AICLE

• Letting the students ask for the

language help they need
Authenticity • Maximizing the accommodation of
students interests
• Making a regular connection
between learning and the
students’ lives
• Connecting with other speakers of
the CLIL language
• Using current materials from the
media and other sources

Design Jonathan’s room spending 300 euros or less

 AICLE

Provide text for these

instructions
• Discourse features: first, then, later,…
• Vocabulary related to different pieces of
furniture, buildings, etc.
• Use of imperative/second person for
instructions
• Action verbs
• Subjects: PE, Arts, etc.

Facebook: http://www.classtools.net/FB/home-page
http://simitator.com/
https://zeoob.com/generate-facebook-status-post/
Fake
Twitter: http://simitator.com/generator/twitter/tweet
generators:
Facebook,
Twitter, Whatsapp: https://www.fakewhats.com/generator
Whatsapp,
…
Other social https://zeoob.com/
networks
(Instagram,
Snapchat,…)
 AICLE

Uses:
• Historical or literary characters:
kings and queens, scientists, …
FAKE • Subjects: History, Science,
Literature, Music,…
GENERATORS • Task-based learning
• Multimodal input
• Good use and practice of social
networks

Fake news
• Fodey
• http://www.fodey.com/generators/newspaper/snippet.asp
• Useful for any subject:
• Future events with our students as protagonists
• Historical events
• Others:
• http://www.addletters.com/newspaper-generator.htm
• News on TV:
• https://breakyourownnews.com/
• Fake Breaking News Maker (Google Play)
• Language contents: text types, tenses, specific vocabulary, etc.
 AICLE

Fodey

Break your
own news
 AICLE

Take advantage of • https://youtu.be/DkjysdWJ8t4

TV series

Make learning
meaningful for your
learners
 AICLE

Active • Students communicating more than the

teacher
learning • Students help set content, language and
learning skills outcomes
• Students evaluate progress in achieving
learning outcomes
• Favouring peer cooperative work
• Negotiating the meaning of language and
content with students
• Teachers acting as facilitators

Food chain

• When working with some topics it

can be easy to let your pupils
contribute to set contents
• Try to design tasks or activities that
facilitate cooperative work and
communication between peers
• Structure your activities in such a
way that your pupils become aware of
their progress
 AICLE

• Building on a student’s existent

knowledge, skills, attitudes,
Scaffolding interests and experience
• Repackaging information in user-
friendly ways
• Responding to different learning
styles
• Fostering creative and critical
thinking
• Challenging students to take
another step forward and just
coast in comfort

Scaffolding and CLIL

The term ‘scaffolding’ is
frequently used in
education to describe the
temporary support given to
learners in order to help
them develop
understanding of key
concepts and reach learning
outcomes (Ellison, 2019:
253)
• Linked to Vygotsky’s Zone of
Proximal Development
• Why is relevant for CLIL?
• The teacher needs “to achieve the
right balance of cognitive and
linguistic demands when creating
materials and during lesson
delivery without compromising on
the content concepts.” (Ellison,
2019: 253
• It requires previous planification
and constant support
 AICLE

• Teacher’s talk: repetitions, stressing key words, giving

hints or feedback (Hangman)
• Students’ participation: verbal and non-verbal (mime,
gestures and drawings)
• Task design: Doing a demo task (step by step), strategic
use of graded questions (increasing cognitive demands)
• Visual support/graphic organizers: mindmaps, posters,
Examples of clips
• Audio support: songs, chants, rhymes
scaffolding • Language: Use of the L1 (i.e. comparing similar words,
strategies false friends)
• Other resources: dictionaries, a website, a computer
game

Concept maps
Up to three free maps:
MindMeister
bubbl.us
Free software:
FreeMind
Free versions:
http://www.mapmyself.com/
http://www.xmind.net/
https://www.edrawsoft.com/freemind.php
• Apple: Popplet
 AICLE

• https://binged.it/2ljdmMD
Photosynthesis • https://youtu.be/tSHmwIZ9FNw
songs

• Planning
courses/lessons/themes in
Cooperation cooperation with CLIL and
non-CLIL teachers
• Involving parents in
learning about CLIL and
how to support students
• Involving the local
community, authorities and
employers
 AICLE

Proposal for cross-disciplinary

cooperation: Carlos Maside
• Disciplines involved and types of activities/contents
• English:
• Working with specific vocabulary and useful
expressions
• Descriptions
• Arts
• Use of colour, perspective, materials, etc.
• Cultural aspects: artistic movements
• Social Science
• Household duties
• Urban vs. rural landscapes
• Physical Education
• Instructions, movement and parts of the body