Activity 3 - STARTING A CLIL UNIT

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What makes a CLIL lesson or unit different from an ordinary content lesson?

• Legitimate and deliberate use of two or more languages by teacher, students, materials
• There are more micro-stages to encourage scaffolding
• It is focused on evidence of learning
• Work in class is done by students not by teacher

HOW MUCH CLIL? HOW LONG?

In primary school, CLIL can also be adopted for short projects and units of learning. However, for the positive effect of this approach to actually be visible, a unit or module of 20 hours is needed.

WHAT DECISIONS SHOULD BE TAKEN?

The CLIL approach involves a careful planning and analysis phase of several elements:

1. in terms of content teachers should ask themselves:

- what key objectives should be prioritized?

1. as regards the language teachers should investigate:

- what materials and tools are required for an effective implementation of CLIL?

- what strategies can we envisage to help children’s deep learning?

HOW TO START INTRODUCING CLIL IN PRIMARY SCHOOL?

1. Being exposed to the words and phrases they will need

Pupils are not expected to know every single word or phrase which will be used in the input materials, but through the use of flashcards, posters on the classroom walls, visuals pupils can be exposed to the essential language which is needed in the CLIL lessons. Remember:

• A set of 5/10 words or phrases per lesson;
• Always check they understand and can pronounce the words and phrases correctly.

Step 1

1. Choose a topic from a content lesson you intend to teach.
2. Identify a set of 5-10 words or phrases which are essential for pupils to understand the lesson.
3. Think of ways to present them and to make sure they can pronounce the words and phrases correctly.

Using the language through games

• Crosswords and scrambled words;
• Domino game;
• Memory games;
• “Simon says”;
• Treasure hunts

Step 2

1. Prepare a game to make pupils use the set of words and phrases you have identified in point a)

When you think pupils have learnt the language they need to understand the materials you have prepared the CLIL lesson can start.

Points to be taken into account

Terms and phrases should be used whenever it is possible

• In common areas
• By creating simple situations in which pupils can use them

A key strategy is repetition: pupils have to find words and phrases several times before being able to use them in CLIL. Always use tools and materials which are suitable for young learners (see: motivation)