Practice 14- CLIL

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PRACTICE II, DIDACTICS OF ELT. Adjunto a/c Prof. Estela N. Braun
(2016). Assistant Teacher: Prof. Vanesa Cabral.
SESSION 29: September, 15th, 2016.
Módulo 3: Enfoques, Métodos y Técnicas en la enseñanza de inglés como
lengua extranjera. FOCUS ON CLIL.
Objectives:
1. They will INTEGRATE main concepts within CLIL or AICLE (Content and
language Integrated Learning) through a Practical (14).
2. They will apply ICT to CLIL through the use of webquest design.
OBJECTIVE 1.
ACTIVITY 1:
THEORY: ppt and examples.
In pairs, answer the following questions in detail:
Which are the five dimensions of CLIL? Do they act in isolation?
Explain each of them in detail:
Why are the following didactic strategies necessary when we use CLIL?
A.Scaffolding
B. Anchoring into previous learning
C. Chunking and repackaging knowledge

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D. Fostering creative and critical thinking
E. Challenging students to step just outside their comfort zone
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?
How do visual organizers help to scaffold students´learning? Provide
graphic examples.
Explain the impact of Bloom´s taxonomy to help students reach
higher order thinking. How can we achieve this at Primary school
level?
In pairs, design a lesson plan following CLIL.
Think about a CLIL activity that you could develop with your classes during
Practicum. Work in pairs. You will have to plan one to be used with 5th
or sixth
Grades by following pupils’ Natural Sciences or Social Sciences manuals (or any
other subject within the Primary School Curriculum).
The didactic sequence should contain:
School:
Course/ Grade:
Related Discipline:
LOTS: Lower thinking skills required.
WARM UP
CORE TASK
FOLLOW UP

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HOTS: Higher order thinking skills stimulated through the lesson plan.
Materials:
Main concepts about CLIL from http://clileducation.blogspot.com.ar/p/clil-
compendium.html
Chapter 5: Opening windows for personal achievement, in “Uncovering
CLIL”, Mehisto, Marsh & Frigols (2008). Oxford, Macmillan Education.
Chapter 4, Content and Language integrated Learning, CLIL
implementation at primary school level, IN “Hacia Una Didactica del Ingles
para Niños en escuelas Primarias”, Braun et al (2011).
http://www.cambridgeenglish.org/images/22194-tkt-clil-glossary-
document.pdf

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OBJECTIVE 1
ACTIVITY 1
THEORY:
 Which are the five dimensions of CLIL? Do they act in isolation?
Explain each of them in detail:
The 4Cs framework for CLIL starts with content (such as subject matter, themes,
cross-curricular approaches) and focuses on the interrelationship between content
(subject matter), communication (language), cognition (thinking) and culture
(awareness of self and ‘otherness’) with the purpose of combining integrating
learning (content and cognition) and language learning (communication and
cultures).
a. Subject matter is not only about acquiring knowledge and skills, it is about the
learner constructing his/her own knowledge and developing skills.
b. Acquiring subject knowledge, skills and understanding is related to learning and
thinking (cognition). To enable the learner to construct an understanding of the
subject matter, the linguistic demands of its content must be analysed and made
accessible.
c. Thinking processes (cognition) need to be analysed for their linguistic demands.
d. Language needs to be learned in context, learning through the language,
reconstructing the subject themes and their related cognitive processes e.g.
language intake/output.
e. Interaction in the learning context is fundamental to learning. This has
implications when the learning context operates through L2.
f. The relationship between cultures and languages is complex. Intercultural
awareness and learning is fundamental to CLIL
The 4Cs Framework holds that it is through progression in knowledge, skills and
understanding of the subject matter, engagement in associated cognitive
processing, interaction in a communicative context, developing appropriate
language knowledge and skills as well as acquiring a deepening intercultural
awareness through the positioning of self and ‘otherness’, that effective CLIL takes
place whatever the model.

