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The Clil4U project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Community
Content
Competence
Communication
Cognition
PLAN
ACTIVITIES WORKSHEETS

This unit helps learners understand the human digestive system by examining the various body parts involved in digestion, the role played by each part, and the functioning of the digestive system as a whole.
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 Body parts involved in the human digestive system, in both word and picture form
 The role played by each part
 How the parts function together in the digestive system
 Learning reinforced by a range of collaborative and engaging activities
 ICT home/individual study unit directly linked to this scenario, by means of which learners can ensure that they have gained a full understanding of all the content.
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Learners will:
 Recognise and name images of body parts involved in the digestive system
 Use relative pronouns and relative adverbs in defining relative clauses
 Watch an authentic video and read the transcript, where all words are linked to dictionaries, accessed with Wordlink: http://multidict.net/cs/1657
 Use the target language, work in pairs, constructing definitions of words and guessing words from the definitions constructed by other students
 Produce written work demonstrating an understanding of the use of defining relative clauses
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Learners will be using various Cognitive Skills and will develop both
LOTS & HOTS
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From visual prompts, memorising key vocabulary and associating these new words with characteristics and processes.
Understanding the functions associated with the key vocabulary.
Applying this key vocabulary in new contexts.
Analysing a text critically, identifying and categorizing the various relative pronouns, deducing their use. On the basis of this, formulating the grammatical rule for when a relative pronoun can be omitted.
The activities build on each other, eliciting both lower and higher order thinking, in accordance with Bloom’s Wheel.
See Bloom’s Wheel for cognitive learning tasks
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On completion of the scenario, the Learners can :
name the body parts of the digestive system in English
- match these names to images
- describe the functions of body parts, both orally and in writing
- recognise and use English relative pronouns and relative adverbs in defining relative clauses, both orally and in writing.
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The lesson:
● teaches healthcare students a topic important for their professional studies
● supports content learning in other subjects related to physical biology, at secondary or vocational school level
● provides insight into issues related to diet, lifestyle and well-being
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Remember Understand
Apply
Analyze Evaluate Create
Lower Order
Thinking
Skills - LOTS
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Learning Behaviours
Higher
Order
Thinking
Skills - HOTS
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We have to remember a concept before we can understand it.
We have to understand a concept before we can apply it.
We have to be able to apply a concept before we analyze it.
We have to analyze a concept before we can evaluate it.
We have to remember, understand, apply, analyze, and evaluate a concept before we can create.
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http://morethanenglish.edublogs.org

ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
WORKSHEET 1
WORKSHEET 2
WORKSHEET 3ab
WORKSHEET 1a
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