Practical 12

PRACTICAL 12:
Content and Language Integrated
Learning

PRACTICE II.
DIDACTICS OF ELT.
PROF. ADJUNTO REGULAR: Estela N. Braun.
TEACHER ASSISTANTS: Prof. Vanesa Cabral and
Prof. Luján Ramos.
STUDENTS’ NAMES: Balari Centeno Oriana and
Martínez Rocío.

Part 1:
1. Which are the five dimensions of CLIL? Do they act in isolation?
Marsh et al. (2001) mentioned five dimensions that characterize CLIL:
Culture, Environment, Language, Content and Learning. Marsh also pointed out that
these dimensions are usually inter-related in CLIL practice, and thus, they should
not be viewed as standing alone. In CLIL programmes, language becomes the
medium to understand content of other disciplines in the school curriculum, and in
this way it becomes relevant and meaningful to the students.

2. Explain each of them in detail.
● The Culture dimension - CULTIX: This dimension contributes to the
building of intercultural knowledge and cultural understanding. Likewise, it
helps to develop intercultural communication skills and to introduce wider
cultural context in order to learn about specific neighbouring
countries/regions and/or minority groups.
● The Environment dimension - ENTIX: As regards this dimension, CLIL
prepares for internationalization; and thanks to this, there is an
international certification access. This means that students have
preparation for future studies or work that involves different languages.
When integrating content and language, students have the opportunity to
acquire both Basic Interpersonal Communications Skills (BICS) and Cognitive
Academic Language Proficiency (CALPS) with the former being all the social
language skills and the latter the language skills to cope with academic
requirements (Cummins, 2000). Being able to communicate academically
and socially opens new borders and encourages students to explore and
travel around the world.
● The Language dimension - LANTIX: In terms of this dimension, CLIL is a
significant approach to improve overall target language competence. This
focus stresses language competence in general and therefore includes
reading, writing, speaking and listening skills. CLIL furthers the language
experience through the integration of language and non-language teaching.
In the same way, this Language dimension proposes that the practicing of
oral skills can be done in a ‘utilitarian’ way that is to provide opportunities
to use the language as a tool to communicate. This means that it is not
necessary for the students to have native-like competence in the target
language; what it truly matters is the ability to interact and transmit
knowledge by means of the target language.
● The Content dimension - CONTIX: CLIL is seen as helping to provide
opportunities to study content through different perspectives. “Languages
reveal differing world-views that can be seen in the ways in which some
content is taught” (Marsh et al. (2001). CLIL enables learners to study
through these different perspectives that can lead to achieving a deeper
understanding of the subject matter and to foster students’ critical
thinking. It may also give the students access to subject-specific target
1

language terminology as students acquire new lexicon in order to
understand concepts or express academic language accurately.
● The Learning dimension - LEARNTIX: Marsh (2001) affirms that in terms of
Learning dimension, CLIL complements individual learning strategies as it
attempts to improve learning by giving attention to individuals’ needs in
terms of social and thinking skills. In order to do this, the methods and
forms of classroom practice need to be diversified. Likewise, this Learning
Dimension suggests that CLIL helps to increase learner motivation which is
at the heart of all education.

3. What are the advantages for acquisition/learning in young children?
As we have already seen in module 2, until the age of 9 children have not
undergone a process called ‘Lateralization’, i.e, their brains have their 2
hemispheres together and their functions are not clearly divided and specialized.
Once the child is 9 years old, his/her brain losses plasticity and learning a new
language becomes more difficult, especially the areas related to sounds and
intonation.
Besides, Piaget’s theory gives relevance to CLIL projects since it explains in
detail what a child is able to do according to his/her age. Children who are below 9
need to work on tasks that involve interaction with objects or real-life situations in
order to understand (their brains are not yet prepared to deal with abstractions).
Therefore, a CLIL project becomes extremely relevant when teaching in primary
since they are learning a language together with content, and knowing that the
language can be applied and used in real contexts. This comprehensible and
authentic input can become significant intake.