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Explain each of them in detail:
Why are the following didactic strategies necessary when we use CLIL?
A.Scaffolding
B. Anchoring into previous learning
C. Chunking and repackaging knowledge
D. Fostering creative and critical thinking
E. Challenging students to step just outside their comfort zone
The following didactic strategies are necessary to erase limitations and increasing
opportunities for personal achievement. Those didactic strategies enable teachers
and learners to take greater control over the learning process and to improve
learning results.
Scaffolding:
The concept of scaffolding developed by Bruner involves structured interaction
between an adult and a child with the aim of helping the child achieve a specific
goal. Children are dependent on their adult support, but as they become more
independent in their thinking and acquire new skills and knowledge, the support
can be gradually faded.
Anchoring into previous learning:
Just as scaffolding surrounding a building needs you be on a firm of foundation, so
does scaffolding in education. To make progress in “understanding” means “linking
to prior learning”. Just reproducing something is not evidence of understanding, of
learning. “Relational links are the ones that fixes learning in memory”, and the first
relational link that needs to be made is to one´s prior learning. Our existing
knowledge base and our current level of understanding serve as a foundation and
as an anchor for new learning.
Chunking and repackaging knowledge
Breaking big bundles into smaller pieces helps one to succeed. Information is
better absorbed when it is packaged into bites. It is commonly believed that the
average person can hold no more than seven pieces of information in his/her short-
term working memory, so our minds unconsciously reject excess information. To
move information into out long-term memory so it can be recalled at a later time,

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we need to anchor it to prior knowledge by defining relational links and contrasting
new knowledge with old.
Fostering creative and critical thinking
Creative thinking involves the creation of further development of ideas, processes,
objects, relational links, synergies and quality relationships. Critical thinking
involves the evaluating of all the above. In the context of education, critical thinking
can be described as mental processes that learners use “to plan, describe and
evaluate their thinking and learning”. It is self-directed thinking, and, essential to
learning. By working to improve the quality of our thinking, we improve learning.
Creative thinking as well, is an essential element in affective planning and has the
potential to improve planning.
Challenging students to step just outside their comfort zone
Scaffolding and critical thinking strategies are tools for extending learning, for
helping students to step out of and expand their comfort zone. Those strategies are
about helping students to operate in the called ZPD (zone of proximal
development), the zone which lies between current knowledge and that which can
be accomplished with the assistance of teachers and peers. These strategies help
students to move from their current understanding of content and attitudes to a
new level of understanding, and then to take another step forwards right back into
the ZPD.
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?
The main aim of a CLIL lesson is to foster intercultural knowledge and to promote a
better understanding to students, as well as to create an environment where they
can learn a target language through a constant exposure to it, making them able to
find meaning on what they are learning. A CLIL lesson also involves different
learning styles and strategies to approach the new language.

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How do visual organizers help to scaffold students´learning? Provide
graphic examples.
Visual organizers help to scaffold student's learning since they allow students to
classify, categorize or summarize the information provided. Through doing this
activities we can favour the understanding and learning of new information.
One of the visual organizers is the “fishbone organizer” that is used to explore the
many aspects or effects of a complex topic, helping the student to organize their
thoughts in a simple, visual way.

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Explain the impact of Bloom´s taxonomy to help students reach
higher order thinking. How can we achieve this at Primary school
level?
Bloom's taxonomy is one of the most used ways of organizing the learning
objectives that teachers have on students. Organizing the expected outcomes of
students allows the teacher to select appropriate classroom assessment
techniques for the course. By using Bloom's teachers can identify the intellectual
level at which students are capable of working. Bloom's taxonomy also helps them
ask questions and create instructions for critical thinking, so students can reach the
top of three levels: analysis, synthesis and evaluation.
At primary level we can achieve the higher order thinking, through making students
higher level questions about the topic we are dealing with, also fostering for
independent thinking and motivating them to think critically.
Think about a CLIL activity that you could develop with your classes during
Practicum. Work in pairs. You will have to plan one to be used with 5th or
sixth Grades by following pupils’ Natural Sciences or Social Sciences
manuals (or any other subject within the Primary School Curriculum).
The didactic sequence should contain:
This lesson plan will be focused primarily on student knowledge acquired in other
subjects such as natural sciences, and the relationship they can establish
regarding wild animals.
This lesson will be expected to reinforce the difference between vertebrates and
invertebrates animals, to describe animals by differentiating their habitats, foods
and abilities, to learn about endangered animals and to practice the listening,
speaking, reading and writing macro-skills.
The teacher will began the class writing down the date. Then she will ask what
vertebrates and invertebrate are, and as a way of reinforcing it she will gave an
extra sheet of paper in which students have to complete the gaps with the word
vertebrates or invertebrates. The teacher will check the activity all together in the
board.

