CLIL

ContextThe bilingual program was introduced in our school in2011 and it has been running for the last six years.

The areas that are taught in the second language areEnglish (4 hours), Science (3 hours) and Art (1 hour).

As the years have gone by, we have had plenty of timeto reflect on the strengths and the weakness of theprogram. As a result of this reflection, some thingshave been changed, in order to improve our studentsexperience.

English as a second language hasalways been taught using textbooks and digital materials.In Art, though, the bilingual teamdecided to develop a personalplan for the six levels of PrimaryEducation. Every level is focusedon six well known artists (chosenso that we show our studentsdifferent techniques, styles,movements, ages, etc. ) andchildren get to experiment andproduce their own art.

In Science, we started usinga textbook 6 years ago, butbecause of recent legislativechanges (that also impliedchanges in the textbooks)and in order to better suitour students’ needs, thisschool year , Grade 1 & 2teachers have starteddeveloping our own lessonplans, resources andmaterials. When doing so,we have decided to followthe CLIL approach.

Why CLIL?

First of all, because the approach is topic focused, sostudents learn the second language through the content.When the content is interesting and relevant, students getmore motivated than when the focus is on the language (i.e.grammar).

The second idea is that, by studying topics that students canrelate to, they will be able to understand more, as theyalready know a lot of the content and context.

Finally, through the interactive and co-operative nature ofwork, CLIL helps raise self-confidence, build learnerindependence and teach learners organisational skills.

Methodology and teaching strategies.

CLIL requires active methods, co-operative classroommanagement and emphasis on all types ofcommunication (linguistic, visual and kinaesthesic)

In young learners, acquisition of the foreign languagefollows the same patterns as the acquisition of themother tongue. The teacher should involve the childrenin many listening and responding activities such asmiming, problem solving tasks and games.Every lesson follows four stages: Tuning in, FindingOut, Sorting Out, Reflection and Evaluation.

THE WATER CYCLE

CLIL lesson plan example

GLOBAL OBJECTIVE

To introduce and work on the water cycle stages.

Tuning in

Objectives:To introduce

new concepts.To activate previous

knowledge.

Content: Specific

vocabulary related to the water

cycle.

Assessment criteria:

To be able to identify the

stages of the cycle.

Resources: Kettle,

bowl, film, glass and

water.

Timing:15

minutes.

In an assembly, do the followingexperiment: pour boiling water in abowl; place a glass inside; cover it withfilm and place a weight on top.

Ask children questions, so that they can predictwhat is about to happen: - How is the water? Is it hot or cold? Why do youknow it?- What happens when the water gets very hot?- What can you see in the film? - At the end, will there be water in the glass? Why do you think so?- Etc.As we go through the questions & answers, wewill introduce the main vocabulary: evaporation, condensation, precipitation and collection.

Finding out

Objectives:To reinforce the specific vocabulary.To foster

autonomous learning.

Content:Specific

vocabulary related to the water

cycle.

Assessment criteria:

To be able to recognise

the stages of the water

cycle.

Resources: TPS

worksheets, scissors, blu-tack.

Timing:10-15

minutes.

Display four posters around the class: each onehas one water cycle stage and its definition.

Give one TPS handout to each group of four. Eachhandout has different images, but they all sharethe same concepts: evaporation, condensation,precipitation and collection.

First, the group has to match images and wordson their desks. Then, they have to decide thecorresponding poster where to stick them.

Finally, the whole group has to discuss inassembly whether the posters are correct or not.

TPSTHINK, PAIR AND SHARE

Condensation

Collection

Precipitation

Evaporation

THINK, PAIR AND SHARE

Condensation

Collection

Precipitation

Evaporation

Sorting out

Objectives:To organise

main concepts of the lesson.

Content:Specific

vocabulary related to the water

cycle.

Assessment criteria:

To be able to sort out the stages of the

cycle.

Resources: Handouts with the different pieces of the jigsaw and

handouts with definitions.

Timing:15 minutes.

Four groups of six people. Each group gets ahandout with one piece of a puzzle and fourdefinitions about the four stages of the watercycle. They have to decide which definitiongoes with their piece of the jigsaw and copythe sentence.Then, groups split. Students have to mingleand they have to find three new people inorder to complete their jigsaw.

Once the jigsaw is completed, they will gluethe piece on the notebook and draw thethree missing pieces.

Reflection

Objectives:To reflect on

what they have learned in the

lesson. To express themselves.

Content:Specific

vocabulary related to the water

cycle.

Assessment criteria:

To be able to perform the cycle with their body language.

Resources:Videos.

Timing:12-15

minutes.

Role play

Ask the students to imagine they aredrops of water in a park puddle that goaround the water cycle.

They have to represent each stagefollowing the sounds that are beingplayed.

Extension activity

A Chinese lantern willbe made in the Artsand Crafts lesson.Children will be ableto express their ownvision of the watercycle.

Activities Communication Cognition Culture Content

Experiment

TPS

Jigsaw reading

Role play

ChineseLantern

4C’s