UNCOVERING CLILUNCOVERING CLIL

CHAPTER 3 :STARTING CHAPTER 3 :STARTING CLIL IN THE CLIL IN THE CLASSROOMCLASSROOM

How does the CLIL methodology translate How does the CLIL methodology translate into the classroom?into the classroom?

A week in the life of a primary school A week in the life of a primary school

CLIL teacher- getting started CLIL teacher- getting started

To take into account:To take into account: The majority of students entering school The majority of students entering school

have very little or no prior knowledge of have very little or no prior knowledge of the CLIL language. the CLIL language.

They will often answer questions in their They will often answer questions in their first language. This should not be first language. This should not be discouraged. discouraged.

At the start of a CLIL programme, At the start of a CLIL programme, students’ attention span may be limited. students’ attention span may be limited.

LANGUAGE LANGUAGE Answer questions or instructions given Answer questions or instructions given

in the CLIL language. in the CLIL language. Respond to questions or instructions by Respond to questions or instructions by

matching. matching. Greet one another. Greet one another. Create their own book. Create their own book.

Week one learning outcomes for Week one learning outcomes for studentsstudents

Week one learning outcomes for Week one learning outcomes for studentsstudents

CONTENT CONTENT Identify key areas of the school. Identify key areas of the school. Students conduct themselves politely. Students conduct themselves politely. Use a calendar. Use a calendar. Students create their own books.Students create their own books.

LEARNING SKILLS LEARNING SKILLS Students can predict expectations Students can predict expectations

based on classroom rules.based on classroom rules.

• First contact • Setting the stage: the morning circle • Names and first phrases (morning circle continued) • Calendar (morning circle continued) • The weather • Weather and clothing • Breaks• Reading • School tour

• Art • Lunch • Playtime• Language arts • Maths • Class rules and language use• The world around us • Ending the day

Core CLIL focused on during week Core CLIL focused on during week one in primary schoolone in primary school

Multiple focus:

• Language learning in non-language classes.

•Content learning in language classes.

•Integrating several subjects.

•Cross-curricular themes and projects.

Active learning:

•Favouring peer co-operative work.

Core CLIL focused on during Core CLIL focused on during week one in primary schoolweek one in primary schoolSafe and enriching environment:

•Using routine activities.

•Building St’s confidence.

•Accessing authentic materials.

•Sts awareness of and growth in language.

Scaffolding:

• building on St’s existing knowledge, skills and experience.

Core CLIL focused on during Core CLIL focused on during week one in primary schoolweek one in primary school

Authenticity:

•Sts indicating language needs.

•Accomodating Sts’ interests.

•Connecting learning and the Sts’ lives.

A week in A week in the life of a the life of a secondary secondary school CLIL school CLIL

teacher- teacher- getting getting startedstarted

Guiding principles Guiding principles focused on during week focused on during week one.one.COGNITION:COGNITION: Content, language and learning skills Content, language and learning skills

outcomes in cooperation with Sts.outcomes in cooperation with Sts. Learning builds on Sts’ existing knowledge.Learning builds on Sts’ existing knowledge. Analysis of outcomes.Analysis of outcomes.

Guiding principles Guiding principles focused on during week focused on during week one.one.

Community:Community: Sts feel that being members of a learning Sts feel that being members of a learning

community is enriching.community is enriching. Sts have self confidence and skills to work in Sts have self confidence and skills to work in

groups.groups. Parents, teachers and Sts are partners in education.Parents, teachers and Sts are partners in education. Sts have a role in the classroom and in the Sts have a role in the classroom and in the

community.community.

Guiding principles Guiding principles focused on during week focused on during week one.one.Communication:Communication: Sts participate in activities and Sts participate in activities and

communication.communication. Sts and teachers construct and negotiate Sts and teachers construct and negotiate

meaning.meaning. Language/communication skills are Language/communication skills are

developed in all subjects.developed in all subjects.

To take into account:To take into account: Sts are likely to have a strong basis in the Sts are likely to have a strong basis in the

CLIL language, but could not be fluent.CLIL language, but could not be fluent. First class: -To get to know each other. First class: -To get to know each other.

(Clil language) (Clil language)

-To give information about the -To give information about the course. (L1) course. (L1)

The first class could take place outside the The first class could take place outside the classroom.classroom.

