CLIL Essentials

1.3 Communication skills across the curriculum Trainer notes

LEARNING By the end of this session participants will be able to:

OUTCOMES o identify functional language needed to support learning and improve
interactivity in the classroom
o understand the principles of the lexical approach and how to put it into
practice when teaching content and language across the curriculum
o identify useful classroom language they can teach their learners
KEY CONCEPTS evaluating work working together language for learning
asking questions process language functional language
MATERIALS  Functional language in the CLIL classroom A, B, C + Answer sheet

 Functional language information swap A,B,C, D + Answer sheet

 The Butterfly life cycle lesson plan + Answer sheet
 The lexical approach + Answer sheet
 Reflection
Sticky notes (optional activity)

Procedure
1 Learning Outcomes
Outline learning outcomes for session to participants and clarify any questions.

2 Functional language in the CLIL classroom.  A, B,C

 Conduct some kind of review of the terminology from the last session 1.2
(e.g. content-obligatory language, chunks, process language, general
academic, subject-specific etc.). Taboo or back to the board are some
suggestions.
 Make sure the last term you review is ‘Functional language’. Tell participants
that the success or failure of CLIL usually hinges on the provision of
functional language to learners.
 Draw some speech bubbles on the board and elicit some examples of
functional language they frequently use in their classroom. (e.g. Pardon; I
don’t think so.; I think the answer is…because….). Tell participants that
functional language can either be language for more natural, everyday
purposes (CALP), such as borrowing a pencil or can it apply to more
academic purposes (BICS) such as expressing comparisons and contrast.
 Examples include: agreeing or disagreeing; asking questions; clarifying what
has been said; comparing and contrasting; demonstrating etc. You might
find it useful to label the examples they gave you above to the functions. E.g.
I don’t think so = disagreeing. Do not give too many examples though as the
next stage is a discovery task to get the learners to brainstorm functions to
classroom situations whilst involved in a collaborative activity.

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1.3 Communication skills across the curriculum Trainer notes

 Divide the participants into 3 groups (A,B,C), and give each a copy of
Functional language  with situations in their class (some general and
some academic). In their groups they must brainstorm and then agree on
phrases their students may say in these situations.
 Tell participants it is a competition and give them a time limit of 5 to 8
minutes. The team that gets the most phrases down is the winner. Trainers
can adapt this activity to a running to the board or using flipchart paper.
 Feedback - Briefly check answers and have a brief group discussion before
moving on. Give out answers 
 Explain that the participants will work in pairs A-B or C-D. Hand out
Functional Language Information swap ( ) tell them they must not
show their handouts to each other.
 Participants A and C will start. They will have a list of things the students
might say. They should read out one item from their list. Participants B and
D will have a list of functions. Participants B and D will listen to the example
given by participant A or C and match it to one of the functions in their list. If
A agrees they write down the function if they disagree B should try again or
move on. Sometimes their worksheet has an extra answer!
 Participants should check their answers on the answer sheet ( ). They
will also see the answers from the other group. They can ask questions
about any of the functions they are not sure about.
 During feedback, point out the purpose of the process language at the
bottom of the page to support building learners confidence to use these
common phrases when interacting in English.
The reason we have A-B and C-D here is to provide a longer list of functions and examples
in the feedback, but if this is too complicated just use the A-B worksheets and explain the
answer sheet has more examples for their notes.
Functions in the CLIL handbook include agreeing or disagreeing; asking questions;
clarifying what has been said; comparing and contrasting; demonstrating,
describing cause and effect; describing a process; explaining a point of view;
evaluating work (self and others), expressing ideas; generalising; giving examples;
giving information; hypothesising; instructing; interpreting data; persuading;
predicting and justifying predictions; presenting solutions; presenting work;
suggesting . You may wish to use these in a revision game such as taboo or bingo
in this session or a later session (e.g. Session 1.3 allows more time to think of
examples of academic functional language and session 2.2 focuses on learning
vocabulary).

