Assignment - CLIL

Subject assignment:
CONTENT & LANGUAGE INTEGRATED LEARNING
GENERAL INFORMATION:

This assignment must be done individually and must fulfill the following conditions:

- Length: between 6 and 8 pages (without cover, index, or appendices –if there are
any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

The assignment must be done in this Word document, and it must fulfill the rules of
presentation and edition, as for quotes and bibliographical references, which are
detailed in the Study Guide.

Also, it must be submitted following the procedure specified in the “Subject

Evaluation” document. Sending it to the tutor’s e-mail is not permitted.

In addition to this, it is imperative to read the assessment criteria, which can be found
in the “Subject Evaluation” document.
 Assignment - CLIL

Assignment:

Make a task-based unit proposal applying CLIL methodology. To do this, first describe
the context in which this proposal can be developed (either real or hypothetical):

 Location

 Student group: nationality, age, number, etc.

 Students’ learning needs

 Timing

 Further considerations

The proposal must include learning outcomes, competencies, and content.

Important: you must write your details, the option, and the subject name on the
cover (see the next page). The assignment that does not fulfill these conditions
will not be corrected. You must include the assignment index below the cover.
 Assignment - CLIL

Name and surnames: Gerardo Antonio Molina Núñez

Group: FP - TEFL_2020-02

Date: Sept 27th, 2020

CLIL Lesson Plan

 Assignment - CLIL

Content

Context.......................................................................................................................... 1

Overall view................................................................................................................... 1

Lesson Plan................................................................................................................... 2

Procedure...................................................................................................................... 3

Bibliography................................................................................................................... 9

Appendix...................................................................................................................... 10

Flashcards...............................................................................................................10

Worksheet................................................................................................................11

Envelop with animals...............................................................................................13

 Assignment - CLIL

Context

The proposal of The Content Language Integrated Learning (CLIL) approach for
this task-based unit will take place in a private institution located in Tegucigalpa,
Francisco Morazán, at DelCampo International School. A neighborhood in south-
central Tegucigalpa. It is a bilingual institution that offers Elementary, high school
English Modules to people from in or outside the institution who would like to learn the
language and it also provides in-company courses where teachers go to the place to
impart the classes or professionals from different backgrounds come to the institution
and enroll in a specific level depending on their knowledge or the sufficiency test they
take. It also offers education from first to eleventh grade to middle-high class students

The unit content aims to recruit 14 students of the elementary program from
fourth grade with different backgrounds. They meet on Monday and Wednesday from
10:00 a.m. to 11:00 a.m. Regarding timing, the topics are cross-curricular to a specific
subject and might burst other topics from there, which intended to span at least a
lesson per day with around four hours per Unit. Even though they have used English as
an integral part of their learning process, they are accustomed to dealing with the
grammar-translation method. In class, they developed songs, dialogues, dictations, and
group work activities that allowed them to participate actively in class; nonetheless,
they are learning to translate everything, and based on this, the need to find a
correlation with native language equivalence remains.
Overall view

Content Communication Cognition Culture

Animals Vocabulary: Differentiate diversity Animals in their
Vertebrate and animals considering community
invertebrate where they live
Focal Language Features
Grammar Listening Speaking Writing
 Recycled Conversation Conversations when Completing
verb BE, Video describing their pets. worksheets.
 Comparative Pronunciation
s

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 Assignment - CLIL

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 Assignment - CLIL

Lesson Plan

CLIL: Lesson Plan Mr. Gerardo Molina

Topic:

Content Objetives
- differentiate vertebrates and invertebrates
- classify vertebrates Language

Language Objective Day 1

- practice phrases: It is a/an .... / It has got.... identify pronunciation of new words
- Compare animals the_____ is ______ than the _______.

Age group

10 - 11

Level, School

Fourth grade, DelCampo International School

Time

50 minute-class

Materials

CLIL Lesson plan, worksheet, Flashcards

Key vocabulary

Different type of vertebrate and invertebrate animals.

