Guide Addressed To Teachers 1 2 v01

Guide Addressed to
Teachers on how to use CLIL

Methodology in Primary
Schools
Report 3/A5- Ver.01 – 2016
C4C - CLIL for Children

Erasmus+ STRATEGICPARTNERSHIPS(KEY ACTION 2)  Project number: 2015-1-IT02-KA201-015017
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Ver.02a_2016.07.31
(version 1 – Part 1a; Part 1b is due December 2016)
Chief author: INSTITUTO POLITÉCNICO DE CASTELO BRANCO – P5
Copyr. CLIL for Children, 2016
Strategic Partnerships (Key Action 2)
Project number: 2015-1-IT02-KA201-015017
This publication was supported by the Erasmus+ Programme of the European Commission. This publication reflects
the views only of the authors, and the Commission cannot be held responsible for any use which may be made of
the information contained herein.
THE CONSORTIUM
The collaboration who have come together to create C4C – CLIL for Children includes representatives from Italy,
Poland, Portugal and Romania.
The consortium is represented by organizations active in research and/or training of teachers and schools.
Main contractor
The Language Center srl of Todi (Italy), www.wellanguage.com
Partner Schools
Direzione Didattica , Todi (Italy), www.direzionedidatticatodi.it
Direzione Didattica Aldo Moro of Terni, Terni (Italy), www.direzionedidatticaaldomoro.gov.it
Szkola Podstawowa nr 199 im. Juliana Tuwima, Lodz (Poland), www.sp199.edu.lodz.pl
Scoala Gimnaziala Alexandru Davila, Pitesti (Romania), http://scoala14pitesti.scoli.edu.ro
Agrupamento de Escolas Gardunha e Xisto, Fundão (Portugal), www.aesg.edu.pt
Partners
Instituto Politécnico de Castelo Branco, Castelo Branco (Portugal), www.ipcb.pt
Universitatea din Pitesti, Pitesti (Romania), www.upit.ro
Uniwersytet Lodzki, Lodz (Poland), www.uni.lodz.pl
Giunti O.S. Organizzazioni Speciali, Florence (Italy), www.giuntios.it

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Table of Contents
1 Foreword........................................................................................ 7
1.1 Acknowledgements ........................................................................................................... 9
2 Introduction: a CLIL approach in Primary Education ..................... 10

2.1 Introduction to the Guide ............................................................................................... 10
2.2 What is CLIL? ................................................................................................................... 11
2.3 The principles of CLIL....................................................................................................... 11
2.4 Teacher involvement in CLIL ........................................................................................... 12
2.5 Parent involvement in CLIL.............................................................................................. 14
2.6 Review check ................................................................................................................... 15
3 Effective CLIL Methodologies ........................................................ 16

3.1 Principles of teaching young learners through CLIL ........................................................ 16
3.2 Learning strategies that support CLIL.............................................................................. 17
3.3 Innovate your teaching by focusing on new issues......................................................... 19
3.4 Review check ................................................................................................................... 22
4 Some principles and language for CLIL lesson planning ................. 24

4.1 Integrating CLIL in school syllabi ..................................................................................... 24
4.2 Principles for planning lessons ........................................................................................ 24
4.3 Examples of techniques for explaining tasks .................................................................. 26
4.4 Examples of techniques for explaining concepts and content ....................................... 26
4.5 Examples of compensation strategies............................................................................. 27
4.6 Standard classroom language ......................................................................................... 28

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4.7 Review check ................................................................................................................... 30
5 Planning CLIL lessons .................................................................... 31

5.1 Planning in an integrated way ......................................................................................... 31
5.2 Steps of a CLIL lesson ...................................................................................................... 32
5.3 Review check: reflection about planning ........................................................................ 37
6 Scaffolding resources & materials for CLIL .................................... 38

6.1 Using and adapting Open Educational Resources (OER) ................................................ 38
6.2 Finding suitable materials for rich learning environments ............................................. 39
6.3 Using multimodality and multimedia .............................................................................. 41
6.4 Scaffolding language, content, and learning ................................................................... 42
6.5 Review check ................................................................................................................... 45
7 Monitoring & assessment in CLIL .................................................. 47

7.1 Student assessment in CLIL ............................................................................................. 47
7.2 Self-assessment in CLIL.................................................................................................... 49
7.3 Assessment criteria ......................................................................................................... 50
7.4 Observation sheet ........................................................................................................... 51
7.5 Reflection about assessment .......................................................................................... 51
8 CLIL course evaluation (teacher education) .................................. 53

8.1 Questionnaire to evaluate the Guide .............................................................................. 53
8.2 Questionnaire to evaluate the face-to-face workshops ................................................. 55
8.3 Questionnaire to evaluate the e-training course at a distance ...................................... 56
8.4 Complementary questionnaire on CLIL training ............................................................. 58
8.5 Building case studies from practice so as to showcase them for the rest of the school 59

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9 Lesson Plans with Teacher Notes .................................................. 62
10 References ................................................................................... 63
11 Appendix 1 ................................................................................... 66
11.1 Lesson Plan1 .................................................................................................................... 66
11.2 Lesson Plan 2 ................................................................................................................... 69
11.3 LessonPlan3 ..................................................................................................................... 72

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1 Foreword
The Guide Addressed to Teachers on how to use CLIL Methodology in Primary Schools
(hereafter called Guide) is a practical introduction to CLIL for (Foreign Language and Content)
teachers who know nothing or only very little about CLIL. Its aim is aligned with three major
objectives of the C4C project: to support teachers to deliver high quality teaching, to enhance
digital integration in learning and teaching, and to improve mastery of English at EU level.
The Guide is inspired by local research into the needs and conditions of the partners in an
Erasmus+ funded project called CLIL for CHILDREN: Italy, Poland, Portugal and Romania. C4C
Questionnaire respondents indicated that they would appreciate being provided with an easily
accessible course on CLIL methodology that would offer comprehensive training in how to
develop primary school CLIL materials and lesson plans effectively. The course adopts a hands-
on approach and demonstrates through practical examples how to develop CLIL materials
and lesson plans, specifically designed for primary school use.
‘Primary education’ refers to teaching and learning situations where, for the most part, one
teacher teaches all ‘subjects’ to her own class or group of children aged up to 12 in certain
European countries. In certain contexts primary education already includes the notion of
subject areas taught independently, as is the case, for example, for primary CLIL in some
countries. Teaching in primary is often by ‘topic’ or ‘project’ based, among other models, and
the teacher(s) draw implicitly on different disciplines and ‘subjects’ to render children’s
‘meeting with the world’ more systematic (Byram, 2007).
The Guide is also developed from previous project products, such as:
 A state of the art report about use of CLIL Methodology in Primary Schools in the
above mentioned countries
 A census of OER (Open Educational Resources) to be used for CLIL in Primary Schools
 Guidelines for Teachers on How to Develop CLIL Materials and Lesson Plans in
Primary Schools

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 Guidelines on How to Use CLIL in Primary Schools
There are many diverse school frameworks across European countries. This Guide supports
diversity in CLIL organization, content and intensity, but not in what concerns the choice of
language. The Guide focuses exclusively on English as the foreign language to be integrated
with three subject area contents in primary education (5 to 12 year-old students): Science,
Geography and Mathematics.
The Guide is addressed to in-service teachers (English teachers, generalist primary teachers
and specialist teachers of Science, Geography, and Mathematics). The Guide can be used as
complementary to face-to-face and distance in-service teacher training or be used by teachers
involved in CLIL at their convenience. So, if you have been involved in some CLIL experiments
or training in the past, you may wish to concentrate only on the parts of this Guide that are
useful to your CLIL planning and monitoring.
The aim of the Guide is to list examples of good practice and provide practical worksheets in
order to:
1) Help teachers plan CLIL learning activities with students.

2) Help teachers observe students’ behaviour and learning.
3) Help teachers monitor the results of CLIL learning sequences.
The Guide is divided into the following parts:
1. Introduction: a CLIL approach in Primary Education
2. Effective CLIL methodologies
3. Some principles and language for CLIL lesson planning
4. Planning CLIL lessons
5. Scaffolding Resources & Materials for CLIL
6.Monitoring & Assessment in CLIL
7. CLIL course evaluation (teacher education)
8. Lesson plans with teacher notes

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Note on authorship: This Guide includes parts and materials of the C4C Guide to OERs,
Guidelines for Teachers on How to Develop CLIL Materials and Lesson Plans in Primary Schools
and Guidelines on how to use CLIL in Primary Schools. © C4C-CLIL for Children.
This project has been funded with support from the European Commission. This publication
reflects the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
1.1 Acknowledgements
The project team would like to thank teachers involved in the C4C intensive training for their
valuable contributions to the project.

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2 Introduction: a CLIL approach in Primary Education
2.1 Introduction to the Guide

New globalized societies put novel pressures on education to prepare students to function
across multilingual globalized spaces. For this, students need competences and fluency to
communicate in foreign languages besides their own mother tongue. CLIL, the integrated
learning of a foreign language (English) and curricular subject contents can help children
achieve this without claiming an excessive share of the school timetable and by involving
children in cross curricular learning sequences. CLIL exposes students to purposeful,
innovative, and meaningful learning experiences. There are also cognitive and linguistic
advantages involved in CLIL for students: learning to think and to learn in an additional
foreign language; and learning to use English for communication about new learning topics.
CLIL is generally defined (Coyle, 2005) as a dual approach to language and subject area or
content learning in an integrated way. You can look at CLIL as a methodology, a pedagogic
approach, an educational approach, an innovative educational practice in your context, or just
as one particular cross curricular project of bilingual education of an integrative nature. CLIL
has often been described as any learning activity, project, module, topic, or theme that
integrates subject and language to teach/learn new content. The emphasis on new is
important as is integration.
This Guide focuses on a curriculum model for CLIL based on modules which comprise
sequences of 3 lessons each in a particular subject area: Science, Geography or Mathematics
for primary education (grades 1 to 6). Examples given and worksheets, grids, and other
materials take this model as the reference for advice on: CLIL learning aims, CLIL integrated
content & language learning, CLIL methodologies, as well as on CLIL lesson planning, resources
& materials, and monitoring and evaluating the CLIL experience.
We hope that this Guide will help teachers understand how to put CLIL into practice in their
own contexts and contribute to the improvement or innovation of their teaching practices in
CLIL setting.

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2.2 What is CLIL?
Content and Language Integrated Learning (CLIL) is a relativelyinnovative educational approach
in European primary schools which combines learning content with learning a foreign (or
additional) language, focusing on learning both at the same time. It creates a rich learning
environment for children.It may be activated through several teaching and learning models,
but C4C privileges a topic-centred approach (Mehisto et al., 2008). This means that CLIL
modules are organized around big ideas (topics) to which several curricular (content and
language) subjects or areas can relate. See table 1 for a concrete example.
Table 1. The topic ‘the world of animals’ across English, Science, and Geography in CLIL
The topic ‘the world of animals’ may be linked to curricular contents of English for young learners,
Science and Geography in years 2 or 3
Curricular English Science Geography
contents for
Content and Vocabulary: know the Know the names of selected Locate animals on map
Language names of selected animals and categorize of Europe and own
Objectives animals and can them into farm, wild, forest, country
categorize them into and pets
farm, wild, forest, and
pets
2.3 The principles of CLIL

There are innovative principles that must be respected in order to use the CLIL approach. They
are generally based on the 4 Cs (CONTENT, COMMUNICATION, COGNITION and CULTURE) as
defined by Do Coyle, 2005, as shown in table 2.
Table 2. The 4 C’s of CLIL adapted to Primary Education
CONTENT (THROUGH LANGUAGE) COMMUNICATION

The foreign language is learned through topic The emphasis is put on effective linguistic
content provided in a way that encourages active learning for communication and immediate use
natural learning
Language is used as a medium to perform tasks,
The focus for language learning is NOT on solve problems, develop projects, as well as to
structure or grammar, but on language use in express ideas
real-life contexts (to solve tasks)
COGNITION CULTURE
The foreign language (English) is used as a Learning a foreign language is learning about
language for thinking in parallel with the mother cultures that use that language and contrasting
tongue them to own culture

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Using English for thinking enriches understanding Using English for communication and thinking is a
of concepts key competence to function across multilingual
globalized spaces
2.4 Teacher involvement in CLIL

Planning co-operation: CLIL methodology fosters teachers’ individual and institutional
networking opportunities. Teachers need to cooperate to help their students understand the
links between subjects and their interdependencies to see the coherent nature of knowledge.
Thus, it is vital to create conditions for cooperation among teachers of English and teachers of
other curricular subjects, who should …
 Draw on similarities in and between individual subjects (in terms of subject content,
pedagogical devices and learning processes) and make these links explicit in various
ways.
 Develop meaningful co-operation and collaboration between staff leading to the dual
benefits of curriculum and professional development.
 Contribute towards a broad range of teaching and learning opportunities located
within individual subject teaching, across subjects and in relation to specific external
curriculum themes or dimensions.
 Allow teachers the opportunity to evaluate and reflect on their teaching and to be
imaginative and innovative in their curriculum planning.
 Facilitate a shared vision amongst teachers and managers through meaningful
collaborations at all levels of curriculum design (Savage, 2011: 42).
Table 3. Key issues of CLIL implementation (teacher co-operation)
KEY ISSUES OF CLIL IMPLEMENTATION