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 CLIL Essentials
1.3 Communication skills across the curriculum Trainer notes

3 Functional language in a lesson plan  

 Participants look through the Butterfly Life Cycle lesson plan ( ) and
identify which functional language will be needed at the stages marked
Functional Language.
 In groups of 4, participants agree and write down some examples of the
phrases (functional language) they would provide for their learners.
 Participants change groups and share their suggested functional language.
Feedback
You can check the types of functional language with the answer sheet and ask participants
to share examples of the phrases they might teach their learners.
There are more life cycle lesson ideas available in Carol Read’s Project: Amazing World of
Animals http://www.onestopenglish.com/section.asp?catid=100072&docid=550142

4 Theories behind functional language: the Lexical approach  

 Tell participants now that we have identified the importance of functional
language, we need to look at how to apply it into the CLIL classroom. What
approaches should we use?
 Ask participants to discuss in groups how they would teach/ encourage
learners to use some of the functional language from the previous task.
 Ask participants to read the Introduction and the article on  The lexical
approach and answer the true/false questions.
 Ask participants to match the phrases to the categories.
 Feedback – Ensure one person in each group has all the correct answers
and do peer feedback in groups. Discuss any misunderstandings/
comparisons that come up. Ask participants to discuss
1. How can the lexical approach help learners with using functional
language? And increase student talking time?
2. What’s the main difference between traditional forms of learning
vocabulary and the lexical approach?
3. Can you think of times when you already use the lexical approach
(chunking)?
Feedback
1. Using chunks of language easily builds learners’ confidence and therefore builds student
talking time. Learning vocabulary and chunking lexis is really important in CLIL.
2. The main differences would be that using the lexical approach learners should record the
vocabulary in sentences or phrases rather than single words with examples from the context
and collocations highlighted.
3. Participants can probably think of some phrases that they already teach this way and
share with the whole class. This will help relieve any stress that they may be feeling about
the terminology and the article. (In session 1.2 we already looked at chunking some
functional language for academic purposes such as comparing/ agreeing or disagreeing
etc.)

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1.3 Communication skills across the curriculum Trainer notes

Optional Activity on recording vocabulary

This activity is optional and depends on the time constraints and /or the needs
and abilities of your participants.
 Give participants sticky notes and ask them to write a way of recording
vocabulary that they use and find works well with their learners (if they want to
they can do more than one sticky note).
 They should put their name at the bottom of their notes.
 Get participants to stick their notes on one wall.
 Give the participants time to browse the wall of ideas and ask them to find one
idea that they would like to know more about to try with their learners. Everyone
must take one idea.
 Participants should then find the person whose name is on the sticky note they
chose and discuss their idea with them – taking notes to help them remember.
 If participants do not have any experience of recording vocabulary the trainer
may have to provide a list of ideas that they use and allow the participants to
vote for three ideas to be explained by the trainer.

Feedback
This activity focuses the participants on ways of recording vocabulary and what to include
and helps them consolidate their understanding from the workshop that language should be
recorded in chunks, used in sentences, recorded as frequent phrases followed by nouns,
verbs etc.

5 Reflection
 Ask participants to reflect on the following question. This might be better given
as homework as it entails observation of their own teaching.
Based on what you have learned in this session, will you make any changes
to the way you approach tasks in the classroom?
 Think about: Analysing your lesson plans and introducing functional language
with at least one of your classes.
 Different ways you can introduce your learners to functional language e.g.
posters/speech bubbles around the room or on their handouts, drilling, getting
students to record the functional language in the back of their notebooks etc…
Make notes on how your learners responded.
 Present your findings to the group next class/ when feasible.
The participants’ document is very long. In order to save paper we have suggested
participants make notes on their own worksheet rather than provide all the handouts to all
the participants. You may wish to make another handout with the additional terms from the
glossary but there are also benefits to participants copying them down in their own
notebooks.

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 CLIL Essentials
1.3 Communication skills across the classroom Participant worksheet

 Functional Language for general classroom situations - Group A

Look at the situations under the speech bubbles and agree with your group on a suitable phrase you can teach
your learners to use regularly when doing activities in class.
Add two more of your own ideas below.

OK let’s start!

If you can’t pronounce or spell

To begin something

If you have or haven’t finished If you don’t know what to do and need
help

If you need to borrow something If you are checking your answers

Clarifying what has been said

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1.3 Communication skills across the classroom Participant worksheet

 Functional language for general classroom situations – Group B

Look at the situations under the speech bubbles and agree with your group on a suitable phrase you can teach
your learners to use regularly with their friends in class.
Add two more of your own ideas below.