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Then the teacher will read aloud a text about endangered animals. Afterwards, the
teacher will introduce a listening activity of this text and students have to do an
activity of true or false. The teacher will check the activity all together in the board.
Afterwards, the teacher will explain a project about endangered animals of La
Pampa. The teacher will be divided the class into 6 groups and the students will
have to work on a leaflet about endangered animals of La Pampa. Then, the
teacher will give to each group of students, information about an endangered
animal of La Pampa, an image of the animal and a cardboard.
Students have to fold the cardboard into three parts to form the model of a leaflet.
In one part of the leaflet they have to write the habitat of the animal. In the other
part they have to glue the image of the animal, write the name of it, write about its
physical appearance and write about what it can or can´t do. In the other part they
have to write what the animal eats
School: Number 6°
Course/ Grade: Sixth grade
Related Discipline: Natural Sciences
LOTS: Lower thinking skills required:
As a way of reinforcing what they have learned in the previous class; the
difference between vertebrates and invertebrates animals, the teacher will give an
extra sheet of paper and individually students have to complete the gaps with the
words VERTEBRATES or INVERTEBRATES.
WARM UP:
 The teacher will begin the class writing down the date.
 The teacher will ask what vertebrates and invertebrates animals are.
 The teacher will give an extra sheet of paper and students have to work
individually to reinforce the difference between vertebrates and invertebrates
animals.
 The teacher will check the activity altogether in the board.
CORE TASK
 The teacher will read aloud the text about endangered animals and then they are
going to do a listening activity with the same text.
 The students will have to do a true or false activity.

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FOLLOW UP
 The classroom will be divided into 6 groups and the students will have to work on
a leaflet about endangered animals of La Pampa.
 The teacher will give to each group of students, information about an endangered
animal of La Pampa, an image of the animal and a cardboard.
 Students have to fold the cardboard into three parts to form the model of a leaflet.
 In one part of the leaflet they have to write the habitat of the animal. In the other
part they have to glue the image of the animal, write the name of it, write about its
physical appearance and write about what it can or can´t do. In the other part
they have to write what the animal eats.
HOTS: Higher order thinking skills stimulated through the lesson plan.
The students by working in groups in a cooperative and collaborative way are
expected to create a leaflet about endangered animals. As a way of starting with
the leaflet the members of the group have to discuss and share ideas about why
they think that the animal that the teacher gave to them is under threat of
extinction. Students are expected to read and understand the text given by the
teacher and then they have to write the information provided by the teacher in each
part of the leaflet. In one part they have to write the habitat of the animal. In the
other part they have to glue the image of the animal, write the name of it, write
about its physical appearance and write about what it can or can´t do. In the other
part they have to write what the animal eats.

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Lesson plan
Teacher: Estela Braun
Trainees: Moggia Giovanna
School: School N°6
Course: 6th grade.
Textbook: Howdy Friends
Date: September, 12th 2016
Topic: Wild animals and their habitats
Class: N° 6
LEARNING OBJECTIVES
 To reinforce the difference between vertebrates and invertebrates animals.
 To describe animals by differentiating their habitats, foods and abilities.
 To learn about endangered animals.
 To practice the listening, speaking, reading and writing macro-skills.
WARM UP
 The teacher will begin the class writing down the date.
 The teacher to reinforce what they had learned in the previous class will ask
what vertebrates and invertebrates animals are.
 The teacher will give an extra sheet of paper and individually students have
to complete the gaps with the words VERTEBRATES or INVERTEBRATES.
 The teacher will check the activity with the students altogether on the board.

