CLIL

UNIT 1 UNIT 2
OBJECTIVES OBJECTIVES
• Identify parallel and perpendicular lines • Identify information in a bar chart in which
three bars are being compared
MATERIALS
Printable CLIL activity – Unit 1 (one copy MATERIALS
per student) Printable CLIL activity – Unit 2 (one copy
per student)
Call on three students to the board and tell them to
draw two lines. Do not tell them how to do this; let Ask students if they know what a bar chart is. Draw
them think about the way they think is the best. Then a simple one on the board to help them identify what
check whether they drew parallel or perpendicular it is. Ask students what this kind of chart is used for,
lines. Use their drawings to explain the difference. and elicit that it is to compare and analyze data.
Distribute the printable copies and have students Distribute the printable copies and tell students they
identify what the picture represents and the will read the information in the chart and complete
elements in it. Point to the green and purple lines the text. Help them understand the information in
and tell students to pay attention to them. Read the the chart, and what each bar represents. Then give
explanations. Then have students read the questions them some time to work individually.
and circle the correct option. They should work Finally, have different students read the answers
individually at first, and then compare answers in aloud and write them on the board.
pairs. After the correction with the whole class, invite Answer key: 6:30, seven, boys, 7:30, fourteen,
one student to draw parallel lines on the board and Twenty-five
another student to draw perpendicular lines.
Answer key: a. perpendicular, b. parallel

PRINTABLE - DREAM KIDS 3.0 © PEARSON EDUCATION DO BRASIL, 2021 Teacher’s Guide | Level 4 | CLIL 1
UNIT 3 UNIT 4
OBJECTIVES OBJECTIVES
• Compare and sequence different units of time • Recognize history as the result of human actions
• Identify parts of the history of bikes
MATERIALS
Printable CLIL activity – Unit 3 (one copy per MATERIALS
student), an analog clock with a mark for Printable CLIL activity – Unit 4 (one copy per
each minute student), scissors, glue, sheets of paper (one
per student)
Show students the clock and ask them what each
pointer represents. When they say, for example, Ask students if they like to ride a bike. Ask, Do you
minutes, ask students if they know how many ride a bike? Do you ride alone or with your friends/
minutes there are in an hour. If they do not, call on a family? When do you ride a bike? Next, explain that
volunteer student to count the marks that represent they will learn a little about the history of bikes.
the minutes. They should count to 60, or count to 30 Distribute the printable copies and have students
and multiply it by two. cut out each extract of the text. Next, read each part
Tell students that they will see about different units with them and help them understand vocabulary. In
of time, and they will need to identify the correct pairs, have students reorder the extracts according
sequence and complete from the shortest time to to the time the events happened. After they do this,
the longest. check the correct order with them by having four
Distribute the printable copies and have students volunteer students read the extracts in the correct
work individually. You may need to help them with order. Finally, have students glue the text in the
vocabulary beforehand. When they finish the first correct sequence onto a sheet of paper.
activity, allow them to compare answers in pairs, Answer key: Answers will vary.
and then call on four students to write the words on
the board.
Next, draw students’ attention to Activity 2 and
have students complete the sentences with the
words from Activity 1. After a while, call on five
volunteers to read the sentences aloud.
Answer key: 1. minute, day, week; 2. a. minutes,
b. day, c. week, d. minute, e. month

PRINTABLE - DREAM KIDS 3.0 © PEARSON EDUCATION DO BRASIL, 2021 Teacher’s Guide | Level 4 | CLIL 2
UNIT 5 UNIT 6
OBJECTIVES OBJECTIVES
• Differentiate reversible from irreversible • Compare maps and identify differences
changes in foods and drinks in them

MATERIALS MATERIALS
Printable CLIL activity – Unit 5 (one copy Printable CLIL activity – Unit 6 (one copy per
per student) student), rulers

Ask students what happens if they put ice in the Write two sentences similar to the ones that begin
sun (it melts). Then ask, And what happens when you the texts in the boxes, e.g., There is a long street. On
put water in the freezer? (it turns into ice). Next, tell one side, there is a pet shop next to a supermarket. As
students that they will learn about how some things you read the sentences that you wrote, draw the top
can change and then go back to its original form and view map of the places on the board.
how others cannot.
Distribute the printable copies and read the
text with students, making sure they understand Pet shop SupermarKet
the concepts and the words that are relevant to
understand this concept. Students should mark
the pictures individually, according to the concepts
Long street
they read about. They can compare answers in pairs
before you check as a class.
Next, explain the task. Students choose one of the
Answer key: a. I, b. I, c. R
texts to follow the instructions and draw the top
view map of the city accordingly. They can use a ruler
to make the map look better. They cannot tell their
classmates which picture they chose to draw. Allow
students some time for this part of the task. Then
organize them in pairs and have them compare their
pictures, identifying whether they chose to draw the
same map or not.
Invite some students to share with the class, saying
how they noticed the map was the same or different
from their classmate’s.
Answer key: Answers will vary.

PRINTABLE - DREAM KIDS 3.0 © PEARSON EDUCATION DO BRASIL, 2021 Teacher’s Guide | Level 4 | CLIL 3
UNIT 7 UNIT 8
OBJECTIVES OBJECTIVES
• Identify some animals that are part of the • Use body language to represent
ocean food chain and how the food chain works different activities

MATERIALS MATERIALS
Printable CLIL activity – Unit 7 (one copy per Printable CLIL activity – Unit 8 (one copy
student), scissors, glue per student)

Ask students what they think the animals in the ocean Start the activity by showing to students that you
eat. Listen to their ideas and explain that this is the want them to pick up a pencil. Only use gestures.
topic of this activity. Distribute the printable copies and If they take the wrong object, make a disapproving
draw their attention to the pictures. Elicit the words face so they understand that it was not the correct
and teach seaweed. Next, have them cut out the choice. Then call on a student to distribute the
pictures and put them aside for a while. Explain the printable activities, but again, only use gestures to
task. First, they need to order the pictures according show what you want him/her to do.
to how they think the food chain works. They can After that, ask students what you told them
compare answers with a classmate. Next, read the without using your words. Help them with the
extract with them so they can confirm their answers. correct use of language. Explain that gestures
Finally, have students glue the sequence in the are the language your body speaks, and it is very
correct order. Tell them to cover the extract and talk important in communication. Read the text with
about the food chain in small groups just by looking the class, and then divide them into small groups.
at the pictures. Students take turns choosing an activity from the
Answer key: Sharks > Big fish, Big fish > Small fish, boxes and miming it to their classmates. Remind
Small fish > Seaweed them to communicate the message using only body
language. Allow them to play for a while, and then
ask students to talk about the mimics that were the
easiest to understand.
Answer key: Answers will vary.

PRINTABLE - DREAM KIDS 3.0 © PEARSON EDUCATION DO BRASIL, 2021 Teacher’s Guide | Level 4 | CLIL 4