1. Teacher motivation will increase through collaboration with other colleagues and cross-
curricular opportunities.
2. Engaging in cross-curriculardialogue and curricular design contributes to better classroom
practice through sharing approaches, activities, and good practice.
3. Careful co-ordination, diplomacy and the ability to work in a reassuring partnership is
needed so that teachers do not feel threatened by the intrusion or presence of another

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teacher.
4. Through CLIL implementation teachers are likely to have an increased opportunity for
professional development. In some countries teachers may benefit from exchange
programmes and financial increments.
CLIL application in a primary school context typically assumes that the subject teacher, with
some linguistic competence in the second language, delivers his expert knowledge enriching it
with elements of the additional language. The challenge here is to ensure that the students
acquire the content knowledge and the linguistic goals are achieved. But this may not be the
case. An English teacher may also be called upon to collaborate with a team of primary
teachers.
CLIL models can be organized in different ways, which will determine the type of co-operation
of teachers.
 Short-term exposure to CLIL (CLIL showers (Mehisto, Marsh, and Frigols, 2008)), in
which some significant areas of a subject are explored and developed in a foreign
language for around 30 minutes to one hour of exposure per day. For example, in
Mathematics children can learn the numerals and in Physical Education basic
commands.
 A short series of integrated lessons planned around a theme or topic, involving the
subject area content from one or more national curriculum subjects will probably
require in tandem planning and teaching of the primary teacher and the English
teacher.
 Modular courses lasting half a term where aspects of individual subjects are taught
through the language could follow a similar model, but could also be taught by the
primary or specialist teacher, with CLIL training and good command of English.
 Short intensive courses where the timetable is blocked for one or more days to allow
for deeper learning and practical experience of language use requires in tandem
preparation, but would be probably taught by the English teacher.
 Longer-term sustained joint-curriculum delivery and partial immersion would probably
require in tandem teaching or individual teaching.

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NOTE: See the Glossary section for a clarification of ‚Primary Education’ in the European school
education area.
2.5 Parent involvement in CLIL

Some parents might have concerns regarding their children’s school progress, achievement
and overall learning in the subject content through English. You should respond to their needs
and concerns by keeping them informed before and during the implementation of the CLIL
programme.
How?
 Print out leaflets with information about CLIL in general and the CLIL programme
you intend to implement.
 Invite them to assist to a demo CLIL lesson.
 Create a parents’ consent form as well as a questionnaire where most of their
concerns are covered.
 Allow time for discussion of CLIL during parents’ meetings.
 Always keep an open communication channel with parents.
 Involve parents by inviting them to help in CLIL classes (e.g. school excursions,
technology projects, etc.) or to reflect and review children’s portfolios or even
help children with homework projects.
 Involve parents in helping children with homework projects. Parents support at
home is beneficial for students and can help improve parents’ attitudes towards
CLIL lessons.
When CLIL lessons occur occasionally in primary schools through project-based sessions,
support of parents is scarce.
 In order to involve parent support, CLIL programmes have to be at least 2

years long (Navés & Muñoz, 2002).
 School administration should be involved in meeting parents’ expectations
regarding CLIL learning by cooperating and leadership of educational
authorities, administrators and teachers.

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2.6 Review check
How prepared are you to adopt a CLIL approach?
Use questionnaire 1 (Morgado et al.,2015 adapted from Bertaux et al., 2010) to assess your
preparation to use CLIL in terms of definition, adoption, adaptation and integration of CLIL into
the curriculum within your local context.
Questionnaire 1.How prepared are you to adopt a CLIL approach?
(1 - very difficult; 6 - not difficult at all)

a) I can explain the key elements of the CLIL approach.
b) I can describe CLIL to involve administrators, other teachers, students and parents.
c) I can help other teachers understand CLIL.
d) I can help parents manage their expectations about CLIL.
e) I can select the contents (language and areas) of a topic to be taught English.

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3 Effective CLIL Methodologies
3.1 Principles of teaching young learners through CLIL

In primary context, CLIL learning aims should be holistic and constructivist. Table 4 highlights
how principles of teaching young learners can be activated in CLIL.
Table 4. Principles of teaching young learners activated in CLIL
1. Provide exposure and cultivate motivation* Invite students to learn how to do things rather
than just know about things.
2. Cultivate self-esteem and pride* E.g. Students understand simple information from
an authentic text/ video.
3. Engage learners in purposeful tasks* Invite students to solve tasks in real-life contexts
(e.g.Find out what students’ pets eat and where to
buy the food).
4. Use humour* E.g. use mnemonics such as short poems or a
special word to help students remember key
concepts through associations (My – for Mercury,
Very – for Venus, Monkey – for Mars, etc.).
5. Make the most of stories of all kinds* E.g. Students follow the story of Jack and the
Beanstalk to understand the growth of a plant.
6.Use technology* Invite students to record their voice on a tablet
saying the names of farm animals.
7. Give learners choice and encourage E.g. Teach students content specific working
autonomy in learning* strategies, such as carrying out a survey and
presenting the results of the survey in a chart. They
may choose what the survey is about.
8. Ask learners views and opinions* Students are invited to communicate their own
interests and individual needs (e.g. identify their
favourite animal heroes).
9. Work with children as co-researchers* E.g. Encourage students to look for information in
texts, without being distracted by unknown words,
in order to fill in a chart on a specific topic.
10. Challenge students' suppositions In order to learn, students need to identify own
knowledge and suppositions and confront them
with new knowledge.
11. Assess student learning through processes Student learning is assessed in the context of daily
of task completion classroom activities, not as separate events.
*Suggestions of principles of teaching young learners based on Annamaria Pinter (2015)

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3.2 Learning strategies that support CLIL
Approaches to CLIL provide opportunities and resources for children to learn about two or
more subjects at once. They require that the necessary inter-disciplinary knowledge,
understanding and skills are pre-learned so that learning can take place. There are a number of
strategies that support CLIL learning in Primary Education, such as holistic, constructive and
experiential learning. 21st century pedagogies also often enhance active, experimental, digital
and cooperative learning, as well as learning through discovery and task-based learning. These
learning strategies are all briefly described below with CLIL examples, when necessary.
Holistic learning refers to learning that integrates all subject areas and aims at
supporting the child in his social, psychological, physical and cognitive development.
This is done in the interest “of more vital and meaningful learning" (Carr, 2003: 126).
Constructive learning is often presented as a discovery and construction of mental

schema by learners interacting with their environment on multiple levels.
E.g. play with the identity of mystery animals by presenting their characteristics, where they live,
body parts, etc., and having children guess what they are.
Experiential learning is a tactile approach, which involves physical objects as

resources. Its focus is on promoting authentic experience. The level of authenticity is
increased if the experience can be shared with an expert.
E.g. if students are learning about diverse body structures of selected animals, they may explore
those body structures in a stuffed or living animal.
Active learning involves learning through the process of use and discovery, doing
things and finding out things for themselves using a range of media, solving problems,
and planning own work and learning, rather than just listening or reading. It positions

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learning not as a purely internal cognitive press, but as a result from meaningful
interactions in contexts where knowledge and understanding are shared.
E.g. Investigate and separate school rubbish for recycling.
Experimental learning involves students in learning and acquiring knowledge through

experimenting, forming hypotheses, checking them out and drawing conclusions
instead of getting ready made solutions.
E.g. observing the metamorphosis of a frog, silkworm or butterfly in lab and registering their
development phases.
Digital learning involves the confident and critical manipulation of multiple modalities
in diverse media devices (ELINET, 2016).
E.g. Guided research on the internet on wild animals and their habitats with collecting pictures and
posting them on a class blog.
Cooperative learning encourages pupils to work together (in pairs, small groups,
whole class, with another class, whole school, with several schools). Teachers should
monitor how children act and react in group settings, can talk effectively to one
another, etc.
E.g. Students collaborate in making a book together on local fauna by colouring 3 animals each in the
book. Students exchange their books with students in other classes or schools.
Discovery learning is a learning experience that allows children to develop their own
understanding and knowledge of concepts and/or relationships rather than following a
pre-set process or outcome.

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E.g. Engaging children in collecting information about the place they live in by, for example, taking
photos of the places they want to include in their project.
Task-based learning (TBL) is learning that develops around tasks that students have to
complete. The language they will use is determined by what they need to do the task.
TBL is generally organized in: pre-task, task, planning how to do the task and report by
analysing and practising.
E.g. (pre-task) Check favourite TV program on a television menu.

(task) Compare your own free time with the time(s) for watching your favourite TV program (or
alternatively to record it ad watch it later).
(planning the task) Record your free time; Record the TV program schedule; Decide if you can watch
it or if you need to record it.
(reporting) I can watch the TV program at …because I have free time from… to…
Total physical response (TPR) is a language learning technique that combines learning
of language with whole-body actions. It can be used for different sequences of routine
actions, imaginary actions, simulated contexts, and actions in relation to specific
content.
Traverso (2003) points out that some science-related topics, such as plants and
animals life cycles, can be introduced through the TPR method. The frog life cycle is an
example: You are a small, small tadpole. Curl up, really small. Wiggle through the
water. Wiggle, wiggle. Stop. You grow bigger and bigger and bigger. You are a
beautiful frog! Jump out of the pond. SPLASH. Jump on the rock. Say hello to your
friends: “CROAK!”
3.3 Innovate your teaching by focusing on new issues

CLIL teaching obviously requires a lot of planning and involvement of all teachers. Close
cooperation between content and language teachers is essential for an effective CLIL program

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in a primary school environment. Below (tables 5 and 6) you will find advice on how best to
prepare for CLIL teaching.
Table 5.Advice for language teachers doing CLIL
ADVICE FOR CLIL - ENGLISH TEACHERS

Research shows that children like CLIL lessons to un-focus from language. English teachers should
consider the following typical questions for effective CLIL teaching, which focus on content,
communication, cognition and culture:
 Which topics could I approach through CLIL for a particular subject area (e.g. Geography)?
 What language do my students need to know?
 What specialized vocabulary and expressions do students need to learn? Which do they
already know and can be recycled?
 What language do we need to carry out classroom activities and complete tasks?
 Which activities do I need to stimulate cognitive skills?
 What are the cultural aspects of the CLIL lesson?
Try to work with content that is predominantly new, so students are more interested; adjust the
content linguistically, select when necessary and if it is permitted by the curriculum.
Avoid explicit form-focused instruction (de Graaf et al., 2007: 20). Facilitate this type of learning
through:
 Giving examples.
 Using confirmation checks.
 Using clarification requests.
 Giving feedback.
Facilitate meaning focused learning (de Graaf et al., 2007: 20) by …
 Stimulating learners to request new vocabulary items.
 Checking students’ meanings.
 Using explicit and implicit corrective feedback.
 Proposing relevant speaking and writing assignments (de Graaf et al., 2007: 20).
Subject specialist teachers of upper primary and primary teachers may not have a very good
command of the English and may also lack specific language teaching techniques associated to
communicative language teaching that will be necessary for t he CLIL approach. In table 6
there is advice specifically addressed to these teachers.
Table 6.Advice for subject specialist teachers or primary teachers doing CLIL
USEFUL TIPS FOR CLIL –SUBJECT SPECIALIST TEACHERS AND PRIMARY TEACHERS:
Think about the language you generally use in class and explore how it is said in English.
 How do you present ideas?

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 How do you encourage students to collaborate, write or talk?
 How do you give examples?
 How do you encourage reactions in students?
 What will facilitate the students’ use of language?
 How can the students be helped to use the language effectively?
Identify the target language in English for the students to learn and the opportunities for interaction.
 What will help students use the target language?
If you want to avoid communication breakdowns during the CLIL lessons, teach students key language
and communication strategies they can fall back on when they are having problems. Encourage your
students to remember and use in class structures such as: Me, What page?, What did you say?, I
don’t know, We don’t understand this/that, We’ve finished, We haven’t finished, Shall I help him/her?,
Excuse me, I don’t understand, How do we say ... in English?, How do we spell...?
They can also be taught how to use word coinage and miming, as well as paraphrasing or describing
what they want to say.
Identify the types of questions you generally ask and your expectations (language + content) of how
the students will be able to answer them.
Procedural questions(support classroom management and routines)

 “Are there any problems?”
 “Any problems?”
Display questions(test student knowledge and understanding)
 Where do lions live?
 What happens to the butterfly larva?
Referential questions(stimulate authentic language production in response to a genuine question)
 What’s your favourite animal?
 What do you know about wild animals?
Do not teach “things”, but to understand, to retain, and to use.