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 Assignment - CLIL

Procedure

1. Greeting and
Competences: Speaking
introduction
Sub skill: intonation, phonics
(7 minutes)

 Greetings
 Introduction: teacher shows a picture of his pets and tells the
Italic words students that they are part of his family.
denote possible “Okay, guys, look what I have here. They are my pets; this is:

to script and Panther Krisy Gigi Cindy Lou Rocky, Duque

necessary
annotations

They love each other.

Motivation
 The teacher asks the students if they like animals and if they
Now, with your pairs,
tell each other what pet have pets in their homes.
you have and try to - The teacher introduces vocabulary: Pet, breed
describe it. You have
two minutes. (teacher - The students talk a bit about the pets they have.
supervises)  The teacher and the learners play charade games.

Now we are going to

A volunteer passes to the front and mimics the animal the
play a game. Do you teacher shows.
know what charades
are? (Teacher explains
if possible) I am
showing the first one,
and then you do it by
yourself. (teacher
models the activity)
 The students identify what the animal is.
Task 1:
Competences: Speaking, listening
Brainstorming
Sub-skills: comprehension
(5 minutes)

Content  Learners listen to the teacher mentioning exciting facts about

animals:
Interesting things from the Animal Kingdom is that 97% are
vertebrates - there belong animals with various length – from long
8mm fish discovered in 2004 to the sperm whale – the largest of

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 Assignment - CLIL

vertebrates Dinosaurs belonged to vertebrates – these were the

largest ones that have ever lived in our planet
Task completion
The instructor will
In small groups, students work together to create a list of
check in with each
table taking vertebrates they know. They will use the questions as a guide for
observational notes discussion
that can be used to  What other vertebrates do you know? /big/small/
facilitate the whole
group discussion.
 What do you know about dinosaurs?
Move to the entire
group debrief when
Task Debrief
each table has had
an opportunity to
record at least five Transition group into the next part of the task by asking students
animals.
to share their answers and the strategies they use for making the
list of animals. Use the following, as needed to support and add
to responses from students.
 Are the animals you chose from the same family?
 Are they the same size?
 Are they the same breed?
Task 2: Switch
Competences: Speaking, listening
working. (10
Sub-skills: comprehension
minutes)

Communicatio From the motivation, elicit the terms vertebrates and invertebrates.
Learners watch a short video about the vertebrate and
n
invertebrate, which explains the differences between them.
Now you will watch a
brief video. Work
together with your
group to discuss the
type of animals.
• How did the type of
animal compare to Or: https://www.youtube.com/watch?v=d-BEu50zWHE
your list?
• What did do you
understand from the Let students recall from the video all they remember about
video?
vertebrates and compare how they differ from invertebrates.

Task 3 (5 Introduction and Connection to Task 1:

minutes) Usually, vertebrate animals are bigger than an invertebrate animal.
The teacher models the structure:

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 Assignment - CLIL

A butterfly is smaller than a fish. The fish is bigger than the

butterfly.

Excellent, guys, now

Using flashcards – animals (Appendix 1: flashcard), the teacher
please choose one asks: What is this?
animal and pin the
The learners name all the animals.
picture on the t-shirt.
Each child pins an animal on the t-shirt. All the animals that belong
Now let's play a little bit. to vertebrates/ invertebrates/ have four legs/two legs come to the
You will produce the
front.
sound or movement of
the animal you have on Learners play a game that consists of producing the sound the
the t-shirt; let’s see who
animal makes.
makes it better. I will
divide the vertebrates
here and the
dog-barking-sound.mp3
invertebrates there.
Now, you represent the
animal you have on
Guided Practice:
your t-shirt. You need
to say if the animal is Students work in small groups to create sentences using the same
bigger or smaller. structure as provided as an example.

