How does the CLIL methodology translate into the

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: n n n 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 students LANGUAGE ü Answer questions or instructions given in the CLIL language. ü Respond to questions or instructions by matching. ü Greet one another. ü Create their own book. CONTENT ü Identify key areas of the school. ü Students conduct themselves politely. ü Use a calendar. ü Students create their own books. LEARNING SKILLS ü Students can predict expectations based on classroom rules.

First contact q Greeting each arriving student in the CLIL language. q Wear a name tag.

Setting the stage: the morning circle n n n 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 (morning circle continued) My name is xxx. What is your name? Teacher 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.

Calendar (morning circle continued) n n n 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 clothing Pictures or drawings to describe various kinds of weather. Phrases written separately on paper or cardboard. Matching Weather bear. Vocabulary on clothes (written and visual images)

Reading v v v 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 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.

Art Students will be allowed to paint or draw. Focus on HOW, WHERE, SHARE, SAFETY and CLEANUP. Future lessons will be closely associated with subject content goals.

Lunch C Developing routines: opportunity for learning language and content. C Introduce some language to do with food. C Habits.

Playtime Ø Watching children play will help reveal their interests, mood and comfort level. Ø Opportunity to connect with them and teach vocabulary associated with what they are doing.

Maths d d d 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 use Rules can be built on from day to day. An outsider can come to the classroom to introduce simple rules. Rules can be introduced when the situation to do so arises. Puppets can be used to present rules.

The world around us n 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 day J J Learners back to the initial circle. Revision of some things. Ask students how they feel: modelling answers. Saying goodbye individually.

Source: Uncovering CLIL Chapter 3: Starting CLIL in the classroom Agustina Villamil 2009 Teacher: Liliana Cretón