Practical nº 14 CLIL

1. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
1. Which are the five dimensions of CLIL? Do they act in isolation?
The five dimensions of CLIL are: culture, environment, language, content and
learning. They do not act in isolation since they are interrelated once they are
put into practice.
2. Explain each of them in detail.
 The Culture dimension promotes intercultural knowledge and the
understanding that can derive from it. It contributes to learn about
neighbouring countries, regions and minority groups thus not only does
it introduces wider cultural contexts but also develops intercultural
communication skills.
 The environment dimension prepares for internationalization. This
means that the students are instructed in different languages and
environmental needs that the institution considers necessary for the
students’ prospect, allowing them to be well prepared to access to
international certification by assessing them. This helps students to
acquire Basic Interpersonal Communication Skills (BICS) and
Cognitive Academic Language Proficiency (CALP). Moreover, this
dimension enhances school profile.
 The language dimension improves general target language competence,
focusing in the four macro skills (speaking, listening writing and
reading). This dimension develops oral communication skills, fostering
interaction. The teacher needs to be ready to interact and transmit
knowledge by means of the target language. Furthermore, it deepens
awareness of mother tongue and target language, developing
multilingual interests.
 The content dimension provides opportunities to study content through
different perspectives. This allows students to be more acquainted with
specific terminology about the target language. It can help students to

2. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
increase and develop their critical thinking, preparing them for future
studies and work.
 The learning dimension focuses the attention on the personal students’
needs thus this dimension complements with individual learning
strategies by providing students with a variety of methods. The learning
dimension can increase learner motivation.
3. What are the advantages for acquisition/learning in young children?
When young children are constantly exposed to their target language are
likely to acquire it more quickly. Thus the capacity to learn a language
resides more in the opportunities to be in contact with it rather than
being innate. In other words, it is the naturalness of the environment
around young children which promotes the picking up of the language.
CLIL can offer a natural use of language which builds on other forms of
learning in such a way that young learners forget about the target
language and focus on the subject matter. This situation leads to the
naturalization of the language and being considered as a tool for real-
life situations.
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?
The use of CLIL in a lesson allows to teach the target language through
another subject such us maths, history, natural sciences among others.
In this way the students’ exposure to the language becomes more
natural and promotes real-life communication as David Marsh states
(2000, p. 4) “…learn by doing…” ICT (Information and
Communication Technologies) can benefit CLIL widely since it
provides students with resources to use the language in authentic
situations such as doing a project work through the WEB about a

3. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
subject that can be connected with a group of students who are from
another country and therefore have another culture to whom they can
communicate and share what they have produced. Moreover, CLIL and
also ICT promote intercultural knowledge since students can be
encouraged to learn about different cultures thus increasing their
understanding and expanding different perspectives about the world.
The use of CLIL in the classroom makes available for the students the
possibility to deepen language awareness of both mother tongue and
target language. Each student has different learning styles. Although
schools need to standardize them in order to organize what and how to
teach subjects, CLIL can help to broaden the options for students since
it offers an extra support experience. Moreover students have learning
strategies that suit them according to their learning styles; they can be
focused on visual, auditory and kinesthetic preferences. Teachers can
provide students with different strategies to help them study and learn,
they can be through scaffolding, chunking and repackaging knowledge,
fostering creative and critical thinking and challenging them to be aside
their zone of comfort.
5. How do visual organizers help to scaffold students’ learning? Provide
graphic examples.
Visual organizers help to scaffold students’ learning because guide
them to what is relevant to know and learn. Many times students do not
know what the main ideas of a text are or how to organize them. Thus
teachers can serve as guidance, giving students some clues to begin
with. For instance when summarizing a topic or doing a brainstorming
teacher can make:
 A web in which the topic is in the middle inside a circle and the
following circles can help to brainstorm a new category; this can
be useful when teaching how to organize an outline for an essay.

4. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
 A diamond framework with the main topic inside of it and
different subheadings on each side; this can be very useful when
teaching how to organize a report.
 A partially completed fishbone in which the topic is put in the
centre and then students are provided with all or most of the
subheading; this can be helpful to summarize main ideas and to
classify them according to different categories.
6. 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 presents six levels of difficulty, each of them
focusing on a specific activity or strategy for example understand. The
pyramid begins in its base with lower order thinking skills and move
upwards to more abstract and complex higher order skills. We can
achieve this at Primary school level by providing students with
activities which can develop higher order thinking in a gradual and
more autonomous way. The list below shows some of the activities we
can propose:
 Appreciating (understanding other and themselves).
 Assigning (setting items apart for a particular purpose).
 Associating (connecting items together).
 Classifying (putting items into categories).
 Combining (putting items into a singles whole).
 Committing (understanding and accepting responsibility).
 Comparing (identifying similarities and differences).
 Condensing (distilling the essence of a text).
 Converting (changing the features of an item or information).
All of them and many others bring out facts and support the
development of thinking skills to create new knowledge for the learner.

5. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
II) Design a CLIL lesson plan for Primary School Level. Follow this
format to design the class: Aims, content, language (lexis, grammar,
functions, macroskills); preparation, procedure, students’ production,
extension.
Lesson plan: PERSONALINFORMATION
School: Remedios de Escalada Nº2
Teacher in charge: Victoria García:
Coordinator: Estela Braun and Liliana Monserrat
Course: Sixth year
Level: Elementary
Class description:
There are twenty-five students in this group between 10 and 11 years-old.
They have English classes twice a week, for 40 minutes on Wednesdays and
35 minutes on Fridays. They have started studying English in 5th year. They
come to classes after the break both times, usually with lots of energy but
when they are assigned tasks they calm down and work effectively.
Main aim:
To integrate the content of ethics 'global citizenship' related to the value of
peace to the topic they have seen regarding professions.
Subsidiary aim:
• To revise the verb “to be” as well as the verbs in the present simple
form.
• To revise vocabulary they have already learnt.
• To activate and reinforce previous knowledge.
Content:

6. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
Citizenship: Jobs
Language:
Lexis related to the professions, the places as well as all the lexis for
describing them.
Skills --Reading, speaking, listening and writing
Preparation:
Prepare the reading comprehension and the flashcards.
Procedures:
Stage/stage aim Description Interaction Timing
Warm-up/Have
the students
discover the
theme of the unit
(citizenship)
• Ask students what
professions they
remember.
• I will write such
professions on the board
and attempt to elicit more.
• We will include flashcards
with images
T- SS 10 mins.
Lead in/ Get the
students involved
in the topic
• Students will be
provided with a full
description of some
professions so as to do a
reading comprehension
activity.
• According to the
reading they do,
students will have to
write about the function
of those professions
within society.
T-SS 15 mins.

7. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
Follow-up/
Speaking
• We will prompt the
students to talk about what
they want to be in the
future.
• We will bring in a
flaschard the sentence:
"When I grow up, I want to
be..." for them to complete.
• We will make each of them
to say which profession
they aim at being in the
future.
T-SS 15 mins.
Students'
production
• They will have to do a
project based on write on
their folders a description
of that profession they
want to be when they grow
up.
• Students will have the
description of the reading
comphension as a model to
write.
• Their description will have
to include: name - place -
function - reason why they
like it -
T-SS 0 mins.
Students' production:
Students will have to ponderon and say aloud the professionthey aspire for
the future.

8. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
Extension:
Students can go on to write about the professional career they would most like
to follow and reflect on the function of it within society - related it to
citizenship.