1. Practice II – Practical N° 9
I)
1) The five dimensions of CLIL are:
The Cultural Dimension (CULTIX)
The Environmental Dimension (ENTIX)
The Language Dimension (LANTIX)
The Context Dimension (CONTEX)
The Learning Dimension (LEARNTIX)
No, they do not act in isolation; they are inter-related in CLIL practice, that is to say, a school will to achieve
successful outcomes in relation to more than one dimension at the same time.
2)
The Cultural Dimension:
Build intercultural knowledge and understanding
Develop intercultural communication skills
Learn about specific neighboring countries/regions and/or minority groups
Introduce the wider cultural context
The Environment Dimension:
Prepare for international, specifically EU integration
Access International Certification
Enhance school profile
The Language Dimension:
Improve overall target language competence
Develop oral communication skills
Deepen awareness of both mother tongue and target language
Develop plurilingual interests and attitudes
Introduce a target language
The Content Dimension:
Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Prepare for future studies and/or working life
The Learning Dimension:

2. Complement individual learning strategies
Diversity methods of classroom practice
Increase learner motivation
3) CLIL can offer a natural situation for language development which builds on other forms of learning. This
means that CLIL creates real-life situations in which young children can acquire the language. It is proved
that these opportunities are more fruitful than the artificial classes at weare used to.
4)Children are exposed to the target language in a meaningful way; they learn it in real-life contexts. First,
they learn the subject in their L1 and then they study it in a foreign language, in this case, English. This can
be considered a learning strategy that helps children process the input in order to prepare them to develop
higher-level thinking skills in the subject. Children possess language awareness, and because of that, they
can understand that there are differences and similarities between their L1 and L2.Besides, that language
awareness helps children to develop the intercultural knowledge and understanding; that is to say, children
realize that there are culture differences. ICT can be a learning strategy and can also allow children to
interact and communicate with children of other cultures.
III)CLIL class for Primary School level.
Aims:
To study the environment and human actions that affect the former.
To name the consequences of these human actions.
To review vocabulary related to the environment and pollution.
To use the modal SHOULD/SHOULDN´T to give advice.
To design posters in order to inform the whole school about the human actions that affect the
environment.
To design posters giving advices about what people should and shouldn´t do to help the
environment.
Content:
The environment.
What people should or shouldn´t do in order to help the environment and reduce pollution.
Language:
Lexis related to the environment.
Modal SHOULD/SHOULDN´T.
Skills: speaking and writing.
Procedure:
Ask pupils what they know about the environment and the factors that affect it.
Analyze pictures about different situations caused by the pollution of the environment.

3. Ask children if they do something to reduce pollution.
Collect ideas on the board to make sure that all children have a complete list of
 human actions that affect the environment and
 what people should and shouldn´t do in order to reduce pollution.
In groups of 4/5 students each, design two different kind of posters according to the ideas
mentioned before. They can work with the help of …………… teacher.
Extension:
Students produce a Power point presentation applying all they have learnt.
Upload the Ppt to the blog that they have already created to share it with students from other parts
of the world.