What is CLIL?
Content and Language Integrated Learning
• An approach in which a f……... language
is used as the m…………….. for teaching
a c……………. subject such as
S…………, H………... or …………..t. The
target language and the subject content
have a j……………. role in the learning.
• The focus is on natural language and
inherently interesting content that is
relevant to the learners’ other studies.
• Learners are learning as they use the
language, and using it as they learn;
not learning now to use later or
learning how to pass an exam.
What works in our reality?
• High levels of proficiency in English and a
• High levels of academic proficiency in
English and a second language
• Multicultural competence:
• Understanding of different cultures and
development of high self esteem
• All four language
1. Combining Elements
It is the subject area which determines the
language needed to learn.
Language is used to learn as well as to
Thinking skills and strategies need to be
Exposure to alternative perspectives broadens the
CLIL in practice
• Language is used to learn as well as to
• The subject matter determines the language
• Input comes from listening, and reading
• Speaking focuses on fluency not accuracy.
• Lexis and grammar are recycled in writing
• Learners develop fluency by using English to
communicate for a variety of purposes through the
different subject matters.
• Learners (are expected to) become proficient in
English after 5-7 years.
What isan anthology?
• A book containing
poems, storiesor songs
written by different
How istheanthology divided?
• Every level isdivided into 12 unitswhich
contain 2 or 3 textsgiving you an averageof
• Theanthology can beused according to topics,
subjects, needsand interestsof your students
Fiction (about imaginary places, events
Nonfiction (about real people
Who aretheauthorsof Selections?
• In Selectionsyou will find authentic texts.
• A group of more than 15 British and
American authors were commissioned to
write the stories in the 6 levels in
Selections(they arenot graded readers).
• Selectionsiswritten in American English.
Unit 1 Get Set!
Unit 2 At home
Unit 3 FavoriteFoods
Unit 4 Around Town
Unit 5 AnimalsAll Around
Unit 1p.4 Rainbow
Unit 1 p.6 Secrets
Unit 2.p.14 My Family
Unit 2p.8 Clothesin my Closet
Unit 4p.30 Knock, knock
Unit 3p.16 BananaTreats
Unit 3p.22 LittleMilly-Molly
Unit 11p.86 Monday
Unit 5p.34 Animal Magic
Unit 5 p.38 Cats
Unit 9p.66 TheFish with 4 Eyes
• Student’sbook with excercises
• Audio CD
– teaching tips
– ideasfor exercises
– amazing facts
… encouragesreading for pleasure,
so that studentsdevelop their
languageskills, reading skills,
thinking skillsand absorb the
song, poem or piece of
discussion questions to
introduce unit topic.
Unit preview feature
(Treasure Hunt in Levels
1&2, Brain Train in
Lessons 2 & 3Lessons 2 & 3
Vocabulary and grammar pages.Vocabulary and grammar pages.
Levels 3&4 - ‘SmallLevels 3&4 - ‘Small
talk’ to developtalk’ to develop
conversational skills.conversational skills.
Levels 5 & 6 -‘Brain Teaser’Levels 5 & 6 -‘Brain Teaser’
puzzle/riddle feature, to developpuzzle/riddle feature, to develop
critical thinking skillscritical thinking skills
Lesson 4Lesson 4
Cross-curricular pageCross-curricular page
including ‘Guessincluding ‘Guess
What?’ feature toWhat?’ feature to
stimulate thought andstimulate thought and
interest, andinterest, and
engage criticalengage critical
thinking skills.thinking skills.
Lessons 6 & 7Lessons 6 & 7
Vocabulary andVocabulary and
grammar pagesgrammar pages
In levels 3&4 also oftenIn levels 3&4 also often
includes ‘Small talk’ toincludes ‘Small talk’ to
develop conversationaldevelop conversational
Lesson 8Lesson 8
Focuses on readingFocuses on reading
strategies &strategies &
different text typesdifferent text types
Lesson 9Lesson 9
Sounds like EnglishSounds like English
Reference toReference to
Language ActivityLanguage Activity
more than just amore than just a
workbook. The lab Worksworkbook. The lab Works
hand-in-hand with thehand-in-hand with the
student’s book asstudent’s book as
grammar support &grammar support &
reference resource, freeingreference resource, freeing
it up for moreit up for more
communicative, content-communicative, content-
driven activities.driven activities.
Grammar ReferenceGrammar Reference
Three pages at the endThree pages at the end
of the Languageof the Language
Activity Book (LAB)Activity Book (LAB)
Summary of the mostSummary of the most
important grammarimportant grammar
points in the level.points in the level.
Student’s BookStudent’s Book
Student’s Audio CDStudent’s Audio CD
Language Activity Book (LAB)Language Activity Book (LAB)
Teacher’s EditionTeacher’s Edition
Teacher’s Resource CD RomTeacher’s Resource CD Rom
Class Audio CD (2 per level)Class Audio CD (2 per level)
Picture Resource PackPicture Resource Pack
TEACHER’S CD ROMTEACHER’S CD ROM
For studentsFor students::
Vocabulary lists (one per unit)Vocabulary lists (one per unit)
Unit tests (one per unit)Unit tests (one per unit)
Extra worksheets for all grammarExtra worksheets for all grammar
& vocabulary and reading lessons& vocabulary and reading lessons
Blackline masters for ‘make andBlackline masters for ‘make and
do’ activities where necessarydo’ activities where necessary
TEACHER’S CD ROMTEACHER’S CD ROM
For teachersFor teachers::
Word cards for all new vocabulary for everyWord cards for all new vocabulary for every
Wordsearch generatorWordsearch generator
Teaching TipsTeaching Tips for every unitfor every unit
Information at your FingertipsInformation at your Fingertips for every unitfor every unit
Audioscripts for the Student CD extraAudioscripts for the Student CD extra
Customizable Lesson PlanCustomizable Lesson Plan
Downloadable Progress ChartDownloadable Progress Chart
10 interactive games per unit which can be10 interactive games per unit which can be
downloaded to a network and shared withdownloaded to a network and shared with
PICTURE RESOURCEPICTURE RESOURCE
PACKPACKOne pack per levelOne pack per level
10 picture cards linked to the themes10 picture cards linked to the themes
of Units 2-11 in each levelof Units 2-11 in each level
Photographic rather than illustrated,Photographic rather than illustrated,
to bring the ‘real world’ into theto bring the ‘real world’ into the
classroom and generate conversationclassroom and generate conversation
and discussionand discussion
Includes both generic and picture-Includes both generic and picture-
specific notes on exploiting the pictures,specific notes on exploiting the pictures,
evaluating speaking skills andevaluating speaking skills and
preparing your students forpreparing your students for CambridgeCambridge
Young Learners exams.Young Learners exams.