The methodology should be thinking-centred, inviting students to participate and to dialogue.
 (Ask yourself) What will help students gain understanding of content through its
manipulation and use?
Consider that student content attainment is as important as linguistic development.

 Encourage students’ reactions.
 Encourage learners to make oral presentations.
 Encourage students to complete feasible tasks.
 Encourage peer learning and peer feedback.

Use language appropriate to students’ proficiency level in the foreign language:

 don’t simplify the language too much.

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 Slow down the rate of speech.
 Increase pauses between sentences.
 Repeat and paraphrase frequently.
It is important that you always use the foreign language for classroom management purposes in
order to maximise the exposure and establish a bilingual culture during the CLIL lessons. This can also
lead to real communication: e.g. when a student comes late or forgets something he/she will explain
things in English, in a natural way.
Build redundancy into the CLIL lessons:

 use repetition, paraphrasing and synonyms already known by your students for better
comprehension.
Model correct language use:

 paraphrase.
 Rephrase, restate or expand a student’s response correctly.
 Use correct pronunciation to model correct foreign language use.
Animate language use:

 accompany your speech with miming, gestures and facial expressions, thus offering
supportive contextual information.
 Link abstract concepts with concrete ones.
Scaffold through careful mother tongue use:

 use the foreign language during the whole lesson, but sometimes allow use of the mother
tongue too, especially at the initial stages of CLIL implementation. E.g. when teacher and
students reflect on the outcomes of experiments or try to generalise learning results (e.g.
translate a key word).
3.4 Review check

Use questionnaire 2 (Morgado & Arau Ribeiro, 2015 adapted from Bertaux et al., 2010) to
assess your preparation to use CLIL in terms of definition, adoption, adaptation and integration
of CLIL into the curriculum within your local context.
Questionnaire 2. How prepared are you to adopt a CLIL approach?

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a) I can select the contents of my subject/ of a topic to be taught in English.
b) I can design original learning activities in English.
c)I can create my own materials (worksheets, presentations) in English to be used in
class.
d) I can find appropriate vocabulary when preparing lessons in English.
e) I can give appropriate examples, clear questions & answers, and stimulate student
participation and active learning in English to the language level of students

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4 Some principles and language for CLIL lesson planning
4.1 Integrating CLIL in school syllabi

Since young children in many educational systems in Europe follow an integrated teaching
curriculum in the first years of formal instruction where learning is organized in topical units
with elements of various subjects intertwining, there seems to be no reason why foreign
language teaching should be excluded from this integration. Language is the natural medium
of expression in teaching all other subjects. If students use their mother tongue in the
classroom they could also be encouraged to use elements of an additional language (English)
to perform the same tasks involving non-linguistic subject knowledge.
Integrating CLIL in the school curricula means planning lessons according to the principles
explained in previous chapters.
4.2 Principles for planning lessons

Teachers need to structure each lesson plan in detail in order to know exactly:
 What students already know about the selected topic.

 What students are expected to learn (content and language).
 What are the learning objectives (also called: ‘success criteria’).
 Which activities to involve students in (procedures, tasks, etc.).
 What materials & resources are necessary (realia and visual materials, such as
flashcards, posters, etc.) and how to introduce authentic materials (such as videos,
texts, songs, etc.).
 What kind of assessment is relevant (observation, self -evaluation sheet, etc.). Table 7
highlights key issues for lesson planning.
Table 7. Key issues for lesson planning
KEY ISSUES
The 4 Cs Each lesson plan should contain at least one other element of the 4Cs of
CLIL besides Content: Communication, Culture or Cognition.
Prior Knowledge Students should be invited to make sense of their prior knowledge and
experiences and in connection with new knowledge.

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Visual, illustrative and With young children illustrative materials are really important. Sometimes
authentic materials using authentic materials means that they contain unknown vocabulary or
lexical items, which students may not understand.
The teacher has the important role of helping children overcome their fear
of unknown words or structures by concentrating on what the children can
understand and help them when they need.
Support and challenge It is also important to think of extra options for fast finishers, stronger
groups or older students, something more challenging.
Tasks and information CLIL lessons have to involve students in real communication and task-
gap based learning (TBL) serves this aim well.
Planning tasks means choosing some activities with information gap. This
means that some students have some information which the others do not.
In order to perform/complete their task they need to ask colleagues about
the missing information. In fact, they have to really communicate if they
want to
E.g. Picture difference. Students 1 and 2 use own photos
and describe features in order to find 5 differences (hair
colour, eye colour, shape of face, hair type and length,
skin colour, glasses/no glasses, etc.)
accomplish their task.
When planning CLIL lessons, teachers should:
 Focus more on fluency than accuracy: the focus is firmly on communication and
accuracy comes with time.
 Understand the role of teacher as informant, consultant and collaborator for student-
centred learning.
 Give examples of how the same unit may contain elements for different learning styles
of students.
 Make effective use of student feedback by designing strategies that receive student
input.
 Understand that students need to learn vocabulary before they can actually use it; and
that students can be encouraged to infer meaning because language is learnt in
context.
 Increase visualization because it supports students’ understanding and motivation.
 Understand that techniques that promote learners’ autonomy are useful in CLIL
lessons and equip them with learning strategies and at the same time meet different
learning styles and preferences.

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4.3 Examples of techniques for explaining tasks
 Use clear instructions for assignments and activities: you can do this better if you
establish routines during the CLIL lesson and use the same place to display materials
needed for explaining and predicting the tasks.
 Provide model of a process, task, assignment: demonstrate the task yourself before
having your students do it, give them a concrete model accompanied by verbal
instructions.
 Check the understanding of task instructions: you can do this by asking a student to
re-explain the instructions to the rest of the class or by asking a pair or group to carry
out a model task for the rest of the class.
4.4 Examples of techniques for explaining concepts and content

 Use visualisation techniques: graphs, hand-on-manipulatives, body language,
gestures or computer simulation programmes can help students better
understand the concepts in a CLIL lesson.
 Use an active discovery technique: instead of giving lengthy explanations in the
foreign language about the new concepts, try involving your students in hand-on-
manipulative activities which can include listening, speaking, reading, writing,
watching, cutting, gluing, experimenting, selecting, drawing, etc.
 Allow students to discuss or work on content concepts in mother tongue at the
beginning stages of CLIL implementation when they carry out a task, for example,
and they are required to interact or negotiate with their peers.
 Review the key vocabulary and key content concepts during the CLIL lesson: you
can either display them, use brief quizzes in the form of games or use songs and
chants which involve the concept to provide quick and engaging ways of reminding
the students of the key concepts and words.
 Regularly check understanding and give feedback: observe the students’
responses systematically and use spot-check activities during the CLIL lesson.

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4.5 Examples of compensation strategies
CLIL exposes learners to situations calling for genuine communication. Therefore, fluency is
more important than accuracy. The nature of CLIL lessons means that the students will
produce (and be exposed to) a vast array of language; the focus is firmly on communication
and accuracy comes with time.
Show students how to overcome problems in language comprehension by, for example:
 Skimming and scanning texts for relevant information;

 Increasing visualisation of content through maps or graphs. Visualisations can either
complement or support the understanding of written as well as spoken text, or replace
written instructions. Ifworksheets are mainly self-explanatory or only need little
furtherexplanations by the teacher in the target language, pupils can more easily work
independently.
 Technology can be a great resource. It can enhance and expand teacher support
networks and it can be a resource for teaching materials or linguistic and pedagogical
support.
 Adapt learning to students’ learning styles and preferences.
Imagine that you have different types of students in your class: those who prefer a visual (seeing),
auditory (hearing), kinesthetic (moving) or tactile (touching) way of learning. Here are some activities
and strategies you can use for each type of learners:
 Visual - Use many visuals in the classroom. For example, wall displays, posters, realia, flash
cards, graphic organizers, etc.
 Auditory - Use audio CDs and videos, storytelling, songs, jazz chants, memorization and drills,
allow learners to work in pairs and small groups regularly.
 Kinesthetic - Use physical activities, competitions, board games, role plays etc., intersperse
activities which require students to sit quietly with activities that allow them to move around
and be active.
 Tactile - Use board and card games, demonstrations, projects, and role plays, etc., Use while-
listening and reading activities. For example, ask students to fill in a table while listening to a
talk, or to label a diagram while reading.
Show students how to overcome problems in language production by, for example:

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 Creating a supportive and stress-free atmosphere when you start teaching a topic in
a foreign language. You can start by gradually introducing the foreign language and
allow students to use their mother tongue whenever they feel insecure. They will
gradually build their confidence in using the second language when they are ready to
do that.
A helpful tool in this respect is to create a bilingual classroom with interactive posters containing: all
time expressions (calendar: date, day of the week, months, seasons, time of day, year); cardinal and
ordinal numbers; the most common adjectives (e.g. emoticons); names of school subjects; a set of
classroom rules; vocabulary connected to food and drink, common animals, the weather, etc
 Providing learners with key terms and structures on the CLIL topic and not forgetting
to recycle regularly, especially at the beginning.
 Making time for transition stages, at the beginning, when students can play games,
and then introduce Total Physical Response activities, drawing, listening, miming, etc.
– these activities can help students feel comfortable and produce language naturally.
 Looking at grammar as a carrier of meaning: use grammatical awareness raising
activities. E.g. Group actions for the five senses (see, hear, taste, smell, touch) rather
than teaching verbs; ask students in year one:“have you done your homework?”
without explaining the use of present perfect; or introduce ‘I wish I were a (cat)’ as a
functional phrase in year 3 without going into detail about the grammar structure.
 Use task-based learning (TBL).E.g. reading train timetables and deciding which train
one should take to get to a certain destination on a given day.
4.6 Standard classroom language
Establishing classroom routines at the beginning, during and at the end of CLIL lessons helps
students feel safe as they know exactly what to expect during a CLIL lesson. Routines can be
used at the beginning, during or at the end of each CLIL lesson:

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Begin the lesson with a song, with questions helping students to predict its topic, with a
class mascot welcoming students or describing the weather, play a quiz at the end of the
lesson to check learning outcomes, invite students to retell a story.
When giving instructions about usual classroom routines, you can use gestures and mimic to
make yourself understood in English, from the very beginning.Another way to avoid using the
mother tongue when giving instructions is to write them on small post-it and stick them on the
blackboard so that children can see them easily.
A set of standard classroom language (table 8) that has been repeated over and over again will
be very useful during an English course.
Table 8. Standard classroom language
When starting the lessonGood morning!, Hello everyone!, Who is absent today? Let’s
start!
During the lesson Get out your books., Open your books at page…, Turn to
page…., Look at exercise … on page …., Look at line/picture….,
Let’s say it together., All together!, This row/group…., Say it
again, please!, The whole sentence, please., Your turn., Louder
please., In English, please., What’s…/.in English?, In English,
please. Come here., Go back to your place., Stand up., Sit down.,
Hands up/down, Hurry up., Close the door, please., Open the
window, please., Come in., Get out, Just a minute.
When you praise the Good, Fine, That’s (much) better, Well done, Great, Excellent,
children Very good, That’s very nice, It’s all right – don’t worry, Try again
During reading, writing Can you read this?, Who can read this sentence?, Go on, Say it
and speaking activities after me, Read John’s part, Mary, Write/Copy that in your
notebooks, Who wants to write that on the board?, How do you
spell this?
When playing games Who’s your partner? Has everyone got a partner? Sit back-to-
back, Don’t show your partner, Change partners/places with ….,
Are you ready?, Whose turn is it?, Take it in turns, You’re next,
Start now, Guess, It’s time to stop. Have you finished?, Who has
finished?
When you try to keep Quiet, please!, Stop talking/playing, Don’t do that please., Stop
order that, Don’t be silly, Give that to me, please.
When ending the lesson That’s all for now/today, Let’s stop now, OK. You can go now,
Put your books away, See you on Monday, Have a nice
weekend!

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After using these phrases frequently, you will discover that children’s comprehension of
English will develop rapidly. At the same time, they will become more confident in their own
ability to understand. You will soon reach your target of a classroom in which both teacher and
children use English nearly all the time.
4.7 Review check

Use questionnaire3 to assess your preparation to use CLIL in terms of definition, adoption,
adaptation and integration of CLIL into the curriculum within your local context.
Questionnaire 3.How prepared are you to adopt a CLIL approach?
a) I can select the contents of my subject/ of a topic to be taught in English.

b) I can design original learning activities in English.
c)I can create my own materials (worksheets, presentations) in English to be used in
class.
d) I can find appropriate vocabulary when preparing lessons in English.
e) I can plan the appropriate words to use in class.