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Write VERTEBRATES or INVERTEBRATES:
1- Animalswithbonesare called………………………………………
2- Humans are………………………………………………………………….
3- Animaswithnobonesare called………………………………….
4- Insectsare……………………………………………………………………
5- Mammals are……………………………………………………………….
6- Spidersare…………………………………………………………………..
7- Fishesare…………………………………………………………………….
8- Reptilesare………………………………………………………………….
9- Birdsare………………………………………………………………………
10- Wormsare…………………………………………………………………
Type of interaction: Teacher-students.
Macro-skills: speaking.
Timing: 5 minutes.
Materials: Blackboard
DEVELOPMENT
First activity:
 The teacher will read aloud the text about endangered animals and then they are
going to do a listening activity with the same text.
 The students will have to do a true or false activity.

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Type of interaction: Students individually.
Macro-skills: reading and writing.
Timing: 10 minutes.
Materials: Textbook

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Third activity:
 The classroom will be divided into 6 groups and the students will have to work on
a leaflet about endangered animals of La Pampa.
 The teacher will give to each group of students, information about an endangered
animal of La Pampa, an image of the animal and a posterboard.
 Students have to fold the cardboard into three parts to form the model of a leaflet.
 In one part of the leaflet they have to write the habitat of the animal. In the other
part they have to glue the image of the animal, write the name of it, write about its
physical appearance and write about what it can or can´t do. In the other part
they have to write what the animal eats.
Pumas
Pumasare large wildcats.Theylive indifferenthabitats;inthe forest,inthe mountains,andalso
theylive here,inthe plainof LaPampa. Theyare plainlight-brown. Theyhave gota compact body
and a roundheadwithuprightears.Pumashave an excellentvisiontohunt.Theyare carnivorous,
so theyeatothersanimalslike rabbits,sheep,foxes.Theycanrun veryfastand theycan jumpvery
high!Theyare endangeredbecause theyare huntedfortheirfur.
Rheas
Rheasare large birds.Theylive inopenlands,likeinthe plainof La Pampa.Rheashave longlegs,
longnecksand bigwings.Theyhave greyandbrown plumage.Theyeatfruits,grassandalsosmall
reptilesandrodents.Theycanran veryfastbut theycan´t fly.Theyare underthreatof extinction
because theyare huntedfortheirskins.

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Vizcachas
Theyare large rodents.Theylive inthe pampasof Argentina.Theyliveingroupsinburrows. They
have longtails,small earsandblack moustaches.Theyare grayand white.Theyare herbivorous;
theyeatherbsand seedsduringthe night. Theycan runveryfast and theycan emitalarmscalls
whentheyare endangered.Theyare huntedfortheirfurandfor theirmeat.
Deer
Theyare ruminantmammals.The can live inthe forestandinopenspaces, like inthe plainof La
Pampa.Theyhave strong legs,asmall tail and longears.All male deerpossessantlers. Theyare
brown.Theycan jump,theycan swimandtheycan run veryfast. Theyare herbivores;theyeat
grass, leavesandfruits.Theyare huntingfortheirfur,theirantlersandfortheirmeat. Theyare
underthreatof extinction.

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Tatú Carreta - Armadillo
Theyare small mammalsandtheyare solitaryanimals.Theylive inthe woods.Theydigtoduring
the nightto eat invertebrateanimals suchasspiders,ants,wormsandvegetables.Armadilloshave
short legsandtheycan move quite quickly.Theycannotsee well buttheycansmell tohunttheir
food.Theyare indangerof extensionbecausetheyare hunteddown.

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Oso Hormiguero- Anteater
Theyare solitarymammalswithbrownhairanda longsnoutand a thintongue inside.Theylive in
the forestand inthe rainforests.Theyeatinsectslike antsandtermites.Theycannotsee well but
theycan smell andhearverywell. Theyare hunteddownbecause of theirfur.
TITLE:ENDANGERED ANIMALS
Habitat Name of the Animal Food
They live... They have got... They eat...
They can...
They can’t...
They are
vertebrates/invertebrates
Type of interaction: In groups
Macro-skills: Reading and Writing
Timing: 25 minutes.
Materials: Cardboard-information and images- LEAFLET
CLOSING UP:
 The teacher will say goodbye.