CLIL SkillS

CLIL Skills
Liz Dale
Wibo van der Es
Rosie Tanner
2011 European Platform - internationalising education
Kennemerplein 16
Postbus 1007
2001 BA Haarlem
T (+31) 23 553 11 50
F (+31) 23 542 71 74
[email protected]
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european platform
internationalising education
Expertisecentrum mvt
ICLON, Universiteit Leiden
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ISBN 978-90-70910-50-1
This work is provided under the terms of the following Creative Commons License
Authors: Liz Dale, Wibo van der Es, Rosie Tanner

Illustrations: Stephan Timmers, Total Shot Productions, Delft
Design and printing: nr58 / total communication
First published 2010 Expertisecentrum mvt
Re-published 2011 European Platform - internationalising education

Reworked and prepared for printing by Sarah Volz, Tekstbureau Helderder, Leiden
Although every effort has been made to trace and contact the owners of copyright material, there may be
some cases when this has not been possible. We would be grateful to hear from anyone who recognises
copyright material and who is unacknowledged. We will be pleased to rectify any errors or omissions at the
earliest opportunity.
2 CLIL SKILLS
CONTENTS
Foreword 10
How to use this book 11
Contributions from CLIL teachers 12
1 ACTIVATING FOR CLIL 15

INTRODUCTION 15
CASE STUDY 17
BACKGROUND AND THEORY 18
1 Why activate? 18
2 Why activate in CLIL? 18
3 Which learning theories are important in activating and CLIL? 19
APPLICATIONS IN CLIL 22
1 Language 22
2 Knowledge 22
3 Experience 23
4 Thinking 23
5 Interactions 24
6 Multiple intelligences 25
CONCLUSION 26
PRACTICAL LESSON IDEAS 27
2 PROVIDING LESSON INPUT FOR CLIL 37

INTRODUCTION 37
CASE STUDY 38
1 Providing and processing input 39
2 Multimodal and varied input 41
3 BICS and CALP 46
4 Cummins’ Quadrants and input 47
5 Level of input, or comprehensibility 49
6 Vocabulary and comprehensibility 49
7 Language characteristics of input 51
8 Difficulties CLIL learners may experience with input 52
1 Estimating language comprehensibility 53
2 Working with vocabulary 54
3 Glossaries 54
4 Input organisation 54
5 Measuring readability 55
6 The Common European Framework of Reference for Languages 56
7 Adapting lesson input 58
CONCLUSION 61
CONTENTS 3
3 GUIDING UNDERSTANDING FOR CLIL 71
INTRODUCTION 71
CASE STUDY 73
1 Why is processing input important in CLIL? 74
2 Vocabulary and memory 75
3 Scaffolding and the zone of proximal development (ZPD) 76
1 Helping learners with input 77
2 Selecting key words 79
3 Noticing and awareness activities 80
4 Recycling vocabulary ‘multimodally’ 81
5 ‘Poor’ and ’rich’ vocabulary tasks 82
6 Personalising 82
7 Glossaries and Personal Idiom Files 83
8 Reading strategies 84
9 Text types and structures 88
10 Using the CEFR 92
11 Scaffolding tools 93
12 Graphic organisers 95
13 Using visuals 96
14 Questions for understanding 97
15 Fat and skinny questions 98
16 Bloom’s taxonomy 99
17 Cummins’ Quadrants and guiding understanding 102
CONCLUSION 103
Practical vocabulary ideas 104
Practical activities related to texts 110
4 ENCOURAGING SPEAKING AND WRITING IN CLIL 117

INTRODUCTION 117
CASE STUDY 119
1 Types of output 120
2 Why output is important in CLIL 121
3 The types of difficulties CLIL learners experience with output 122
4 Cummins’ Quadrants and encouraging speaking and writing in CLIL 122
5 The mode continuum 124
6 How to guid learners to produce more CALP 125
APPLICATIONS IN CLIL - TEACHING SPEAKING 126
1 Negotiation of meaning in spoken interaction 126
2 Information gap activities 128
3 Exploratory talk 128
4 Effective speaking tasks 129
5 Effective questioning 130
6 Suggestions for effective questioning 131
7 Tips for encouraging learners to speak English 132
8 Scaffolding spoken output 133
9 Speaking frames 134
4 CLIL SKILLS
10 Differences between speaking and writing for CLIL 138
APPLICATIONS IN CLIL - TEACHING WRITING 139
1 Methodological approaches 139
2 Discuss text types, aims and audience 141
3 Work with examples 142
4 Look at text features (text deconstruction) 142
5 Help learners generate ideas 144
6 Write together (joint construction) 144
7 Guide and support first attempts 144
8 Scaffold the writing process 144
9 Encourage learners to write independently 148
10 Encourage peer review 149
11 Give feedback during the writing process 150
CONCLUSION 150
PRACTICAL LESSON IDEAS - ENCOURAGING OUTPUT 152
Practical lesson ideas to encourage speaking 152
Practical lesson ideas to encourage writing 159
Practical lesson idea to encourage non-linguistic output 168
5 ASSESSING LEARNING AND GIVING FEEDBACK FOR CLIL 171

INTRODUCTION 171
CASE STUDY 173
1 Assessment 175
2 Why assessment? 175
3 The importance of alignment 176
4 Assessment of learning versus assessment for learning 177
5 Forms of assessment 177
6 Assessment for learning: pros, cons and recommendations 179
7 Why assess language? 181
8 What are rubrics? 181
9 Why rubrics? 185
10 How to make rubrics 186
11 Peer and self assessment in CLIL 186
1 Assessment and the Cummins’ Quadrants 187
2 Principles of assessing bilingual learners 192
3 The kinds of language mistakes learners make 193
4 The reasons for second-language mistakes 194
5 Effective ways of dealing with mistakes 196
6 Feedback on speaking 197
7 Feedback on writing 199
8 Giving feedback on content and language 202
CONCLUSION 205
PRACTICAL LESSON IDEAS - ASSESSMENT AND FEEDBACK 206
Practical lesson ideas for assessment 206
Practical lesson ideas for feedback 212
CONTENTS 5
6 USING PROJECTS FOR CLIL 217
INTRODUCTION 217
CASE STUDY 218
1 CLIL projects 221
2 Types of projects 222
3 Advantages of CLIL projects for bilingual learners 222
4 Advantages of CLIL projects for teachers 225
5 Disadvantages of CLIL projects 226
1 Characteristics of good cross-curricular CLIL projects 226
2 Formulating project aims 226
3 Project design 227
4 The learner’s role in projects: grouping learners 229
5 Co-operative learning: SPIRE 230
6 Teacher’s role at the start of a project 232
7 Teacher’s role during a project 233
8 Teacher’s role at the end of a project 233
9 WebQuests 239
10 Why WebQuests for CLIL? 240
CONCLUSION 243
Key to Teacher Tasks 255

References 259
Publications 259
Dictionaries 261
Websites 261
Acknowledgements (from the original edition) 263
Introduction (from the original edition) 264
Appendix: the Common European Framework of Reference for Languages 266
Glossary 268
6 CLIL SKILLS
INDEX OF PRACTICAL LESSON IDEAS
Activity 1 Key words 27
Activity 2 Competition: Quickest or most 27
Activity 3 Questions 28
Activity 4 Scrambled sentence 28
Activity 5 Red and green cards 29
Activity 6 Props or visuals 29
Activity 7 Video clip 30
Activity 8 Internet 30
Activity 9 Spider diagram 31
Activity 10 KWL grid 32
Activity 11 Placemat 32
Activity 12 Venn diagram 33
Activity 13 Think, pair, share 34
Activity 14 Predict, observe and explain 34
Activity 15 Sentence stem 35
Activity 16 Target practice 35
Activity 17 Finding materials online 62
Activity 18 Graphic organisers 63
Activity 19 Using pictures and asking questions 64
Activity 20 Interview 65
Activity 21 Hands-on experiments or experiences 65
Activity 22 Mind the gap 66
Activity 23 Word cards 1 67
Activity 24 Word cards 2 67
Activity 25 Spot the words 68
Activity 26 Make a gapped text 69
Activity 27 Odd one out 104
Activity 28 Word cards 104
Activity 29 Everyday, academic and subject language 108
Activity 30 Crossword 108
Activity 31 Mnemonics 109
Activity 32 Gapped text with academic words 109
Activity 33 Noticing 110
Activity 34 Ranking cards 111
Activity 35 Jigsaw reading 111
Activity 36 Graphic organizers 113
Activity 37 Stickers 114
Activity 38 Hot air balloon debate 152
Activity 39 The controversial question 153
Activity 40 Role-play 154
Activity 41 Taboo guessing game 155
Activity 42 Elevator pitch 155
Activity 43 Government economies 156
Activity 44 Information gap 156
Activity 45 Talking about talking 158
Activity 46 I am a... 159
Activity 47 The story of... 160
Activity 48 Dictogloss 161
Activity 49 Three-picture story 162
CONTENTS 7
Activity 50 What has just happened? 162
Activity 51 Learner-generated questions 164
Activity 52 A day in the life of... 165
Activity 53 Class magazine 166
Activity 54 Encyclopaedia entry 167
Activity 55 Design a model to be tested in class 168
Activity 56 Name and assess the content and language used in activities 206
Activity 57 Task with language and subject assessment criteria 207
Activity 58 Assessment questions 207
Activity 59 Rubrics 208
Activity 60 High or low demands 210
Activity 61 Relay race labeling 210
Activity 62 Inner / Outer circle 211
Activity 63 Correction code 212
Activity 64 Common mistakes 213
Activity 65 Card game with typical mistakes 214
Activity 66 False friends 214
Activity 67 Record learners performing a speaking assessment 215
Activity 68 Let’s talk 215
Activity 69 Name cards 215
Activity 70 Brainstorming for projects 244
Activity 71 Designing a CLIL project 246
Activity 72 Project checklist 246
Activity 73 Forming groups 248
Activity 74 Forming groups according to multiple intelligence profiles 249
Activity 75 Group contract 252
Activity 76 Group self-evaluation sheet 253
Activity 77 Coaching questions 254
INDEX OF TEACHER TASKS

Task 1 Images of activating 16
Task 2 Activating language 16
Task 3 Teacher development: activating for CLIL 27
Task 4 Your own ideas about input 38
Task 5 Teacher development: evaluating input 61
Task 6 Alternative ways of supporting understanding 72
Task 7 Text types and purposes 89
Task 8 Fat and skinny questions 98
Task 9 Teacher development: guiding understanding 103
Task 10 Different types of output 118
Task 11 Learning activities to encourage speaking or writing 124
Task 12 Fat or skinny questions? 131
Task 13 Teacher development: encouraging speaking and writing 151
Task 14 Your own ideas about assessment and feedback 172
Task 15 Teacher development: assessing learning and giving feedback 205
Task 16 Giving feedback on a project 218
Task 17 Issues with projects in CLIL 221
Task 18 Teacher development: using projects in CLIL 243
8 CLIL SKILLS
INDEX OF EXAMPLES
Example 1 Activating activities 24
Example 2 Activating through multiple intelligences 25
Example 3 History text 40
Example 4 Biology text 40
Example 5 Poem poster 45
Example 6 B1 text 58
Example 7 C1 text 58
Example 8 Simplified text 60
Example 9 Contingent scaffolding 77
Example 10 Built-in scaffolding 77
Example 11 Selecting vocabulary 80
Example 12 Model glossary entries 83
Example 13 A2 level task 92
Example 14 B2 level task 93
Example 15 Reception scaffold: writing frame for art 94
Example 16 Transformation scaffold: writing frame for geography 95
Example 17 Using visuals and scaffolding for religious education 96
Example 18 A warm-up activity for physical education 127
Example 19 Speaking cards for biology 129
Example 20 Creating questions for history 132
Example 21 Speaking frames for geography 134
Example 22 Production scaffolds for history 135
Example 23 Production scaffolds for geography 136
Example 24 Speaking frame for agreeing and disagreeing 137
Example 25 Writing frame for geography 145
Example 26 Writing frame for art and design 145
Example 27 Writing frame for history 146
Example 28 Writing frame for English 147
Example 29 Writing frame: connectives 148
Example 30 Essay writing checklist 149
Example 31 Poem poster instructions for biology 173
Example 32 Rubric for poster assignment 182
Example 33 Rubric for geography assignment 184
Example 34 History assessment 189
Example 35 Geography test 190
Example 36 Corrected writing for geography 199
Example 37 Instructions for a project on the Sahara 219
Example 38 Fit is cool 229
Example 39 Project timetable for project on gene mutations and disease 233
Example 40 Cross-curricular CLIL project: overview, planning, aims 234
Example 41 Cross-curricular CLIL project: handout KWL chart for teachers’ use 236
Example 42 Cross-curricular CLIL project: learners’ handout Art and Design 237
Example 43 Cross-curricular CLIL project: learners’ handout English 238
Example 44 Cross-curricular CLIL project: painting and artistic statement 239
CONTENTS 9
FOREWORD
CLIL is one of the most innovative and successful developments of Dutch and European education.
The European Platform has actively supported CLIL since its earliest beginnings in the Netherlands,
by acting as national contact for information and advice on CLIL, offering general and financial support to
schools, monitoring the quality of CLIL through school visits and certification, and co-operating with
researchers and teacher training institutes. In the past twenty years, the number of schools offering CLIL
education in the Netherlands has rapidly increased. More than a hundred schools are now members of
the school network that was founded by the European Platform in 1994.
This is not an isolated phenomenon: we see a steady expansion of CLIL provision in school education in
the great majority of European countries, supported by EU and national policy initiatives. Educators, policy
makers and parents consider CLIL a strong means to offer children a better preparation for their future life,
in which international contacts and mobility will be increasingly more widespread.
Faced with such a growth of CLIL education, one of the crucial challenges that we have to deal with is
the provision of good pre- and in-service teacher training and effective teaching materials. From this
perspective, I highly appreciate that we can offer Dutch CLIL teachers a comprehensive handbook, aimed
at supporting them in their daily work. In CLIL Skills the team of authors, composed of teacher trainers
working at Dutch teacher training institutions involved in CLIL, have brought together broad knowledge
and long experience in this field, and have created a valuable instrument for the professional development
of teachers.
I am confident that CLIL Skills will meet the needs of many CLIL teachers: it clearly presents the theoretical
background on which CLIL is founded, showing the implications for classroom practice and offering useful
practical ideas for CLIL lessons.
I sincerely hope that this handbook will be of value to all who read it.
Jindra Divis
European Platform - internationalising education
General Director
10 CLIL SKILLS
HOW TO USE THIS BOOK
Each chapter in CLIL Skills is structured in the same way. In the INTRODUCTION, the topic of the chapter is
introduced, and the main points summarised. The introduction also contains one or two Teacher Tasks to
get you thinking about the topic. The CASE STUDY provides concrete and authentic examples from the
teaching practice.
Next, BACKGROUND AND THEORY offers a more in-depth overview of the theories, principles and
academic insights underpinning the chapter’s topic. APPLICATIONS IN CLIL illustrates how the theory is
applied to the practice of the CLIL classroom. The CONCLUSION summarises the chapter and offers a
follow-up Teacher Task for teacher development.
The final section of each chapter, PRACTICAL LESSON IDEAS, comprises a wealth of CLIL classroom
activities, many of them taken directly from Dutch CLIL practice. Each activity is presented in the same way:
the first section sums up the assignment in a single sentence, the second section describes how to do the
activity, and the third section provides examples and suggestions of how the activity might be applied in
different subjects.
The practical lesson ideas can be used independently from the rest of the chapter. They are easily accessed
through a separate index and recognisably colour-coded. The Teacher Tasks and the numerous Examples
provided throughout the chapters are also listed in separate indices. There is a Key to some of the Teacher
Tasks at the end of the book.
Words that are italic and underlined can be found in the Glossary at the end of the book.
Phrases or sentences marked with an asterisk (*) are examples of incorrect learner language use.
Teacher Task
Example
Practical lesson ideas
CLIL SKILLS 11
CONTRIBUTIONS FROM CLIL TEACHERS
The following teachers contributed to this book by offering (parts of) lesson ideas,
examples and projects.
Yvonne Boelman, history, Isendoorn College, Warnsveld

Practical lesson ideas: 35, 40
Jan de Brauwer, history, Cals College, Nieuwegein

Example: 34
Practical lesson idea: 63
Lorna Dunn, religious education, Dr. Mollercollege, Waalwijk

Example: 17
Jan Flokstra, physics, Van Der Capellen Scholengemeenschap, Zwolle

Bob Gembey, English, Rijnlands Lyceum, Sassenheim

Example: 28
Arthur de Graaff, biology, Isendoorn College, Warnsveld

Mathijs Hekkelman, English, Rijnlands Lyceum, Oegstgeest

Example: 12 (bullet point 5)
Sally Hill, biology, Van Der Capellen Scholengemeenschap, Zwolle

Case study: Chapter 5, Chapter 6
Example: 5
Practical lesson ideas: 25, 28, 31 (second mnemonic), 46, 53, 57, 76
Mireille ter Horst, history, Isendoorn College, Warnsveld

Sissi Hubers, religious education, Isendoorn College, Warnsveld

Example: 24
Frankje Huisman’s chemistry class, Isendoorn College, Warnsveld

Practical lesson idea: 31 (first mnemonic)
Heidi Krieger, geography, Rijnlands Lyceum, Wassenaar

Case study: Chapter 4
Examples: 30, 33, 35, 36
Figure: 5.9
Marjolijn Kruijt, geography, International School, Den Haag

12 CLIL SKILLS
Dennie Lodders, physical education, Dr. Mollercollege, Waalwijk
Examples: 18, 38
Annelet Lykles and Menno Ruppert, geography, Herman Wesselink College, Amstelveen
Examples: 23, 40
Fred Oosting, history, Rijnlands Lyceum, Oegstgeest

André van Raalte, biology, Vechtstede College, Weesp

Mark Steenvoorde, technology, Rijnlands Lyceum, Oegstgeest

CLIL SKILLS 13
1
14 CLIL SKILLS
1 Activating for CLIL
This chapter covers:

• what activating for CLIL is;
• why activating is important;
• different types and ways of activating in the CLIL classroom;
• practical CLIL classroom activities to activate and motivate learners;
• suggestions for follow-up activities.
INTRODUCTION
Activating (sometimes referred to as activating prior knowledge or activating existing knowledge) involves
getting the learners’ brains working before introducing a topic or theme, as well as motivating them to
learn. It means engaging learners in a lesson topic, and helping them access what they already know about
the topic, so that they can link that knowledge to the new material. In CLIL, it is important to activate both
ideas and language.
CHAPTER 1 15
Before you continue, try to activate your own ideas about activating with the help of the
Teacher Tasks below!
1 Images of activating
Look at the following six images and answer these questions:
a Write down a title for each image. Which underlying theory or belief about activating knowledge for
learning does each image represent for you?
b Which image best illustrates your own ideas about activating prior knowledge, and which one the
least? Rank them on a scale from 1 to 6 according to your preference.
2 Activating language
a Write down as many synonyms and associations for the verb TO ACTIVATE as you can.
How many different words can you think of that mean something similar to activating?
b Compare your list with the thesaurus entry in the Key.
These two tasks were designed to activate the knowledge, associations and language you already have
about activating. All three are important in CLIL. In Task 1 you tap into your own ideas and knowledge and
associations about activating. In Task 2 you activate the language you know that is associated with the word
activating. Each reader will respond differently, choosing a different image and generating their own
language, according to their individual previous knowledge and beliefs. However, readers will all start
thinking about the topic, which is necessary to process the information which follows.
16 CLIL SKILLS
CASE STUDY
This geography teacher activated her learners at the beginning of a series of lessons on the topic of China.
The lesson is aimed at third-year CLIL learners (14/15-year-olds).
Content aims
At the end of the lesson, learners can:
• identify key issues relating to China;
• categorise them in geographical terms (environmental, historical/social, political and economic).
Language aims
At the end of the lesson, learners:
• know key vocabulary for describing issues in China;
• can skim and scan for specific information in newspapers.
“I wanted to introduce the topic of China. Before the lesson, I asked the learners to bring in a broad-
sheet newspaper from home. I started the lesson by hanging four large empty sheets of paper on the
board. Each had a title: Environmental, Historical/Social, Political and Economic. Then I handed out a
worksheet containing an overview of the lesson, and gave the class one minute to write down,
individually, at least five things about China they already knew. I told them to keep the list for later and
handed out copies of The Economist magazine and English broadsheet newspapers, asking them also
to take out the newspapers they had brought from home. I then asked the learners to work in pairs
and find headlines relating to China. The next step was for them to write the headlines into one of
the four categories on the posters. Then the class discussed the headlines, the meanings of the
different categories and whether these covered all the topics in the headlines. I highlighted the topical
geographical issues relating to China, linking these to issues they had talked about in previous lessons.
Finally, I referred the learners back to their brainstormed notes and asked them to say if any of the
points they had thought of were not yet on the board, and in which categories they would put them.
The class decided to add one new category, Culture, based on their notes from the initial brainstorm.”
Figure 1.1 Activating in a geography lesson
WHY IS THIS CLIL?