Getting to know one Getting to know one anotheranother

Name game #1.Name game #1. Name game #2.Name game #2. Mixer activity #1: Find someone who…Mixer activity #1: Find someone who…

Discussion (L1)Discussion (L1)Outcomes.Outcomes.

Use of CLIL language.Use of CLIL language.

Challenges Sts will face.Challenges Sts will face.

Getting to the contentGetting to the contentDay 1:Day 1: Activity 1: Warm up/Setting the stage. Activity 1: Warm up/Setting the stage.

(3 min)(3 min) Activity 2: Free association. (7 min)Activity 2: Free association. (7 min) Activity 3: learning outcomes. (5 min)Activity 3: learning outcomes. (5 min) Activity 4: Accessing existing knowledge. Activity 4: Accessing existing knowledge.

(10 min)(10 min)

Getting to the contentGetting to the content

Activity 5 & 6: Reading text about Activity 5 & 6: Reading text about volcanoes and related assignments. (20 volcanoes and related assignments. (20 min)min)

Activity 7: Reflection. (10 min)Activity 7: Reflection. (10 min) Activity 8: Achievement barometer (3 Activity 8: Achievement barometer (3

min).min).

Core CLIL focused on during week Core CLIL focused on during week one in seondary schoolone in seondary school

Multiple focus:

• Language learning in non-language classes.

• Content learning in language classes.

• Integrating several subjects.

• Cross-curricular themes and projects.

• Reflection on the learning process.

Core CLIL focused on during Core CLIL focused on during week one in secondary schoolweek one in secondary school

Active learning:•Favouring peer co-operative work.•Sts help set learning outcomes.•Sts evaluate process.•Favouring peer co-operative work.•Negotiating meaning.•Teachers acting as facilitators.

Core CLIL focused on during week Core CLIL focused on during week one in secondary schoolone in secondary school

Safe and enriching environment:

•Using routine activities.

•Building Sts’ confidence.

•Accessing authentic materials.

•Sts awareness of and growth in language.

Core CLIL focused on during week Core CLIL focused on during week one in secondary schoolone in secondary school

Scaffolding: Building on Sts’ existing knowledge, skills

and experience. Repackaging information.Repackaging information. Responding to different learning styles.Responding to different learning styles. Fostering creative and critical thinking.Fostering creative and critical thinking.

Core CLIL focused on during Core CLIL focused on during week one in secondary week one in secondary schoolschoolAuthenticity:

•Sts indicating language needs.

•Accomodating Sts’ interests.

•Connecting learning and the Sts’ lives.

Cooperation:

•Planning lessons in cooperation with CLIL and non-CLIL teachers.

A week in A week in the life of a the life of a vocational vocational

educational educational CLIL teacherCLIL teacher

- getting - getting startedstarted

Guiding principles Guiding principles focused on during week focused on during week one.one.

Are similar to the principles stated in secondary Are similar to the principles stated in secondary schoolschool

Getting to know one Getting to know one anotheranother- The same framework of the secondary students plan, but with some considerations:

•Name game adaptation for vocational students.

Find someone who…

The name game #2

•Brainstorming long term benefits.

•One of the main objectives is to instill self-confidence and a hunger to learn language.

Getting to the contentGetting to the contentDay 1:Day 1:

Welcome Sts individually. Welcome Sts individually. Activity 1: Warm up/Setting the stage. Activity 1: Warm up/Setting the stage.

(10 min)(10 min) Activity 2: learning outcomes. (7 min)Activity 2: learning outcomes. (7 min) Activity 3: Setting the stage relevance(2 min)Activity 3: Setting the stage relevance(2 min) Activity 4: Accessing existing knowledge. Activity 4: Accessing existing knowledge.

(15 min)(15 min)

Getting to the contentGetting to the content

Activity 5 : Reading and analysing charts/ Activity 5 : Reading and analysing charts/ Writing and presentng summaries. (27 Writing and presentng summaries. (27 min)min)

Activity 6:Tumbometer. (3 min)Activity 6:Tumbometer. (3 min)

Core CLIL focused on during week one Core CLIL focused on during week one in secondary schoolin secondary school

The same as in secondary school.