SEMINAR 2

CLIL: A LESSON FRAMEWORK

1. Soft CLIL and hard CLIL: what is the difference?
2. Provide underlying principles.
3. Provide classroom principles.
4. What is the language for CLIL?
5. Give an example of a CLIL module.
6.Give the examples of important aspects of CLIL that should be considered when
you start planning.
7. For questions 1-6, match the examples of learners’ language with the purpose of
the communication listed A-G. There is one extra option which you do not need to
use.

Learners’ Language Purpose of communication

1. You can see the function keys at the top of the A. To hypothesise
keyboard.
2. There are some things an employer can’t do, such as B. To check information
employ children of our age.
3. I think I need to change the rhythm. It’s too slow. C. To define
4. The sculptures are realistic but the paintings are D. To describe location
abstract.
5. I know! A pentagon is a 2-D shape which has five E. To contrast
sides.
6. We think the kind would have fought the invaders F. To give an example
because he wanted all the power.
G. To evaluate work

REERENCES

1. Forum for Across the Curriculum Teaching - www.factworld.info/

2. Comenius Project TL2L - www.tl2l.nl/
3. European Centre for Modern Languages - www.ecml.at/
4. Norwich Institute for Language Education - www.nile-elt.com
5. Science Across the Curriculum - www.scienceacross.org
6. Euro CLIC - www.euroclic.org
7. The National Centre for Languages (CILT) - www.cilt.org.uk
8. Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip