of the cell most energy is released by respiration here protein synthesis happens here Extra parts of plant cells Part cell wall Chloroplasts permanent vacuole Function strengthens the cell contain chlorophyll, which absorbs light energy for photosynthesis filled with cell sap to help keep the cell turgid

5 WORKSHEET 3 Cell structure All animals and plants are made of microscopic units called cells. We can see more structures clearly if we use stains to colour specimens before putting them under the microscope. Stains are coloured dyes which are absorbed by some cell structures but not by others. Animal cells and plant cells have features in common, such as a nucleus, cytoplasm, cell membrane, mitochondria and ribosomes. In addition to these structures plant cells also have a cell wall made of cellulose which provides a tough but permeable outer casing for the cell, and may also have chloroplasts which carry out photosynthesis and a sap vacuole which is a of water and solutes. The image below shows plant cells as seen under the microscope. The chloroplasts can be seen as round green structures within the cells. Note that cells may be specialised to carry out a particular function. Dissolved substances pass into and out of cells by diffusion. Water passes into and out of cells by osmosis. Matching: 1. cellulose a) the passing of water into and out of cells 2. vacuole b) the passing of dissolved substances into and out of cells 3. cell wall c) the basic unit of life 4. stains d) microscopic structures containing chlorophyll 5. chloroplasts e) coloured dyes absorbed just by some cell structures 6. diffusion f) an outer casing for the cell 7. cell g) a space in a cell containing water and solutes 8. osmosis h) a carbohydrate which forms the cell wall in plant cells

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