1. !1
Why not CLIL?
MARTA QUIÑONERO CORCOBADO
TASK 1
IDENTIFYING THE COMUNICATIVE SKILLS
By completing the following chart you will identy the different communicative skills
you want to develop in your student through the unit plan.
You will write down the CALP, Content Language: which structures or vocabulary
words are you going to teach through the unit plan?
Also you have to think on BICS, Basic Interpersonal Language: which classroom
language will you need during the unit?
And finally the Language through, which sentences will help you and your students to
develop the unit, work in groups, think, express their opinion, etc…
CALP
Content Language
BICS
B a s i c I n t e r p e r s o n a l
Language
Language through
Scaffolded Language.
2. !2
Why not CLIL?
VOCABULARY:
tulip, bean, cactus,
basil, garlic.
PARTS OF THE PLANTS
AND FLOWERS:
bulb, stick, pood,
seeds, spine, stem,
leaves, clove.
ADJECTIVES:
small, big, sweet.
VERBS:
to grow, to have got, to
use, to cut, to taste.
NOUS:
p l a n t , s t i c k , p o t ,
flower, seeds.
MAIN STRUCTURES:
Does it grow from a
glove?
Have the plants good
pods?
Could you help me?
I need some information
about flowers and plants.
How do we could the leaves?
May I help you?
WORKING IN GROUPS AND
IN PAIRS AND ANSWER/
DISCUSS/EXPRESS YOUR
OPINION ABOUT THE
FOLLOWING QUESTIONS:
What do you think about
having plants at home?
What is your opinion
about the classification of
flowers and plants?
Discuss applications of
basic plants research to
grow and development of
plants within agriculture
and horticulture.
Can you explain me the
m o v e m e n t o f w a t e r
through a plant?
D o y o u t h i n k
environmental factors can
i n f l u e n c e i t h e
development of plants?
