1. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
1
Practice II
Practice Paper N° 9
1) The five dimensions of CLIL are:
1. The Culture Dimension.
Build intercultural knowledge & understanding.
Develop intercultural communication skills.
Learn about specific neighbouring countries/regions and/or minority groups.
Introduce the wider cultural context.
2. The Environment Dimension.
Prepare for internationalisation, specifically EU integration.
Access International Certification.
Enhance school profile.
3.The Language Dimension.
Improve overall target language competence.
Develop oral communication skills.
Deepen awareness of both mother tongue and target language.
Develop plurilingual interests and attitudes.
Introduce a target language.
4. The Content Dimension.
Provide opportunities to study content through different perspectives.
Access subject-specific target language terminology.
Prepare for future studies and/or working life.
5. The Learning Dimension.
Complement individual learning strategies.
Diversify methods & forms of classroom practice.
Increase learner motivation.
The dimensions are idealized and usually heavily inter-related in CLIL practice.
This means that in real-life implementation of CLIL, it is likely that a school will wish
to achieve successful outcomes in relation to more than one dimension at the
same time. Within CLIL, English is not taught in isolation so students can promptly
see the usefulness of the object of learning as the foreign language builds on
contents related to the rest of the school curriculum.

2. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
2
3) One of the main advantages for acquisition/learning in young children is
that they can develop the use of two languages simultaneously until the age when
lateralization occurs. They have an enormous potential for cognitive and social
development and they learn the language by talking about present objects and
solving concrete problems. Infants and young children can be very good at
acquiring languages when they are used in the home, and this is one reason why
people sometimes think that we learn languages best when we are very young.
One reason why very young children seem so good at picking up language is often
to do with the naturalness of the environment around them.
4) CLIL (Content and Language Integrated Learning) programmes are being
successfully implemented in Europe and North America. In Europe, they are aimed
at helping immigrants achieve a high command of the target language. In
Argentina, English is taught as a foreign language, having fewer instances of
exposure. One of the most important advantages of CLIL classes is that they will
cater for different learning styles through project work and task based projects
where cooperation and collaboration will be needed to solve the problems posed.
Teachers should be aware of the need to accommodate how subjects are taught to
suit their students’ different learning styles which include perceptual, cognitive and
personality differences. By analyzing, comparing, contrasting and relativising one’s
own cultural perspective and foreign cultural perspectives students are able to
development language awareness as well as intercultural knowledge and
understanding (intercultural competence). Nowadays ICT (Information
Communication Technology) is being implemented to familiarize students with the
use and workings of computers, and related social and ethical issues. The use of
technology is welcome as the students can show their outcomes by means of
power point presentations, participation in class, or production of films. There are
five basic classroom strategies that may help students learn English and also,
prepare them for higher-level thinking skills in the subject areas:
Predicting on the basis of prior knowledge.
Anticipating what will be read next.
Checking comprehension of the text while reading.
Analyzing text organization.
Classifying to facilitate comprehension of similarities and differences.
Furthermore, teachers will need to be aware of the need to present new
information by using appropriate strategies such as demonstrating, using
visuals, building redundancy, rephrasing, scaffolding, linking new information to

3. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
3
learners’ previous knowledge in order to make input comprehensible and
context embedded.
CLIL Class
AIMS
Content:Pollution.
Language:
Lexis related to pollution and solutions.
Skills – speaking and writing.
PREPARATION
Prepare one copy of the worksheet per pupil. Give each student a sheet of paper
to complete the chart.(See worksheet 1)
PROCEDURE
Ask pupils what they know about pollution. Brainstorm on the board different
types of pollution that affect Santa Rosa and the possible solutions. Pupils
may need help with this vocabulary.
Watch the video. http://www.youtube.com/watch?v=0nvSMoYRi6Q
Ask the students if they found a different type of pollution or a different
solution that was not written in the board.
Memory game. Divide the class into groups of four students. Sit the students
on the floor forming a circle. In the middle, arrange the eight cards so they
can match the picture with the name. When there is no coincidence between
the image and the name, the student has to put the card backwards again
and let his classmate to pick another card. The first group that finishes,
wins.(See worksheet 2)
Individually, each student has to find four pollutant agents in the
wordsearch.(See worksheet 3)
Match the following types of pollution with its solutions.(See worksheet 4)
Encourage students to create and decorate dustbins to keep the school tidy
and prevent pollution. Each bin will count with different tips to protect the
environment.

4. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
4
EXTENSION
Pupils can go on to write about their experience of preventing pollution – what,
when and how they did it.

5. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
5
CLIL Activity- Pollution
Pollution worksheet.
Decide which of these activities are dangerous for the environment.
Tick every time you saw someone polluting your city this week.
Activity Frequency
Smoking
Being stuck in a traffic jam
People listening to loud music
Going camping
Burningobjects
Going shopping
Throwing things to the lagoon
Riding a bicycle
Usingaerosols (Graffiti)
Fishing
Throwing paper on the street

6. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
6
CLIL Activity- Pollution
Pollution worksheet.
Memory game!
Noise Pollution
Air Pollution

7. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
7
Litter Pollution
Water Pollution

8. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
8
CLIL Activity- Pollution
Pollution worksheet.
Find four agents of pollution in this wordsearch.
Write down the names.
1) _______________________
2) _______________________
3) _______________________
4) _______________________
L F H X I N T
I H B B E S R
T N V H A R E
T G F F L E E
E F D G O E S
R T C C I I O
S H O T T E R
L H M G E M E
V J B D O O M
J K U A F K G
Y O S M O K E
J O T V A L E
H D I B O O B
G G O N O F I
F C N M O T H

9. Practice II: Practice PaperN° 9
Profesora Estela Braun
Avendaño, Ivana. Blanco, Fátima.
9
CLIL Activity- Pollution
Pollution worksheet.
Match the following types of pollution with its solutions.
Noise Pollution
Air Pollution
Litter Pollution