CLIL (Content and Language Integrated Learning) is an educational approach that integrates language learning with other subjects. It has four main components: content, cognition, communication, and culture (the "4Cs"). Content refers to the subject matter being taught, such as science or history. Cognition involves developing thinking skills. Communication means interacting and sharing information. Culture promotes intercultural awareness. In a CLIL lesson, all language skills of listening, reading, speaking, and writing are practiced, with a focus on using language meaningfully to learn other subjects.

1. CLIL

2. WHAT IS CLIL?

3. A DIFFERENT VIEW
CLIL is a developing, flexible concept where
content (eg non-language subject/s, cross-curricular
themes and holistic issues) and
foreign languages - are integrated in some
kind of mutually beneficial way so as to provide
motivating, value-added experiences to
educational outcomes for a wide range of
students.
University of Nottingham

4. A MODEL FOR INTEGRATION IN CLIL

5. THE FOUR CS
CLIL HAS FOUR BASIC COMPONENTS, USUALLY CALLED ‘4CS’ .

6. THE 4C’S FRAMEWORK
conditions Aims for the classroom
Content: learners create their own
knowledge and developing skills.
Vocabulary, purpose,diagrams, tables,
experiential activities, related to the
child’s previous experiences
Cognition: learning and thinking in
terms of learner’s linguistic demands.
Predicting outcomes, reaching
conclusions, thinking skills, creating
knowledge
Communication: interaction in the
learning context.
Sharing, researching and comparing
cultural contexts, scaffolding tasks,
student talking time vs. teacher talking
time
Culture: intercultural awareness is
fundamental to CLIL.
Collaborative activities, cooperation,
group tasks, respect for others

7. MAIN ASPECTS
 Multiple focus – integration of subject and language teching,
blending subjects and topics, out-of-class projects, analysis
 Learning environment – typical tasks, lots of aids, overcoming
fear, authentic materials
 Authenticity – studet is the speaker, topics related to their needs,
everyday life and interest; contacts with target language users;
use of authentic materials

8.  Active learning – students talk more, help to rephrase the
outcomes, assess progress, co-operate, discuss. Teacher is a
guide and provider.
 Support structure – learning is based on prior knowledge, skills,
attitudes, interests and experience; information is provided in
student-friendly forms paying attention to different learning styles;
critical and creative thinking is supported; new challenging tasks

9. IN A CLIL LESSON, ALL LANGUAGE
SKILLS SHOULD BE COMBINED AND
SEEN AS:
 Listening is a normal input activity, vital for
language learning
 Reading, using meaningful material, is the
major source of input
 Speaking focuses on fluency. Accuracy is
seen as subordinate
 Writing is a series of lexical activities through
which grammar is recycled.

10. LESSON FRAMEWORK

11. LESSON STAGES
 checking previous knowledge;
 practicing content language;
expanding vocabulary;
consolidating knowledge;
summarizing skills;
 applying the new knowledge;
 checking and correcting errors.

12. SAMPLE LISTENING TASKS
 Listen and label a diagram / picture / map /
graph / chart
 Listen and fill in a table
 Listen and make notes on specific information
(dates, figures, times)
 Listen and reorder information
 Listen and identify location / speakers
 Listen and label the stages of a process /
instructions / sequences Listen and fill in the
gaps in a text