4. How do you think the following CLIL key terms interact in a CLIL lesson?
Target language, exposure, ICT, Intercultural knowledge and
understanding, language awareness, learning styles and learning
strategies.
CLIL projects give a new way to think about the English class. Content and
Language Integrated Learning has to main aims: one related to the particular
subject or topic and one linked to the foreign language. In this way, the target
language is not learned through abstract examples and “arbitrary” selections of
vocabulary thought to be linked with grammar purposes, but rather as a tool to
learn some other significant content that is also necessary to learn in primary
school, as curriculum guidelines establish. CLIL projects have lots of benefits,
among them, the fact that the kind of exposure the children receive is more
authentic, i.e, the class is thought based on real contexts as opposed to artificial
situations. This guarantees that students learn the foreign language more easily,
since not only they are learning the same contents they see in other subjects but
also they are getting to know about contents that they can see in their real lives. In
other ways, ClIL projects raise students’ language awareness since they realize
that the FL can be used meaningfully. If the teacher wishes to, she/he can make
students acquire knowledge about other cultures in comparison to the culture
2

linked to the L1 through CLIL lessons too (Intercultural knowledge and
understanding).
Since there are two main focuses in these types of lessons, the assessment
needs to be formative and should evaluate not only the language and content use
but also the cooperative efforts, level of engagement or any other aspect the
teacher considers valuable. This type of assessment can be really motivating if it is
mixed up with ICTs. Students live in a technological era, and using their computers
to participate in or contribute to the class may generate excellent results.
CLIL projects can be developed in many different ways and it will depend on
the teacher’s creativity and critical thought. If the teacher pays attention to the
class and finds out the ways in which each student feels more confident when
learning, he/she may carry out the project in a new creative way so as to cover
many different learning styles. The teacher, however, is only in charge of
designing the project and accompanying students through scaffolding, but students
are the ones who will have to activate higher order skills in order to solve the
tasks. This will mean that they will have to build up new learning strategies
(always having the teacher next to them to guide them) so as to fulfill the purposes
of the lesson. Content and Language Integrated Learning can sound very
challenging for many reasons, but it has been proved to have very good results in
the English lessons.

References:
● Chapter 4 (Braun & Cheme Arriaga, 2011) on CLIL from “Towards a Didactics of ELT
at Primary School Level”
● https://es.slideshare.net/lilianamonserrat/clil-compendiu
● https://files.eric.ed.gov/fulltext/EJ1062605.pdf

Part 2: CLIL Sample Test.

3

Part 3: Lesson plans
Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 11: CLIL Project - Washing our Hands
Class Date: Monday, 22nd October
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and sometimes they keep playing with the toys the use during the
break inside the classroom. On Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big fonts
if it is written, or audiovisual activities). There are also two girls with selective mutism and
a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*During the previous classes we have worked with the topic of ‘parts of the body’ making
emphasis on the practice of the vocabulary they are expected to learn about. Now that
they can manage the topic, we would like to relate this topic to health, so as to stop
looking at English as disconnected from their real lives and other contents learnt in other
subjects. In order to do this, we are going to make this CLIL project establishing
relationships with topics that may be seen in Natural Sciences.
Rationale:
*The reason for choosing this CLIL project is to raise awareness about a topic that may
4

usually be taken for granted as known. We think that there is a possibility that our students
have not been taught about it by their families and, as we think it is crucial so as to avoid
illnesses, we would like to make sure they get to know it in detail.
Subsidiary aim(s):
We expect our students to:
*Be able to recognize the importance of washing their hands frequently, mainly after going
to the bathroom and before eating.
*Learn how to properly wash their hands and start doing it regularly.
*Start thinking about English as a subject that applies to different scopes of our everyday
lives.
Personal aims:
*We want the lesson to be significant for our students so that they become aware of how
important it is to wash our hands.
*We also want to keep providing a friendly and fun context of interaction and, thus we think
that showing the video chosen would be a good way of introducing them to this topic.
Timetable fit:
In the previous lessons they have been working with the different parts of the body and
they have been slightly introduced to the structure of “Have got”.
Materials:
* Flashcards vocabulary needed.
* Pendrive with videos.
* Apple.
* Hand sanitizer. (For the scene)
* Pictures of ‘Before eating’ and ‘After going to the bathroom’.
* Screenshots from the video of the song. (To show while asking the questions)
* Photocopies with the matching activity.
Anticipated problems:
*During our observations, there was never a situation in which the students had to
participate on a debate.
*Not even when the teacher had to explain a new topic were they all paying attention to
her; i.e. we don’t know whether we will be able to discuss with them being the classroom
in complete silence.
*It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
*If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
*We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
5