This start to the lessons about China contains many characteristics of activating that can help learners to
acquire both subject and language skills. By reading, speaking and writing about the headlines referring to
China, learners can access existing ideas, associations and language that they have about China. Asking the
learners to bring in broadsheet newspapers from home helps them to make links between their own
culture and language (Dutch or any other home spoken language and culture) and the target culture and
language (how people think and talk about countries in geography). It builds on what the learners already
know from daily life in different languages, by adding new information and language from newspapers
and/or reinforcing the ideas and language knowledge they already have.
The use of newspapers in a number of possible languages (brought in by the learners) is interesting;
by bringing both their worlds into the classroom, it acknowledges that the learners are bilingual and
bicultural. In addition, the categorisation activity requires the learners to process the ideas at a deeper
level, by having to place a headline in a geographical category. The final class discussion brings together
the associations they already had with a geographical way of thinking about developments (the culture of
geographical thinking). It also brings together fresh language and content input from newspapers, their
peers and the teacher. This shows how a teacher can link the learners’ existing ideas and language with
new subject-specific ideas and thus expand both knowledge and language in a CLIL classroom.
CHAPTER 1 17
BACKGROUND AND THEORY
1 WHY ACTIVATE?
There are several general reasons why it is effective to activate in all classes.
Motivation and raising interest

Activating prior knowledge can increase the learners’ motivation. At one end of the motivation continuum,
we have intrinsically motivated learners, who love learning for itself. At the other end, we have learners who
are only extrinsically motivated and who need rewards (and sometimes punishment!) to learn. Tapping into
learners’ prior knowledge and finding ways to connect to their existing knowledge can be useful to
increase their motivation.
Expectations
In real life you know what to expect when you do certain actions. For example, when you watch the TV,
at some point the news will be broadcast, and if you switch to another channel, you generally know
what type of programme to expect. In a lesson, the learners come ’cold’ to a subject, so activating prior
knowledge helps them to create a context and expectations about what is to come.
Focusing
Learners come into our lessons from other subjects and need to tune in again to a new one. Activating
helps them to focus on the topic and the language of the lesson, or to return to a topic which they were
dealing with in previous lessons.
Individual differences
Learners are different. They know different things; they come from different cultural and linguistic
backgrounds. They have different interests, learning styles and intelligences. Activating helps these
differences become visible to teachers, so that they will know how to link in to what different learners
know. Moreover, it makes the differences visible to the learners, revealing to them that they can gather
both information and alternative ways of learning from each other.
2 WHY ACTIVATE IN CLIL?

When activating, a CLIL teacher needs to help learners make explicit in the target language both the ideas
and the language they already know, so that they can make sense of new content as well as new language.
Giving learners time to work on what they already know also reveals the gap between what they already
know and what they do not know yet. When both teachers and learners become aware of this gap, learning
becomes more effective: activating is important both for CLIL learners and CLIL teachers.
The reasons for activating mentioned above have led many teachers to start their lessons by engaging
their learners’ attention in some way and reviewing what the learners already know about the topic. In the
CLIL classroom, learners are learning new ideas through a foreign language, which makes the issue more
complex. Although some learners may already have some knowledge of a topic and be able to understand
everything the teacher tells them about it, they may not be able to produce the language to articulate their
ideas. Accessing prior knowledge, experiences and language are all vital here.
In terms of language, CLIL teachers may choose to introduce subject-specific terminology. For example,
in a biology lesson on the respiratory system, they might focus on specialist labels for the respiratory
system, such as trachea, bronchia, diaphragm and verbs like inhale and exhale. However, because the pupils
are learning in a foreign language, there may also be gaps in their everyday language, such as the phrases
breathe in and breathe out. A CLIL teacher, therefore, needs to activate and check the learners’ everyday
language as well as subject-specific language.
18 CLIL SKILLS
There may be a role for the first language at the activating stage of the lesson, as learners might know
concepts and words in their first language and simply not know the words in English. However, the use
of the learners’ first language in the classroom is something that many teachers try hard to discourage.
As with many classroom issues, ultimately, the solution is a question of balance and context. Some
background to this topic is covered later – see Common Underlying Proficiency under the section on
Bilingualism.
Not activating
Another way of looking at the topic of activating is to think of what happens if teachers do not have an
activating stage in their lessons. The content and language in the lesson are less likely to be remembered
and will be more difficult to reproduce later. Without the activating stage, CLIL learners may take longer to
process and understand the subject concepts covered in the lesson. After all, activating helps to make
connections. The stronger the connections, the better the learners store the information and the better
they will be able to retrieve it when they need it. In other words, if teachers do not activate, the learning
process may turn out to be both less effective, as the learners may learn less, and less efficient, as they may
learn more slowly.
3 WHICH LEARNING THEORIES ARE IMPORTANT IN ACTIVATING AND CLIL?

This section contains a brief overview of the main theories which have influenced our writing in this book.
These include ideas relating to bilingualism, second language acquisition, cognitive learning,
constructivism and social constructivism. These theories not only underpin the importance of activating,
but they also form the basis of all of the ideas and suggestions we make in this book. Rather than repeat
them in each section, we have decided to explain them here, in the first chapter.
Bilingualism
The image of an iceberg is sometimes used to explain the way that bilingual learners’ brains use
two languages to make sense of their world (Cummins, e.g. 2005).
Cummins compares bilingual learners’ brains to an iceberg, with parts of their knowledge invisible, under
the waterline, and parts of it visible, above the waterline. Underneath the waterline, the learners have
experiences and knowledge of the world, as well as an understanding of how language is used to express
their thoughts; all of which is independent of the language they use to express this - this is what Cummins
calls Common Underlying Proficiency. Above the waterline, there are the two or more languages bilingual
learners can use to express or interpret ideas. Activating in CLIL is important because it shows us what the
CHAPTER 1 19
learners already know in terms of both language and content, that is, it makes part of their Common
Underlying Proficiency visible to the teacher, themselves and others. Some of what learners know may be
visible in their first language (L1); in other words, they know both the words and the concepts in their
first language. For example, they may know the concept of ‘metamorphosis’ and the word metamor’fose
in Dutch. This knowledge may not be visible in the second language (L2), as they do not know the
pronunciation and spelling of the English word meta’morphosis – the stress is on a different syllable.
What needs adding is not the understanding of the concept, just the label (the word metamorphosis and
how to pronounce and spell it). If learners know neither the concept of ‘metamorphosis’ nor the language
used to describe it, they will need to develop both concept and language at the same time.
Second language acquisition theories

Four language acquisition theories are key to understanding how we learn languages and why activating
is important. These are: input theories, intake theories, interactionist theories and output theories. The
following paragraphs briefly explain these theories. (For more information, see Lightbown & Spada, 2006).
Language input is the language we read and hear. Input theories of second language acquisition
(input hypothesis) suggest that language input which leads to language learning should be meaningful,
relevant and realistic. It should also be at a slightly higher level of language than learners are able to
understand (sometimes referred to as i + 1, i being the learner’s current level), and there should be plenty
of it (see section 2.5). It is important that there may be a difference between what learners can understand
in the L2 and what they can produce in the L2. The activating stage of a lesson can be used to provide rich,
plentiful, varied and repeated exposure to the language needed in the lesson, which will help learners
move from merely understanding to producing. This in turn helps language acquisition.
Intake is input coupled with understanding. Intake theories suggest that learners will learn language if they
come across it frequently and if they take some time to process this language. The activating stage of a
lesson can provide familiar and perhaps new language, and ensure that some time is spent using it. Intake
is more likely to happen when learners use language during learning activities. These activities should
encourage them to notice both what is being said and how it is being said.
Interactionist theories have shown that meaningful interaction is important in language learning, and
that learners who focus on the meaning of what they hear, read, speak or write are more effective language
learners than those who concentrate mainly on grammatical accuracy. CLIL may be helpful for language
acquisition because it provides both the content (meaning) needed for language acquisition and the
language needed for subject development. Activating ideas, experiences and language will help learners
with their language acquisition as these bring together the learners’ ideas and language with new ideas
and language in a meaningful context. For this, it is important to use pair and group work so that the
learners interact with each other during the activating stage of a lesson.
Output hypothesis argues that in order to learn a language, learners need to produce language: speaking
or writing. This is because when they speak or write, learners can notice the gap between what they can
say and what they want to say. They can experiment, be creative, and make mistakes. All of this will help
them to become more proficient language users. Output can be produced at all stages in the lesson, and is
also important in the activating stage of the lesson.
Cognitive learning theories

Another set of theories that are important in CLIL are cognitive learning theories, including constructivism
and social constructivism. Cognitive learning theories suggest that people remember things more effectively
if they spend more time thinking about them, and if their brains have to work harder to complete a task.
This means CLIL may be a useful tool for learning, because learners have to work harder if they learn in a
20 CLIL SKILLS
second language. As a result, CLIL learners are more likely to remember what they have learned, not only
in terms of language, but also of content. Activating is a way of starting up the thinking processes that
will help learners to remember what they learn.
These theories also suggest that we learn when there is a conflict between our existing ideas and new
ideas, when we notice a difference between the language we are using and new language needed to
express the new ideas, and when attention is paid to how language works to express the new ideas.
The activating stage can challenge learners’ assumptions about a subject, and draw their attention to
different meanings in different contexts, to how words change form in different contexts, differences
between languages, and differences between everyday language and academic language (register).
Constructivism
In constructivist theories of learning, learners are thought to build up knowledge for themselves.
These theories stress that worthwhile learning involves the creation of new personal meaning with the
new material, and combining it with what is already known. Moreover, these theories argue that learning
takes place when learners themselves make sense of what they are learning. Therefore, learners need to get
their bearings at the start of a lesson or topic, to gather the information which they already know, so they
can make sense of the new information. They can do this by comparing new ideas, information and
language with their existing knowledge and experiences. It is essential that it is not the teacher, but rather
the learners themselves who make the link between their prior knowledge and the content of the subject.
Social constructivism
Social constructivist theories of learning emphasise that learning is a social, dynamic process, and that
learners create meaning together, through interacting with one another. By participating in activities and
working with other learners or with the teacher during the activating stage of a lesson, learners will also
create meaning for themselves. Williams & Burden (1997) present more information about constructivism
and social constructivist theories in relation to language learning.
CHAPTER 1 21
APPLICATIONS IN CLIL
CLIL teachers can activate a new subject in different ways. The choice of activating tasks will largely depend
on the lesson or series of lessons which follow. These tasks may seem time-consuming, but they are worth
implementing. In the long run, they will often make learning more effective.
Teachers can deal with one or more of the following aspects of a topic:
• language
• knowledge
• experience
• thinking
They can also select activating tasks which take into account:
• interactions
• multiple intelligences
Learners have many different kinds of existing knowledge about a topic. A teacher will determine what
to include in a lesson based on the level of prior knowledge the learners already possess. We shall use
the previously mentioned geography example to illustrate further ways of activating the four aspects
language, knowledge, experience and thinking.
1 LANGUAGE
We can think about features of the word China and its use. We know the word China cannot take an -s
to make it plural, that it can be the subject of a sentence (China is developing rapidly), or the object of a
sentence (A European minister is visiting China), that it changes to Chinese to describe the people and the
nationality. It occurs more frequently with certain words and topics than with others (restaurant rather
than station, gymnastics rather than football, red rather than blue, chopsticks rather than spoons).
Thinking about China in this way helps activate words, so that learners notice how they behave
grammatically, how they are pronounced or spelt, and how they are used in sentences. Multiple meanings
and false friends can also be discussed.
When activating language, the CLIL teacher can check understanding, correct misinterpretation, focus on
important words, personalise the meanings of words, highlight the differences between everyday and
academic words, and give models of commonly used structures to discuss a topic (such as cause and effect
and conditional sentences).
2 KNOWLEDGE
A geography teacher introducing the topic of China has a wealth of existing knowledge in the learners
that she can tap into.
Cultural aspects of a subject

We attach social and cultural significance to the word China. When we say “Let’s have Chinese tonight,”
we expect everyone to understand that we mean food, not people. Each school subject will have different
associations with China. In a geography lesson, we may think of high population figures; in physical
education, of gymnastics or the Olympics; in art, of calligraphy, porcelain, and bamboo; in history,
of Marco Polo; in biology, of panda bears and mongooses.
This means that in a geography lesson, we might want to explore demographic issues, whereas in social
studies we might want to consider political systems. So, we also want to activate a particular way of
thinking about a subject: a subject-specific discipline.
22 CLIL SKILLS
Background or factual aspects
When we think of the word China, we have many different kinds of associations not directly related to the
meaning of the word. We might know various facts about China; for example, it is a country in Asia, ruled
by Communists, hosted the Olympic Games in 2008 and it has implemented a one-child policy to reduce
population expansion.
3 EXPERIENCE
The personal experiences of a group of learners will likely vary greatly: some will have more associations
with China than others, and the sources of these associations may also differ - film, martial arts, family or
travel. The learners may share academic experiences, for example if they have discussed China in class
before, but what they remember of this may also vary greatly. Finally, the way they respond to and
interpret references to China will depend on their own beliefs, opinions or attitudes.
Personal experience
Learners conceive China through our their experiences, for example through watching or reading the
news, seeing Chinese films, having visited the country as a tourist, meeting Chinese people living in the
Netherlands, or having family associations such as Chinese relatives.
Academic experience
Learners will have come across China in an academic context in other subjects at school, as well as in
previous lessons in a particular subject. They may have discussed China in relation to global warming
in geography, greenhouse gases in biology and the role of industrialised and developing countries in
contributing to global warming in social studies.
Beliefs, opinions or attitudes

Learners also have opinions about China. They may think that all Chinese people eat with chopsticks,
or disagree with the one-child policy, or feel that China should reduce the number of cars to combat
pollution.
4 THINKING
When CLIL teachers activate existing knowledge and experiences, they can do so in ways which create a
‘conflict’ or puzzle in the learners’ brains (a cognitive conflict). This can be accomplished by creating doubt in
the learners’ minds about how complete their picture of China is, or how accurate their ideas about China
are, and how appropriate their ways of thinking about China are within the context of the school subject.
The conflict can be triggered by new information, either from the teacher, other learners, spoken and
written texts or images.
Here are some examples of different ways of activating in a lesson about China, dealing with each of
the aspects above.
CHAPTER 1 23
1 Activating activities
What is being activated? Short description of a possible activating activity
Language Make a word web with the word CHINA in the centre, and
then sort all the words about China into different categories.
Knowledge: cultural aspects Make a list of similarities and differences between