At the start of the lesson / If you want to work together or meet after
activity class

If you want to give feedback

or make suggestions Turn-taking and asking for opinions

Agreeing and Disagreeing

Showing preference and giving opinions

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1.3 Communication skills across the classroom Participant worksheet

 Functional language for academic classroom situations – Group C 

Look at the situations under the speech bubbles and agree with your group on a suitable phrase you can teach
your learners to use regularly in class.

Presenting work to the class Describing a process or giving instructions

Comparing and contrasting Making predictions and justifying…

Interpreting data Describing cause and effect



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 Functional language information swap - Participant A

You and your partner have different worksheets.

1. Read out number 1 and your partner will suggest the function the student is completing.
2. Discuss the answers they suggest until you agree on the function.
3. Write the answer in the table.
4. Your partner will then read out the second student quote and you should match it to one of the
functions below.
5. Take turns to complete the worksheet.

What’s the function if the student says… Function

1. I like the way you drew a graph with your results.

2.

3. What colour is your …………?

4.

5. Do you mean ……………..

6.

7. First of all we put the sand in the bucket and then we push the pipe
into the sand and pour water in the pipe …..

Functions
expressing comparing and contrasting cause and effect disagreeing
ideas

Language that can help you complete the task:

Yes, I think so! I’m not sure, is No, that would Let’s move
there another be something onto the next
possible like…. one.
answer?

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1.3 Communication skills across the classroom Participant worksheet

 Functional language information swap – Participant B

You and your partner have different worksheets.
1. Your partner will read out a student quote and you should choose the function the student is completing
from the list below.
2. Discuss the answer until you agree on the function.
3. Tick that function.
4. Read out number 2 below. Your partner will suggest the function the student is completing.
5. Take turns to complete the worksheet.

Functions
clarifying what describing a asking questions evaluating others
has been said process/procedure

What’s the function if the student says… Function

1.

2. Personally, I don’t think it’s always …….

3.

4. If everyone stopped using cars for one day we would save ….. litres of oil
and reduce C02 levels by…..mm3.

5.

6. The mountain in number 5 is bigger than the mountain in number 3.

7.

Language that can help you complete the task:

Yes, that
It might be…… I’m not sure. sounds correct. Let’s move
Is that … onto the next
one.

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1.3 Communication skills across the classroom Participant worksheet

 Functional language information swap – Participant C

You and your partner have different worksheets.
1. Read out number 1 and your partner will suggest the function the student is completing.
2. Discuss the answers they suggest until you agree on the function.
3. Write the answer in the table.
4. Your partner will then read out the second student quote and you should match it to one of the
functions below.
5. Take turns to complete the worksheet.

Function
What’s the function if the student says…
1. I read that blood is red but veins look blue because……….

2.

3. I think there will be more floods because I heard that the icebergs are
melting.

4.

5. We found the yoghurt was ready after 4 hours when we kept it outside the
fridge.
6.

Functions
expressing ideas generalisation cause and effect interpreting data

Language that can help you complete the task:

Yes, I think so! I’m not sure, is No, that would Let’s move
there another be something onto the next
possible like…. one.
answer?

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 Functional language information swap – Participant D

You and your partner have different worksheets.
1. Your partner will read out a student quote and you should choose the function the student is completing
from the list below.
2. Discuss the answer until you agree on the function.
3. Tick that function.
4. Read out number 2 below. Your partner will suggest the function the student is completing.
5. Take turns to complete the worksheet.

Functions
predicting and evaluating others giving information presenting
justifying solutions
predictions

What’s the function if the student says… Function

1.

2. I think the river is straighter here because the rocks are soft.

3.

4. The Vikings ate fish everyday. The women cooked the food on a fire in the middle of the house.

5.

6. I can see from the table that there was more rain in London in October, but on average there is
more rain in winter in New York.

Language that can help you complete the task:

Yes, I think so! I’m not sure, is No, that would Let’s move
there another be something onto the next
possible like…. one.
answer?