Procedures:
Stage/Stage
aim
Description Interaction Timing
Warm Up -The trainees will act out a scene in order to
present the topic that will be dealt with during this
lesson.
-One of them will come into the classroom
coughing and covering her mouth with her hands
and then will try to start eating an apple.
-The other trainee will call her attention by saying
her name. She will take the dirty hands of the
other trainee (they will have germs drawn on
them) and will show the germs to the children
while saying ‘ Look at your hands! They are full
of germs’.
-Then, she will ask ‘Do you see the germs? What
are germs?’.
-Afterwards, she will advice her to use some
hand sanitizer (while giving the hand sanitizer to
her) before eating the apple to avoid getting sick.
-The trainee with the dirty hands will use the
sanitizer, will thank her pedagogical partner for
the advice, and finally will bite the apple.
-The scene will finish with the trainees saying:
‘And remember: always wash your hands before
eating and after going to the bathroom’ (pictures
of these two actions will be shown while saying
this).
Teacher
-
Students
10
mins.
Development:
Listening
comprehension
1. We will watch the video from this link (only the
part of the song: 0:49 - 1:54)
https://www.youtube.com/watch?v=LQ24EfM7sE
w
2. The trainee will ask some questions about the
video while showing some screenshots taken
from it:
- Who were they?
- What happened to the boy?
- How do we get rid of germs?
Students 10
mins.
Development:
Use of English
1. The trainee will hand in a photocopy for the
students to do a matching activity in order to
practise the vocabulary seen during the lesson.
The activity will be like this:
Students 15
mins.
6

Closing stage We will check the activity all together on the
board.
Teacher
-
Students
5 mins.
7

Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 12: CLIL Project - Washing our Hands
Class Date: Monday, 29th October
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and sometimes they keep playing with the toys the use during the
break inside the classroom. On Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big fonts
if it is written, or audiovisual activities). There are also two girls with selective mutism and
a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*During the previous classes we have worked with the topic of ‘parts of the body’ making
emphasis on the practice of the vocabulary they are expected to learn about. Now that
they can manage the topic, we would like to relate this topic to health, so as to stop
looking at English as disconnected from their real lives and other contents learnt in other
subjects. In order to do this, we are going to make this CLIL project establishing
relationships with topics that may be seen in Natural Sciences.
Rationale:
*The reason for choosing this CLIL project is to raise awareness about a topic that may
usually be taken for granted as known. We think that there is a possibility that our students
have not been taught about it by their families and, as we think it is crucial so as to avoid
illnesses, we would like to make sure they get to know it in detail.
8

Subsidiary aim(s):
We expect our students to:
*Be able to recognize the importance of washing their hands frequently, mainly after going
to the bathroom and before eating.
*Learn how to properly wash their hands and start doing it regularly.
*Start thinking about English as a subject that applies to different scopes of our everyday
lives.
Personal aims:
*We want the lesson to be significant for our students so that they become aware of how
important it is to wash our hands.
*We also want to keep providing a friendly and fun context of interaction and, thus we think
that showing the video chosen would be a good way of introducing them to this topic.
Timetable fit:
In the previous lessons they have been working with the different parts of the body and
they have been slightly introduced to the structure of “Have got”.
Materials:
* Flashcards vocabulary needed.
* Pendrive with video.
* Hand sanitizer. (To put on the students’ hands)
* Photocopies with activity.
* Little soaps. (For the students)
* Photocopies with steps to wash our hands.
Anticipated problems:
*During our observations, there was never a situation in which the students had to
participate on a debate.
*Not even when the teacher had to explain a new topic were they all paying attention to
her; i.e. we don’t know whether we will be able to discuss with them being the classroom
in complete silence.
*It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
*If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
*We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
9

Procedures:
Stage/Stage
aim
Description Interaction Timing
Warm up:
Listening
comprehension
and TPR
1. The trainee will ask the students what they
remember from the previous lesson so as to lead
them again towards the topic of washing our
hands. Once we have reached that topic, the
trainee will show another extract from the video
in which the steps for washing our hands are
specified.
https://www.youtube.com/watch?v=LQ24EfM7sE
w (3:56 - 4;27)
2. After watching the video, we will all wash our
hands using hand sanitizer that the trainees will
put on the students’ hands. In order to do this,
we will follow the steps mentioned in the video
while projecting them on the television.
Students 20
mins.
Development:
Use of English
1. The trainee will hand in a photocopy for the
students to do an activity to complete in order to
review the vocabulary seen during the two
lessons related to the CLIL project. The exercise
will be like this:
Students 15
mins.
Closing stage The trainees will give each student a little soap
for them to use at home. It will have the image of
the germs and will say ‘Remember to wash your
hands’. There will also be a photocopy attached
that will have the steps to follow when washing
our hands.
Teacher
-
Students
5 mins.

10

Practical 12

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