The Netherlands and China in relation to demographics and
population control.
Knowledge: background or Scatter some facts or numbers about China on the board, e.g.
factual aspects
1 321 216 931 (population in 2007)
Ming (dynasty 1368-1644)
one child (policy in force since 1979)
1921 (founding of Communist state)
hammer and sickle (yellow, found on red flag)
Learners guess what the numbers and facts mean, and

predict what the lesson will be about.
Experience: personal Have a class discussion about meeting Chinese people,

experience watching Chinese films, doing martial arts, travelling to
China, or eating Chinese food.
Experience: academic Ask learners to spend 5 minutes writing down all the links to
experience China they can think of that have been made in any lessons
during the last 5 weeks.
Experience: beliefs and Give each learner a red and green card. Read out statements,
attitudes one by one, which provide an opinion about China. Learners
all indicate AGREE with a green card, or DISAGREE with a red
card. Then ask learners to elaborate on their beliefs.
Thinking skills Ask learners to sort all the words the class has brainstormed
into six provided categories, for example history,
environment, food, society, politics, other.
5 INTERACTIONS
Activating tasks that encourage interaction and appeal to different types of learners are important, too.
At the activating stage of the lesson, a teacher can have the learners talk to each other, and thus use
language in interactions. Setting up pair or group work at this stage, as well as having whole-class
discussions, can make the activating stage more effective.
24 CLIL SKILLS
6 MULTIPLE INTELLIGENCES
Teachers can also consider activating learners through different learning styles or multiple intelligences,
so as to reach and engage a larger number of learners. Learners can choose the activity or activities they
personally prefer to carry out. Naturally, we are not suggesting that a teacher always offer eight different
types of activities; this depends on the learners and teacher in question. Here are some examples of
activating activities for each of the eight multiple intelligences. The topic is population growth in China.
2 Activating through multiple intelligences
Intelligence Way of activating through each intelligence
Logical- Learners match labels with the names of different countries to different
mathematical graphs indicating population growth. One should be for China.
Bodily- Teacher prepares statements about population growth with which

kinaesthetic learners agree or disagree. She reads out the first statement. Learners
who agree go to one part of the classroom; those who disagree go to
another part. They discuss their opinions about the statement. The same
with
statement 2, and so on.
Linguistic Teacher writes the title of an article about China on the board, e.g.
“Population growth: Friend or foe?” or “Who controls the family?”
Learners guess what the article will be about, using the prompts Who?
Where? What? When?
Musical Teacher plays Chinese music (e.g. Monkey: Journey to the West) as
learners brainstorm all they ideas they have about China.
Interpersonal In pairs, learners discuss what they know about population growth and
the one-child policy in China.
Intrapersonal Individually, learners complete a sentence stem 10 times, such as China

is... (see practical idea 1.9.15).
Naturalist Learners work in small groups to predict the environmental impact of

population growth, using key words such as water, forests, air and travel.
Visual-spatial Teacher shows a picture of a very crowded Chinese scene, asking learners
prompting questions, such as
Where do you think this is?
Why is it so crowded?
Where are these people going?
What time of day is it?
What are they thinking?
CHAPTER 1 25
LINK TO LESSON
The information, skills or language which teachers activate need to be linked, of course, to the lesson they
are preparing to teach. A teacher in a vocational hotel and catering school doing a unit on international
food, who wants her learners to create a menu for a delicious Chinese meal at a four-star restaurant in
Amsterdam, might choose to activate the language of Chinese food. She could ask groups of learners
sitting around a large sheet of paper to brainstorm Chinese food in English (chop suey, sweet and sour
pork, noodles). But a geography teacher’s aim might be for learners to understand the ideas and policies
of China related to the population explosion. Then, a more appropriate activating activity might be to ask
them to agree or disagree with a number of statements related to the one-child policy in China; for
example, “Everyone in the world should be allowed to have as many children as they like”, “Chinese people
should be sterilized after having one child” or “We should have a two-child policy in the Netherlands”.
The amount of time a teacher spends on the activating stage of a topic depends on the context. It may take
two minutes, ten minutes or a whole lesson. In any case, it is worth spending some time on forging explicit
links to what bilingual learners already know.
CONCLUSION
An essential part of the learning process is to help CLIL learners activate the many different kinds of
knowledge, experiences and language that they already possess and then use these to build on.
When learners study a subject through a foreign language, they have to take in both new ideas and
new language. Therefore, it is important for the CLIL teacher to encourage activation of the knowledge,
experience and language networks in the brain to strengthen the connections and speed up the number
of activations. This will ultimately help learners to learn both the language and the content more
effectively.
To sum up, an activating stage of a CLIL lesson can:

• engage the learners’ interest and curiosity, thus motivating them;
• provide rich (plentiful, varied, repeated) language input;
• help learners notice features of the language (meaning, form, differences between Dutch and English,
or between everyday and academic language);
• help learners notice the gap between their knowledge and understanding of concepts in their first
and second language;
• help learners notice the different labels used for concepts they already knew in their first language,
but yet not in their second;
• help learners to make the language and content of the lesson meaningful to them personally;
• stimulate interaction between learners;
• encourage learners to produce (spoken or written) language;
• activate relevant, useful or half-remembered language for the lesson;
• activate relevant cultural and background knowledge for the lesson;
• activate relevant personal or academic experiences which will help the learners in the lesson;
• activate existing beliefs about and attitudes to the topic of the lesson;
• challenge or surprise the learners in some way;
• challenge the learners to think more deeply about the topic of the lesson;
• appeal to different learning styles or multiple intelligences.
26 CLIL SKILLS
3 Teacher development: activating for CLIL
1 Select three different activating ideas from this chapter, and then use each one to design three
activating activities for your own subject.
2 Choose the five activating activities in this chapter that you liked best. Which theory or theories are
reflected in each of the chosen activities? What does that say about your own ideas about learning and
activating?
3 List your personal criteria for what makes a successful activating stage in a lesson, and put them in
order of importance.
4 Choose a topic you will be covering in class, and design eight multiple intelligence activating ideas.
PRACTICAL LESSON IDEAS  ACTIVATING

1 KEY WORDS
Guess the topic of the lesson and explain useful words.
Write ten random key words about a topic on the board. Ask learners to answer these questions:
• What will the lesson be about?
• Which words can you add to these?
• Which words are unfamiliar?
Provide definitions of the least familiar words.
Biology: Classification
Write the words kingdom, class, family, species, genus and phylum on the board:
Ask learners to guess what the lesson will be about, and whether they can add any more words
related to this classification. Then ask them to look up and note down a definition for one word. In
turns, learners read aloud their definition and everyone writes down which word is being described.
2 COMPETITION: QUICKEST OR MOST
Quickly list a fixed number of words or produce as many as you can, related to the topic
of the lesson.
Write the topic of the lesson on the board. Learners work in pairs to either
1 be the first pair to write down ten verbs related to the topic; or
2 be the first pair to write down the most verbs (or nouns) related to the topic.
Geography: Global warming

Quickest
Ask learners to work in pairs and write down ten verbs used to talk about global warming.
Which pair is the first to get ten?
Most
Give learners one minute to write down as many verbs used to talk about global warming as they
can think of. Which learner produced the most in the time available?
CHAPTER 1 27
3 QUESTIONS
Write down ten questions about the lesson topic.
Write the topic of the lesson on the board. Learners work in pairs and write down ten questions
about the topic - at least four should begin with who, what, how and why.
History: The slave trade

Ask learners to write down ten questions they would like to have answered about the slave trade.
They might produce questions like:
• Who owned slaves?
• What happened to children born into slavery?
• How were slaves treated?
• Why was slavery acceptable to people at the time?
• Where did the slaves come from?
4 SCRAMBLED SENTENCE
Mix up the words of a sentence about the topic and ask learners to re-create the original
sentence.
Choose one sentence or question which is relevant (humorous, interesting, controversial) to your
topic and mix it up. Write the scrambled words on the board, or create small cards – one word per
card. Ask the learners to create one sentence from your mixed up words. If it is a question, you can
ask for their answers and discuss these.
Science: Nuclear power

Scramble the sentence: Nuclear power is the most environmentally friendly means of generating
energy.
Nuclear environmentally is
the power most
energy. of
means friendly generating
Ask learners to recreate the sentence. Once they have completed that task, they discuss how
science might prove or disprove this claim.
You can scramble a paragraph or complete text, too. Make cards or a handout of the mixed-up
sentences or paragraphs and ask the learners to reconstruct the text or paragraph.
28 CLIL SKILLS
5 RED AND GREEN CARDS
Decide if statements about a topic are true or false.
Create a list of ten true and false statements about a topic you are going to cover. Each learner
receives one red and one green card. Read your true/false statements out one by one. The learners
each decide if the statement is true (green card) or false (red card). Once the statement has been
read out, they hold up a green or red card. After each statement, you can either discuss their
answers, or leave them unanswered and repeat the activity once the lesson is over to check what
they have learned.
This activity can also be done with agree/disagree statements, for example if you are discussing
an ethical topic.
Physics: Solids, liquids and gasses

Read out these statements:
1 A brick can be compressed.
2 Oxygen has a fixed shape.
3 Water can change its shape to fit any space.
4 Metal can flow.
6 PROPS OR VISUALS
Ask questions about objects or pictures connected to the topic.
Bring in and display a number of objects or visuals related to the lesson.
Art and design: The construction of pop-up cards

Props
Show learners four examples of pop-up cards and ask them questions, such as “Which do you
like best and why?”, and “Which would be the easiest and/or most difficult to make and why?”
Visuals
Select an intriguing picture, cartoon or photograph of an optical illusion. Make enough copies for
everyone, or use a smart board or data projector. Ask learners to identify the techniques that create
the optical illusion. You can find examples of optical illusions at
www.yourdailydump.com/category/optical-illusion
CHAPTER 1 29
7 VIDEO CLIP
Watch a short video clip related to the topic and answer questions.
Search for a video clip related to your concept or topic on YouTube or elsewhere on the Internet to
show to your learners. Give them some viewing questions beforehand. Discuss the questions
afterwards.
Social Studies: Gender differences

Learners watch the clip (a comedy sketch about the effect of education on men and women)
and list which differences between men and women are emphasised in the clip.
Women: Know Your Limits! (Harry Enfield): http://www.youtube.com/watch?v=LS37SNYjg8w
Biology: Homeostasis and the pancreas

Learners watch the clip. While watching they write down what the pancreas does and why it is
an important body part.
Weird Al Yankovic: Pancreas Song: www.youtube.com/watch?v=Tq_-zxPgFzE
8 INTERNET
Learners find information on the internet individually about a topic before the lesson and then
sort all the information they have found into categories.
For homework, ask learners to bring an image or a text they have found on the Internet about the
topic you are going to cover in the lesson. At the beginning of the lesson, they pool all the images
or texts and then categorise them.
History: Spanish occupation of the Netherlands

Ask learners to find a 50-word text about or an image of the Spanish occupation of the Netherlands
and bring a copy to the lesson; their copies need to be large enough so that they can be read at the
back of the classroom. As they enter the classroom, learners stick their texts or images on the board
with tape and sit down. In pairs, the learners then look at the ideas and/or images on the board.
Their task is to think of four or five main categories into which all the texts and/or images could be
placed.
30 CLIL SKILLS
9 SPIDER DIAGRAM
Create a mind map of useful words for a topic.
Choose a main concept related to the material you want to cover. Place it in the middle of the
board in a circle or square. Ask learners to call out sub-topics related to your main concept.
Together, create a spider diagram related to the topic, with each leg of the spider relating to a
sub-topic.
You can do this in two stages; first ask for as many associations as possible, and then ask learners to
put all the words into categories. Once learners have made a number of spider diagrams, they can
create them by themselves or in small groups.
Physics: Electricity
Electrons
Fridge Circuit
Television Battery
Lamp Household Academic words Wire
Computer Open circuit
Telephone Closed circuit
Current
Voltage
ELECTRICITY
Shock Electric blanket

Burn Electric shock
Energy Everyday words Collocations Electric train
Spark Electric chair
Electric oven
CHAPTER 1 31
10 KWL GRID
Learners list what they know, want to know and have learned about a topic.
Learners complete the three columns of the KWL (know, want, learn) grid. In the first column, they
write what they know; in the second column what they want to know. The third column is for
summarising what they have learned at the end of the unit. To use this activity effectively and focus
the learners, it is important that the desired final product is clear: it is hard to complete a KWL grid
without an explicit aim.
History : Project making a newspaper article dated somewhere in the autumn of 1939
Know Want Learn

Start of WW2 Where is our story?
First year of war Who was involved?
Germany involved What was happening?
Countries involved?
Famous people
Role of Netherlands
11 PLACEMAT
Learners write ideas about a topic individually and then compare and combine their ideas.
Make groups of four. Learners sit around a table with a large sheet of poster paper in front of
them and a marker each. First ask the learners to draw a ‘placemat’ on their paper, like this:
Topic
Round One
Provide the learners with a question or issue. Write this in the middle of the placemat.
Each learner then writes a comment or opinion in their own space on the placemat.
Round Two
The learners read what the others have all written (by turning the placemat around) and discuss a
‘sponge’ question. This is a question which aims to combine or categorise the ideas from Round
One. It is important to have a fresh question at this stage which further processes the ideas from
Round One.
32 CLIL SKILLS
History: Causes of World War 1
Round One
Causes of WW1
What do you think were the causes of the Great War?
Round Two (‘sponge’ question)

Discuss and read each other’s ideas. In the centre of the placemat, write what you all
consider to be the two most important causes of the Great War.
12 VENN DIAGRAM
Complete a Venn diagram about a topic.
A Venn diagram is an excellent tool for activating prior knowledge in order to highlight similarities
and differences. Learners write the two topics to compare in the circles, and then write similarities
between the topics in the middle (overlapping) space, and differences in the outer spaces.
Music: 60’s and 90’s songs

Provide each pair of learners with an empty Venn diagram on a sheet of paper. Choose two songs
which the learners know to compare. They write the title of Song 1 in the left circle, the title of Song
2 in the right circle. Ask them to write similarities and differences between the two songs.
60’s music: Present day music:

Pretty woman Candy Shop by
by Roy Orbison 50 cents
CHAPTER 1 33
13 THINK, PAIR, SHARE
Learners answer a question first individually, then in pairs and then share their answer with the
whole class.
Think, pair, share is a simple technique which gets everyone thinking about a topic. Individually,
each learner writes down their answer to a key question (on language, knowledge or content)
provided by the teacher. This gives them some time to think for themselves. Next, in pairs, learners
compare and discuss their answers with each other. Finally, have a short plenary discussion of some
of the groups’ answers.
Geography: Earthquakes
Key question: What do you think causes earthquakes? Or: Why do earthquakes happen?
Music: Rap music
Key question: What do you think are the characteristics of rap music? Or: What is a rap song?
For example, think about beat, background, topic, story, rhyme and refrain.
14 PREDICT, OBSERVE AND EXPLAIN
Present an event and ask learners to predict what they think is going to happen, then watch
what actually happens and explain why they were right or wrong.
In a predict, observe and explain sequence, your learners are expected to predict the outcome of
an event or experiment, observe what actually happens and then explain why their prediction
was either right or wrong. This activity is best suited to science classes. It can be an individual
assignment or a small group activity. The aim is not only to activate prior knowledge but also to
promote personal involvement of your learners.
Science
Some interesting examples of cartoons used for predict, observe and explain activities can be found
here: http://www.conceptcartoons.com/science/examples.htm.
34 CLIL SKILLS
15 SENTENCE STEM
Learners complete a sentence about a topic.
Think of a ‘sentence stem’ which can be completed in various ways related to an aspect of your
topic. Write the stem on a worksheet or the board ten times. Use a sentence stem that learners can
easily complete; nothing too difficult. For example:
Shakespeare….
Shakespeare….
Shakespeare….
(etc.)
The learners have to complete the sentence in as many different ways as they can. The follow-up
can be a Think, pair, share or Placemat activity.
Geography: Deserts
The desert is…
Biology: Cells
Cells…
16 TARGET PRACTICE
Learners complete a target image with ideas and people related to a topic.
Provide a handout of a target for each learner, with the lesson topic in the centre of the target.
In the second, slightly larger circle, learners brainstorm about the topic. In the outer circle, they
write down the names of people who might have influenced thinking related to the topic
(either their ideas or the topic in general).
Social studies: Poverty
Desmond Tutu
Bob Geldof
Third world
Africa
Poverty Housing
Illness
Al Gore Developing countries
Mother Teresa
CHAPTER 1 35
2
36 CLIL SKILLS
2 Providing lesson input for CLIL

• what lesson input for CLIL is;
• why lesson input is important;
• different sorts of lesson input;
• difficulties learners have with input;
• different ways of evaluating lesson input;
• BICS and CALP;
• practical CLIL classroom activities for providing lesson input.
INTRODUCTION
Would you bring a grizzly bear as lesson input into your classroom to get your learners excited about a new
topic, or would a picture or a DVD be enough? Lesson input can be defined as ‘the information used to help
learners understand ideas and construct meaning’. Input is the foundation of every lesson, and can be
linguistic or non-linguistic. It may consist of items from a video clip or a text in a course book or it may be a
graph or a photograph. Whereas linguistic input is based on language, such as texts, non-linguistic input
may take the form of a model, a photograph or a live example, such as Fluffy in the cartoon. Learners listen
to, watch, look at or read input; from it, they get information and language they can use to carry out tasks
or activities. This chapter deals with providing, selecting and adapting lesson input for CLIL.
CHAPTER 2 37
4 Your own ideas about input
What kinds of input do you use? Is your focus mainly on content, or do you also consider language?
This activity is designed to start you thinking about input.
1 List six different types of input you have used in your CLIL classes.
2 For each of your examples, note down the content and the language input, like in the following
example:
Type of input What is the content input? What is the language input?
Video about Hinduism Important stages of Terminology used to describe

and Buddhism religious ceremonies Hindu and Buddhist ceremonies
3 ANALYSE THE TYPE OF INPUT YOU USE IN YOUR LESSONS, IN TERMS OF:
• the type of input you provide (spoken, written, visual, hands-on);
• the amount of input you provide;
• how much visual support there is;
• the language used in the input;
• the level of the input.
CASE STUDY
Input in a CLIL history lesson
This history teacher was teaching first-year pupils aged 12-13 about Britain and the Netherlands in
Roman times.
Content aim:
At the end of this initial lesson, learners can:
• divide information into two themes - lifestyle and warfare
Language aims:
• scan texts for specific information
• understand words related to lifestyle and warfare
The input for my lesson was a dozen or so photocopies of illustrations and extracts from observations
by Roman writers about the lifestyle and ways of warfare they encountered on arrival in Britain and the
Netherlands. These included short texts written by Roman authors and drawings of houses, people
dressed for war, and household objects.
Figure 2.1 Teacher’s comment
38 CLIL SKILLS
Source 1
The Britons with their long swords and short shields showed determination
and skill in evading or brushing aside the Roman missiles, while on their own
side they launched dense volleys or spears. Then the Roman general Agricola
ordered his soldiers to bring things to hand-to-hand fighting. This manoeuvre
was difficult for the enemy, whose shields were short and swords too long.
Source 2
The Celts had a fighting season (a bit like a football season), which lasted during the spring and
summer months. As the season got nearer, the men sharpened their spears and polished their
shields. They painted their bodies with magical, swirling patterns using blue dye called woad.
They washed their hair with clay and water, which made it stand up in spikes! Many of the battles
were fought between local tribes about land or stolen cattle.
Figure 2.2 Input for a history lesson
WHY IS THIS CLIL?

