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UNIT 4 Material Resources
UNIT 4 Material Resources
UNIT 4 Material Resources
UNIT 4
CLIL MATERIALS AND RESOURCES1
INTRODUCTION
OUTCOMES
➢ Reflecting on the criteria for creating, selecting or adapting CLIL materials.
➢ Learning about the features which define quality materials for CLIL.
➢ Searching for suitable CLIL materials on the internet.
➢ Learning about how to use ICT within a CLIL project.
http://www.scoop.it/t/european-clil-resource-centre-eclil/p/2428960362/2012/08/17/clil-consortium
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CLIL CLIL materials and resources UNIT 4
1. Planning a CLIL unit starts with content selection. The specific needs of the content
subject are at the heart of every CLIL lesson and the starting point for material
construction.
2. Providing multimodal input and distributing it evenly across the new CLIL unit produces
highly differentiated materials which accommodate different learning styles and activate
various language skills. Multimodal input also facilitates the development of new
illiteracies.
3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) determines how
much and what kind of input-scaffolding is needed. It also indicates which subject specific
study skills need to be practiced with the students so they can successfully cope with that
input.
4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic
communication/interaction in different interactive formats (individual/pair/ group work).
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5. The nature of the desired output (poster, interview, presentation, map, etc.) determines
how much and what kind of output-scaffolding is necessary.
➢ Personal dossier or notebook that includes key words from each lesson, in particular
those words which have different meaning (e.g. operations, odd) also the words for
drawings and symbols. It may be positive to include the term in L1.
➢ Classroom displays with key expressions and language for each unit.
➢ Labelled diagrams showing procedures (e.g. draw symmetries)
➢ Speaking substitution tables for verbalizations and expositions.
➢ Adapted Texts: Label structural patterns found in expository text, e.g. data, problem,
solution.
➢ Highlight in the texts: symbols, key vocabulary and words that in may have a different
meaning (false friends)
➢ Systematically work on "reading different types of texts".
➢ Videos, songs that help understand vocabulary6
4Some good examples for excellent CLIL resources are these websites:
http://www.isabelperez.com/clil.htm
http://webguide.wordpress.com
http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=101&Itemid=74
5 Link to a page of Smart Exchange where there are lots of IDB lessons. http://exchange.smarttech.com/
6 Example of a Video song for children: http://www.youtube.com/watch?v=feRV7t5djwY&feature=related
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CLIL CLIL materials and resources UNIT 4
• The thinking keys provide a flexible and dynamic way to engage students in further
learning.
• They are a great way to do informal assessment during the unit for measuring student
understanding.
• The students really enjoy the range of activities that the keys enable them to choose
from and subsequently produce interesting and thoughtful work.9
There are many ways that the thinkers' keys can be integrated into the classroom to enhance
the thinking of the students. Here we present 4 examples of classroom ideas:
1.- Warm up Activities -
Give the class one of the keys to work on for 5 to 10 minutes to get them thinking creatively
before writing or before/after the bell. For example you could use the:
1. Question Key: Give the children an answer and they have to come up with five
questions that match the answer.
2. Reverse Key: Children come up with 10 things that cannot be done or never seen.
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3. Different Uses Key: give children an object in which they are to come up with 10
different uses for.
3.- Inquiry -
Use the 20 thinkers' keys at all stages of an inquiry as a tool for thinking more deeply about
the topic. This can be set up as a 'Thinkers Keys' table in a space in the classroom where
children can complete the tasks in relation to the class inquiry.
4.- Thinkers Keys table -
Have a table set up with all or selected Thinkers Keys on it which the children can go to and
use in spare time. Have set questions for each Key. This could also be made into a class
competition to see who is the most creative with their answers.
In order to plan teaching resources integrating Thinker's Keys we can follow Tony Ryan's
matrix10.
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There are hundreds of resources on the Internet to develop cultural awareness related to all
the subjects. However, the real task for CLIL teachers is to select and adapt those
materials.
We offer three examples of links related to different topics:
http://www.edchange.org/multicultural/sites/math.html
http://www.isabelperez.com/clil.htm
http://webguide.wordpress.com
https://www.clilmedia.com/articles/
11 Source: Harlen, W and Qualter, A, The teaching of Science in Primary Schools, (2009).
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Advantages Disadvantages
According to Harlen,and Qualter12, "young people have grown up with new technologies
and many readily make use of ICT as part of their normal experiences but this does not
mean that they always learn what a teachers might want them to learn what is needed is a
clear purpose for their activities.
ICT is moving ahead at a great pace and developments mean that more and more
possibilities are opening up to support learning in the primary classroom; in particular the
development of cheaper, lighter, child friendly equipment, a wider variety of software and
the increasing use of wireless technology, offer the possibility of untying children from the
computer desk and allowing them to take their ICT learning tools with them wherever they
are learning.
There is a vast array of material on the Internet for children to exploit to gather information
and to explore ideas; however, they need a clear purpose for what they are doing if they are
to engage with the material and learn from it. ICT is a tool that can be harnessed and used
by children to find information, explore and revise ideas, collect data and record and collate
it as well as to represent their learning in ways that are attractive and creative. It is a
marvellous tool when used well.
It might be thought that ICT is so "new" that its use will imply new
pedagogies that will somehow transform teaching and learning.
Teachers not only need to learn how to use new technologies but
also how to use them to support learning. ICT can help by
breaking through the wall of the classroom, widening children's
horizons and bringing new opportunities for learning into their
world. ICT is likely to contribute most effectively to learning where
the teacher employs sound pedagogic principles to its
incorporation.
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but can offer a wide range of helpful materials and ideas for teaching and learning.
Selected Science websites for Primary Education
Specifically for CLIL and not specifically for CLIL
http://webguide.wordpress.com/category/natural-http://www.ncsu.edu/imse/4/elementaryEd
.htm sciences/ A link to many other science websites perfectly described.
CLIL teachers web guide by Carmen
Mellado http://teachers.net/lessonplans/subjects/science/
with lots of interactive resources for CLIL teachers.
Science lesson plans from teachers.
Very useful. material in English
http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/004.pdf
http://www.isabelperez.com/clil/clicl_m_6.htm
Interactive science websites for different levels and topics.
One of the most visited Spanish website for
CLIL http://www.uen.org/3-6interactives/science.shtml
http://clil.wordpress.com/
Interactive activities for students at primary education.
CLIL teachers with lots of links and resources. Very useful the section : "material-clil-primaria"
Pdf sample science books for children.
primary-science-students-books-ages-5-7
https://sites.google.com/site/clilteacher/science
Website created for teachers in bilingual schools.
http://www.teachingenglish.org.uk/clil
British Council website for CLIL teachers.
http://www.scoop.it/t/clil-resources
Resources and activities to use in your CLIL class.
https://padlet.com/sindarkness/kahy9gltv10q
End of unit 4