The document discusses using Content and Language Integrated Learning (CLIL) to teach science topics like plants, the respiratory system, and the circulatory system to primary students. It notes challenges with only teaching English one hour per week and parental complaints. The CLIL lessons aimed to increase student motivation to learn English and address the complaints. The lessons incorporated appropriate content, developed intercultural understanding, used language to learn content and learn to use language, and included progression of activities with support like key words. Feedback was used to reinforce learning. Students achieved learning goals and were motivated to do more CLIL science lessons in English.

1. CLIL AT SCHOOL

2. INTRODUCTION
• During my stay at school I was in 4th of primary and I have realize some troubles about English learning:
- Students are not motivated to learn English language because they realized that they’ve got a low level of
English and the situation do not allow the learning process. They have just one hour a week.
- Parents complains to the teacher about this situation.
• In front of these troubles, I have decided to program three lessons of science by CLIL methodology. These
lessons are the plants, the respiratory system and the circulatory system.
• l carried out one of the lessons, the plants, during the stay.
• Through this project I tried to solve the different troubles:
• to change students’ opinions toward English
• to solve parents’ complaints because through this unit work, students will learn contents in English at
the same time they learn the use of English language.

3. ELABORATION
• Choosing appropriate content
o Teachers have to take into account that pupils will do the class in their second language and in some cases
contents should be adapted to facilitate their acquisition.
• Developing intercultural understanding
o This approach not only involves learning content through another language but also often involves learning
content through another cultural lens.
• Using language to learn/learning to use language
o Language is use as a tool to learn specific contents and at the same time students are leaning to use
language.
• Making meanings that matter
o Provide motivating contexts for communication which encourage learners to use language to express
thoughts, ideas and feelings .
• Progression
o Activities : To develop the different skills.
o Learner support : key words, gap texts, diagrams , videos other visual aids. This materials enable a deeper
understanding of the specific subject content and serve to illustrate and clarify complex matters presented
ina foreign language
o Scaffolding in both language using and interaction with content.

4. PRACTICE
• Activities
o Activities that students can easily understand what is being said even though they don’t have complete
understand all the text.
o Through the different activities are worked writing, reading, speaking and listening skills.
o Students should make the activities in cooperative groups.
• Interaction/Feedback
o Promoting the feedback I could reinforce learnt points, remind earlier procedures and review the contents
that students have learned encouraging them to participate and making them thinking an express their ideas
and feelings about the topic.
o There was an extension of teacher exposition. The use of the discussion to explore the topic in hand should
be directed by teacher’s questions.
o Positive feedback: Teachers should be aware from their reactions to pupil’s answer. If we frequently
correct the language used by pupils in answering, they could obtain the perception that “correct language “
it’s more important than the meaning of what is said.

5. • The use of the L1 and the L2
o Teachers have to facilitate the learning of the specific content and the learning/acquisition of a
foreign language. However, students should be able to talk about the respective topics in both their
L1 and their L2.

6. RESULTS
• Almost all the students have achieved the main goals of each session
• The students with more difficulties in language have obtained good outcomes.
• Students have been too motivated with the CLIL and they expect to do another lesson of
science in English.
• Teachers were surprising with the students’ results. Moreover they can realized that students
have achieved the contents because they were able to talk about the topic in both language.
• Although they did not talk a lot in English while they were doing the activities in cooperative
groups, they tried express themself in English when we did the reminder at the beginning f
the class.

7. CONCLUSIONS
• To do the CLIL have been a productive experience for me and for the students as
well. Before I did this CLIL, I though that it was such difficult to teach English
language without a direct teaching of grammar. Through this experience I could
realize that trough this multi-modal activities , the feedback