Providing input in this lesson helps the learners in several ways. The input is a mixture of illustrations and
text; which makes it multimodal. This allows some content to be processed visually as well as linguistically;
the visuals support the textual input and both new and familiar language are supported with images.

1 PROVIDING AND PROCESSING INPUT
There are two main ways in which CLIL teachers work with input:
• They provide appropriate input in English.
• They help learners to process input in English.
This chapter is about providing lesson input: choosing input in terms of subject, academic, and language
level. Chapter 3 covers processing input: ways to guide learners to understand and process the input.
In the CLIL classroom, when learners are learning content through a second language, several factors
related to input must be taken into account. Firstly, the input must be appropriate content material or
resources, which make the right intellectual or academic demands on the learners. Secondly, the input
must be provided at the appropriate level of English. This can be more challenging in CLIL than in a
monolingual setting: input at the right cognitive level might use language which is too difficult for their
learners, while input at the right language level may not be challenging enough in terms of content.
Example 3 was taken from a history book for first-year CLIL learners. The cognitive demands of this extract
are at the appropriate level, but the language level is far too advanced.
CHAPTER 2 39
3 History text
Papyrus grew abundantly in the marshy Nile Delta. The Egyptians used these reed-like plants for
many purposes. They cooked and ate the stem. When dried, the stems were used for making rope,
mats, baskets and huts. What are the men on this relief making from the plants?
Example 4 was taken from a biology book also aimed at first-year CLIL learners. In this extract, the language
demands are at the appropriate level, but the cognitive demands are not challenging enough.
4 Biology text
People aged 12 to 18 are called teenagers. They start to look quite different. The period during which
these changes take place is called puberty. Boys and girls start to look more like adult men and
women. When you become an adolescent, you become more independent of your parents.
Both language and cognitive level must be taken into account when selecting input. But providing input at
the right language and cognitive level is not enough. Learners also need to be actively engaged with the
content in some way. For example, a teacher could describe a chemical process or historical event in a
lecture with no visual support. However, this will not help learners understand or remember the input very
efficiently. CLIL teachers need to help learners to understand and process both content and language.
The four factors related to providing and processing input are illustrated in the table below. Teachers will
stimulate more effective processing of the ideas and language to be learned if they consider all of these
factors.
Factors Appropriate cognitive Appropriate language

demands demands
Providing input √ √
Tasks for processing input √ √
Table 2.1 Factors to consider related to providing and processing input
The following sections demonstrate how CLIL teachers can provide input at the appropriate content and
language level for their learners.
40 CLIL SKILLS
2 MULTIMODAL AND VARIED INPUT
Since learners use different ways to take in input, it is useful if input is multimodal at various stages of
a lesson or lessons. In the CLIL classroom, it is even more important to exploit as many input modes
as possible, both linguistic and non-linguistic, to ensure that as many learners as possible understand
the input.
Input can be:

• visual
• spoken
• hands-on or practical
• written
Visual input (real objects, photographs or models)
Subject Input example Content input Language input
Maths Real objects - a The characteris- Language of description,

glass of water tics of an ellipse e.g. simple present tense to
tipped on its side describe the shape of water.
Nouns and adjectives, e.g.
ellipse, elliptical.
History Photographs The chronology of Pronunciation of years

- historical events a historical period (2050 two thousand and
fifty, 1950 nineteen fifty).
Present simple tense for
permanent states.
Biology Models - a model of Location of main Adverb phrases and

the human body body parts prepositions such as on the
right/left, above, below,
under/underneath. Vocabu-
lary of parts of the body.
Table 2.2 Visual input
CHAPTER 2 41
Spoken input (with or without visual support)
Subject Input example Content input Language input
Maths Spoken and visual The properties The use of the simple
- teacher explana- of a right-angled present tense for facts.
tion with drawing triangle Vocabulary of the
on board characteristics of a triangle
ICT Spoken and visual - Different types Linking words, such as firstly,
PowerPoint of memory secondly, next, finally, lastly
presentation storage in a
computer
Physics Spoken and visual Height and Language of prediction, if

- demonstration of velocity; sentences in the present
a tennis ball describing the tense (if and will used
dropped from one functions together). Language of
metre above the determined by questioning, e.g. What do
ground the height of a you think might happen if...?
bouncing ball
Geography Spoken and visual The damage Present continuous tense

- video or DVD on done by used to describe events
earthquakes with earthquakes of happening right now
journalistic different
commentary strengths
(Richter scale)
History Spoken - podcast Martin Luther Rhetorical elements in a

recording of Martin King’s character charismatic speech, e.g.
Luther King’s “I and appearance; repetition of words (history,
have a dream” qualities of a negro, justice) or phrases
speech good orator (Now is the time... I have a
dream). Use of dramatic
pause. Pace and tempo. Tone
and pitch of voice. Starting
and ending of a speech
Art Spoken - song Information Regular and irregular past

about Henri about Matisse’s tenses, e.g. (regular) named,
Matisse from life and art painted, owned, started, liked,
www.songs- (irregular) felt, thought, sold,
forteaching.com taught
Table 2.3 Spoken input
42 CLIL SKILLS
Hands-on and practical input
Subject Input example Content input Language

input
Chemistry Experiment - a week before a How Language of

lesson on stalactites and stalagmites are instruction, e.g.
stalagmites, learners carry out formed use of impera-
an experiment which quickly tives. How to
shows how stalagmites form. Fill say chemical
two jars with warm water. Mix in elements in
Epsom salts (hydrated magne- English (MgSO4
sium sulphate or MgSO4 7H2O) is M G S O four)
until no more will dissolve. Wet a
piece of string and tie a weight
or stone to each end. Drop one
end of the string into each jar.
Put a plate between the two
jars, with the string hanging
over the plate. A ‘stalagmite’ will
form on the plate. Learners
observe what happens and
report back the next lesson.
Physics Experience - learners rub a Electrostatic Language of

balloon in their hair and then forces: what are prediction, if
dangle the balloon from a string they and where sentences in the
in front of a television screen to can they be present tense
observe what happens. found in our (if and will used
lives? together)
Table 2.4 Practical input
CHAPTER 2 43
Written input (with or without visual support)
Subject Input example Content Input Language Input
Biology Visual written The processes Words frequently

(diagrams, cartoons) - involved in used to indicate a
a flow chart describing homeostasis in process, e.g. first,
homeostasis living organisms next, later, after that,
afterwards, when,
meanwhile, then
Geography Visual written - a bar Population Pronunciation of

graph showing the expansion predic- years (2050 two
world population in tions and the thousand and fifty,
billions and the amount of water 1950 nineteen fifty).
availability of water per available for these Vocabulary related
capita between 1950 expanding to graphs, e.g. axis,
and 2050. populations histogram, bar graph,
around the world line graph.
The language of
probability (might,
could, perhaps) and
the use of will to
predict future events
Chemistry Visual written - poster The relationship Pronunciation of

of the periodic table between different chemical elements
chemical elements (aitch two oh for H2O)
Economics Written - text on The causes and Language of cause

inflation effects of inflation and effect. Vocabu-
lary, e.g. consumer,
purchasing power,
currency, credit, debit
All Written - modelling. An The organisation Language for clear

advisory brochure and layout of a instructions (use of
which resembles one good brochure imperatives; use of
that the learners will clear titles and
be producing them- headings; few
selves on a different adjectives)
topic.
Table 2.5 Written input
44 CLIL SKILLS
5 Poem poster
Below is a model of a poem poster which the teacher created herself to demonstrate how to write and
illustrate a poem and poster about a sea creature.
Figure 2.3 Poem poster of a jellyfish
Amount of input
To learn a language, learners need to receive a great deal of input in the target language. Ellis even goes as
far as to say that “in general, the more language exposure they receive, the more and the faster [learners]
will learn” (Ellis, 2005). It is important, then, that learners read and listen to English a great deal, and
preferably outside the classroom as well as within. Moreover, teachers need to consider the difficulty level
of new concepts and the amount of new information learners can take in at any given moment. Teachers
also need to find a balance between the amount of new information and the language and content level of
the information they choose to provide.
Visual support
The amount of visual support and the layout are instrumental in how easily input can be understood. If the
content or language is difficult, a teacher can support text with visuals or hands-on activities, or provide a
number of different tasks. Teachers can exploit the visuals provided in course books, or actively look for
other sources of visual support, such as photographs or video clips. The history lesson case study and the
jellyfish poster above are good examples of using visuals and text to assist understanding of both content
and language.
Using input for different purposes

In real life, when reading a novel or a magazine or watching a television programme, this is often
extensively for pleasure. When reading a text book or watching an educational DVD for study purposes,
CHAPTER 2 45
we read more closely. We read newspaper headlines quickly to decide what to read, skim a book in a
bookshop to decide whether to read it, and scan a TV guide to decide what to watch.
In the CLIL classroom, teachers can also help learners to use input for different purposes. Sometimes,
learners need to understand more or less every aspect of a topic; at other times, a more superficial
understanding of the general meaning of the input is enough. Sometimes, the learners need to focus on
the language usage, as they will need it to perform tasks based on the input. CLIL teachers can help their
learners process the lesson input by selecting input that is related to the content and language aims of
their lessons. In the history case study in this chapter, the teacher selected a variety of texts and visuals in
order to reach her dual aim of clarifying aspects of lifestyle and warfare in Roman times and, at the same
time, introducing words that describe lifestyle and warfare in Roman times.
3 BICS AND CALP

CLIL teachers may wonder why their learners seem to be able to speak English fluently but still have
difficulty understanding academic English, for instance when reading a text on nutrition for biology,
discussing graphics in mathematics, reading a newspaper article about communism for history, or
analysing a written experiment for physics. Professor James Cummins distinguishes two dimensions of
language: conversational and academic (Cummins, 2000). The former he terms Basic Interpersonal
Communication Skills (BICS) and the latter Cognitive Academic Language Proficiency (CALP).
BICS are basic language skills used in informal communication, for example at school breaks or parties, on
the telephone, or when playing sports. In terms of lesson input, BICS include day-to-day language and the
many contextual clues that aid understanding. BICS involve situations in which learners can use visual clues,
gestures or facial expression to communicate with each other. Second-language learners generally achieve
BICS in two to five years.
CALP refers to the dimension of more formal, academic language which learners need to do well at school.
CALP requires higher thinking skills such as applying, analysing and creating. In CALP, clues to help learners
understand are often reduced or absent. Lesson input for CALP is read from a textbook or presented by the
teacher, and the concepts are more academically demanding. Consequently, the spoken and written
language needed to understand and produce for CALP is more complex than for BICS.
Teachers can teach their learners specific CALP skills and they can guide their learners to gradually move
from BICS to CALP. It may take five to seven years for second language learners to become proficient in
academic language skills (Collier, 1995).
46 CLIL SKILLS
4 CUMMINS’ QUADRANTS
In the ideal CLIL classroom, lesson input is provided at the appropriate subject, academic and language
level. Teachers play an important role in the learning process by providing lesson input that is both
academically challenging and not too difficult linguistically. Cummins developed a model of four quadrants
to describe the cognitive and language level of lesson input. Cummins’ Quadrants distinguish between
BICS or CALP lesson input. Consider the following quadrants, which distinguish between easier and more
difficult input for a geography lesson about erosion:
LESSON INPUT: CAN BE UNDERSTOOD WITHOUT MUCH THINKING
Quadrant 1 Quadrant 2
Input supported by many Input with little context,

visual cues and day-to-day cognitively undemanding, B
language. day-to-day language. I
C
DVD designed for children Radio programme for S
telling the story of how a children telling the story of
rock becomes a pebble. how a rock becomes a
pebble.
A LOT OF LITTLE
CONTEXT Input supported by much Input with very little CONTEXT
context but cognitively context, cognitively C
demanding, more abstract demanding, more abstract A
language. language. L
P
Nature documentary on Scientific article in a geogra-
erosion. phy journal on rock erosion.
LESSON INPUT: NEEDS DEEPER THINKING
Figure 2.4 Cummins’ Quadrants
In Quadrant 1, the input language is concrete and there are many contextual clues to aid understanding,
such as photographs or diagrams. The lesson input is academically not very challenging.
In Quadrant 2, the language of the input is also concrete, but there are fewer contextual clues and the
concepts are more difficult.
In Quadrant 3, the lesson input is academically challenging and there is a lot of contextual support to help
learners understand. Moreover, the language level is more abstract.
In Quadrant 4, the lesson input is most challenging with regard to both language and contextual support.
The language is abstract, and there are no illustrations or visual clues to support the context.
CHAPTER 2 47
Cummins’ Quadrants can help you determine whether or not input is appropriate for the content and
language goals the learners need to achieve. What is difficult for one learner or class may be easy for
another. To assess input in terms of both language and content, the following questions may be helpful:
• How easy or difficult is the information for learners?
• How much context is provided to help learners understand?
• How easy or difficult is the language for learners?
• In which of the four quadrants would I place my input?
• Is that quadrant appropriate for these learners?
• How can I adapt the input to make it more suitable for my learners?
There are a number of short texts in this chapter, which we would place in the quadrants as follows.
Refer to them as you read this section.
LESSON INPUT : CAN BE UNDERSTOOD WITHOUT MUCH THINKING
B
Text A: Text B: I
‘Girl, 16, now has Fire Making’ C
SEVEN children’ S
A LOT OF Quadrant 3 Quadrant 4 LITTLE

CONTEXT CONTEXT C
Text C: Text D: A
‘Send fewer to jail, ‘The Climax of L
Straw urges courts’ Humanity’ P
LESSON INPUT: NEEDS DEEPER THINKING
Figure 2.5 Cummins’ Quadrants applied to short texts
Text A (Quadrant 1) is a concrete story about everyday life, written in day-to-day language. The title clearly
predicts the contents of the text and the bold print and capitals draw attention to important information.
Few verb forms are used - mainly the simple past tense - and the verbs ’to have’ and ’to be’ are repeated.
Words have mainly one or two syllables and the paragraphs and sentences are short.
Text B (Quadrant 2) is more specialised than Text A but not over-specialised. The verbs are mainly in the
simple past tense, sentences are relatively short, and there is some repetition (fire, skin). Words are mainly
concrete.
Text C (Quadrant 3) uses dense language, long words, only full sentences and well-structured paragraphs.
The article deals with a specialist subject. Paragraphs are not overlong. The title is popular but reflects the
contents of the piece.
48 CLIL SKILLS
Text D (Quadrant 4) is one long paragraph and contains mostly formal language. The title only becomes
clear after the text has been read. Many words are abstract, long and uncommon. Sentences are long and
often complex.
5 LEVEL OF INPUT, OR COMPREHENSIBILITY

The level of input needs to be appropriate and comprehensible for learners. For the CLIL teacher,
this means thinking about both content and language, which are interrelated. We use the term
‘comprehensibility’ to indicate how understandable language is. This is taken to include ‘readability’, which
refers to understanding written text (e.g. course books), and ‘listenability’, which refers to understanding
spoken language (e.g. the teacher’s spoken input, video or audio material).
To encourage language acquisition, CLIL teachers should aim to provide content and language input which
is comprehensible. The term comprehensible input is sometimes used to describe language input of a
slightly higher level than the learners’ present level (Krashen & Terrell, 1983). This idea is symbolised as i + 1,
where i is the present language level.
Two aspects play a role in determining the comprehensibility of input. The first is the type and level of
input: learners understand input if it is at the appropriate language and intellectual level. The second
aspect is the experience and knowledge which the learner brings: their understanding is affected by
factors such as their own personal interest in the subject and their knowledge and understanding of
the topic.
Comprehensible subject input

It is easy to work with resources that deal with relatively simple concepts, require lower level thinking skills
and assume that learners are already fairly familiar with the subject. Working through more difficult input
(more academic, or containing abstract concepts) requires analysis, synthesis and deep thought. Based on
their experience, CLIL teachers will often know instinctively whether the cognitive demands of a text are
high or low.
Comprehensible language input

Easier language input often contains few new words, short sentences, short words, and words or forms
which resemble L1 words or constructions. More difficult language input is dense, written in long, complex
sentences using specialised vocabulary with long words. There are various ways for CLIL teachers to gauge
the language level of input – these are listed in the next section.
Advantages for CLIL teachers

Some items are actually easier for learners to comprehend in English classrooms than in regular Dutch
classrooms. In chemistry, the abbreviations of the elements are usually more transparent in English than in
Dutch: for example, O is the symbol for oxygen, which is zuurstof in Dutch. In Physics, f is the symbol for
force, which is kracht in Dutch.
6 VOCABULARY AND COMPREHENSIBILITY

Even though a good native speaker reader recognises about 50,000 words, a vocabulary of only about
2,000 words is enough for a learner to recognise 80% of most texts. A vocabulary of about 5,000 words is
enough to read and understand academic texts.
Vocabulary can be divided into three categories: general vocabulary, subject terminology and academic
words. As shown in the following illustration, the same word (table) can have different meanings
depending on whether it is used in everyday language, in subject language or in academic texts.
CLIL learners need to learn and use words and phrases from each category.
CHAPTER 2 49
General vocabulary refers to the most ordinary words used in everyday language; these are the social
words you need to function on a day-to-day basis, such as the, be, book, and table. The General Service List
(1995), a list of the 2,284 most frequent written words, can be found at jbauman.com/gsl.html.
Subject terminology is the specialised language for each subject, for example molecule in chemistry,
electromagnetic in physics, revolution in history, Hinduism in religious education, cell in biology, and
multiplication tables in mathematics. This is the language a subject teacher deals with naturally in a
monolingual setting. Subject dictionaries and glossaries in textbooks are a good source for subject
terminology.
Academic words are more formal English words commonly used in academic texts; words such as
adaptation, policy, stability, and voluntary. These words are used in every subject. I good source is the
Academic Word List (AWL; www.uefap.com/vocab/select/awl.htm), which divides them according to
frequency into ten sub-lists. Sub-list 1 contains the most frequent academic words, such as area, benefit,
define, factor, environment, issue, research and vary. Sub-list 10 includes less frequent words such as
adjacent, forthcoming, integrity, levy, notwithstanding, panel, persistent and so-called. It is important for CLIL
learners to recognise, understand and eventually use these words, as they gradually need to develop a
more academic, formal language in order to move from BICS to CALP.
What is knowing vocabulary?

‘Knowing’ vocabulary is more than just recognising a word, or knowing how to pronounce it, and it is
more than just reproducing a dictionary definition. Getting to really know words is a long-term process.
It involves coming across words and phrases in different contexts. It means gradually using and recycling
them so that they move from the receptive vocabulary into the productive vocabulary.
As well as recognising, understanding and eventually using words, learners need to know how words
combine to make new ones (for example star and fish make starfish, and book and worm make bookworm).
They need to know that some words combine together, sometimes in a particular order, such as black and
white (but not white and black), heart attack, and take off.
We cannot expect learners to be able to use words when they meet them for the first time; before they can
do so actively and independently, we need to help them recognise words by recycling them in activities.
Coming across words repeatedly and using them in different contexts or tasks is by far the best way of
ensuring that they are learned (Nuttall, 1996).
50 CLIL SKILLS
Vocabulary difficulty
There are several aspects that can make vocabulary hard for learners:
• Words may have multiple meanings or may be used as different parts of speech; for example, the same
word can be used as both a verb and a noun. Even if you know that a dog is our four-legged friend, you
might not understand the sentence These thoughts had dogged him for some time. Another example is
the noun star (heavenly body) which is also used as a verb to star in a film and as a noun for a reward:
She received a star for her essay.
• Words may mean different things in everyday and subject-specific contexts, such as force or mass: in
everyday language force means physical strength, whereas in physics it means a power that makes
something move. Technical jargon can also prove difficult.
• Verbs can change their meanings when they become phrasal verbs. For example, put has completely
different meanings in to put across a point of view and in to put someone down.
• In idiomatic language, the same word can have a literal and a figurative meaning. For example:
The grass was growing (literal meaning) and He was put out to grass (figurative meaning).
7 LANGUAGE CHARACTERISTICS OF INPUT

A history teacher at a bilingual school contacted her colleague, an English teacher, during the first few
weeks of term about her first year classes, with this request:
Can you teach class 1TB the past tense, please? My book is full of past tenses and the
children just don’t understand them.
Figure 2.6 A history teacher’s request
Each CLIL subject is concerned with its own content and language input, or ‘discourse’. CLIL teachers often
provide glossaries of specialised vocabulary for their subject. However, in addition to this specialised
vocabulary, each subject also has its own characteristic language features. For example, the language of
geography contains many prepositions and present tenses, the language of history is in the past tense
right from the start, science subjects are often concerned with the language of hypotheses (‘if’ sentences),
and physical education makes frequent use of imperatives. That is why it is useful for CLIL teachers to
become aware of the language features that are often used in their subject area, so that they can help their
learners notice these, too.
Formulating language aims

Once teachers have evaluated their material for its language characteristics, it can be useful to formulate
language aims for a lesson: what should learners be able do at the end of the lesson or lesson series?
Initially, it is useful to concentrate on only one or two essential language aspects.
CHAPTER 2 51
Content Language aims
Biology lesson on diseases cured in the Learners can complete a short paragraph with
20th century gaps about a deadly disease of their choice,
explaining what caused it and how it was cured.
Social sciences lesson on how adoption Learners can explain the steps involved in
works. adoption in the first person and past tense, as if
they were the adopted child.
Economics lesson on NASDAQ, with video Learners can understand the meaning of the most
clip: videos.howstuffworks.com/ relevant words and phrases in the clip: ‘NASDAQ’,
howstuffworks/412-how-nasdaq-works- ‘electronic stock exchange’, ‘matching engine’,
behind-the-scenes-video.htm ‘transaction bus’, ‘stocks’, ‘make a trade’.
Table 2.7 Language aims
8 DIFFICULTIES CLIL LEARNERS MAY EXPERIENCE WITH INPUT

Learners of CLIL face particular challenges related to input, such as these:
“There are far too many difficult words in the texts and tests our history teacher uses. I just can’t
understand the texts because there are so many words I don’t know and idioms and there are no
photos. Some words seem to mean a lot of different things, too.”
“I thought ‘depression’ meant feeling sad.”
“I get the general idea of a text but can’t answer the detailed questions our teacher sets.”
“I’m having real trouble with geography and history. I think because there is so much reading and
the texts are so long. In the other more practical subjects I get it much quicker.”
“We just had to read a text on Sikhs in our religious education. What on earth has that got to
do with me?”
“I found the first couple of years at my bilingual school a doddle and got high marks all the time.
But now it’s getting more difficult and I get stuck and spend ages at home trying to understand
what I am learning.”
“Sometimes there seem to be just too many new things to learn at once.”
“I panic when I see words I don’t understand, and stop reading.”
“This sentence is really long and complicated. I just can’t work it out.”
Figure 2.7 Difficulties for learners with input
These quotes illustrate that CLIL learners may have difficulties with both content and language input,
which probably influence each other.
Typical issues with understanding language include:
52 CLIL SKILLS
• looking for detail in a spoken or written text with many unfamiliar words;
• inferring information from spoken or written texts with few visuals;
• spoken text which is delivered quickly or in a heavy accent;
• unknown grammar;
• idioms, words with multiple meanings or figurative language;
• texts which include many reference words (it, these, them, they);
• very long sentences with many sub-clauses;
• passive sentences (e.g. We have inflation when the money supply is increased faster by the government
than the quantity of goods is increased);
• everyday words used in a subject-specific way (e.g. depression in geography and history);
• the over-use of verbs as nouns (e.g. the formation of crystals instead of we form crystals);
• specialised subject-specific vocabulary and technical terms;
• understanding the relationship between main and sub-topics.
Typical issues with understanding ideas include:

• abstract concepts, for example black holes, DNA or the process of precipitation;
• content which is outside learners’ experience, for example quadratic equations or British history;
• culturally-specific references, for example the significance of Bonfire Night and Guy Fawkes to
democratic processes;
• algebraic calculations and describing these in words;
• putting a concept in context, for example placing a painter in a specific art movement;
• not being able to identify the main ideas in a text and going into too much detail.
There are several ways to evaluate lesson input to see if learners are likely to understand it.
1 ESTIMATING LANGUAGE COMPREHENSIBILITY

How can teachers assess how much learners will understand of the language in their lesson input?
Below are a number of issues for CLIL subject teachers to consider, followed by a commentary to help
learners access the input better.
The amount of lesson input and visual support

How long is the input? How long are the paragraphs in a text? How long are the sentences? How much
visual support does the input contain? What are the language functions of this material (e.g. does it
describe, persuade or instruct)? Longer texts or videos demand more of a learner’s understanding; shorter
chunks of information are easier to follow. In texts, long sentences with many sub-clauses are difficult to
comprehend. A text with subtitles, visuals or input divided into steps is easier to take in than one long,
dense text consisting only of words.
Tips for dealing with the amount of lesson input and visual support
If you realise a topic is going to be difficult for your learners, choose input that is easy to divide into short
chunks. Deal with the subject in smaller pieces; draw learners’ attention to visuals, create visuals for a
written text, or show a DVD.
Tenses and vocabulary

Which tenses are used in the material? The more complex or unfamiliar the tenses (e.g. passive or
conditional tenses), the less accessible the input. How much new vocabulary is there? Which important
vocabulary or phrases in the material do learners need to recognise and use? How long are the words?
The more new vocabulary there is in the input, the harder it is to follow. One-syllable words are generally
easier to understand than those made up of several syllables.
CHAPTER 2 53
Tips for dealing with tenses and vocabulary
Think about whether the learners will understand the tenses in the input. For example, do they understand
regular and irregular verb forms? Point these out or design activities to help them process new forms.
In written text, count the number of words per page. A rule of thumb is that 10-15 new words or about 5%
of the words per page is enough – go above this and learners will have difficulties gaining a detailed
understanding of the ideas in the text. Decide in advance which words learners really need to know
beforehand, and only pre-teach keywords which, if unknown, would limit their understanding on a first
read. Encourage learners to guess the meanings of words by looking at them in context, or at the form of
words (e.g. prefixes such as un-, in-, dis- indicate opposites).
2 WORKING WITH VOCABULARY

Here are some general suggestions for dealing with vocabulary when providing lesson input:
• Provide a photo, video or diagram of important concepts, so that learners can understand the meaning
through a different medium.
• Teach words in themes, so that learners understand the links between them. For example, use mind
maps to illustrate the connections between words or ask learners to make their own.
• Provide easy (frequently used) synonyms for the words.
• Use body language or acting out to explain.
• Make a link to a word or concept in another language.
• Pre-teach important concepts or key words. Make sure that you do not pre-teach too much: a handful
of the most important concepts is enough.
• Provide tasks to actively involve learners with new vocabulary. For example, encourage them to think
about what type of word it is (noun, verb, preposition), to look at the text around the word for clues to
its meaning, to look at the form of the word (e.g. -ed at the end of a word indicates a regular past tense,
-ful at the end of a word usually indicates an adjective or describing word). The more learners are
engaged with the vocabulary, the more likely they are to recall it.
• When working with vocabulary for abstract concepts, give learners concrete examples.
• Compare new concepts with ones that learners already know: link older knowledge with the new.
• Help learners develop reading strategies by blanking out the new vocabulary or key words to see if
they can understand a text without these (see classroom activities 22 and 26).
3 GLOSSARIES
Many teachers provide word lists, which learners collect in a notebook or word file, otherwise known as a
glossary. A Personal Idiom File (PIF) is a glossary created by the learners. To support learners best, it helps if
the whole CLIL team decides on a strategy for the glossary or PIF, and uses it consistently. Learners should
be provided with words and definitions in English for a glossary as well as a clear example of the word or
phrase in a context where the meaning of the word is clear. For example: The eye wall of a hurricane is the
area around the eye with the fastest, most violent winds. Learners can also illustrate the definitions with
drawings or photographs. The more learners are involved in creating their own glossaries, the more likely
they are to retain the words they are working with.
It is vital that the words do not only remain in the glossary, but that learners use them actively in different
tasks. Merely learning words by heart for a test does not help learners retain vocabulary in the long-term
memory: reading a lot is much more effective. For this reason, make sure you provide tasks or activities
which recycle the words so as to help learners to retain vocabulary.
4 INPUT ORGANISATION
How well-organised is your input? Some writers organise their ideas more clearly than others, for example
by using ‘signal words’ such as first(ly), second(ly), next, finally or, in spoken language, by using phrases like
I have three points to make or Some scientists are in agreement with this theory, others disagree. Writers may
54 CLIL SKILLS
also structure their paragraphs by arguments for and arguments against a certain statement. Texts with
clear patterns are easier to follow.
Tips for looking at organisation

When you look for material, be aware that a well-organised text will be easier to process than a rambling
one. Provide tasks to help learners understand the function of input: Why was this text written or why was
this film made? Who is the audience? Help them become aware of the functions of parts of a text, for
example by asking questions such as What are the arguments for and against? How do you know that? or In
which parts of the text does the author discuss the causes and effects? Help learners to recognise and use
words which show the organisation of a text.
5 MEASURING READABILITY
It is possible to determine the ‘readability’ of a text, or roughly how many words in a reading text are
unfamiliar to the readers. The rule of thumb previously mentioned is that no more than 10-15 words, or
about 5% of the words on a page, should be unfamiliar. The more scientifically-minded reader may like to
measure the readability of a written text on the internet. An online readability test can give a rough
indication of the readability of a (digital) text for a native speaker. A good online readability instruments
can be found here: http://www.online-utility.org/english/readability_test_and_improve.jsp
We checked two texts with this online instrument - an article from the Guardian newspaper and one from a
BBC website for children:
Send fewer to jail, Straw urges courts

Jack Straw, the justice secretary, last night made an urgent appeal to magistrates to send fewer
people to jail as the prison population in England and Wales soared past 82,000 to an all-time high.
The official prison population reached 82,006 yesterday - just 21 places short of the system’s official
capacity - fuelled by a jump of 2,300 in prisoner numbers since the new year.
In an exclusive interview with the Guardian, Straw said the numbers were already outstripping
official forecasts that were only published in December, and added that he could not rule out a
further extension to the early release scheme that has seen thousands released 18 days before the
end of their sentence. [...]
(Source: The Guardian online

www.guardian.co.uk/society/2008/feb/22/prisonsandprobation.justice)
Readability results
The test indicated that this text is at grade 16 level (that is, about vwo 5) and that its readability is 30%
(the lower the score, the more difficult the text).
CHAPTER 2 55
Girl, 16, now has SEVEN children
A 16-year-old South American girl now has SEVEN children after giving birth to her second set of
triplets.
The girl had a son when she was 14. She had her first set of triplets - all girls - when she was 15.
Her newest arrivals are all females as well. They were born earlier than expected, but doctors say
the babies and their mother are doing well.
The girl, who has been named only as Pamela, comes from the town of Leones in Cordoba, central
Argentina.
(Source: Newsround CBBC website:

news.bbc.co.uk/cbbcnews/hi/newsid_7250000/newsid_7258200/7258272.stm)
Readability results
The test indicated that this text is at first year level, and that its readability is 71% - much easier than the
Guardian text.
6 THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

To gauge how understandable input is for learners, the Common European Framework of Reference for
Languages can be another useful tool. The CEFR is a guideline used Europe-wide to describe the
achievements of learners of foreign languages. It describes the reading, listening, spoken production,
spoken interaction and writing skills of learners, divided into six levels: A1, A2, B1, B2, C1 and C2. A1 is the
lowest level and C2 the level of a near-native speaker. A copy of the one-page English version of the CEFR
can be found in the Appendix.
The Cambridge examinations often taken at Dutch CLIL schools, according to the University of Cambridge
ESOL Examinations, are at approximately these levels on the CEFR:
Examination CEFR
First Certificate of English (FCE) Level B2
Cambridge Advanced English (CAE) Level C1
Cambridge Proficiency of English (CPE) Level C2
Generally speaking, when learners start out at a non-bilingual Dutch vwo, they are at level A1 or A2.
By the end of the vwo curriculum, they are required to have reached level B2 for English. Dutch bilingual
schools (tto) will probably expect a level of B2 by the end of year 3 and C1 by the end of year 6. As this
chapter deals with lesson input, the most relevant sections for this chapter are listening and reading.
The CEFR descriptors describe the learners’ abilities for each level and each of the language skills.
These are the CEFR descriptors for reading at level B1 and C1.
56 CLIL SKILLS
B1 I can understand texts that consist mainly of high frequency everyday or job-related
language. I can understand the description of events, feelings and wishes in personal
letters.
C1 I can understand long and complex factual and literary texts, appreciating distinctions of
style. I can understand specialised articles and longer technical instructions, even when
they do not relate to my field.
How the CEFR can help provide appropriate input

There are two ways in which the CEFR can help CLIL teachers provide language input at the appropriate
level (i + 1) for their learners. Firstly, teachers can assess their own and their learners’ level of English with
the CEFR by using the descriptors. For learners, it can be an eye-opener to assess themselves in this way.
A useful online tool for this is the European Language Portfolio (Dutch and English versions can be found
at www.europeestaalportfolio.nl).
Secondly, the level of input can be assessed. Teachers at one bilingual school were astonished to discover
that learners would need to be at level B2 to understand their first year course book (written for native
speaking learners). The starting level of their learners was A2. No wonder they were having great difficulty
understanding and working with the texts provided! Teachers can use the CEFR to assess the level of the
input of their materials by asking themselves the question: “Which CEFR level does a learner need in order
to understand this written or spoken material?”
The following examples present texts at B1 and C1 level, together with an analysis by Texamen
(http://www.texamen.nl) , a private company that combines the CEFR levels and readability criteria to
grade texts.
CHAPTER 2 57
6 B1 text
Fire Making
Many thousands of years ago, people lived only in hot countries. They did not live in cold countries
because they could not keep warm. Then they learned how to make clothes. When an animal was
killed, they cut off its skin. They wrapped the skins around their bodies. The skins kept them warm.
At first men did not know how to make fire. Sometimes lightning hit a forest and started a fire.
The people took some of this fire to make a fire near their homes. A fire was very important for
three reasons. It kept them warm. It frightened wild animals. They did not attack when they saw
fire. Then another thing was discovered: if you cook food, it tastes much better!
Analysis
The word use of the text is neither specific nor general (discovered, countries), but nonetheless
concrete (skin, animal, homes) and frequent (frightened). The language use is neither informal nor
formal. At B1, a text may contain expressions and figurative language, such as to keep warm.
The number of words (123), sentence length (9.46 words per sentence) and paragraph length
(6.5 sentences) correspond with the range of B1 given by Texamen®.
7 C1 text
The Climax of Humanity (excerpt)

Looking beyond the blinking lights and whirring gizmos, though, the new century is shaping up
as one of the most amazing periods in human history. Three great transitions set in motion by the
Industrial Revolution are reaching their culmination. After several centuries of faster-than-
exponential growth, the world’s population is stabilising. Judging from current trends, it will
plateau at around nine billion people toward the middle of this century. Meanwhile extreme
poverty is receding both as a percentage of population and in absolute numbers. If China and India
continue to follow in the economic footsteps of Japan and South Korea, by 2050 the average
Chinese will be as rich as the average Swiss is today; the average Indian, as rich as today’s Israeli.
Analysis
The word use is very specific (whirring gizmos), abstract (transition) and low frequency (culmination,
climatologists). The language is formal. It contains several expressions (judging from), figurative
language (economic footsteps) and jargon (carbon dioxide). The sentence length (18.18 words per
sentence), the word length (5.03 characters per character) and the Lix Measure (46.25) correspond
to the range Texamen® appoints to C1 texts.
7 ADAPTING LESSON INPUT

