A CLIL introduction
for teachers:
‘from theory to practice’
Content and Language Integrated Learning, but...
content
language
CLIL? What is it?
content
language
SOME DOUBTS:
- Do we have to plan all the language we use?
- How do we explain the activities?
- Do we need to use a lot of visual support?
or
?
The lartey frimpskrolacked blinfly in thedetchy shilbor
Read the sentence above and answer the following:
1.What kind of frimps were they?
2.What did the frimps do?
3.How?
4.In what kind of shilbor did they krolack?
5.Which is the subject in this sentence?
6.Which is the verb?
The lartey frimpskrolacked blinfly in thedetchy shilbor
Read the sentence above and answer the following:
1.Explain why the frimps were krolacking in thedetchy shilbor. Be prepared to justify yourclaims with facts.
2. If you had to krolack in the shilbor, which oneitem would you choose to have with you and why?
The lartey frimpskrolacked blinfly in thedetchy shilbor
Read the sentence above and answer the following:
1.Explain why the frimps were krolacking in thedetchy shilbor. Be prepared to justify yourclaims with facts.
2. If you had to krolack in the shilbor, which oneitem would you choose to have with you and why?
The lartey frimpskrolacked blinfly in thedetchy shilbor
Read the sentence above and answer the following:
1.Explain why the frimps were krolacking in thedetchy shilbor. Be prepared to justify yourclaims with facts.
2. If you had to krolack in the shilbor, which oneitem would you choose to have with you and why?
What kind of visuals can we use to introducea topic to primary age children?
Sample topic: Science - food chain
Visual to show process
Set of visuals to start discussion
Visual to develop cognition
Teacher’s Tools in CLIL
4Cs framework – a guide forsubject matter/project/theme
3As lesson planning tool
Cummins’ matrix – an audit toolfor task and materials design
4 Cs framework: 4 Cs framework: content, communication, cognition & culture
3 As for lesson planning: 3 As for lesson planning: analyse, add, apply
Cummins’ matrix: Cummins’ matrix: cognitive and linguistic demands
Bloom’s taxonomy: Bloom’s taxonomy: for task and activity design
Scaffolding: Scaffolding: both language and content
Vygotsky’s socio-cultural theory: Vygotsky’s socio-cultural theory: collaborative learning
Gardner’s multiple intelligences: Gardner’s multiple intelligences: learning styles
Tools used for designing a unit:
3 As lesson planning tool(communication process)
Language of learning
- Key phrases needed
- Key vocabulary
Language for learning
- Learning how to learn
- Language for pair group
- Understanding instructions
- How to deal with not understanding
Language through learning
- ‘Dictionary use’ for vocabulary extension
COMMUNICATION
Language OF learning:
* Key vocabulary: fish, octopus,dolphin, starfish, jellyfish, shark,angelfish, living/non-living things,sunlit, twilight and midnight, eat/live in/live up to/weigh/jump/swim up to.
* Key structures: under the sea, in thewater, are the main enemies of...,can it breathe/move/excrete/get food/reproduce?
Language FOR learning:
I can see, We can find, there is/are.
I would like to know more about...
Language THROUGH learning:
- Language needed to express previous
knowledge and experiences related to
the sea depths
Gardner’s multiple intelligences(learning styles: variety of resources)