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1.3 Communication skills across the classroom Participant worksheet

 Functional language – Answer sheet

Pair A & B Student says: Function:
1 I like the way you drew a graph with your results.  evaluating others
2 Personally, I don’t think it’s always …….  disagreeing
3 What colour is your …………?  asking questions
4 If everyone stopped using cars for one day we would save
….. litres of oil and reduce C02 levels by…..mm3.  cause and effect

5 Do you mean ……………..?  clarifying what has

been said
6 The mountain in number 5 is bigger than the mountain in  comparing and
number 3. contrasting
7 First of all we put the sand in the bucket and then we push  describing a
the pipe into the sand and pour water in the pipe ….. process/procedure
Pair C & D Student says: Function:
1 I read that blood is red but veins look blue because……….  giving information
2 I think the river is straighter here because the rocks are soft.  expressing ideas
3 I think there will be more floods because I heard that the  predicting and
icebergs are melting. justifying predictions
4 The Vikings ate fish everyday. The women cooked the food
on a fire in the middle of the house.  generalisation
5 We found the yoghurt was ready after 4 hours when we kept
it outside the fridge.  presenting solutions
6 I can see from the table that there was more rain in London in
October, but on average there is more rain in winter in New  interpreting data
York.

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 Butterfly life cycle – Lesson plan

Read this lesson plan for a primary class and decide which functional language will be needed at the stages
marked Functional Language. You can either make notes of the actual things they’d say or write down the
category of language e.g. presenting solutions.
Only some stages were highlighted above to make this faster but if you finish before the others in your group
you can continue to do the other stages.

Subject(s):
Science/Entomology

Description:
This activity can be used as part of a butterfly unit. Students make colourful butterfly models which display the
stages in a butterfly's life.

Goals:
Students will be able to interpret factual information to identify stages in the life cycle of insects, animals and
plants.
Students will be able to describe common objects and events in both general and specific language.

Objectives:
Students will be able to understand a text and identify the stages in a butterfly's life cycle.
Students will be able to represent the text in a model, arranging the stages of a butterfly's life cycle in the
correct order.

Materials: (for each student)

A3 sheet of white paper
paints
scissors
pipe cleaners
glue
27 x 5 cm strip of brown paper
pencil
four large labels
20cm piece of masking tape
handful of popcorn kernels
marker pens

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Procedure
1) Students read a short text describing the life cycle of a butterfly and order
these four stages Egg, Caterpillar, Chrysalis & Butterfly.

2) Students work in pairs to follow written instructions to create a model of the Functional Language:
life cycle that represents the different shapes the butterfly takes. First
students will make the butterfly. Fold the piece of white paper in half. Open
it back up and on half of the paper have a student drip different colours of
paint -- starting by the fold. After colours have been dripped, fold the paper
back together and starting at the centre of the fold, smooth the paper
towards the two outer corners. Open the paper to see the butterfly design.
Let the paint dry. Once the paint is dry the butterfly needs to be cut out.

3) After the butterfly has been cut out, the student will glue the strip of brown
paper to the front of the butterfly in the centre to make the butterfly body.
(The bottom part of the strip is where they will put the other stages of the
life cycle.) Have the students use the marker to draw a face on their
butterfly.
4) While that dries, have students write the different stages of the butterfly's
life cycle on 4 coloured labels (Egg, Caterpillar, Chrysalis, Butterfly). The
teacher might need to write the words on the board or a place where
students may copy them down.

5) Next, students will decide what order to glue the stage words on the strip of Functional Language:
brown paper. Starting at the bottom with the egg and working their way up
until they label the butterfly at the top. Check that the names of the stages
are in the correct order on their models.

6) Students will choose from the materials given (popcorn, pipe cleaner and Functional Language:
masking tape) how to show "examples" of each stage. If they want they
may add pipe cleaner antennae to the butterfly to finish it off.

7) Suggested answers: the popcorn = egg, a bent pipe cleaner = the

caterpillar, and the rolled up masking tape = the chrysalis. However
students may use their creativity to form a caterpillar from a number of
pieces of popcorn so assess their answers according to the shapes they
have made to represent the stages.
Functional Language:
8) Optional writing: students write a description of the life cycle.