Another way to help learners understand input is to adapt it. Here, we deal with two ways in which
teachers can do this: by simplifying the language or by visualising information.
Simplifying language
Below are some suggestions about how to simplify a written text, illustrated with examples.
58 CLIL SKILLS
Method of Original text Simplified text
simplification
Replace a difficult title Sources of radiation Where does radiation come

with a short, simple from?
title which reflects the
contents of the text
Put the main idea at In 1972 a detailed survey was Radiation exposure is how
the start of the text made of average annual much radiation a person
and each paragraph whole-body doses to the receives
U.S.A. population from
various sources.
Add paragraph No subtitles Survey

subtitles Conclusion
Remove unnecessary remember, some people got --

words or information enough to make up for the
vast majority who got none!
Divide long, com- Occupational and miscella- The survey showed that the
pound sentences into neous artificial exposures average radiation exposure at
two or more, and make averaged about 1-2 mR/y (…) work and from other various
short sentences which global fallout from nuclear sources about 1-2 mR/y
include only one idea testing made up about (milliRöntgen per year).
(10-15 words maxi- 6 mR/y; medical exposures The radiation from the fallout
mum) and a simple (X-rays, radiotherapy, etc.) from nuclear testing was
sentence structure: were good for nearly about 6 mR/y. Medical
verb + subject + high 100 mR/y; and natural exposure (X-rays, radiothera-
frequency words background averaged about py) was nearly 100 mR/y and
120 mR/y. natural background radiation
was about 120 mR/y.
Change passive tenses a detailed survey was made a survey in the U.S.A. looked at
into active ones
Change phrasal verbs global fallout from nuclear the fallout from nuclear
to simpler ones testing made up about testing was about 6 mR/y
6 mR/y
Replace metaphors or Although this begs the This may lead us to ask: what
idiomatic language question of ‘extraordinary about ‘extraordinary cases’ …
with more concrete cases’…
language
Table 2.8 Ways of simplifying a text
CHAPTER 2 59
A few more tips:
• add steps or a logical chronology, using bulleted paragraphs or words like Initially/ first, … next/later/
secondly, …last/finally/at the end;
• use large print or add white space; double space a difficult paragraph;
• make text more visual: add non-linguistic support such as a diagram or illustrations.
8 Simplified text
Here is an example of a short original physics text and its simplified version.
1 Original text
(adapted from musr.physics.ubc.ca/~jess/hr/skept/RadHaz/node8.html)
Sources of Radiation
In 1972 a detailed survey was made of average annual whole-body doses to the U.S.A. population
from various sources. Occupational and miscellaneous artificial exposures averaged about 1-2 mR/y
(remember, some people got enough to make up for the vast majority who got none!); global
fallout from nuclear testing made up about 6 mR/y; medical exposures (X-rays, radiotherapy, etc.)
were good for nearly 100 mR/y; and natural background averaged about 120 mR/y. The numbers
have not changed much in the intervening years. One must conclude that for the average person
there are only two significant sources of radiation exposure: medical and natural. Although this
begs the question of ‘extraordinary cases’ who receive larger exposures in accidents such as
Chernobyl, it still helps to set perspectives for those examples.
2 Simplified text
Where does radiation come from?
Radiation exposure is how much radiation a person receives.
Survey
In 1972, a survey in the U.S.A. looked at the average amount of radiation that people received in a
year from various sources. This was measured in mR/y, milliRöntgen per year. The survey showed
that the average radiation exposure at work and from other various sources about 1-2 mR/y
(milliRöntgen per year); the radiation from the fallout from nuclear testing was about 6 mR/y;
medical exposure (X-rays, radiotherapy) was nearly 100 mR/y and natural background radiation was
about 120 mR/y. This information is still true today. The survey results are presented below:
Radiation exposure sources
Work Nuclear testing Medical (X-ray, Natural exposure

radiotherapy)
1-2 mR/y 6 mR/y 100 mR/y 120 mR/y

radiotherapy)
60 CLIL SKILLS
Conclusion
We must conclude that for the average person there are only two significant sources of radiation
exposure: medical and natural. This may lead us to ask: what about ‘extraordinary cases’ who receive
a lot of radiation exposure, in accidents such as in the nuclear plant at Chernobyl? These cases
should be put in the right perspective, and this conclusion helps us to do it.
CONCLUSION
It is vitally important that teachers provide lesson input at the appropriate content and language level for
their learners, and that they guide them to understand the lesson input. The input can be provided in
different ways, such as using visual, auditory or written media. The CEFR and online readability instruments
are useful evaluation tools to ensure that learners are likely to understand the various types and different
levels of lesson input.
When providing lesson input, CLIL teachers can:

• offer multimodal input through various channels: reading and listening texts, videos, photos, hands-on
activities and objects;
• select or adapt input so that the textual and visual input support each other;
• use different kinds of input for different purposes;
• use Cummins’ Quadrants to help estimate whether the input is at the appropriate academic and
language level.
• offer comprehensible input;
• help learners recognise, understand and eventually use vocabulary actively;
• help learners make and refer to glossaries in English;
• divide long pieces of input into shorter pieces;
• support learners in noticing and understanding language features of different texts;
• choose and use written texts which do not contain more than 10-15 unknown words per page;
• simplify difficult texts for detailed work;
• visualise a text;
• create opportunities for students to receive input outside the classroom, for example via the Internet,
television, film, newspapers, personal experiences and social exchanges;
• use the CEFR to evaluate the language level of input; make input easier or more difficult by shifting
one level up or down; design tasks with the CEFR in mind;
• formulate language aims as well as content aims for lessons.
5 Teacher development: evaluating input

1 Use Table 2.1 about different kinds of input. Which kinds of input do you use? Select one you do not
use and search for appropriate materials to try it out in the classroom.
2 Use the CEFR to assess the level of the course books you use. Choose three different texts in a book
and assess their level, or choose three texts from three different course books. Are they all at the same
level? If not, can you explain why?
3 Analyse a text you intend to use in class. Which new words will learners need to use actively? Which
new words will learners need to understand but not really use? Which words can learners ignore?
CHAPTER 2 61
PRACTICAL LESSON IDEAS  EVALUATING INPUT
17 FINDING MATERIALS ONLINE
Provide varied resources and materials for input.
A Smart Board, computer room or data projector linked to a computer provides a great opportu-
nity for providing varied online input. Here are some of our favourite resources for varied input.
Video clips
YouTube: www.youtube.com
This well-known site offers short video clips on many subjects. A search for ‘great depression’
reveals some vivid photographs from the time of the great depression, backed by music from
that period (e.g. ‘This land is my land’). A search for ‘chemical reactions’ produces a motivating
educational video on alkali videos with chemicals exploding in a bath.
Spoken text
iTunes: www.apple.com/itunes
The iTunes store has free downloadable podcasts of great speeches in history, such as Martin
Luther King’s ‘I have a dream’, or J.F. Kennedy’s inaugural speech. There are many podcasts on
historical, scientific or cultural topics, too.
Educational documentaries
TeachersTV (available from http://www.schoolsworld.tv/videos/ and other sites)
TeachersTV offers a wealth of educational documentaries. These have been categorised by
subject (English, ICT, maths and science) and level (primary or secondary school).
Written and spoken input

How Stuff Works: www.howstuffworks.com
This site is a goldmine of information on many school topics, with clearly-written texts backed
by visual material such as photographs and videos.
Online news resources

Many teachers like to link their work in the classroom to topical subjects. Try using:
• CBBC Newsround: news.bbc.co.uk/cbbcnews/default.stm
• Guardian online: www.guardian.co.uk
• BBC World Service: www.bbc.co.uk/worldservice
• BBC: www.bbc.co.uk
• Kidon Media-Link: http://www.kidon.com/media-link/index.php
• BBC Learning: www.bbc.co.uk/learning
Visuals
Google Images: images.google.nl
Use Google images to find photographs or other visuals for your lessons. The larger the image,
the better the quality. For example, pictures measuring 400 x 300 pixels are not as good as ones
that are 600 x 800. Through Advanced Search, you can further refine your search (cartoons,
black-and-white only, etc).
62 CLIL SKILLS
Google Earth: earth.google.com
“Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings
and even explore galaxies in the Sky. You can explore rich geographical content, save your toured
places and share with others”.
Lyrics
Lyrics search engines: www.metrolyrics.com or www.azlyrics.com
Although heavy with advertisements, these sites provide lyrics to most well-known songs.
Songs for teaching: www.songsforteaching.com
Here you can find songs for different school subjects.
18 GRAPHIC ORGANISERS
Help learners organise and understand new vocabulary or concepts.
Provide a note-taking structure - or graphic organiser - for learners to complete as they work with
the input. For more difficult input, you can provide partially-completed organisers which learners
complete further.
A good website to start is http://www.teachingenglish.org.uk/think/articles/graphic-organisers
CHAPTER 2 63
19 USING PICTURES AND ASKING QUESTIONS
Support texts with visuals or hands-on activities.
Select a visual - a photograph, cartoon or other image - which is strongly related to your topic.
Then create a task around the visual to introduce your learners to the lesson topic and get them
talking. Make sure that all the learners can see the visual. You might use a list of questions, a pile of
cards with questions, or a mind map to complete. First ask the learners to think about it in pairs,
and then discuss some ideas together in plenary.
Physics: radiation
When showing an image of people wearing a hazmat suit (garment worn for protection against
hazardous substances), you could ask the following questions:
What, where and when?
What is the photo of?
Where was the photo taken?
When (time of day, or year) was the photo taken?
Write down two questions you would like to ask about the photo.
Think of a catchy title for the photo.
Who?
Who is in the photo?
What are the people doing in the photo?
What are they wearing/What do they look like?
What is the relationship between the people in the photo?
Who is the photographer?
Why?
Why do you think the photograph was taken?
Who or what event was the photograph taken for?
What is the photographer trying to convey to the viewer?
In-depth
If this photo was the cover for a book, what would the title of the book be?
If it were a CD cover, what kind of music would it be?
What might the title of the CD be?
If the photo was illustrating an article, what would the title be?
What do you think the message of the photo is?
64 CLIL SKILLS
20 INTERVIEW
Encourage spoken input.
Before you start a topic or provide some input, ask your learners to interview a person or people
(preferably in English) about the topic. For example, they might interview a grandparent, elderly
relative or neighbour about their experiences during the war, or an acquaintance about their job or
thoughts about a topic in the news.
History: World War II

Provide an interview framework like the one below, ensuring you leave enough space for learners
to enter the answers. Learners can also create their own framework.
Interview framework about the Second World War
First, ask your interviewee if you may ask them some questions about themselves and their
experiences during the war. Write the answers to their questions on this form.
My name
Name of person I interviewed
Date of birth of person I interviewed
Date
Interview Questions
1 What did you think when the war started?
2 How old were you during the war?
3 Where did you live during the war?
4 What was your house like?
5 What did you do in the war?
6 What was music like during the war?
7 What did your parents do in the war?
8 What was the worst thing that happened to you during the war?
9 How did you feel when the war ended?
10 How have things changed for the better since the war?
11 How have things changed for the worse since the war?
12 (Write your own question here and ask it)
13 (Write your own question here and ask it)
21 HANDSON EXPERIMENTS OR EXPERIENCES
Support texts with visuals, hands-on activities or experiments.
Visualise your content with real objects, hands-on experiments or experiences. In this way,
learners can reinforce their learning through a non-linguistic channel. Concrete vocabulary can
be visualised through objects, and an experiment carried out at the start of a lesson can aid later
understanding
For some ideas, see:

• Hunkin’s experiments: www.hunkinsexperiments.com
This site describes experiments which you can do at home.
• Steve Spangler’s Science: http://www.stevespanglerscience.com/experiments
Scroll down to find free experiments.
CHAPTER 2 65
22 MIND THE GAP
Make a gapped text.
Select a dozen or so important words from your input which you would like learners to understand
and eventually use. Make a gapped text (cloze test) of your input, providing the words to fit into
the gaps. Ensure the gaps are numbered for easy reference later and that they are not too close
together, so that learners can use the context of the text to guess the words. You can make it more
difficult by providing extra words which do not fit the text, or easier by providing dictionaries.
This task actively engages learners with the important concepts of a unit.
Technology: how SMS works

Below is an excerpt from a text entitled ‘How SMS Works’ (adapted from communication.howstuff-
works.com/sms.htm). There are 10 numbered gaps in the text. Can you complete the gaps with 10
of these words?
SMS text messaging cell phone sending cell phones text message characters short
message service handling cells control channel receiving
Introduction to How SMS Works

Just when we’re finally used to seeing everybody constantly talking on their 1 it
suddenly seems like no one is talking at all. Instead, they’re typing away on tiny numerical pads,
using their 1 to send quick messages. SMS, or 2 , has replaced
talking on the phone for a new “thumb generation” of texters.
In this article, we’ll find out how text messaging works, explore its uses and learn why it sometimes
takes a while for your
2 to get to its recipient.
SMS stands for 3 . Simply put, it is a method of communication that sends text
between 1 , or from a PC or handheld to a cell phone. The “short” part refers to the
maximum size of the text messages: 160 4 (letters, numbers or symbols in the
Latin alphabet). For other alphabets, such as Chinese, the maximum SMS size is 70
4 .
But how do 5 messages actually get to your phone? [...] Even if you are not
talking on your cell phone, your phone is constantly 6 and 7
information. It is talking to its cell phone tower over a pathway called a 8 .
The reason for this chatter is so that the
9 system knows which cell your phone is in, and so that your phone can change
10 as you move around. Every so often, your phone and the tower will exchange
a packet of data that lets both of them know that everything is OK.
Key: 1. cell phones; 2. text message; 3. short message service; 4. characters; 5. SMS; 6. sending;
7. receiving; 8. control channel; 9. cell phone; 10. cells
66 CLIL SKILLS
23 WORD CARDS 1
Help learners understand new words through categorising.
Before you provide input, copy 20-30 words related to your input onto as many cards. The words
should be related to three or more sub-topics. Give a set of cards to a pair of learners and ask them
to categorise the words according to the sub-topics. This will help them (and you) to see which
words they already recognise and understand and which are new.
Biology: bones, organs and other parts of the body

Bones: clavicle, skull, scapula, humerus, radius, cranium, spine, femur, patella, sternum
Organs: heart, stomach, kidneys, intestines, skins, lungs, pancreas, kidney, liver, eye
Other parts of the body: quadriceps, oesophagus, throat, triceps, windpipe, platelets, gluteus,
anus, vein
Chemistry: divide words into the three categories of liquids, gasses and solids.
24 WORD CARDS 2
Help learners to recognise and understand vocabulary.
This activity should be used with input that uses many word combinations or collocations.
Put one half of each collocation on a coloured card, and the other half on a different-coloured card.
Mix the cards up. Give each group of learners two sets of cards. They then try to find the correct
collocations. Once they are done, they can guess the topic of the lesson that is to follow.
Biology: health
Pink cards Blue cards
black eye
sprained ankle
allergic reaction
heart attack
heart beat
blood pressure
CHAPTER 2 67
25 SPOT THE WORDS
Help learners to notice language.
Make a list of verbs, nouns or adjectives. Add six words which are not in the same category.
Ask learners to find the words which do not belong to the category.
Biology: endangered animals

An adjective is a word that describes a person, animal, place, thing or idea. Adjectives modify or
‘give more information’ about nouns, e.g. a beautiful dog. Which of the following words are not
adjectives?
Cross out these non-adjectives and add more adjectives of your own.
spotted lovable quick moist territorial ears

furry vicious warm-blooded cute dry shiny
long wild cold-blooded adorable shy small
striped tame heavy rough dominant large
deadly diurnal aggressive scaly submissive nocturnal
soft hairy wings patterned maternal cat
68 CLIL SKILLS
26 MAKE A GAPPED TEXT
Help learners develop reading strategies.
To help learners develop reading strategies, blank out the new vocabulary or keywords in a text
and see if they can understand without these.
Science: cloud in a bottle

Cloud in a bottle: How does it work?
(Adapted from www.stevespanglerscience.com/experiment/00000030).
Even though we don’t see them, water molecules are in the air all around us; it’s called water
1 . When the molecules are 2 around in the atmosphere, they
don’t normally stick together.
Squeezing the sides of the bottle forces the molecules to squeeze together or 3 .
Releasing the pressure allows the air to 4 , and in doing so, the temperature of
the air becomes cooler. This cooling process allows the molecules to stick together more easily
forming tiny 5 and clouds are nothing more than tiny water 5 !
The smoke in the bottle also helps this process. Water particles will group together more easily if
there are some solid particles in the air to act as a 6 . The invisible particles serve
as the 6 and help in the formation of the cloud. Clouds on Earth form when
warm air rises and its pressure is reduced. The air 7 and cools, and clouds form as
the temperature drops below the 8 point. The invisible particles in the air may be
in the form of pollution, smoke, dust or even tiny particles of dirt.
The blanked-out words are:

1 vapour 5 droplets
2 bouncing 6 nucleus
3 compress 7 expands
4 expand 8 dew
CHAPTER 2 69
3
70 CLIL SKILLS
3 Guiding understanding for CLIL

• ways of guiding understanding (processing input) to support understanding in CLIL;
• what processing input is;
• why processing input is important for CLIL, in terms of both content and language;
• practical CLIL classroom activities to guide learners in understanding and working with input.
INTRODUCTION
Texts, formulas, videos, diagrams, graphs, experiments: CLIL teachers guide learners to understand many
types of input in English. This chapter deals with guiding understanding - or processing input - in English.
Processing input is the action of working actively with input - your basic materials. Some examples of
processing input are: a geography teacher asking learners to make a graph out of raw data or data in a text;
a history teacher making a handout for learners to identify the causes and effects of an event in a text; a
science teacher asking learners to draw conclusions about an experiment they have done. Processing input
helps learners to understand it better. Consequently, learners learn, remember and apply input better, in
terms of both content and language.
CHAPTER 3 71
6 Alternative ways of supporting understanding
Here are some different ways in which teachers can help learners to process input. For each example,
write down one possible alternative. One alternative has been provided.
Subject input Example Alternative way

of supporting
understanding
Music: video List of questions about the content and A worksheet of an

from YouTube images of the video clip. empty timeline which
about shows the chronology
Beethoven’s life of Beethoven’s life.
Economics: A shaded (coloured in) map about popula-

population tion density in Africa with a list of questions.
density
Maths: algebra Teacher explanation about algebraic

symbols.
Physical A text about suppleness, strength and

education: stamina. A list of true and false statements
areas of fitness about areas of fitness.
Chemistry: a Each learner is provided with one red and

video clip about one green card. After the learners have
sedimentation watched the video, the teacher reads out
and soils true and false statements about the
contents of the video. If learners agree, they
hold the green card up; if they disagree,
they hold the red card up.
Table 3.1 Your experience with guiding understanding
72 CLIL SKILLS
CASE STUDY
Here is a description of the next part of the history lesson described in Chapter 2. The lesson is aimed at
first-year CLIL learners (12/13-year-olds). The input consists of illustrations and extracts about the lifestyle
and ways of warfare that Romans encountered in Britain and the Netherlands.
Content aims
• find specific information in a text in order to understand some characteristics of lifestyle and warfare in
Britain and the Netherlands in Roman times;
• assess the reliability of source material.
Language aims
• write clear notes;
• use words related to lifestyle and warfare;
• argue their own point-of-view about the reliability of the input.
“To help them understand this input, I asked the learners to skim all the extracts and illustrations and
decide which described lifestyle and which warfare. I then gave each learner two A4 sheets of card:
blue for warfare and yellow for lifestyle. The learners’ second task was to cut up the texts and
illustrations, and paste all those dealing with LIFESTYLE on the yellow piece of cardboard, and all those
relating to WARFARE on the blue one. In their third task, I asked learners to work in pairs and complete
a table summarising the information about lifestyle and warfare from their chosen texts. In the next
task, I asked them to consider the reliability of the extracts’ authors: Was the information objective or
subjective? We then discussed a glossary of important items for explaining the specific jargon used in
the texts: ambush, casualties, deploy troops, missiles, rampart, tribune, cuirasses.”
Figure 3.1 Teacher’s comment
Text or Lifestyle Warfare Reliability of source:

illustration objective or s
ubjective? Why?
Examples: - Cantabri soldiers Objective because it

source 5 would commit tells facts.
suicide rather than
become slaves
Source 7 Britons didn’t farm - Objective because we

and couldn’t make know Britons didn’t
cheese from milk farm then.
Table 3.2 Table to note down information about lifestyle and warfare
CHAPTER 3 73
WHY IS THIS CLIL?
The processing of input in this lesson supports learning of content and language in several ways:
The teacher first provides a relatively easy reading task for global understanding (skimming): an exercise to
check comprehension. This requires some basic processing of information. It gives the learners a chance to
familiarise themselves with the main ideas in the text and encourages them to read globally, ignoring
words that they do not know.
Having been given a second, slightly more difficult, sorting task, learners then read the material.
This cutting and pasting requires them to re-organise the resources, or input, in a physical way and thus
helps them to gain a greater overall understanding. Learners are not yet required to produce output
independently. During this task, they process more of the information. Again, they are encouraged to
read for general meaning and ignore or guess words that they do not yet know.
Next, the teacher provides a third and more challenging task in which learners work on warfare and
lifestyle in more detail by note-taking in a table with specific information from the texts. The learners are
now producing a small amount of output.
Throughout the lesson, different tasks ensure that the new input - information and language - is recycled.
Thinking skills are also tapped into: learners need to sort out relevant points from their resources in the
initial task, re-formulate the information and decide on its reliability.

