How does the CLIL methodology translate into the classroom?

A week in the life of a primary school CLIL teacher- getting started

To take into account:

The majority of students entering school have very little or no prior knowledge of the CLIL language.

They will often answer questions in their first language. This should not be discouraged.

At the start of a CLIL programme, students’ attention span may be limited.

Week one learning outcomes for studentsWeek one learning outcomes for students LANGUAGE Answer questions

or instructions given in the CLIL language.

Respond to questions or instructions by matching.

Greet one another. Create their own

book.

CONTENT Identify key

areas of the school.

Students conduct themselves politely.

Use a calendar. Students create

their own books.

LEARNING SKILLS

Students can

predict

expectations based on

classroom rules.

First contactFirst contact

Greeting each arriving student in the CLIL language.

Wear a name tag.

Setting the stage: the morning Setting the stage: the morning circlecircle

Rug or carpeted area for students to sit on the floor.

Students are asked to look for their name tag.

There are several books on the carpet.

Names and first phrases Names and first phrases (morning circle continued)(morning circle continued)

My name is xxx.

What is your name?

This question is asked to each

student, encourage them to look at the next student in the circle and ask in

unison and to say hello to each student

individually.

This question is asked to each

student, encourage them to look at the next student in the circle and ask in

unison and to say hello to each student

individually.

Teacher

Calendar Calendar (morning circle continued)(morning circle continued)

Prior to class, a calendar with empty squares and number cards (1- 31) are prepared, as are cards with the days of the week and months.

Morning routine. Students will gain a sense of security from being able to use these words and will feel successful.

Important information can be added to the calendar.

Weather and clothingWeather and clothingPictures or drawings to describe various kinds of weather. Phrases written separately on paper or cardboard.MatchingWeather bear.Vocabulary on clothes (written and visual images)

ReadingReading Reading after break helps the students

to calm down. Reading is done on the carpeted area. Pattern books with large print and

pictures are ideal. Show the cover of the book, read aloud,

asks questions, model answers in CLIL language.

Building the confidence to speak.

School tourSchool tour Take students on a school tour. Rooms and areas of the school are labelled in the

CLIL language and students’ language. Introduce people. Include some concrete activities. Back in the class students can help the teacher

label pictures, match vocabulary cards with pictures, write words or create their own book.

ArtArt Students will be allowed

to paint or draw. Focus on HOW,

WHERE, SHARE, SAFETY and CLEAN-UP.

Future lessons will be closely associated with subject content goals.

LunchLunch

Developing routines: opportunity for learning language and content.

Introduce some language to do with food.

Habits.

PlaytimePlaytime Watching children

play will help reveal their interests, mood and comfort level.

Opportunity to connect with them and teach vocabulary associated with what they are doing.

MathsMaths Maths skills are used when speaking about

the calendar. There are lots of opportunities to integrate

maths: count days, shirts, doors, etc.; or categorize and group objects.

Students can play with objects that are used to teach maths: blocks, stars or number cards.

Class rules and language Class rules and language useuse

Rules can be built on from day to day.

Rules can be built on from day to day.

An outsider can come to the classroom to introduce simple rules.

An outsider can come to the classroom to introduce simple rules.

Rules can be introduced when the situation to do so arises.

Rules can be introduced when the situation to do so arises.

Puppets can be used to present rules.

Puppets can be used to present rules.

The world around usThe world around us

Students can have a book of colours where they draw these objects.

The book is an example of how language and art are integrated.

Ending the dayEnding the day

Learners back to the initial circle. Revision of some things. Ask students how they feel: modelling

answers. Saying goodbye individually.

Source: Uncovering CLILSource: Uncovering CLILChapter 3: Starting CLIL in the Chapter 3: Starting CLIL in the

classroomclassroom

Agustina Villamil2009

Teacher: Liliana Cretón