Optional adaptations: different groups have different species such as fish, frogs or plants (dipterocarp
helicopter seeds are very popular). They then present their group’s life cycle to the other groups or students
circulate and write down key words and phrases from the other life cycle presentations.

Adapted from:
http://www.teacherplanet.com/links/redirect.php?url=http://butterflywebsite.com/educate/butterflylifecycle.cfm

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 Butterfly Life cycle lesson plan – Answer sheet

1. Students read a short text describing the life cycle of a butterfly and
order these four stages Egg, Caterpillar, Chrysalis & Butterfly.

2. Students work in pairs to follow written instructions to create a model Functional Language:
of the life cycle that represents the different shapes the butterfly Clarifying instructions e.g. “Do you
takes. First students will make the butterfly. Fold the piece of white think we should fold it then…”/ giving
paper in half. Open it back up and on half of the paper have a student
drip different colours of paint -- starting by the fold. After colours have instructions to each other e.g. ”You
been dripped, fold the paper back together and starting at the centre have to …”./ agreeing and disagreeing
of the fold, smooth the paper towards the two outer corners. Open the on their interpretation of the
paper to see the butterfly design. Let the paint dry. Once the paint is instructions e.g. “you’re right we…”
dry the butterfly needs to be cut out.

3. After the butterfly has been cut out, the student will glue the strip of
brown paper to the front of the butterfly in the centre to make the
butterfly body. (The bottom part of the strip is where they will put the
other stages of the life cycle.) Have the students use the marker to
draw a face on their butterfly.

4. While that dries, have students write the different stages of the
butterfly's life cycle on 4 coloured labels (Egg, Caterpillar, Chrysalis,
Butterfly). The teacher might need to write the words on the board or
a place where students may copy them down.

5. Next, students will decide what order to glue the stage words on the
Functional Language:
strip of brown paper. Starting at the bottom with the egg and working
their way up until they label the butterfly at the top. Check that the Describing a process e.g. “First of all
names of the stages are in the correct order on their models. ..and then…”

Functional Language:
Expressing ideas e.g. “the popcorn
could be the…” / suggestions e.g.
6. Students will choose from the materials given (popcorn, pipe cleaner
and masking tape) how to show "examples" of each stage. If they “why don’t we use the …”/ agreeing
want they may add pipe cleaner antennae to the butterfly to finish it and disagreeing with their peers e.g. “I
off. don’t think the popcorn looks like
antennae …” /presenting solutions
e.g. “I have chosen….”

7. Suggested answers: the popcorn = egg, a bent pipe cleaner = the

caterpillar, and the rolled up masking tape = the chrysalis. However
students may use their creativity to form a caterpillar from a number
of pieces of popcorn so assess their answers according to the shapes
they have made to represent the stages.
Functional Language:
8. Optional writing: students write a description of the life cycle. Describing a process

Discuss how you would teach/introduce some of the functional language above to your students.

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 The lexical approach

Part One

In order to help your learners understand the lesson content you will need to break down texts into interactive
manageable tasks and involve learners input in predicting, agreeing, disagreeing, asking questions, etc. and
the best way for that is to provide functional phrases to help your learners.
Teaching chunks of language to help your learners complete a task follows the beliefs of the lexical approach.
Read the following text and reflect how much of the lexical approach you use in class to help learners learn
vocabulary or information.
Lexical Approach 1 - What does the lexical approach look like?
In recent years it has been recognised that native speakers have a large store of lexical chunks (ready made
phrases of 3 - 5 words that are used together) and these help fluency more than having a set of grammar rules
and a separate list of vocabulary.
"It is our ability to use lexical phrases that helps us to speak with fluency. This prefabricated speech has both
the advantages of more efficient retrieval and of allowing speakers (and learners) to direct their attention to
the larger structure of the conversation, rather than keeping it narrowly focused on individual words as they are
produced" (Nattinger and DeCarrico 1992).
The basic principle of the lexical approach, then, is: "Language is grammaticalised lexis, not lexicalised
grammar" (Lewis 1993). In other words, lexis is central in creating meaning, grammar plays a managerial
role, telling us what order to put the words and phrases in. If you accept this principle then the logical
suggestion is that we should spend more time helping learners develop their collection of phrases, and less
time on grammatical structures.
Schmitt (2000) adds that 'the mind stores and processes these [lexical] chunks as individual wholes.' The mind
is able to store large amounts of information in long-term memory, so it is much more efficient for the brain to
recall a chunk of language as if it were one piece of information. ‘Raining cats and dogs’ is, therefore, recalled
as one piece of information rather than four separate words.
In our view it is not desirable, to attempt to 'teach' an unlimited number of lexical chunks. But, it is beneficial for
language learners to gain exposure to lexical chunks and to gain experience in analyzing those chunks in
order to begin the process of internalisation. We believe, like Lewis, that encouraging learners to notice
language, specifically lexical chunks and collocations, is vital to help them acquire English more efficiently.
Adapted from : http://www.teachingenglish.org.uk/think/articles/lexical-approach-1-what-does-lexical-approach-look