In this section we discuss some key ideas relating to processing input: its importance for CLIL, vocabulary
and memory, and scaffolding and the zone of proximal development, or ZPD.
1 WHY IS PROCESSING INPUT IMPORTANT IN CLIL?

There are four main reasons why processing input is important. First, if learners re-organise or change input
into another form, they will process and comprehend input better. Tasks for guiding understanding might
include, for example, changing information from a diagram into a text, or from a text into a picture or
role-play. Such tasks require higher thinking skills.
Second, if learners are helped to ‘scaffold’ their learning to understand the main points, the lesson input will
be understood better. This can be done by using graphic organisers or ’frames’ or by effective teacher
questioning. Explanations of scaffolding and examples of graphic organisers and frames will be given later
in this chapter.
Third, the more multimodal - or varied - the way of processing the input is, the more likely it is that more
learners will understand it in their own way. For example, if teachers offer tasks with pictures, photographs,
diagrams, videos or other visuals, a greater number of learners is likely to understand both content and
language better. After all, each individual takes in information in different ways.
Finally, if tasks are made meaningful and relate to real life - through personalisation - learners will create
more of their own links with what they already know and can do.
Processing input in a second language

In CLIL, learners need to process content through a second language, so actively processing the input is
more challenging for them than when they are learning through their first language. The number of
associations they have in their first language is much greater than in the second language. When teachers
provide processing activities or tasks, these help the learners create more connections in the brain about
74 CLIL SKILLS
the content in English. This helps the learners to remember, and retrieve both the language and the
information when they need it.
2 VOCABULARY AND MEMORY

One important way in which subject teachers work with language input is through vocabulary - the words
or phrases which are needed for understanding. But how do learners store the vocabulary in their
memories? Recent neurological research says that knowledge is stored in the brain as a pattern of networks
(Moonen, 2008, p. 30). Processing in the brain is needed to add words to these networks. Some of the
words learners come across go into their working memory: which words these are depends on motivation,
learner preferences, mood and openness. Not every learner will put the same items into their working
memory at the same time! Once in the working memory, the new vocabulary can be processed through
tasks. The more processing there is, the more connections are made between new words and words which
have already been stored in the memory. In this way, the vocabulary is more likely to enter the long-term
memory and join a network of associations in the brain. Therefore, teachers need to work actively with
vocabulary in their lessons.
CLIL teachers need to help learners create more and stronger connections in the brain, or in other words,
to recycle the vocabulary. Learners need to use it in different contexts and through different channels: a
variety of tasks and language skills. This forges stronger connections in learners’ brains, which helps them
remember and re-use the vocabulary.
In short, teachers must do much more than providing lists of definitions of English words in Dutch.
Learners need to recognise, store and eventually retrieve and use vocabulary. When learners see or hear
vocabulary in several different contexts, they will gradually start using the words in new contexts for
themselves.
Three types of vocabulary

As explained in Chapter 2, there are three basic types of vocabulary: general vocabulary, subject
terminology and academic words. It is likely that subject teachers will be dealing mainly with subject
terminology: the words specific to their subject, such as cone in mathematics, inflation in economics and
ecosystem in biology.
CHAPTER 3 75
3 SCAFFOLDING AND THE ZONE OF PROXIMAL DEVELOPMENT ZPD
A relevant view of learning through processing input relates to the importance of teacher scaffolding.
This is based on the ideas of Wood, Bruner & Ross (1976) and Vygotsky (1978). Builders use temporary
scaffolds to support a building during construction. Once the building can stand alone, the scaffold is
removed. Learners in the classroom can be helped with teacher scaffolding in the same way. Scaffolding in
learning is a special kind of help (Gibbons, 2002) that teachers can use to help learners move forward in
their learning and understanding.
Vygotsky says that children can be helped to learn in the areas just beyond those they can reach alone.
He called the distance between their original level and new, potential level of development the zone of
proximal development or ZPD. Scaffolding is used to help children move into their ZPD.
Sharpe (2001) divides scaffolding into two types, contingent scaffolding and built-in scaffolding.
Contingent scaffolding
Contingent, or immediate, scaffolding takes place on-the-spot. An example would be a teacher’s response
to learners’ on-the-spot questions in a lesson, where a teacher realises the learners are struggling with the
input, and then uses a learning conversation to help them understand.
76 CLIL SKILLS
9 Contingent scaffolding
Rick: What’s unemployment?

Teacher: Employed, does anyone know the word employed? (writes on board)
Learners: -
Teacher: You are employed if you have a job. Are you employed, Rick?
Rick: Yes.
Teacher: What are you employed as?
Rick: I fill shelves in a supermarket.
Teacher: OK. So, to employ means to have a job. What does un- mean if it comes before a word?
Learner: Not
Teacher: Yes, the opposite. Like uncover or undo. What do you think unemployment means,
then… (etc.)
Built-in scaffolding
The second type of scaffolding is called ‘built-in’, or planned scaffolding. For example, teachers might plan
in advance which questions to ask in a lesson or provide a scaffolding task such as a writing frame
(see Examples 15 and 16).
10 Built-in scaffolding
The teacher prepares true/false statements in advance on the text ‘How recessions work’ to check if
learners understand the main ideas, for example:
1 In 2008 the economic situation in the world got better. (F)
2 This article is about recessions. (T)
3 …
Teachers can also use scaffolding to support learners’ skills development until they can work
independently. CLIL teachers should provide scaffolding for both language and content learning.
1 HELPING LEARNERS WITH INPUT
Teachers need to provide learners with a great deal of understandable input at the right level. Learners
who interact and engage with such input also learn to process it more effectively. When designing lessons,
the first thing teachers could consider is which key concepts they want their learners to understand.
As a next step, teachers can focus on more specific details and design appropriate tasks for those. In other
words, start with general understanding tasks related to both content and language, followed by tasks
aimed at a more detailed understanding.
CHAPTER 3 77
Here are some guidelines to help learners process and interact with input in the form of listening,
viewing and reading.
Dos Don’ts
Planning Do decide beforehand what Don’t prepare your lesson only Start of
learners should do with the in terms of a page number or lesson or
input, and set both content and exercise: “We’re going to do theme
language aims: “By the end of exercise three on page
this unit, the learners can...“ ninety-seven”.
Warming up Do carry out a short warm-up Don’t launch into a new topic
task linked to the topic of the ‘cold’ or without any introduc-
input for focusing. For example, tion. Learners need to re-focus
use a visual (photo, video clip, coming from a previous lesson
cartoon or diagram) to introduce and tune in to your subject.
the topic, or invite learners to
think about what they already
know about the topic.
Using Do provide a task or some Don’t get learners to read new

general general questions for learners to material aloud one by one.
ideas: answer when they read, watch or This will not help either their
the first listen to input for the very first speaking or their reading
contact with time. In this way, you guide them development. Reading familiar
input to understand the main idea of texts aloud can occasionally be
the input and give a reason for useful for pronunciation
processing the input. Discuss practice but - if done with
their answers before you unknown texts - actually slows
continue. down the reading speed and
hinders understanding.
If you want learners to read Reading silently with a
aloud to practise pronunciation, supporting task is more
Do this at a later stage. Only ask effective for taking in new
learners to read already familiar information.
material aloud. Ask them to read
aloud simultaneously in pairs Don’t supply a list of ‘difficult’
and tell them you are practising words with a translation in
pronunciation. Help learners Dutch. This encourages
individually with pronunciation learners to stop every time
or as a class if you notice they meet a word that is
common problems. unfamiliar. This is a poor
reading strategy and gets in
Do encourage learners to ignore the way of global
words they do not know the first understanding.
time they read a text, so that
they can try to understand the
main points without getting
stuck on individual words.
78 CLIL SKILLS
Dos Don’ts
Using Do provide a specific task for Don’t encourage learners to

details: learners to answer while they stop at every single unknown
further read, watch or listen to the input word and don’t do so yourself,
contact with a second time. Discuss their either. Rather, encourage them
input answers. If they haven’t under- to guess the meaning of words
stood the input, ask if they need from context, so that they learn
to listen, view or read again. that they can succeed in
Provide fresh tasks each time comprehending input without
they take in the input. understanding or stopping at
every word.
Do encourage learners to create
their own questions around Don’t provide answers to
input, either by hypothesising hypotheses before learners
before they are exposed to have had time to think of their
input, or to check understand- own.
ing.
Applying Do use the topic or the language Don’t expect learners to be

information of the input as a stimulus for able to reproduce vocabulary
and further activities. Help learners as soon as they meet it; they
concluding produce their own spoken or need to come across vocabu-
written language at this stage. lary in several different
Draw attention to specific contexts before they can use it.
aspects of language or the
characteristics of texts. Don’t give a list of English
words with their Dutch
Do work to help learners translations, either at the start
understand and recycle. Ensure of the lesson or at the end,
that learners know both the since this won’t help effective
meanings of words and their vocabulary learning very much. End of
usage. Create new, active tasks lesson or
to help learners recall and theme or
process ideas and vocabulary. lesson
Table 3.3 Guidelines to help to process input
2 SELECTING KEY WORDS

When looking at material, for example in a course book or online, teachers first need to select vocabulary
items that learners need to know and understand in order to be able to process the input in a task or
experiment. This is the target vocabulary, or the key words. In CLIL, these are often subject-specific terms or
concepts.
It is helpful to distinguish between receptive vocabulary, which learners need to recognise and understand,
and productive vocabulary, which they need to use and communicate with. When performing receptive
tasks, it is not vital that learners understand every single word. It is more important that they know enough
vocabulary to carry out tasks and to understand the input. Some vocabulary can even be ignored, if it is
very specific or used only once in a unit and is not essential for understanding.
CHAPTER 3 79
11 Selecting vocabulary
Here is an example of the start of an authentic text for economics, ‘How recessions work’
(from money.howstuffworks.com/recession.htm). It includes new vocabulary, which can be
categorised as follows:
• The five bold terms are words which the learners will need to use actively, since they will recur
in the unit: recession, economic conditions, stock market, economy and economists.
• The five underlined terms are words which learners need to understand receptively but not
use actively: tumbled, rising unemployment, guaranteed, depression, turn around.
• The five terms in italics can be ignored, since the text can be understood without them:
in session, Martin Luther King Day, economic stimulus package, news blitz, constitutes.
How Recessions Work

On Jan. 21, 2008, stock prices tumbled around the world. Most analysts pointed to fears surround-
ing the United States economy and a possible recession as the reason for the drop. Ironically,
economic conditions in the United States were affecting the world economy on a day when its
own markets weren’t even in session -- they were closed for the Martin Luther King Jr. Day holiday.
Three days later, news outlets were already reporting a new economic stimulus package, designed
in part to try to prevent a recession.
This isn’t the first recession news in recent memory. On Nov. 26, 2001, the news media announced
the United States was officially in a recession and had been since March of that year. To most
Americans, this wasn’t all that surprising: Rising unemployment and a weak stock market had been
in the news for months.
Both the 2008 market drop and the 2001 news blitz raised a lot of questions. Who decides when the
economy is in recession, and on what grounds? What actually constitutes a recession, anyway?
When a nation’s economy enters a recession, is life guaranteed to get harder for most of its
citizens? And how often does a recession lead to a depression?
In this article, we’ll find out what recessions are, see why they occur and examine the criteria
economists use to identify them. We’ll also look at the effects of recession as well as explore some
of the ways a country can turn the economy around again.
3 NOTICING AND AWARENESS ACTIVITIES

Noticing involves helping learners to see explicitly how language works. Awareness activities can help
learners to notice. Learners can notice two things: firstly, the meaning (what language is used) and second-
ly, the form (how the language is used). For example, if learners come across the sentence On Jan. 21, 2008,
stock prices tumbled around the world, if they notice the meaning, they realise that tumbled means fell.
If they notice the form, they realise that tumbled (ending in -ed) is a regular past tense, which is often used
in combination with a specific time (Jan 21, 2008).
Tasks involving noticing the form and the meaning of language structures help learners to learn a language
better because they pay explicit attention to language (Noonan, 2004). Drawing learners’ attention to how
language is used in a text also helps them to write texts in which language is used in a similar way (Lyster,
2007). This leads to learners producing more accurate and more varied language and helps them explain
content ideas more clearly. Here are some examples of tasks that promote noticing:
80 CLIL SKILLS
• Explain and draw attention to a particular form: “If we look at this text, we see a number of imperatives.
For instance, measure, fill, add up, empty, dissolve”.
• Recycle a structure frequently and consciously in spoken or written language: use important words
yourself, put them into tasks and write them on the board.
• Ask learners to do tasks which highlight or underline a structure: “Adjectives are words used to
describe nouns. They are words like small, hairy, bald and long-legged. There are quite a few adjectives
in this text. Use a highlighter pen to highlight all the adjectives in this text”.
Awareness activities involve guiding learners to a better understanding of how language is used.
These are most useful when learners can see the immediate relevance of the language, for example, when
learners can also use the noticed language in a task. Examples of awareness activities are tasks which help
learners to discover a grammatical rule, or tasks which ask learners to compare and contrast language
patterns in two texts, or in two languages (Lyster, 2007). The following tasks help learners to become aware
of language:
• Ask learners to do a task that requires them be aware of a structure. For example, “Here are some
instructions for an experiment. Complete the instructions with the 10 words (imperatives) provided
below”.
• Ask learners to change words from one form to another. For example, “How many related words can
you make from the word unemployment?” (employment, to employ, employable, employability).
• Ask learners to find the differences in style between two texts.
• Ask learners to compare the way something is said or written in English and Dutch.
4 RECYCLING VOCABULARY ‘MULTIMODALLY’

Recycling vocabulary helps learners to understand it; learners cannot usually grasp a word’s meaning and
retain it when they first come across it. Learners must work with new vocabulary to make connections with
the networks in their long-term memory and store the words. Before they can use vocabulary, learners
need to come across it several times, for example in a text, a discussion, a video or a task in a course book.
After a while, learners will start to use the new words in their own work.
Teachers can help learners gain new vocabulary by providing words grouped into themes so that learners
see the connections between them. They can also help learners recycle vocabulary in different ways - in
other words, multimodally (see Chapter 2). Besides texts, teachers can use pictures, body language, words
written on the board, experiments and models. One learner will remember most effectively through
reading, another through seeing a picture, a third through a joke or hearing the word pronounced and a
fourth through acting a word out. This makes multimodal input vital.
Here is an example of how a geography teacher required learners to recycle content and vocabulary
multimodally in geography. The learners were asked to write a summary of the journey that a child took
from the Cay Islands to the U.S.A. and to illustrate it with a labelled map. Here is a part of the text written by
a pupil.
CHAPTER 3 81
THE CAY ROUTE
This story is about a small, white boy called Phillip which took place during the Second World War.
When Germans became a threat to the island of Curacao. His mother became worried and decided
to flee the island and return to Virginia in the U.S.A. His father needed to stay on the Curacao for his
work and could not join them. The father was worried because the Germans had U-Boats patrolling
in the coast. Mr. Enright wanted his wife to fly back to the U.S.A., however she refused because of
her fear for flying. In the end they went by boat. On the second day of the journey the boat was
torpedoed. Phillip work up on a raft with a big, old Negro man called Timothy. [...]
Figure 3.2 Learner’s written work
5 ‘POOR’ AND ’RICH’ VOCABULARY TASKS