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5 Planning CLIL lessons
5.1 Planning in an integrated way

After deciding which subject topic (e.g. of Science) to teach in English (e.g. Different parts of
plants/ what plants need to grow) the science teacher, or the CLIL team composed of science
and English teachers, decide on an integrated approach to the topic, which brings together:
 specialist interdisciplinary knowledge and interdependencies between subject areas

e.g. taxonomy of plant parts and proficiency descriptors in English for the particular
language level of the students, which is predominantly A1 and A2 in primary.
 The learning interests of children.
 Children’s suppositions to confront with new knowledge.
 Children’s individual needs.
Pedagogical activity that includes a diversity of the methods described in chapter 2.
Figure 1gives an example of how a module, consisting of 3 lessons could be developed for 3
different subject areas at the stage of curricular design:
Figure 1.C4C- Clil for Children content map for CLIL lessons

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In this model,
 lessons for each module grow from more general, to more specific and to project work
developed by children. Lesson 3 in each module, for example, contains a productive
element in the form of a presentation/performance/project, etc.
 linguistic objectives and content objectives are planned together, although presented
as the vocabulary needed for each lesson, the linguistic and learning skills to be
acquired by children, the linguistic functions they will learn, practice and are expected
to master and recycle, as well as specific content related to Science, Geography or
Mathematics.
5.2 Steps of a CLIL lesson

A CLIL lesson generally has the following steps performed in English:
1. Welcome routine. Teacher and pupils greet each other (good morning/good
afternoon, how are you?).
2. Tuning into English. E.g. a chant; Date/weather (pupils say what day/month it is. Write
the date on the board. Pupils say what the weather is like. Pupils fill in a weather
chart…).
3. Introduction to lesson aim: pupils are told what they are going to learn and do (Today
we are going to…).
4. Children come to the front. E.g. carpet time(pupils sit in a semi-circle on the floor, in
front of the board):
a. Revision
b. Presentation of new content
c. Oral work
5. Pupils do either individual work/pair work or group work (written work/game/oral
work/experiment …) Teacher explains step by step what children have to do and
models. Teacher checks if every student understands what they have to do.
6. Pupils do their work. Teacher walks around the class to check how the children are
doing. Teacher helps out.

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7. Evaluation. Teacher checks:
a. If pupils enjoyed the lesson by using smiles/thumb;
b. If pupils achieved the learning objectives by asking some questions.
8. Pupils tidy up and do the Goodbye routine. E.g. chant.
The template in table 9 may help you integrate all elements described in previous chapters
into your lesson planning. Use the template in table 9 for your lessons or adapt it to suit your
practice and needs. Concrete examples can be consulted in Appendix 1.
The example given is from a unit on ‘The world of animals’ and it comprises learner variation (*
marked for faster learners).

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Table 9. Lesson plan template with concrete examples
Lesson “X” (E.g. from the unit: The world of animals)
Linguistic objectives:
Vocabulary and structures: E.g.Students know the names of domestic, wild animals and pets;
students know verbs and expressions(or structures) to describe different abilities (e.g. swim,
jump, run, etc.), where animals live, what they eat, and their characteristics.
Specific vocabulary or Key language (what the children need to

recognise/produce):E.g.jungle, farm, house; tiger, crocodile, monkey, lion, parrot,
pig, duck, cow, hen, horse, fish, cat, hamster, dog, bird; swim, jump, run, walk,
climb, fly, live
Specific structures or Language functions: E.g.What can you see in this picture? I
can see. A jungle/ farm...What animal is this? It's a tiger/ rabbit....Where does it
live? What can a tiger do? It can...Can a tiger fly? Etc...
(Cognitive) Skills:E.g.Students understand simple information from authentic video; Students

answer and ask questions about animals (habitat, food, actions); Student describe animals
(oral form), ( written form *); Students read and comprehend animal facts*
(* is for fast learners).
Content objective(s): E.g.Students understand the diversity of animal kingdom.
Activity descriptions:
Introduction: [visuals/realia + time]: E.g. The teacher shows students a big picture of a jungle
(e.g.http://www.mariposajunglelodge.com/images/bg-page.jpg), a farm, etc. and asks:
(what animals can live there). “What animals can live in a jungle/ on a farm/ in a house?”The
teacher holds up a picture of a tiger (e.g. http://science-
all.com/image.php?pic=/images/tiger/tiger-06.jpg)and elicits the name: What animal is this?
It's a... The teacher asks: (where the tiger lives) Where does a tiger live? and places the
picture on the image of the jungle. The teacher does the same with a cow and a cat ((e.g.
https://www.tes.com/lessons/P4OuQfle3soq7Q/cows).
 Lead-in (20min): [vocabulary/story flashcards; story + time]: E.g. The teacher shows cards
and elicits names of other animals: What's this? What animal is this?It's an/a... elephant,
monkey, crocodile, parrot, snake, pig, horse, sheep, hen, duck, dog, hamster, rabbit, turtle,
gold fish. The teacher sticks the pictures of the environments on the board. Then
asksStudents in turns: “come to the board, draw (flashcards) a flashcard. Now (and) decide
together with the class where (each animal) this animal lives. Does it live in the jungle/ on the
farm./ in a house? Put the lion near the forest”– if (they) someanimals can live in more than
one place, they are placed on the board on the border of the environment.
Activity 1: [story/video/song + time]
Activity 2: [TPR/mini-drama/group, pairwork/miming/arts and crafts/pen and paper
activity/worksheet + time]. E.g. Students stick the images on cards and keep them secret.
One students from each group comes with one of their pictures to the board (but does not
show the picture to the class). The rest of the students ask questions and try to guess what
animal this is – they get points for their groups.When asking students for oral productions,
the teacher should also provide examples of possible questions or should elicit them (i.e.
What does it eat? Where does it live? Can it run? Has it got stripes?...)

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Activity 3: [mini production/presentation/description + time]: E.g. Students work in three
groups. Each group is given a big piece of paper labelled Farm Animals, Wild Animals and
Pets. They collect pictures from their category and stick them on their cards. They put the
posters on the wall and present them saying what each of their animals eats and can do. Also
in this case, before oral production the teacher should provide a model.
Each activity accompanied with an additional *fast finisher task. E.g. *Specific quiz. In order
to do the quiz, the students should know specific vocabulary: animal body (ears, eyes, pupils,
whiskers, tail. fur, feathers, stripes, horns, etc.); adjectives (fluffy, twitchy, clever, dirty...);
baby animals. (Puppies, kittens…). Teachers should work on these key words before or while
or after watching the video and suggest, for example, that students create a poster or picture
dictionary.
*Students write description of the animals....the teacher should provide a model first. For
example: This animal lives in the jungle. It eats meat. It can run very fast. It has got stripes.
*Students work in two teams... the teacher should provide examples of questions: What
does this animal eat? Where does it live? Can it run/jump/ swim...Has it got stripes/ horns....?
It is important to organize lessons into units as explained above. Look at the example in figure
2 of a Unit on Plants (in Appendix 1 you will find the corresponding detailed lesson plans).
Consider how the topic evolves and builds on previous knowledge from the first to the second
and to the third lesson; consider also how learning objectives are recycled from one lesson to
the other. The same principle applies to ‘success criteria’ or learning objectives (Figure 2)

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Figure 2. Example of a CLIL unit
Subject Science
Time 90’ 90' 90'
Talking about plants: Talking about plants: Talking about plants - germination:
Topic Different parts of a plant Different parts of a plant Project work – Growing a green bean
Things plants need to grow
To recognise different parts of a plant; To recognise and identify different parts of a plant; To recognise and identify different parts of a plant;
Learning objectives:
To grow plants from seeds;

To identify different parts of a plant; To identify the things a plant needs to grow; To investigate the growth process of a plant;
To understand how to record an experiment;
To recognise written form of key language; To recognise written form of key language; To recognize written form of key language;
To build short sentences; To build short sentences; To build short sentences;
To follow instructions. To follow instructions. To follow instructions.
To recognise and identify the different parts To recognise and identify the different parts of a
Success criteria / Learning
outcomes. Students will
To recognise and identify the different parts of a plant.

of a plant. plant;
To grow plants from seeds;
be able to:
To identify the things a plant needs to grow; To describe the growth process of a plant;
To be able to record an experiment;
To recognise written form of key language. To recognise written form of key language. To recognize written form of key language.
To build short sentences. To build short sentences; To build short sentences;
To follow instructions. To follow instructions. To follow instructions.
Language Cognitive
Classifying, identifying and sorting, reasoning, Classifying, identifying and sorting, reasoning, applying
skills:
Classifying, identifying and sorting, reasoning, applying knowledge

applying knowledge knowledge, justifying
Function:
Talking about plants
Vocabulary:
roots, stem, leaf/leaves, flower roots, stem, leaf/leaves, flower roots, stem, leaf/leaves, flower
Key language (What children need to
big, small, green, long, beatiful, yellow, red (colours) seed, water, soil, sunlight, oxygen
seed, water, soil, sunlight, oxygen
bottle, yoghurt cup
recognise/produce):
Action words:
Verb - have got grow, need grow, need, put, make, cover, pour
Language structure:
A plant has got … A plant has got … A plant has got …
A plant needs soil, water, oxygen and sunlight to
It has got … It has got …
grow.
A plant has got big/small/green leaves. A plant needs soil, water, oxygen and sunlight to grow. Fill the yoghurt cup with soil.
A plant has got a long green stem. Make a hole in the soil.
A plant has got a beautiful flower. Put the seed in the hole.
Cover the seed with the soil.
Pour some water.
Put your yoghurt cup on the window sill.
Board, plant (realia), labels, pictures of the different video (https://www.youtube.com/watch?v=8N6IiX7JAL4), song seeds, soil, water, yoghurt cups, bottles, green bean; graphic
parts of a plant, board, paper, crayons, pencil, bell (https://www.youtube.com/watch?v=kkqETB7Xc5g), pictures organizer - (Experiment Poster)
Material: (sunlight, water, oxygen, soil), labels (sunlight, water, oxygen, soil),
box, seed
Assess-ment Smiles for liking the activity for younger learners; or a 5-point scale for older learners. Teacher asks questions about: (a) the content taught; (b) how much the student learned; c) how
tool: much the student understood of the lesson; d) what does the student still need to learn?

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5.3 Review check: reflection about planning
After planning the lessons (or unit) and piloting the lessons with students, teachers should ask
themselves these reflexive questions about their planning and write their answers in a
teaching log:
1- Did my planning meet CLIL methodology?

2- Did it consider at least 2 of the 4 Cs?
3- Did my plan include visual materials? And authentic materials?
4- Did I plan challenging tasks for different learning styles?
5- Did I state time for each activity?
6- Did I plan check questions or activities?
7- How could I improve my lesson plan next time?

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6 Scaffolding resources & materials for CLIL
6.1 Using and adapting Open Educational Resources (OER)

CLIL teachers often complain about the lack of adequate materials. However, there are several
resources that teachers may adapt and use in their own contexts, which are available online:
this is the case of Open Educational Resources (OER).
Open Educational Resources (OER) refer to educational materials and teaching in digital format that
have the characteristic of being open in a double sense: free material available on the net; and
materials that can be adapted to the needs of learners and the needs of the context. OERs include:
PowerPoint presentations for the introduction of subject-concepts, tutorials, peer group discussions,
practical work, lesson plans used by other CLIL teachers, visual aids, posters, mind maps, diagrams,
charts, videos, pictures, puzzles, quizzes, games, songs, worksheets for students, etc. See the C4C
Guide to OERs.
Before looking for resources and materials, the teacher has to define the topic to explore and
which skills are going to be developed. Subsequently, activities have to be chosen. Thus, the
choice of materials depends on the activities to be implemented. For example, if the subject
area is Science and the topic is ‘the world of plants’, and the skill to be developed is ‘to
participate in collaborative work ‘and the activity is ‘to write a recipe from plants’, the teacher
may choose the following resource: Cooperative Collection of Old Recipes from Plants1.
The materials should meet a number of criteria (adapted from “Assessment in CLIL Learning”, a
chapter by Ute Massler in Guidelines for CLIL Implementation in Primary and Pre-Primary
Education), which are listed below in the form of questions:
 Is the OER material relevant for primary school students?
 Can it be easily integrated within the school curriculum (Mathematics, Geography, and
Science)?
 Can it be easily adapted to the needs of primary school students in a given setting?
 What is the material’s cognitive load?
 Are the materials visually attractive?
1 http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=31873054

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 Are the materials engaging and motivating?
 Are the materials easily accessible both for teachers and learners?
It is sometimes difficult to assess the appropriateness of an OER, so teachers may also use the
checklist on knowledge, interests, topics and language (table 10) to guide their choice:
Table 10. Checklist for assessing OERs
Checklist for assessing OERs

1. Do materials build on the knowledge and skills of students?
2. Do materials build on the interests of students?
3. Is the material’s topic/language information children-friendly?
4. Is it topic/language information cut down into manageable chunks?
5. Do the materials and approaches include different learning styles of students?
6. Are the materials and resources challenging for students, but not daunting?
6.2 Finding suitable materials for rich learning environments