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Part Two

Based on what you have just read answer the following questions:
a) The lexical approach focuses learners on individual words. True / False
b) The lexical approach helps learners improve their fluency. True / False
c) The lexical approach allows learners to remember functional phrases. True/ False

Some phrases are in bold. Which of the phrases a) introduces some new information b) rephrases information
or c) gives a condition

Introduces information: Rephrases information: Gives a condition:

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 The lexical approach - Answer sheet

Based on what you have just read answer the following questions:
a) The lexical approach focuses learners on individual words. True / False
b) The lexical approach helps learners improve their fluency. True / False
c) The lexical approach allows learners to remember functional phrases. True/ False

Some phrases are in bold. Which of the phrases a) introduces some new information b) rephrases information
or c) gives a condition

Introduces information: Rephrases information: Gives a condition:

The basic principle of... In other words... If you accept this...

The advantages of ... Is / are vital for ....

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Reflection

Based on what you have learned in this session, will you make any changes to the way you
approach tasks in the classroom?

Think about:

 Analysing your lesson plans and introducing functional language with at least one of
your classes.
 Different ways you can introduce your learners to functional language e.g.
posters/speech bubbles around the room or on their handouts, drilling, getting students
to record the functional language in the back of their notebooks etc…
 Make notes on how your learners responded.
 Present your findings to the group next class/ when feasible.

1.3 Communication skills across the classroom Page 15 of 16

© The British Council, 2010
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 CLIL Essentials
1.3 Communication skills across the classroom Participant worksheet

 Functional language for Academic & General classroom situations –

Answer sheet
If you don’t know how to If you have or haven’t finished If you don’t know what to do.
pronounce or spell a word. yet.
I’ve finished. I’m sorry but I’m not sure what to
How do I spell / pronounce…..? Sorry I haven’t finished yet. do.
I need more time please.
If you need to borrow If you want to check your If you want to clarify what has
something. answers. been said.

Could I borrow your…? Is this correct? Sorry, did you say…?

Could you lend me your….? What do you put for #2? Pardon?

Asking questions If you want to work with If you want to give feedback
someone or meet after class. or make suggestions.
How do you ….?
Can I…? Can we work together on this? You could / should …
What/Where/When/Why….? Do you want to meet up after? Try X instead of Y
X might be better here.

Turn-taking or asking for Agreeing & disagreeing Showing preference and

opinions. giving opinions.
It’s your go/turn. Yes, that’s true but…
I think its my turn now. Exactly ! Definitely ! I’d rather…I’d prefer…
What do you think about…? Really? But remember that… Personally, I think…
I don’t think so. To my mind…
If you want to know about the If you need to go to the If you don’t understand
next lesson bathroom something or need help

What are we doing for the next Can I please be excused? Sorry but I just don’t understand.
lesson? May I go to the toilet please? Could you help/show me?
Comparing & contrasting Describing a Presenting work
process/instructions
The biggest difference is… You can see that…
…much higher than… First of all… Today we will be talking…
….much faster than… To begin with…/ after that… Our results showed that…
It’s the most ….in the world… You need to .. To begin with…
You have to….

Interpreting data Predicting and justifying.

The graph shows us that… I think…due to…
…increases slowly… It looks as though…
…decreases rapidly… If….will happen….because…

1.3 Communication skills across the classroom Page 16 of 16

© The British Council, 2010
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.