CLIL in Primary schools

DAY 1

Introduction to the course

Identifying participants' needs
Icebreaker activities:
Getting to know you
A day out in Dublin
 Things to do in Dublin

Guinness Storehouse Chester Beatty Library Irish Emigration Museum Temple Bar district National Leprechaun Museum

St Stephens Green National Botanic Gardens Trinity College Dublin Phoenix Park
 A day out in Dublin
Target language

Structure/Grammar

Structures for making suggestions ‘Let’s go to the exhibition.’ ‘ We could try this.’ ‘Why can’t we have lunch.. ‘

‘Going to’ and Present Continuous to talk about future intentions ‘We are going to have lunch at the street market’

Functions

Making suggestions ‘Shall we go there later?’

Accepting and refusing suggestions ‘That’s fine by me’ ‘That sounds good’ ‘That’s a great idea’

‘I’m not sure that’s a good idea’ ‘Sorry, but I don’t like….’ ‘That sounds really boring’’

Vocabulary

Free time, going out e.g.: nouns: museum, exhibition, gallery, live performance, verb collocations : go hiking, go for a walk, take photos

adjectives : interesting, exciting, fascinating / boring, uninteresting

CLIL: A lesson framework

In many ways, a CLIL lesson is similar to an ELT integrated skills lesson, except that is delivered by a subject
teacher and is based on material directly related to a content-based subject. Both content and language are
explored in a CLIL lesson.

In a CLIL lesson, all four language skills should be combined:

•Listening is a normal input activity, vital for language learning
•Reading, using meaningful material, is the major source of input
•Speaking focuses on fluency. Accuracy is seen as subordinate
•Writing is a series of lexical activities through which grammar is recycled.
Choosing an activity for your class:
Pair work/Group work/Whole class

•Level, Time, Functions, Grammar, Vocabulary

•Ice-breaker/ Warm up activities (for getting the students to know more about one another)

•Role-plays and simulations (the students play simple roles e.g. a shop assistant or buying a stamp at a post office. Often the
shyest students ‘come to life’ when hiding behind a role)

•Information-gap activity (Students work on a task together, both students have access to part of the information only, but by
working together, they try to solve the whole)

• Opinion gap activity (students speak together to exchange views/opinions and to express agreement and disagreement)

•Problem-solving activities (Students solve problems e.g. jigsaw reading problems: one story split in two)

•****Vocabulary activities (Students focused on vocabulary)

•Miscellaneous activities (more challenging open-ended, flexible can be used at different levels and in different ways)
f) ****Vocabulary
Complete the gaps
Match the words and the pictures
Match the words with the definitions
Choose the correct word
Categories
Odd one out
Word building
Words that go together
https://learnenglishteens.britishcouncil.org/exams/grammar-vocabulary-exams/vocabulary-exercise-ty
pes
Speaking activities: vocabulary games
Vocabulary cards pair work / group work/ whole class / game/quiz

1.“Guess the word”

Useful language:
it’s an adjective/a noun/a verb…..
It’s an animal…. It lives on a farm/in the forest/ in the sea……
It’s bigger/smaller than a cat….
Its brown
It has big ears/long tail….
What noise does it make? Mime the animal (Drama game)
2. Vocabulary quiz

CATERPILLAR

It is an insect. It‘s a kind of

larva. It is very small.
It likes eating a lot.
It has many tiny legs.
CATERPILLAR
It turns into a butterfly.
Don’t say!!!

small CATERPILLAR
legs
butterfly
Scaffolding Language Learning

Teachers and other adults modify their language to match the language level of
students. This type of modification is called “scaffolding.” All students (including
adults) learn better when the teacher scaffolds or adjusts his/her instruction to the
level of the student.

Effective communication occurs when an adult speaks in language a child can

understand yet still challenges learning. The goal is to speak slightly above the child’s
level so he/she can learn and grow.
Adapted from
https://www.classroominterpreting.org/Interpreters/children/Interpreting/scaffolding.asp
3. Find someone who………..

Find someone who:

Find someone who: Find someone who:
Find someone who:

Can you name 3 Can you name 3

Can you name 3
Can you name 3 animals that live animals that live
animals that live in the sea?
animals that live in the forest?
in the jungle? 1.
on the farm? 1.
1. 2.
1. 2.
2. 3.
2. 3.
3.
3.
4. Find out…..

How many children would like to have a dog?

Ask: Would you like to have a dog?

How many children already have a dog?

Ask: Do you have a dog?

'Getting to know you' - an icebreaker activity Pair work 1 by Jones

Main functions:
- Asking for and giving personal information
-Asking about and expressing likes and dislikes
-Filling in a form
-Asking how to spell a name
-Spelling your name
Grammar/Structure:
-Asking questions, using the verb to be and the auxiliary do with the present tense
-Using question words: what/where/how, etc: What's your....?/Where do...?/How many....?/How do..?
- Using the present simple 1st person about yourself: I like...../I speak....
-Using the present simple third person to talk about another person: He/she likes/doesn't like
Vocabulary:
-Basic personal information: name/address/age
-Various nouns to talk about likes and dislikes e.g. mountains, hot weather, dogs, hospitals
'Getting to know you' - an icebreaker/discussion activity
Pair work 2 by Jones

Main functions:

- Asking for and giving personal information

Main structures:

- Wh-questions e.g.
What does this word mean?........It’s the town where I was born.
Who is…….? He is my favourite uncle.
Why have you written (‘ironing’) here? …..It’s something I hate doing.
‘Similarities and differences’ an icebreaker activity Pair work 3 by Jones

Main functions:

- Asking for and giving personal information in order to find out in which ways you are similar
to or different from another person

Main structures:

- Various question forms: Where did you grow up?/ Who is your favourite author?/What are
your plans for the future?