CLIL should be rich learning environments for children, which challenge them while supporting
their active, engaged involvement in learning through meaningful tasks and materials specially
designed or adapted.
Diversifying learning strategies (verbal and non-verbal), activities (watching a video about the
parts of a plant, playing a game about how plants grow, watching a presentation about the
parts of a flower and the plant cycle, learning a song about the necessities of a plant to grow2)
and materials (videos, games, PPT and songs) is very important in primary education. So are
also:
 Repetition: of keywords (The Needs of a Plant3) or of a song (The Plant Song4).
2 http://reaaicleintef.blogspot.pt/2014/06/didactic-unit-plants-elena-borrego.html
3 https://www.youtube.com/watch?v=dUBIQ1fTRzI
4 https://www.youtube.com/watch?v=N-l-gsWOKzk

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 Rephrasing and restating: for example, the teacher shows a video (From a Seed to a
Flower5), pauses, and asks questions and children answer. The purpose is to
understand the topic and to rephrase or to restate it when children don’t achieve to
build a sentence to answer.
 Gestures and body language: miming, representing, simulating, and imitating an
animal or a situation seen in a picture or in a video. For example, children watch a
video about Farm Animals6 and afterwards some of them will imitate some of the
animals seen in the video and the rest of the class has to guess what animal it is.
 TPR (Total Physical Response): singing a song while using all the body parts (Plant
Songs and Finger plays or Mister Carrot7).
 Demonstration: the teacher demonstrates how to play a game (Helping Plants Grow
Well8), so that children can understand what they need to do.
 Visualization: the teacher uses, for example, a poster to show content and language
(Parts of the Plants and their Uses9).
 Project work: children build a poster about, for example, ‘What Do Different Plant
Parts Do?’ after analysing a web resource recommended by the teacher10.
 Searching on the Internet for information: for example, in order to get a portfolio or a
file about a topic, one group searches four songs about farm animals, another group
searches for short videos, another group searches for four images, while yet another
group searches for different games on the same topic.
 Anticipating opportunities for spontaneous teacher-student talk: children are asked
to talk about their previous knowledge about the topic; for instance, the teacher may
ask if they have pets at home, which animal it is, who is taking care of it and how.
5https://www.youtube.com/watch?v=dJjNh2pMSB8
6
https://www.youtube.com/watch?v=EwIOkOibTgM
7
http://www.angelfire.com/la/kinderthemes/pfingerplays.html
8
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml
9
https://www.yaaka.cc/unit/parts-of-the-plants-and-their-uses/#sthash.pQanfLl9.dpbs
10
http://www.mbgnet.net/bioplants/parts.html

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Some of the children already have a background knowledge about this topic and they
may share their knowledge with the rest of the class.
 Bridging, contextualizing, schema building, re-presenting text (written or oral): the
teacher shows a concept-map with key-words before children read a text or watch a
video. The opposite situation is also very productive: children make a concept-map
after reading a text or seeing a video.
6.3 Using multimodality and multimedia

Using multimodality and multimedia is part of rich learning environments, as it involves the
use of multiple ways of teaching and learning, which entails offering multi-modal input in the
classroom (video clips, maps, diagrams, web quests, podcasts, info graphics, worksheets, etc.).
In order to increase the development of students’ media literacy, materials using sound, video
and animation should be chosen.
This kind of resources and materials requires a computerized classroom and Internet access.
This may be a problem for some school’s contexts. However, the teacher may first teach
content and language in class and afterwards ask children to use this kind of materials as
homework, for example, to recycle content knowledge and vocabulary or to increase children’s
motivation. Another possibility is to use the desktop computer and an overhead projector.
If you don’t have this kind of problem, you may engage web 2.0 technologies to support CLIL.
ICT applications convey information in a virtual ‘hands on’ format which suits kinesthetic
learners. Rich visual support (PowerPoint presentations, images, videos, maps, diagrams,
tables, etc.) coupled with interactivity (web search and Web quests, for example) enable
students to learn through active participation. In table 11 you find several suggestions on how
to use the tablet or PC with children in CLIL classes.
Table 11. Using the tablet and the PC in CLIL lessons
Use the tablet or the PC to invite children:

To do research online: look for a song, a video, a poster, a game, etc.
To look for images or sounds to illustrate animals, plants, shapes, rivers, mountains, etc.
To draw a table, a graph, a map, etc.

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To play a game
To listen to a song or a chant
To do a PowerPoint presentation
To write a text
To do collaborative work
Since quality is important, here are some questions you may ask yourself in relation to
multimodality and multimedia:
 Are the resources and materials used for this lesson offering multi-modal input to
children?
 Do the resources or the materials of this lesson contribute to increase the students’
media literacy?
 Do the students know how to use these resources? If not, do I have time to teach how
to use them?
6.4 Scaffolding language, content, and learning

Sometimes, the teacher doesn’t find any CLIL material that fits into his or her specific class
context and new material needs to be created. Before creating new material, the teacher has
to decide the kind of material he or she needs; if it is for listening, reading, speaking or writing.
The new material must also combine at least 2 of the following integrated CLIL principles:
content, communication, cognition and culture.
Examples of materials aimed at language and content comprehension or at language and

content expression are shown as examples in table 12.
Table 12. Examples of materials aimed at language and content comprehension or at language
and content expression
11
Listening: a song (The Plant Song ) Purpose: to listen to a song to take notes
Reading: a text (What Do Plants Need to Purpose: to read a text in order to answer
12
Grow? ) written questions
11
https://www.youtube.com/watch?v=N-l-gsWOKzk

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Speaking: brainstorming or group discussion and Purpose: to speak about the topic, to choose key
writing together what they all know about plants; information and to write together; to repeat the
to sing a song words of the song
Writing: a gap text Purpose: watching a video (From a Seed to a
13
Flower ) in order to fill in a gap text or to insert
closed captions for a picture
To illustrate a good and diversified set of materials, read unit plan of García "Didactic Unit
Plants”14, which presents well-structured activities with high student interaction.
Sometimes the teacher finds some authentic material that is not entirely suitable for the
classroom because of language level, cognitive load or learning approach. This requires a kind
of adaptation that is called scaffolding. So, how do you adapt teaching material to engage
students in learning content in English through a CLIL approach?
Scaffolding consists in using temporary strategies to facilitate student understanding and

comprehension of verbal language and content (You can see examples in table 13).
Table 13. Examples of scaffolding
Type of Suggestions for teachers Example

scaffolding
Verbal Provide key vocabulary Instead of providing the students with lists of words,
scaffolding and phrases use word strips and pictures to activate and collect
students’ pre-knowledge on the topic and display
them on the blackboard/walls during the whole CLIL
lesson
Offer verbal-scaffolding to Bridge and prompt between what the students can
students say and what they want to say, encourage them to
use their own resources
Offer alternative ways of Students may be allowed to mime responses,
expressing (mis) demonstrate their understanding by using symbolic
understanding representations found in the charts or pictures
Content Select and adapt content Use exploration and discovery or problem-solving
scaffolding knowledge to students’ techniques when you work with content already
developmental and taught
cognitive level Try to work with content that is predominantly new,
so students are more interested;
12
https://www.studyladder.com/games/activity/what-do-plants-need-to-grow-explanation-3172
13
https://www.youtube.com/watch?v=dJjNh2pMSB8
14
http://reaaicleintef.blogspot.pt/2014/06/didactic-unit-plants-elena-borrego.html

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Adjust the content linguistically, select when
necessary and if it is permitted by the curriculum
Refer to previous Link the known with the unknown and thus provide
knowledge and a scheme of reference for new material
experiences/learning, link (Snow,1990:161) to increase students’
to students’ interests and comprehension
lives
Define, display and review Use the KWL chart (Olgle, 1986), for example, and
content and language ask students to complete it, at the beginning (K -
objectives with students what I know; W – what I want to know), and at the
end of the lesson (L – what I learned)
Learning Use scanning (reading to Encourage students to focus on the information they
process get the main idea) and are looking for, without being distracted by
scaffolding skimming (reading to find unknown words, in order to fill in a chart on a
specific information) specific topic;
techniques
Teach students content Invite students to carry out a survey and presenting
specific working strategies the results of the survey in a chart
Use advance or graphic Timelines, flow charts, semantic maps, etc. are
organizers useful to provide students with structures in which
they can write down/or stick post-it with the
information they interpret from a picture
Use mnemonics Short poems, tongue twisters or a special word help
students remember key concepts through
associations (My – for Mercury, Very – for Venus,
Monkey – for Mars, etc.)
Students may be encouraged to make up their own
mnemonics which can be fun and entertaining
There are several strategies teachers can learn to use to scaffold language, for example, as
seen in table 14; for scaffolding content (table 15); and for scaffolding learning (table 16).
Table 14. Examples of scaffolding language
Strategies for scaffolding language at the pre- Strategies for scaffolding language during
reading/ listening stage: reading/ listening stage:
sequencing rewriting repeating making sentences explaining key
pictures words shorter vocabulary
discussing rephrasing restating eliminating
pictures distracting text
matching using Strategies for scaffolding language after
pictures to substitution reading/ listening stage:
words tables rephrasing restating
use substitution use writing and listening

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tables models
Table 15. Examples of scaffolding content
Strategies for scaffolding content:

open think-pair- vocabulary presenting Providing use images
questions share games information in good models
separate and samples
boxes
know-want to grouping
know-learn lexical items
(KWL) according to
use
Table 16. Examples of scaffolding learning
Strategies for scaffolding learning:

spotlighting samples of guessing information planning, monitoring
student work and evaluation tasks
for students
6.5 Review check

Define a topic /subject area you would like to teach through CLIL. Use the C4C Guide to OERs
to select appropriate OERs for your lesson or unit.
Make sure each lesson contains at least one material aimed of the 4Cs of CLIL besides Content
(Communication, Culture or Cognition).
Use the checklist (table 17) for the following tasks:
Task 1. Highlight the checklist items you consider more important; Add items.
Task 2. Use your list to assess the OERs you chose for your lesson.
Tick where appropriate: The materials…
Table 17. Own checklist for material appropriateness
Cater for the children’s age and level.

Cater for the children’s learning styles.
Motivate and are visually attractive for children.

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Take the learner’s developmental stage, cognitive development and language
competence into account
Have a good balance of content and language
Integrate content and language
There is a varied number of items learners are expected to engage in
Make it clear in which language learners are expected to respond

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7 Monitoring & assessment in CLIL
In order to understand assessment in CLIL it is necessary to make a distinction between
evaluation and assessment. Sometimes these concepts are confused and considered identical
by teachers.In table 18 you will find a definition of each concept and an example.
Table 18. Evaluation vs. assessment
Evaluation is the process of “gathering information in E.g. CLIL course evaluation

order to determine the extent to which a
programme meets its goals” (Ioannou-
Geourgiou and Pavlou, 2003). From this
point of view evaluation is not oriented to
the learner’s progress and knowledge, but
to the achievement of course objectives.
Assessment is part of evaluation, but it is oriented to E.g. Student assessment in CLIL
the learner and not to the end of the
process. The development of the process is
more important than the final product.
7.1 Student assessment in CLIL

Let us start with student assessment in CLIL. With CLIL methodology integrating both language
and content, both aspects should be assessed in an integrated way, although some authors
raise the important question whether content can be separated from language and be
assessed independently by the same teacher or two teachers (Honig, 2009).
E.g. in CLIL Mathematics, students may be assessed through problem solving that involves
mathematical operations and simultaneously vocabulary in English (numbers, colours): There are 20
pencils in a box (yellow, black and green): 9 are yellow, 4 are black, and how many pencils are green?
Thus, lesson planning assessment (table --) should consider the following assessment issues in
relation to learner performance: Why? What? How? When? (See table 19).
To assess the learners, the teacher needs to know exactly why he wants to assess them:
 Is it to know if they learned about the subject?

 Is it to find out if students are motivated?
 Is it to identify strengths or weak points?