Task completion:
Notice student
Students look for a partner and take turns pointing at each other
engagement and use
of clarification and and provide the sentence. Students take notes if possible.
negotiation
strategies, which are Task Debrief: Pull students together as a whole group and provide
an essential aspect
any feedback you would like based on the observations. Ask
of interaction
students if they have any questions from working together with
their partners.
Task 4 (10 Competences: Reading, Writing, Speaking, listening
minutes) Sub-skills: comprehension

Cognition
Learners and teacher sit on the floor:

The teacher reads the text (Appendix

2: Worksheets), uses intonation,
mimics, gestures. Students have their

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 Assignment - CLIL

text and follow.

In a group of three, students will make a competition. The first
group to fill in the worksheet wins. The winners are marked 1.
Sample:

Task completion:
Students help each other and complete the worksheets.

Task Debrief: making a big circle with the whole group teacher
asks for volunteers and provides feedback. Ask students if they
have any questions from working together with their partners.
Task 5: (7 Competences: Speaking, Writing
minutes)
Making a poster:
Culture
In a group of 3 or 4, students choose five animals and describe
them. (Appendix 3: Envelopes)
1. It has got/hasn’t got the backbone/ internal skeleton
2. Where does it belong- vertebrates or invertebrates
3. What are some peculiar characteristics: Fur, feathers,
size, what they eat, etcetera.

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 Assignment - CLIL

Students pass to the front to present their posters and share the
cultural aspects of each animal.

Extension Teacher asks:

(5 minutes) What have we learned today?

Homework:

Based on the lesson studied, Students may create a short story

about their animal. They may include facts about vertebrates and
invertebrates in the information. Working on stations, the students
present their stories to the rest of the students in stations where
they can read them.
Remediation: Enchanted Learning: Invertebrates and Enchanted
Learning: Vertebrates for review sheets to learn about vertebrates
and invertebrates. Point students to various internet resources that
contain information on vertebrates and invertebrates.

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 Assignment - CLIL

Conclusion for this assignment:

It is possible to state that one out of the most significant aspects affecting CLIL lesson
planning is preparing for the education process, which requires appropriate training in
the CLIL method along with proper language qualification. Upon these two aspects,
one can build a CLIL lesson with all its necessities. Even though lesson plans are full of
activities, teachers unfamiliar with CLIL methodology have problems using the activities
and tasks correctly. The main difficulty could be summarized as not effective use of
methods and organizational forms. Teachers also need to use more activating methods
aimed at students´ autonomy and natural desire to explore through language.

The communication element must be presented and should offer opportunities to use
the working language; however, its limitations could be seen in individual,
organizational forms where the practice is minimal. Teachers’ rich input was often
absent. The culture element is regarded as the most critical in CLIL and depends on
topics. Sometimes it is impossible to include it in a lesson. Developing appropriate CLIL
plans or adapting existing ones requires three core competences: competence in a
target language, target subject, and CLIL methodology. Nevertheless, language
competence could be improved with appropriate language courses aimed primarily for
teachers of CLIL.

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Bibliography

Coonan, C. M. (2013). The Role of CLIL Teachers. Retrieved from [Retrieve from a
Video] Venezia University.
Formación Universitaria. (2020). In P. Ball, Content and Language INtegrated Learning
(pp. 3-87). FUNIBER.
Griva, E., & Chostelidou, D. (2017). CLIL Implementation in Foreign Language
Contexts: Exploring Challenges and Perspectives. Research Paper in
Language Teaching and Learning, 8(2), 9-23.
Marsh, D., Mehisto, P., Wolff, D., & Frigol, M. J. (2020). European Framework for CLIL
Teacher Education: A framework for the professional development of CLIL
Teachers.
PROCLIL programme, (2011). Guidelines for CLIL Implementation in Primary and Pre-
primary Education. Ioannou-Georgiou and Pavlos Pavlou.

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Appendix
Flashcards

Fish Frog Elephant

Butterfly Octopus Lady bug

Dog

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Worksheet

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Envelop with animals

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