Page 59 - Teaching English at Primary Level: From Theory into the Classroom
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The Elements of CLIL


              Classroom Insight: Your Favourite Free Time Activity
              Lina is keen on identifying topics from non-  of questions to go over the results, for ex-
              linguistic subjects which are good candi-  ample ‘Which is the most preferred way
              dates for CLIL lessons. One of such topics is  of spending free time in this class?, Which
              data management which is usually covered  is the least preferred way?,’ etc. When this
              in mathematics in the fifth grade (10-year-  part is over, she discusses the different
              old pupils). The subject objective is for the  ways of presenting information with the
              pupils to be able to analyse different kinds  students, together they compare the pre-
              of data and use the appropriate ways of pre-  sentation of the results in a table, picto-
              senting it (e.g. pictographs, pie charts, tally  graph, pie chart, bar graph. They also dis-
              graphs, bar graphs or line graphs). The lan-  cuss why a line graph is not appropriate
              guage objectives are for the pupils to be able  in this case.
              to take part in a survey in English, follow the  3. The pupils choose a way to present the
              teacher’s instructions and presentation of dif-  results and draw it. They write a short
              ferent graphs, carry out their own survey and  presentation of the results. The teacher
              present the results in English. The activities  guides them with useful chunks: ‘We car-
              usually take two or three lessons.    ried out a survey on ...,’ ‘The results show
                                                    that ...,’ ‘As we can see, the favourite way
              First Lesson
                                                    is ...’
               1. In the first lesson, the teacher carries out
                 a survey at class level. The main survey  Second/Third Lesson
                 question is ‘What’s your favourite way  Pupils carry out a project in groups of four:
                 of spending free time?’ She presents the  1. they decide on a survey question (e.g.
                 pupils with a list of activities (watching  their preferred outdoor/indoor activity,
                 TV, doing sports, reading books, playing  their preferred activity when hanging out
                 computer games, playing board games,  with friends, the preferred way of spend-
                 etc.) scaffolded by pictures on the board  ing their winter holidays, etc.),
                 in theformofatable.              2. carry out the survey in class,
               2. The students close their eyes and raise  3. analyse the data and decide how to
                 their hand when they hear their favourite  present the results,
                 activity. She records their votes in the ta-  4. write a report and present the results
                 ble on the board. Then she uses a series  in class.



             nition, communication and culture (Figure 3.1). Coyle et al. (2010) emphasize
             that a successful CLIL lesson should combine the integrated elements of all
             4Cs. The principal aim is to integrate content learning (content and cogni-
             tion) and language learning (communication and culture). The 4Cs frame-
             work reflects the interrelationship between content (progression in knowl-
             edge, skills), communication (interaction, language used to learn), cognition
             (thinking and understanding) and culture (awareness of self and the others).

             Content (through the FL)
             Content refers to progression in knowledge, skills and understanding of a se-
             lected subject area. For example, from the mathematics topic ‘time,’ the aim


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