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 Is it to find out if planning was effective?
 Is it to identify monitoring strategies or support ones?
 Is it to inform them, their parents or others?
 Is it to give them a qualification?
 Is it a combination of some of these points?
Because of the CLIL particularities, to a CLIL teacher, assessment has to be multidimensional

and use a variety of tools, from the most formal to the least informal. The teacher should
select the assessment strategies according to what he or she expects their students to be able
to do at the end of the task, lesson or unit. Teachers should also take into account the
different learning styles and multiple intelligences (Gardner, 1983) to prepare and select
assessment tools.
Table 19. Assessment: why, how, what, when
WHAT CHARACTERISTICS HOW WHY WHEN

Assessment Mainly summative: Usually in the form of: To check if At the end of a
OF learning assesses knowledge tests and exams learning unit or several
acquisition and level -oral presentations objectives were units
of competence -short-answer questions met
qualitative or -labelling
quantitative grading -reading comprehension
activities
-matching exercises
-multiple choice
exercises
Assessment Formative -diagnostic test Informs both Continuously

FOR Monitors learners’ -observation grid teachers and
learning performance -reviewing & learners about
summarizing future
-survey teaching/learnin
-short-answer questions g practices
-labelling needed:
-reading comprehension -identifying the
activities gap
-matching exercises -giving
-multiple choice Feedback
exercises -enhancing
-self-assessment student
-projects portfolio involvement
-facilitate
learning

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progression
Assessment Increases the -self-assessment To reflect and After a task
AS learning awareness about the -peer assessment assess After a lesson
learning processes -Portfolio development in: After a unit
-foreign
language
competence
-content area
-positive
attitudes
towards both
the foreign
language and
content
-strategic
competence in
both the
language and
content
-intercultural
awareness
7.2 Self-assessment in CLIL

Students should always be actively involved in own formative assessment, so as to understand
own progress in learning, identify weak points and strengths, as well as improvement
strategies. This is why self-assessment is so important and beneficial. Even very young learners
should be encouraged to develop self-assessment skills.
One way of encouraging the development of self-assessment skills is helping learners create
their own reflexive learning journals. Learning journals (table 20) encourage students to
reflect on their own progress and problems and at the same time develops thinking skills and
autonomy. They are also useful for the teacher to check information when he has the
opportunity to do so.
Table 20.Example of a learning journal
My learning journal. Topic: Different parts of plants

What I know
What still confuses me
What I want to know (what interests me)

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Another way of encouraging the development of self-assessment skills is to use a comparative
self-assessment sheet for CLIL classes where the student’s self-assessment can be compared to
peer and teacher assessment. The example in table 21is adapted fromBabocká (2015: 183):
Table 21.Example of comparative self-assessment grid
Comparative Self-Assessment Sheet. Unit/ Task: ________________________________

Success Self-assessment Peer assessment Teacher assessment
Criteria-
Learning
outcomes
I can explain…
I can
communicate…
I can use
examples..
Notes:
Portfolio assessment can also be used successfully in primary CLIL. It comprises the results of
learners work: test results, drawings, notes, projects, etc. A portfolio can be a paper and pen
portfolio or an electronic portfolio, depending on the teacher and students’ preferences. It is
very useful for children, parents and teachers to understand the process and progress of
learning.
7.3 Assessment criteria

For a more complete assessment the teacher should define the criteria against CLIL descriptors
that already integrate language and content that have already been defined for A1 and A2 CLIL
levels, which are generally the levels that primary students will attain. See the Can do
Questionnaireon English proficiency (adapted from Barbero, 2012)as evaluated by teachers on
students’ competences in table 22:
Table 22.A1 and A2 CLIL descriptors
Levels: A1, A2 LEVEL B1

Evaluation Can explain the results of a process when Can explain /compare the results
provided with language structure with simple sentences without

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Can compare the results scaffolding
Principles Can collect and organize data
Can explain general principles when provided
with language structure
Can draw conclusions of a process
Experience Can understand teachers’ instructions
Can understand information supported by
visuals or gestures
Can follow teachers’ instructions to perform
certain actions
7.4 Observation sheet

With an observation sheet with learners’ names, learning objectives and dates (adapted from
Bentley 2010),teachers can see evidence of the success criteria met by students (see an
example in table 23).
Table 23. A1 and A2 CLIL descriptors and success criteria
Communication skills date date date

Name: ________________
Can:
(identify can do descriptors)
e.g. ask questions about subject content (closed/open)
Cognitive skills
Can:
e.g. match word labels to pictures/ objects
Not often Sometimes Often
Attitudes to learning
Can:
e.g. cooperate with others
7.5 Reflection about assessment

It is important for teachers to reflect about student learning process and achievement by
asking themselves the following questions:
 Did my students understand the subject content?

 Did my students grasp the learning objectives of the content?
 Did my students apply the concepts to new situations?
 Did my students interact about the subject content in English?

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 Did my students acquire new vocabulary in English?
 Were my students motivated with the assessment instruments?
 Was assessment challenging enough for all the students (different learning styles,
different intelligences?)
 Were my students really involved both in the topic area and language?
Teacher self-reflection is as important as the above. Ask yourself the following questions:
 Did I feel comfortable with CLIL assessment? If not, why? What was the problem?
 Did I choose the most appropriate instruments?
 Did I meet the students’ needs? (learning styles, different intelligences)
 Did I integrate both language and content in assessment instruments? Did I give both
the same importance?
 What would I do differently next time?

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8 CLIL course evaluation (teacher education)
As an example of how to evaluate a CLIL course, this chapter will describe some assessment
tools to evaluate the Guide you are reading, the face-to-face training, the mobility intensive
training and the e-learning course within the CLIL for CHILDREN project framework. All these
tools may be adapted for CLIL course evaluation in primary. The chapter includes the following
tools:
 Questionnaire to evaluate the Guide;

 Questionnaire to evaluate the face to face workshops;
 Questionnaire to evaluate the E-training course at a distance;
 Complementary Questionnaire on CLIL training;
 Practical approaches on how to build case studies from practice so as
to showcase them for the rest of the school.
8.1 Questionnaire to evaluate the Guide

The Guide will be used during a face-to-face in-service training course with teachers, but also
independently by teachers. This questionnaire may be used to evaluate the Guide by teachers
who have attended the face-to-face training and by those who have not attended the in-
service face-to-face training.
Evaluation of CLIL Guide Form

Instructions: Grade the items below on a scale from 1-5.
To what degree does the Guide demonstrate the following?
Criteria Strongly Strongly

Agree Average Disagree Not
Agree disagree
Applicable
1 2 3 4 5
Content
1. The purpose of the guide is

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clearly presented.
2. The guide meets its intended
objectives as defined by the C4C
project.
3. The overall content of the guide
is well-organised.
4. There is a clear relationship
between all the parts of the guide.
5. There is a good balance
between theory and practice.
6. The examples provided are
helpful.
Technical quality
7.The guide’s style is appropriate
for the audience
8. Paragraphs are coherently
sequenced with clear
relationships.
09. No grammar, spelling and
punctuation mistakes exist.
10. The tables and diagrams are
clear and well explained.
Please write your personal opinions:

1. Name 3 strengths of the Guide.
2. Make 2 suggestions on how to improve the Guide.
3. Name the 2 most interesting things you learned from the Guide.
4. Any additional comments?

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8.2 Questionnaire to evaluate the face-to-face workshops
The Guide will be used during a face-to-face in-service training course (workshops).This
questionnaire may be used with teachers to address their satisfaction with the workshops and
indirectly with the Guide.
Workshop Evaluation Form
Date: ..................................
Name:................................
Workshop Evaluation
Very Poor Excellent
Overall satisfaction rating 1 2 3 4 5
Facilities 1 2 3 4 5
Organisation 1 2 3 4 5
Materials provided from the Guide 1 2 3 4 5
What have you learned from the workshop sessions?

_______________________________________________________________________
What actions will you take as a result of your learning?

_______________________________________________________________________
Circle four words that sum up your overall opinion of the workshop sessions.
Interesting Nothing New Rushed Practical Clear Difficult Basic
Irrelevant Comprehensive Inspiring Fascinating Valuable Theoretical Bad
Beneficial Thought-provoking Exciting Enlightening Terrible Innovative Useful
Confusing Waste of time Enjoyable Challenging Boring Unfocused OK
How would you rate the level of difficulty of the workshop sessions? (Please circle one)
Too easy Too difficult
1 2 3 4 5

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How can the workshop sessions be improved?
_____________________________________________________________________
How can the Guide used during workshop sessions be improved?

_____________________________________________________________________
Presenters’ Evaluation
Content Very Poor Excellent
Ability to transfer their knowledge 1 2 3 4 5
Organisation of the content in a logical manner 1 2 3 4 5
Ability to use examples to facilitate learning 1 2 3 4 5
Preparation of the presenters 1 2 3 4 5
Presentation Skills Very Poor Excellent

Use of body language and tone of voice 1 2 3 4 5
Ability to choose and prepare the necessary
1 2 3 4 5
material in order to aid learning
Ability to encourage participants to ask questions
1 2 3 4 5
and answer questions
Ability to attract and keep group’s attention 1 2 3 4 5
Time management 1 2 3 4 5
Additional Comments:
_______________________________________________________________________
May we use your comments for future workshop sessions? Yes / No (please circle, as
appropriate)
8.3 Questionnaire to evaluate the e-training course at a distance

This questionnaire may be used to evaluate the Guide by teachers involved in the self-study
online course.
E-training Course Evaluation Form

Date: ..................................
Name:................................

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Very poor Excellent
Structure
Content
Materials
Examples
Tasks
Circle four words that sum up your overall opinion about this online course
Interesting Nothing new Rushed Practical Clear Difficult Basic
Irrelevant Comprehensive Inspiring Fascinating Valuable Theoretical Bad
Beneficial Thought Exciting Enlightening Terrible Innovative Useful
provoking
Confusing Waste of time Enjoyable Challenging Boring Unfocused Ok
Rate the aspects related to the implementation of CLIL methodologies in primary education
contexts in which you feel now more confident
Very poor Excellent
To balance language and
content
To scaffold language and
content
To plan CLIL units
To create activities
To look for or to create
materials and resources
To adapt already made
materials to my own school
context
To assess student progress
To monitor the results of CLIL
learning sequences
To use a variety of learning
techniques
Additional comments:
-----------------------------------------------------------------------------------------------------------------------------

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8.4 Complementary questionnaire on CLIL training
This is a complementary questionnaire that may be used if researchers and trainers are
interested in more in-depth information. At the end of the teacher training, participants could
be inquired in more detail, in written form or orally through self-audio-recording, regarding
their views, opinions, and comments as they pertain to the CLIL Guide and to the training
completed. This is an opportunity to present a deeper analysis of their views on the topics
examined.
Open questions (Please answer in detail in writing or through self-recording):
1. Please give us your overall assessment of the teacher training that you just completed.
a. What have you learned from this training? Do you think you will apply this
knowledge to your teaching practice? How and why?
b. Has this training added any value to your professional development? How?
c. Which did you consider to be the strengths of this training? Why?
d. Which part of the training was the most useful for you? Why?
e. Which did you consider to be the weaknesses or challenges of this training?
Why? How would you improve them?
2. Please give us your overall assessment of the CLIL Guide.
a. Do you consider the Guide to be a useful tool for teachers in your country?
Why?
b. Do you plan to use the Guide in your teaching practice in the future? How and
why?
c. Which do you consider to be the benefits/strengths of the Guide? Why?
d. Which do you consider to be the weaknesses/challenges of the Guide? Why?
How would you improve them?

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8.5 Building case studies from practice so as to showcase them for the
rest of the school
Guidelines and template for authoring case studies
This template has been designed to record and share practice, and to help other teachers
consider the relevance and potential for adapting this practice for use elsewhere.
Template for case studies15

Case studies should be no more than 2 pages; plus any images you can provide
Title: meaningful, short descriptive title

Summary: Brief summary of what the case study covers.
What was done:describe briefly your CLIL model.
How the learners were involved:
Give a couple of quotes from students or staff illustrating the case study.
How the school (administration & parents & other teachers) was involved:
Motivation and aims:
A brief outline of the reasons behind the practice described - its purpose and benefits.
Successes and lessons learnt:
A brief outline of what works well, any particular challenges faced and how these were addressed.
Transferability:
Is this practice transferable? How? Are adaptations needed?
Further information:
Resources used from the Guide.
Which parts/pages were used effectively?
Other resources:
Webpage or platform where the students’ work is kept:
Location of practice: country, partner, school, grade, students’ age
Author of case study (teacher’s name and subject/ area taught in this context) and contact for further
information:
Date: for this version of the case study text
Note for authors:

These case studies will be used in two ways:
1) The full case study (in this template format) can be written in the teacher’s mother
tongue. An English version will be included on the project webpage, if the teacher agrees.
2) A summary version of each case study may be used for presentations of the C4C project
results at international conferences. Authors will be asked for permission in this case.
15
Template adapted from the University of Edinburgh(adapted from JISC and SHEEC case
studies, JT 30/4/13; updated 9/5/13, 11/6/13, 25/6/13

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3) These case studies will be available as .pdf downloads and other formats suitable for
printing and inclusion in publications, as web pages and for presentations.

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9 Lesson Plans with Teacher Notes
This part will be completed after the mobility intensive training.

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10 References
1. Babocká, M. (2015). Assessment in CLIL Classes. In Pokrivcakova, S. CLIL in Foreign
Language Education: E-textbook for Foreign Language Teachers. Nitra: Constantine the
Philosopher University.
2. Barbero, T. (2012). Assesssment Tools and Pratices. In Quatapelle, F. (ED.).

Assesssment and Evaluating in CLIL (p. 38-56). Pavia: Ibis-Como.
3. Bentley, K. (2014). The TKT Course - CLIL Module. Cambridge: Cambridge University
Press.
4. Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., and Mehisto, P. (2010). The CLIL
Teacher’s Competences Grid. [Online]. Available at
http://lendtrento.eu/convegno/files/mehisto.pdf.
5. Byram, M. (ed.) et al (2007).Language across the Curriculum in Primary Education.

Three case studies and implications for a European ‘Framework’. Strasbourg: Council
of Europe: Language Policy Division.
6. Carr, D. (2003).Making sense of education: an introduction to the philosophy and

theory of education. London: Routledge Falmer.
7. CLIL for CHILDREN (2016). Guide to OERs for CLIL in Primary Schools. C4C - CLIL for
Children, Erasmus+ STRATEGIC PARTNERSHIPS (KEY ACTION 2), Project number: 2015-1-IT02-
KA201-015017, available at: http://www.clil4children.eu/?lang=pt-br
8. CLIL for CHILDREN(2016). Guidelines on How to Develop CLIL Materials and Lesson
Plans in Primary Schools. C4C - CLIL for Children, Erasmus+ STRATEGIC PARTNERSHIPS (KEY
ACTION 2), Project number: 2015-1-IT02-KA201-015017, available at:
http://www.clil4children.eu.
9. CLIL for CHILDREN (2016). Guidelines on How to Use CLIL in Primary Schools. C4C - CLIL
for Children, Erasmus+ STRATEGIC PARTNERSHIPS (KEY ACTION 2), Project number: 2015-1-
IT02-KA201-015017, available at: http://www.clil4children.eu.

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10. Coyle, D. (2005). Planning Tools for Teachers. Nottingham: University of Nottingham.
11. Dalton-Puffer, C. (S/d). Outcomes and Processes in Content and Integrated Language
(CLIL): Current Research from Europe. In Delanoy, W. and Volkman, L. (Eds.). Future
Perspectives for English Language Teaching. Heidelberg: Carl Winter.
12. Gardner, H. (1993).Multiple Intelligences: The Theory in Practice. New York: Basic
Books.
13. Honig, I.(2009). Assessment in CLIL- A Case Study. Viena: University of Viena.
14. Ioannou-Georgiou, S. and Pavlou, P. (eds.) (2011). Guidelines for CLIL Implementation
in Primary and Pre-Primary Education. PROCLIL. Online publication available at
http://www.schools.ac.cy/klimakio/Themata/Anglika/teaching_material/clil/guidelines
forclilimplementation1.pdf.
15. Marsh, D. (2002). CLIL7EMILE – The European Dimension: Action. Trends and Foresight
Potential. Jyvãskylã / Finland: University of Jyvãskylã.
16. Massler, U. (2011). Assessment in CLIL learning. In: Guidelines for CLIL Implementation
in Primary and Pre-Primary Education, edited by Sophie Ioannou-Georgiou and Pavlos
Pavlou. PROCLIL. Online publication available at
http://www.schools.ac.cy/klimakio/Themata/Anglika/teaching_material/clil/guidelines
forclilimplementation1.pdf.
17. Mehisto, P., Marsh, D., and Frigols, M. J. (2008). Uncovering CLIL: content and
language integrated learning in bilingual and multilingual education. Oxford:
Macmillan Education.
18. Mehisto, P. (2012). Criteria for Producing CLI Learning Material. In Encuentro 21, ISSN
1989-0796, pp. 15-33.
19. Meyer, O. (2010). Introducing the CLIL Pyramid: Key Strategies and Principles for
Quality CLIL Planning and Teaching. Pulso 33, 11-29. Alcalá de Henares: Universidad de
Alcalá: Escuela Universitaria Cardenal Cisneros.

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20. Morgado, M. et al (2015). CLIL Training Guide - Creating a CLIL Learning Community in
Higher Education. Santo Tirso – Portugal: De Facto Editores.
21. Navés, T. & Muñoz, C. (2002) Usar las Lenguas para Aprender y Aprender a Usar las
Lenguas Extranjeras. Una Introducción a AICLE para Madres, Padres y Jóvenes. In
Marsh, D., & Langé, G. (Eds.). Using Languages to Learn and Learning to Use
Languages. Jyväskylá / Finland: University of Jyväskylä.
22. Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository
text. Reading Teacher, 39, 564–570.
23. Savage, J. (2011).Cross-curricular teaching and learning in the secondary school.

Abingdon: Routledge.
24. Snow, M.A. (1990). Instructional methodology in immersion foreign language

education. In: Padilla, A.M., Fairchild, H.H. and Valadez, CM. (Eds.). Foreign language
education: Issues and strategies. Newbury Park, CA: Sage.
25. Traverso.P.(2003). La Total Physical Response nella classe. Piattaforma

nazionalePuntoEdu/Formazione DM 61/2003.

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11 Appendix 1
A sequence of lesson plans.
11.1 Lesson Plan1
Subject: Science
Time: 90 minutes
Theme: Talking about plants:
-Different parts of a plant
Learning objectives -To recognise different parts of a plant;
(related to curriculum -To identify different parts of a plant;
content): -To recognise written form of key language;
-To build short sentences;
-To follow instructions.
Success criteria/ Pupils will be able to:
Learning outcomes: -To recognise and identify the different parts of a plant.
-To recognise written form of key language.
-To build short sentences.
Cognitive skills: Classifying, identifying and sorting,reasoning, applying knowledge
Language Function: Talking about plants
Key language Vocabulary:
(whatchildren need to - roots, stem, leaf/leaves, flower
recognise/produce): -big, small, green, long, beautiful, yellow, red (colours)
Verb:
-have got
Language structure:
A plant has got …
It has got …
A plant has got big/small/green leaves.
A plant has got a long green stem.
A plant has got a beautiful plant.
Material: -board
-plant (realia)
-labels
-pictures of the different parts of a plant
-board
-paper
-crayons
-pencil
-bell
Assessment tool: Smiles
Procedure:

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Time: 10 minutes Step 1 – To tune pupils into English
-Teacher/pupils greet each other
-Pupils say/sing a chant
Step 2 – To help pupils understand what the lesson will be about and
what is important.
Teacher tells pupils what they are going to do.
T – Today we are going to talk about:
 Plants
 The different parts of a plant
We are going to play a game and draw a plant.
Step 3 – To set behaviour goals for the day.
Teacher sets behaviour goals for the day:
T – Today I am going to:
 pay attention;
 listen very carefully;
 work hard.
Time:20 minutes Step 4 – Talking about plants
Pupils sit in a circle on the floor facing the board. Teacher shows a big real
plant.
 Teacher asks questions – What is this? What colour is it? Is it big?
Is it small? Is it beautiful? Is it a plant? Do you like plants?
 Students answer – It’s a plant. It’s green. (…)
 Teacher and students talk about the different parts of the plant –
The plant has got different parts. The plant has got a stem. It has
got leaves. It has got flowers. It has got roots.
 Then teacher draws a big plant on the board/or sticks a poster of a
plant. Teacher shows a set of labels – roots, stem, leaves, flowers -
and asks the pupils to help her label the different parts of the
plant.
 Pupils repeat the different parts of the plant.
Time: 15 minutes Step 5 – Oral work
Teacher tells the pupils they are going to play a game. Teacher explains how
the game is played. Teacher models.
Teacher sticks a picture of a part of a plant on the back of each pupil. Then
pupils move around the class. Each time they hear a bell they have to stop
and ask the first classmate they see what he/she is.
e.g. What are you? I am a plant. I have a green stem.
What are you? I am a plant. I have got yellow leaves.
Time: 35 minutes Step 6 – Written work/drawing
Pupils go back to their seats. Teacher tells pupils what they have to do.
Teacher models.
 Students draw their own plant and then label the different parts.
 Some pupils present their work – My plant has got big roots. It has
got a brown stem. It has got orange leaves. It has got a big flower.
Time: 10 minutes Step 7 – To encourage pupils to reflect on their learning and behavior.
Teacher asks pupils how much they liked the lesson (Smiles)
If they know the different parts of the plant.

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Step 8 – To end the lesson
Pupils tidy up and say/sing the good bye chant.

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11.2 Lesson Plan 2
Subject: Science
Time: 90minutes
Theme: Talking about plants:
-Different parts of a plant
-Things plants need to grow
Learning objectives -To recognise and identify different parts of a plant;
(related to curriculum -To identify the things a plant needs to grow;
content): -To recognise written form of key language;
Successcriteria / Pupils will be able to:
Learning outcomes:: -To recognise and identify the different parts of a plant;
-To identify the things a plant needs to grow;
-To recognise written form of key language;
Cognitive skills: Classifying, identifying and sorting, reasoning, applying knowledge

(what children need to - roots, stem, leaf/leaves, flower
recognise/produce): -seed, water, soil, sunlight, oxygen
Action words:
-grow, need
Language structure:
A plant has got …
It has got …
To grow a plant needs …
Material: -video (https://www.youtube.com/watch?v=8N6IiX7JAL4)
-song (https://www.youtube.com/watch?v=kkqETB7Xc5g)
-pictures (sunlight, water, oxygen, soil)
-labels (sunlight, water, oxygen, soil)
-box
-seed
Procedure:
Time: 10 Step 1 –To tune pupils into English Pupils should always
minutes  Teacher/pupils greet each other say/sing the same
 Pupils say/sing a chant chant.
 Pupils say what day it is (Tuesday, 10th May, 20.). Pupils use authentic

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 Pupils say what the weather is like (It is warm and language.
sunny.).
Step 2 – To help pupils understand what the lesson will be about
and what is important. Teacher sticks or writes
Teacher tellspupilswhatthey are going to do. on the right side of the
T – Today we are going to talk about: board what the lesson
 Plants is about so that pupils
 The different parts of a plant can visualize.
 Things a plant needs to grow
We are going to watch a video andwe are going to sing a
song.
Step 3 – To set behaviour goals for the day. Teacher sticks near the
Teacher sets behavior goals for the day. board or on the
T – Today I am going to: behaviour goal board
 pay attention; the goals for the lesson
 be quiet; so that the pupils can
 to do my best. visualize.
Time:25 Step 4 – Talking about plants

minutes Pupils sit on the floor facing the board. Teacher and pupils recall Pupils sit on the floor
the different parts of a plant. with their legs crossed.
 Teacher asks questions – Do you still remember what Pupils recall knowledge
we did in our last lesson? What did we talk about? from the previous
 Pupils answer – Plants. The different parts of a plant. lesson.
 T– That is right. Well done. We talked about the Important for teacher
different parts of a plant. to praise the children.
 Teacher and pupils recall the different parts of a plant –
The plant has got different parts. The plant has got a Teacher must motivate
stem. It has got leaves. It has got flowers. It has got the children. Surprise
roots. box!
 Teacher shows the pupils a little box and asks what they It is important for the
think is in the box. pupils to repeat the
T– Look! What do I have here? It is a box. It is a small keywords and language
box. Let’s see what is in the box. structure several times.
 Teacher opens the box. Teacher should always
T – Look! It is a seed. It is a tiny seed. What is it? use short clear
 Pupils answer. It is a seed./It is a tiny seed. sentences.
 Teacher – What colour is the seed? Is it a big seed? Is it Pupils can use their
a small seed? mother tongue to
 Pupils answer. explain/ to express
themselves. Teacher
 Teacher tells the pupils that they are going to watch a
then repeats in English.
video and the video is about a tiny seed.
Pupils are free to think
T–Now we are going to watch a video. The video is
and talk about the
about a tiny seed. You must pay attention.
topic.
 After the video. Teacher asks what happened to the
Teacher should repeat
seed.
the keywords slowly
T-Did you like the video? What did you see? What
and clear. Making sure
happened to the seed?
every pupil

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 Pupils answer. understands. Teacher
 T-Good! You saw a tiny seed. The seed grew. The seed should use the same
became a beautiful plant. language structure.
 Teacher asks what they think the seed needs to grow. Pupils should repeat
T-The seed grows and becomes a plant. Do you think it the keywords several
needs things to grow? What things does it need to times.
grow? Pupils should always
 Pupils answer. try and build short
 T – That’s right. A plant needs soil, water, oxygen and sentences (A plant
sunlight to grow. needs soil, oxygen,
Teacher sticks 4 pictures on the board (soil, water, water and sunlight to
oxygen, sunlight) and says what each one of them is. grow.) and not just
 Teacher shows 4 labels (soil, water, oxygen, sunlight). shout out words
Reads each label and asks the pupils to repeat. (water/ soil …).
 Teacher shows each label again and asks a pupil to stick it Video should have very
next to the matching picture. clear language and not
 Pupils say all the words. too long.
 Teacher builds short sentences and asks pupils to help. Pupils learn the song.
-The plant needs water to grow. The plant needs
sunlight to grow. The plant needs soil to grow. (…)
 Teacher tells the pupils that they are going to watch a
video with a song about things plants need to grow.
-Now we are going to watch a video with a song. The
song is about the things plants need to grow. Would
you like to hear the song?
 Pupils answer.
 Pupils watch a video with a song. (2 times)
 Teacher asks if pupils liked the song. – Did you like the
song? What did it talk about?
 Pupils answer.
Time: 20 Step 5 – Body language

minutes Teacher tells the pupils they are going to pretend they are a tiny Teacher explains step
seed and they are going to grow. They need oxygen, water, soil by step and models.
and sunlight to grow.
4 pupils are oxygen, water, soil and sunlight. They have a picture
and label stuck on their chests and they move around.
The other pupils are on the floor with their head between their
knees. Pupils move their
The soil goes round the seeds and says – A plant needs soil to bodies.
grow.Then the water, the oxygen and the sunlight (A plant needs Pupils apply knowledge
water to grow./ A plants needs oxygen to grow./ A plant needs from previous lessons –
sunlight to grow.). The seeds begin to grow. the body.
Pupils begin to move very slowly and start growing like a plant. Teacher must always
The feet are the roots, the body is the stem, the arms are the praise the pupils.
leaves and the head is a beautiful flower.
T- You have soil, water, oxygen and sunlight. You begin to grow.
Your feet are the roots. Your body is the stem. Your arms are the

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leaves. Your head is the flower.
Teacher asks pupils to move their roots, stem, leaves and flower.
T- Move your roots. You roots need …
P- My roots need soil, water, oxygen and sunlight.
T- Move your stem. My stem needs…
P- My stem needs soil, water, oxygen and sunlight. (…)
T- Well done! Excellent work.
Time: 25 Step 6 –Written work Classroom monitors
minutes Pupils go back to their seats. Teacher tells pupils that they are can wear a badge or
going to do a worksheet. string necklace.
T- You are going to do a worksheet. Pupils can listen to the
T- Classroom monitors can you please give out the worksheets. song while doing their
CM- Here you are. worksheet.
P- Thank you. Pupils should be told
Teacher explains how the exercises are done step by step. how long they have to
Teacher models and checks if pupils understood what they have do the exercises.
to do. Quick pupils can colour
T – Write your name and date, please. their worksheets and
Teacher explains the worksheet. they can help their
T – In the first exercise you have to … classmates.
T - You have 15 minutes to do your worksheet.
 Pupils do their worksheet - Sudoku
T- Classroom monitors can you please collect the worksheets.
CM – Can you give me your worksheet, please?
P – Here you are.
CM – Thank you.
Time: 10 Step 7 – To encourage pupils to reflect on their learning and Teacher shows three
minutes behaviour. smiles and pupils
Teacher asks pupils how much they liked the lesson (Smiles) choose.
 The lesson was very good/ so so / not very good. The chosen smile is
Teacher asks if they know what things a plant needs to grow. stuck on the board.
 P- Answer.
Step 8 – To end the lesson Pupils should always
Pupils tidy up and say/sing the good bye chant. say/sing the same
Good bye chant.
11.3 LessonPlan3
Subject: Science
Time: 90 minutes
Theme: Talking about plants - germination:
Project work– Growing a green bean
Learningobjectives -To recognise and identify different parts of a plant;
(related to curriculum -To grow plants from seeds;
content): -To investigate the growth process of a plant;
-To understand how to record an experiment;
-To recognise written form of key language;

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Successcriteria / Pupils will be able to:
Learning outcomes: -To recognise and identify the different parts of a plant;
-To grow plants from seeds;
-To describe the growth process of a plant;
-To be able to record an experiment;
-To recognize written form of key language;
Cognitive skills: Classifying, identifying and sorting, reasoning, applying knowledge,
justifying
(what children need to - roots, stem, leaf/leaves, flower
recognise/produce): -seed, water, soil, sunlight, oxygen
-bottle, yoghurt cup
Action words:
-grow, need, put, make, cover, pour
Language structure:
A plant has got …
A plant needs soil, water, oxygen and sunlight to grow.
Fill the yoghurt cup with soil.
Make a hole in the soil.
Put the seed in the hole.
Cover the seed with the soil.
Pour some water.
Put your yoghurt cup on the window sill.
Material: -seeds, soil, water, yoghurt cups, bottles, green bean
-graphic organizer (ExperimentPoster)
Procedure:
Time: 10 Step 1 – To tune pupils into English Pupils should
minutes  Teacher/pupils greet each other always say/sing the
 Pupils say/sing a chant same chant.
 Pupils say what day it is (Tuesday, 10th May, 20.). Pupils use authentic
 Pupils say what the weather is like (It is warm and sunny.). language.
Step 2 – To help pupils understand what the lesson will be about Teacher sticks or
and what is important. writes on the right
Teacher tells pupils what they are going to do. side of the board
T – Today we are going to be scientists. what the lesson is
 We are going to do an experiment. about so that pupils
 We are going to sow a seed. can visualize.
 We are going to do a science report.
Step 3 – To set behaviour goals for the day. Teacher sticks near
Teacher sets behavior goals for theday: the board or on the

Page 73 of 77
T – Today I am going to: behaviour goal
 follow all the instructions; board the goals for
 work well with my partner; the lesson so that
 help my partner; the pupils can
 be careful; visualize.
 keep my table clean.
Time:20 Step 4 – Growing a Green Bean.
minutes Pupils sit in a circle on the floor facing the board. Teacher and pupils Recall previous
revise the contents of the previous lessons – parts of a plant and knowledge,
what things a plant needs to grow. vocabulary and
Teacher tells pupils that they are going to do an experiment. language structure.
 T - Today we are going to be very important scientists. We Teacher can hold
are going to do an experiment. We are going to sow a up a picture of a
green bean. (Teacher shows a green bean) Do you like famous scientist.
green beans? Do you eat green beans?
 P – Answer.
 T–To grow a green bean what do we need?
 P – We need seeds, soil, water, oxygen and sunlight.
 T-Yes, that’s right. We need seeds, soil, some water,
oxygen and sunlight. Pupils should
 T –Where are we going to sow our seeds? repeat vocabulary
 P – Answer. and language
 T – Good! We are going to sow our seed in a yoghurt cup. structures.
Let’s see what we need. Teacher with the
(Teacher shows the things pupils will need for their help of the pupils
experiment. Pupils repeat the names of all the things need completes the
for the experiment.). graphic organizer.
 T+P – I need a yoghurt cup, a seed, some soil, some water,
oxygen and sunlight.
 T – Now we are famous scientists. We need to record our
experiment. Look at the Experiment Poster - “We want to
grow a green bean.” Let’s complete the poster. You must
help me.
 Teacher and pupils complete the Experiment Poster.
We are going to sow a seed. We are going to grow a green
bean.
Our questions are: Will the seed grow? Will the seed
become a plant? How quick will it grow?
What do we need? We need a yoghurt cup, a seed, soil,
water, oxygen and sunlight.
Our prediction – The seed will grow. It will have roots, a
stem, leaves and flowers. It will take 10 days to grow.
Time: 20 Step 5 – Science Experiment
minutes Pupils are asked to go back to their seats. Teacher points to
-Teacher and pupils recalls behaviour goals: the behaviour
I am going to: goals. Pupils
 follow all the instructions; visualize them.
 work well with my partner;

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 help my partner;
 be careful; Pupils work in pairs.
 keep my table clean.
-Teacher tells thepupils that they are going to work in pairs and they
are going to sow a seed. Classroom monitors
 T– You are going to work with your partner. You have to can wear a badge
help each other. or string necklace.
You are going to sow a seed. You are going to grow a
green bean. Pupils can sow
I need four class monitors. more than one
 T- Classroom monitors can you put a tray on each desk, seed.
please. Pupils help each
 CM- Here you are. other.
 Ps- Thank you. Instructions have to
 T- On your table there is a tray. What has the tray got? be short and clear.
 P – It has got soil, water, seeds and two yoghurt cups. The graphic
organizer will be
 T – Let’s do the experiment together. (Teacher models
completed at the
every step.)
end of the
 Put some soil in the yoghurt cup.
experiment with
 Make a little hole in the middle.
the results.
 Put a seed inside the hole.
 Cover the seed with some soil.
 Pour some water. Just a little bit.
 Put your cup on the window sill.
 T - Check if your partner is doing well.
 Pupils decorate their yoghurt cup and write their names.
 T – Clean your tables.
 T - Classroom monitors collect the trays please.
 Pupils help the teacher complete the graphic organizer with
the procedure. Pupils recall all the steps.
Time: 30 Step 6 –Written work

minutes Teacher tells pupils that they are going to do a science report. Instructions have to
Teacher explains, step by step, how the report is done. Teacher be very clear.
models. Teacher should
 T- Classroom monitors can you put give out the science build short clear
report, please. sentences.
 CM- Here you are.
 P- Thank you. Teacher has to
 T- Look at your science report. It is divided into 6 parts. check if pupils are
Let’s look at the first part. Question. What are our following the
questions? instructions.
 P – Answer. Instead of the
 T – Excellent! Write the questions down. science report
 T – Let’s go to the second part. Materials. What materials pupils can just draw
did we use? (…) Teacher carries on until the report is a picture with the
written out. experiment and
 T – You have 20 minutes to do your science report. then label it.

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 Pupils do their science report.
During the following lessons pupils will have to water and look after
their plants. They will record their green bean growing experiment.
Time: 10 Step 7 – To encourage pupils to reflect on their learning and Teacher shows
minutes behaviour. three smiles and
Teacher asks pupils how much they liked the lesson (Smiles) pupils choose.
 The lesson was very good/ so so / not very good.
Teacher asks if they know how to sow a seed and what things are
needed for a seed to grow and if they worked well with their
The chosen smile is
partners.
stuck on the board.
 P – Answer.
Step 8 – To end the lesson Pupils should
Pupils tidy up and say/sing the good bye chant. always say/sing the
same chant.

Page 76 of 77
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Guide Addressed to

Teachers on how to use CLIL

C4C - CLIL for Children

Chief author: INSTITUTO POLITÉCNICO DE CASTELO BRANCO – P5

Copyr. CLIL for Children, 2016

Strategic Partnerships (Key Action 2)

Project number: 2015-1-IT02-KA201-015017

C4C - CLIL for Children

2 Introduction: a CLIL approach in Primary Education ..................... 10

2.2 What is CLIL? ................................................................................................................... 11

2.3 The principles of CLIL....................................................................................................... 11

2.4 Teacher involvement in CLIL ........................................................................................... 12

2.5 Parent involvement in CLIL.............................................................................................. 14

2.6 Review check ................................................................................................................... 15

3 Effective CLIL Methodologies ........................................................ 16

3.2 Learning strategies that support CLIL.............................................................................. 17

3.3 Innovate your teaching by focusing on new issues......................................................... 19

3.4 Review check ................................................................................................................... 22

4 Some principles and language for CLIL lesson planning ................. 24

4.2 Principles for planning lessons ........................................................................................ 24

4.3 Examples of techniques for explaining tasks .................................................................. 26

4.4 Examples of techniques for explaining concepts and content ....................................... 26

4.5 Examples of compensation strategies............................................................................. 27

4.6 Standard classroom language ......................................................................................... 28

C4C - CLIL for Children

5 Planning CLIL lessons .................................................................... 31

5.2 Steps of a CLIL lesson ...................................................................................................... 32

5.3 Review check: reflection about planning ........................................................................ 37

6 Scaffolding resources & materials for CLIL .................................... 38

6.2 Finding suitable materials for rich learning environments ............................................. 39

6.3 Using multimodality and multimedia .............................................................................. 41

6.4 Scaffolding language, content, and learning ................................................................... 42

6.5 Review check ................................................................................................................... 45

7 Monitoring & assessment in CLIL .................................................. 47

7.2 Self-assessment in CLIL.................................................................................................... 49

7.3 Assessment criteria ......................................................................................................... 50

7.4 Observation sheet ........................................................................................................... 51

7.5 Reflection about assessment .......................................................................................... 51

8 CLIL course evaluation (teacher education) .................................. 53

8.2 Questionnaire to evaluate the face-to-face workshops ................................................. 55

8.3 Questionnaire to evaluate the e-training course at a distance ...................................... 56

8.4 Complementary questionnaire on CLIL training ............................................................. 58

C4C - CLIL for Children

11.2 Lesson Plan 2 ................................................................................................................... 69

11.3 LessonPlan3 ..................................................................................................................... 72

C4C - CLIL for Children

C4C - CLIL for Children

1) Help teachers plan CLIL learning activities with students.

The Guide is divided into the following parts:

1. Introduction: a CLIL approach in Primary Education

2. Effective CLIL methodologies

3. Some principles and language for CLIL lesson planning

4. Planning CLIL lessons

5. Scaffolding Resources & Materials for CLIL

6.Monitoring & Assessment in CLIL

7. CLIL course evaluation (teacher education)

8. Lesson plans with teacher notes

C4C - CLIL for Children

C4C - CLIL for Children

2.1 Introduction to the Guide

C4C - CLIL for Children

2.3 The principles of CLIL

Table 2. The 4 C’s of CLIL adapted to Primary Education