The set-up of tasks is also an important factor in remembering vocabulary. The Multi-feature hypothesis
explains that the more mental actions a task involves, the more likely a learner is to retain knowledge
(Westhoff, 2009). Westhoff likens the learning process to a pinball machine: the longer material to be
learned is kept in the pinball machine - maximising the number of ‘hits’ - the more likely a learner is to
retain it. This means that it is essential to keep the learners active and offer them a variety of learning
opportunities. Moonen (2008) describes ‘rich’ learning tasks as tasks that involve more mental actions
which increase the amount of learning.
Poor learning vocabulary task Rich learning vocabulary task
Memorise these words about metamor- Use these words about metamorphosis to write
phosis English-Dutch and Dutch-English. a story about a butterfly in exactly 50 words.
6 PERSONALISING
Vocabulary will stick better through meaningful tasks related to the new vocabulary. One way of creating
such tasks is personalising: learners do a task related to themselves. In a personalisation task, learners each
have their own, individual response, which helps them recall and use the words in another context. They
are more likely to recall the words if they are engaged with them, processing the words more deeply and
‘anchoring’ them in their brains.
Here are some examples of personalising tasks which process vocabulary more thoroughly. They can be
used for variation in glossaries:
• Learners make a diagram, drawing, sketch or word map which links words together.
• Learners put the words onto a drawing or picture provided by the teacher, and explain to someone
else why they have placed them there.
• Learners write the words on a continuum (for instance, from NICE to NASTY) and then explain their
reasons for positioning the words in that way.
• Learners list the words to be learned in two columns under the words ‘black’ or ‘white’, then explain to a
partner why they consider each word to be black or white.
• Learners individually write a short text which includes ten words they need to know. Divide the class
into pairs, A and B. The As read their texts aloud and the Bs write down the ten words which they think
are related to the topic. Then they swap roles.
More meaningful vocabulary tasks can be found in this chapter’s practical lesson ideas.
82 CLIL SKILLS
7 GLOSSARIES AND PERSONAL IDIOM FILES
Glossaries allow learners to record important vocabulary. A glossary is often in the form of a notebook or
computer file containing terms for each subject. It is a list of words which learners need to learn and
understand, and often, use actively. A Personal Idiom File (PIF) is a glossary created by the learners, in which
they write down the words that they want to learn. We have already seen that personalising is a good way
of helping learners retain new words.
Glossary entries are more effective if they contain more than a translation or definition from the teacher or
textbook. Writing down the meaning of the word and the way the word is typically used in English will help
learners store the words better. In Example 12, associated words are also included. For each word or phrase
in the glossary, the teacher has included the word itself, its meaning, its use in context and other associated
words. The definitions should contain little to no new language: defining ultraviolet light as solar radiation
does not help with understanding! Teachers can provide example sentences or ask learners to create their
own examples and then check them.
12 Model glossary entries
Word Meaning Use Related

words
(examples)
carbon A colourless gas with no When we breathe, we carbonised

dioxide smell. breathe out carbon
CO2 dioxide.
acid rain Rain with a lot of pollution Trees are dying in acidic
which, when it falls, harms Sweden because of acid
the environment. rain.
corrosion A process that eats away The corrosion in the car corrode
materials, such as metals. was so bad that the door
dropped off.
fossil fuel Fuel which is found in the Coal, oil and natural gas fossilised
earth’s crust. are fossil fuels.
sulphur A gas that smells like bad The sulphur dioxide from sulphuric
dioxide eggs. the volcano smelt bad.
SO2
Varying the way the glossary is used is motivating for learners. Other variations for glossary entries are:
• Copy the original sentence and underline or highlight the word to be learned.
• Give learners words or phrases which are associated with the glossary term (collocations).
For example: blind date, blind window, blind as a bat, blind faith.
• Help learners recall words in groups or categories, for example by creating mind maps of words in
themes.
• Create a narrative using ten of the words related to a topic. Learners listen to this story and notice
the words used.
CHAPTER 3 83
• If learners do not understand a word while doing a task, they go up to the board and write it in a
designated space on the board. At an appropriate moment, the teacher discusses all the words or
phrases with the whole class. This activity enables learners to decide for themselves which vocabulary
they need to know.
• At the end of a lesson, take a few minutes to work on vocabulary. Ask learners to write down usage
examples for two or three words they have worked on in the lesson. In random order, learners then
read out one example, so that as many as possible are collected. The examples can then be entered
into the PIF.
8 READING STRATEGIES
To process and understand input, learners need reading strategies. These help them become more
independent learners that ultimately process input themselves in their own way. Below are several reading
strategies related to input processing; more tasks can be found in this chapter’s practical lesson ideas.
Reading strategy 1: guessing words

Encourage learners to guess the meaning of words or phrases by reading the text surrounding a word.
Deducing the meaning of a word themselves is generally considered more effective for word retention
than being given a teacher definition. The harder the learners work to guess the meanings, the better.
Teachers should, however, be aware that guessing can lead to misunderstandings, and help pupils find the
right clues. Clues to the meaning of a word are often found in the context, the surrounding words. The text
may provide a definition explaining the word, or it may give examples illustrating it. Connecting words
used after the familiar word may indicate a contrast, a comparison or a similarity. If the learner knows the
word that the unfamiliar word is compared or contrasted with, this provides a clue to the unfamiliar word’s
meaning.
For example, a teacher could encourage learners to guess that the word tumbled means went down in the
sentence On Jan. 21, 2008, stock prices tumbled around the world. A series of questions can show learners
the right approach. What kind of word is it? Knowing that the word is a verb helps. What other words in the
text may help? In the following sentence, fear shows it is something bad and drop is another word with the
same meaning, something that prices can do.
84 CLIL SKILLS
Sample questions Answers related
to tumbled.
1 What kind of word is it (Is it a verb/noun/adjective/conjunction)? Verb
2 What other words in the text may help you to guess the word? Fears, drop
3 Is the word like another one in Dutch or another language which Tuimelen
might help you to guess it?
4 Look at the form of the word. Is there anything about it which might The ending -ed
give a clue? Prefixes at the start of a word or suffixes at the end can indicates a
help (for example, the prefix re- means again, un- means the regular past tense
opposite, the suffix -ful often indicates an adjective)..
5 Is the word made up of more than one word? For example egg cup or Not relevant here
keyhole. If you know one half of the word, you can perhaps guess the
other half.
6 Are there linking words (for example, but, therefore, neither… nor)? Not relevant here
For example, the sentence He is posh but scruffy, indicates that a posh
person is not often scruffy.
Table 3.4 Questions to help guess words
Reading strategy 2: working with word forms

Ask learners to look at the form of words to guess the meaning. For example, words with the prefixes un-,
in-, im- often mean the opposite of the word without the prefix; words ending in -tion, -sion, -cion are
generally nouns. Sometimes, similarity to words in Dutch or other familiar languages (French, German,
Greek, Latin) can help learners guess the meaning of a particular word (tumble and tuimelen).
Reading strategy 3: predicting

Support learners in predicting what the possible contents of the input might be. For example, before
actually starting to work on a text in detail, learners can survey it and look for indicators to make
predictions about its contents. By drawing attention to these elements, teachers can help learners
make independent guesses or predictions about the meaning of a text. Teachers can create tasks to
focus learners’ attention on the title, headings or subheadings, on pictures, charts, graphs or maps and
on words in bold or italics. Later, the learner can consider the original predictions to see whether they
were correct or not.
Reading strategy 4: distinguishing main ideas from details: skimming and scanning
Good readers quickly find and understand the main ideas in texts; teachers can support their learners
in doing this, too. When working with texts, teachers can decide in advance which main ideas learners
need to understand, then create general understanding tasks which focus only on the main points to
achieve this.
Skimming and scanning are reading strategies which help learners to read more effectively. Skimming is the
skill of reading quickly to find out the gist of a text. You might use it to decide if a text is interesting and
should be read in more detail. Scanning is a reading strategy used to get specific information from a piece
CHAPTER 3 85
of text. Sometimes readers need to skim a text; at other times, they need to scan. Often it is not important
for learners to know and understand every single concept in a text. They need to learn when to run their
eyes over a text noting important information to get the gist of a text, when to read rapidly to find specific
information and when to read for more detail.
The first sentences of paragraphs in authentic texts often contain the most important information; this is
particularly true for web content. An example is the online article ‘I’m an eco-warrior’ below. By only
reading the first sentences of each of the seven paragraphs in the text, readers can get the general idea of
the whole text without even reading it! These seven first sentences can be found in Figure 3.4.
Original text (adapted from http://www.bbc.co.uk/slink/real-life/stories/im-an-eco-warrior)
Real-life stories: I’m an eco-warrior

Jess’ love for the environment has meant she’s won a competition, been to No.
10 and even appeared on TV. This is her story...
I’m a 13 year old girl who likes listening to music, going out with my friends and spending
quality time with my family. The only thing that makes me a bit different is that I’m really into the
environment.
In fact I’m so crazy about the environment I won a competition, and now I’m a Climate Change
Champion. This is my story about how I won and why I actually do like hugging trees!
I have always been really interested in the environment and have always enjoyed finding out what
was happening in my world and keeping up to date with world issues. So when one of my teachers
introduced me to the competition, I was really excited.
86 CLIL SKILLS
This was my opportunity to make a real difference and talk up a subject I am really passionate about.
The competition was about finding young people who really cared about the environment and
wanted to inspire change, so I decided to make a film.
My documentary was about climate change and its consequences, I worked really hard on it but was
absolutely amazed that it got me through to the semi-finals. Here I was interviewed by four climate
change experts. I felt like I was on Dragons’ Den and it was so scary.
“It’s not every day you have tea with the Prime Minister”
Winning time
I guess I didn’t let my nerves get the better of me because I won my round and was awarded the
title of Climate Change Champion for my region. I was ecstatic.
Figure 3.3 Eco-warrior text
I’m an eco-warrior (seven first sentences)

1 I’m a 13 year old girl who likes listening to music, going out with my friends and spending
quality time with my family.
2 In fact I’m so crazy about the environment I won a competition, and now I’m a Climate Change
Champion.
3 I have always been really interested in the environment and have always enjoyed finding out
what was happening in my world and keeping up to date with world issues.
4 This was my opportunity to make a real difference and talk up a subject I am really passionate
about.
5 My documentary was about climate change and its consequences.
6 “It’s not every day you have tea with the Prime Minister”.
7 I guess I didn’t let my nerves get the better of me because I won my round.
Figure 3.4 Using first sentences
CHAPTER 3 87
To help general understanding of the text, learners can perform the following scanning task.
Scanning task
Read the text ‘I’m an eco-warrior’: are these sentences are true or false?
1 Jess won a competition by making a film.
2 Jess is very interested in the environment.
3 Jess’ prize was an afternoon with the Prime Minister.
Figure 3.5 Scanning task
9 TEXT TYPES AND STRUCTURES

Written text comes in all sorts and sizes: newspaper articles, postcards, e-mails, instructions,
advertisements and letters. These are known as text types or genres. Typical text types for science are
laboratory reports and descriptions of experiments, and a typical text type for history is a historical article
describing causes and effects. A written authentic text almost always has a specific communicative purpose
or a function (persuading, selling, giving an opinion), and is aimed at a specific audience (teenagers,
scientists, parents). Good present-day textbooks will contain a mix of authentic texts, so that learners are
exposed to many different text types.
Teachers can help learners study different aspects of texts. Important skills for CLIL learners are the ability
to recognise, understand and work with text types (also see Chapter 4). Learners’ understanding of a text
can be increased in the following ways:
• Recognising the text type (e.g. article, brochure, report), the audience (e.g. the management, the
general public, my aunt) and the purpose (e.g. to instruct, to explain).
• Recognising a text’s organisation structure to get an overview of the text. For example, paragraph one
is an introduction to the topic, paragraph two is an argument for, paragraph three another argument
for, and paragraph four contains two arguments against.
• Recognising text features. Similar text types often contain similar language, such as language of cause
and effect, or language used to express opinions. Recognising these language features leads to a
better understanding of the content.
Working with learners to help them to notice types of text, common text language and structures can help
them understand textual input, as well as - perhaps at a later stage in their learning - create their own texts
independently. Discuss these issues with your learners or create tasks around the fact that there are
different text types, each with a different aim, audience and organisation.
88 CLIL SKILLS
7 Text types and purposes
Below are three examples of text, each written for a different purpose. Read the texts and match them with
one of the eight purposes in the right-hand column.
Text Purpose
Text 1
Tto, bilingual education, is an educational method that has been used by argue
a growing number of schools in the Netherlands since the early nineties.
It means that half of the curriculum is taught in English, the other lessons
are taught in Dutch. Jacob van Liesveldt started bilingual lessons in VWO in persuade
1998. Later the school started a bilingual HAVO stream as well.
Meanwhile the school is proud to have obtained the tto Certificate, the official
quality mark of the European Platform. inform
(from: www.penta.nl)
Text 2 describe
This story begins with Once Upon A Time, because all the best stories do,
of course.
So, Once Upon A Time, and imagine if you can, a steep-sided valley cluttered instruct
with giant, spiky green pine trees and thick, green grass that reaches to the top
of your socks so that when you run, you have to bring your knees up high, like
running through water. Wildflowers spread their sweet heady perfume along
the gentle breezes and bees hum musically to themselves as they cheerily compare
collect flower pollen.
(from: http://www.eastoftheweb.com/short-stories/UBooks/DragRock.shtml)
Text 3 contrast
The game of bridge has two main parts: the Bidding (also called the Auction)
and the Play. You should learn the play first because it will give you a better
sense of what the bidding means. In fact, learning the bidding first is a mistake
and can be a turnoff to new players.
Bridge is a partnership game requiring four players. Each player sits opposite
his partner at a card table (in this age of computers the concept could be a
simulation).
Bridge is played with a standard deck of 52 playing cards. One of the players
deals all of the cards, 13 to each player, in clockwise rotation, beginning with
the player to the left of the dealer.
(from: www.rpbridge.net/1a00.htm).
CHAPTER 3 89
Text types can often be recognised by certain text or language features. These give the reader hints about
what is happening in the text. Try showing examples of different text types in your subject, pointing out
typical text features and language relating to different text types.
Text type and aim Text features Language commonly

used in this type of
text
Description Text gives facts about a For example, for

subject, and elaborates on instance, specifically, in
Aim: describes something these. Sections of the text particular, in addition,
or someone often consist of a main idea or moreover, also
definition, then an elaboration
on different aspects of the Adjectives and adverbs
topic. Often includes subhead-
ings. Usually written in an Language to do with
impersonal style, in the third the five senses: sight,
person, and present tense. hearing, touch, taste
Examples: text about mam- and hearing
mals, a description of a
geographical area or a person. Comparisons, similes
and metaphors
Information Not much repetition, factual Modal verbs: can,

and clear. should, may, might
Aim: provides facts Examples: programme
brochure of a theatre, informa- Times and dates
tive flyer about the life cycle of
a head louse. Present tenses or
imperatives
Cause and effect Text contains the result of an Consequently, therefore,

event or occurrence and the as a result, thereby, leads
Aim: tells what the effects reasons why it happened. to, thus, accordingly, in
of an event are Example: text about effects of this way
World War II on the lives of
people in the UK and Germany.
Narrative Text tells a story, often in the First, next, later, after
past tense with speech in the that, afterwards, when,
Aim: tells what happened present tense, in chronological meanwhile, then
order. After setting the scene
(when, who, where and what),
the writer describes a se-
quence of events.
Example: Anne Frank’s diary
90 CLIL SKILLS
Comparison or Text compares the differences However, unlike, like, by
contrast and similarities of two or more contrast, yet, in compari-
objects, places, events or ideas. son, although, whereas,
similar to, different from,
Aim: compares two or Example: text about the on the one hand... on the
more objects symptoms of the common cold other hand
and flu.
Advantages and
disadvantages
Comparatives and
superlatives
Procedure Text tells the order in which Next, first, last, second,
steps in a process or series of another, then, addition-
Aim: instructs events occur, often a set of ally, then, furthermore,
instructions (with list of moreover
materials needed). Often in
present tense and may include Imperatives: add, fry,
imperatives. chop, mix, beat
Example: a description of an
experiment, a recipe.
Arguments for and against Text states an issue, event, On the one hand...on the
topic or idea. A number of other hand, for example,
Aim: discusses different different arguments for and for instance, firstly,
points of view and reaches against follow in a parallel secondly, lastly, finally,
conclusion structure. The arguments are furthermore, in my
summarised and a conclusion opinion, to summarise,
is drawn or recommendation is I believe
made.
Comparatives and
Example: text about the superlatives
advantages and disadvantages
of vegetarianism or political
parties.
Table 3.5 Text types, aims, features and language
CHAPTER 3 91
BBC Skillswise has a great game for further practice in recognising types and purposes of texts:
www.bbc.co.uk/skillswise/words/reading/typesoftext/game.shtml.
10 USING THE CEFR

To help learners process difficult input, also use the Common European Framework of Reference for
Languages (CEFR). The can do statements on the CEFR can help create tasks which learners at a lower level
can complete. If the input is too easy, teachers can create tasks at a higher level, or use a different skill on
the CEFR.
A2 B1 B2
I can read very short, simple I can understand texts that I can read articles and
texts. I can find specific, consist mainly of high reports concerned with
predictable information in frequency everyday or contemporary problems
simple everyday material job-related language. I can in which the writers adopt
such as advertisements, understand the description particular attitudes or
prospectuses, menus and of events, feelings and viewpoints. I can under-
timetables and I can wishes in personal letters. stand contemporary
understand short simple literary prose.
personal letters.
Table 3.6 CEFR Reading levels A2, B1 and B2
Example 13 shows a task at A2 level. Learners would need to be at B1 level to be able to read the text
independently. The task is easier so as to help A2 learners to understand the text.
13 A2 level task
Eco-Warrior
Are these sentences about the text true (T) or false (F)?
1 Jess was on the radio.

2 Jess loves the environment.
3 Jess likes her family.
4 Jess made a film.
5 Jess won a prize.
6 Jess thought she was going to win.
7 Jess had tea with the Prime Minister of England.
KEY 1. F 2. T 3. T 4. T 5. T 6. F 7. T
92 CLIL SKILLS
This is a more difficult task to challenge B2 learners:
14 B2 level task
Eco-Warrior
Below you find a list of words related to feelings. Write down why you think Jess had these feelings.
Sometimes you might need to read between the lines.
Crazy about interested in enjoyment

Excited passionate amazed
Scared nervous ecstatic
11 SCAFFOLDING TOOLS
Provide scaffolding tools for learners to process the material they are working on. These tools provide
direction and purpose, and focus learners on the material to be learned.
Dodge (2009) describes three different types of scaffolds to aid learners in understanding and processing
input:
• Reception scaffolds help direct learners’ attention to what is important in information sources, and
helps them to organise, understand and record what they observe.
• Transformation scaffolds help learners change information into another form, and require higher
thinking skills.
• Production scaffolds help learners produce or create something new, which shows their understanding;
these also require a higher level of thinking.
The first two types are discussed below; the third will be dealt with in Chapter 4.
Reception scaffold
Example 15 presents a reception scaffold - a watching frame. A reception scaffold helps learners understand
provided information. In this watching frame, learners decide how to organise factual information that they
have seen on a video.
CHAPTER 3 93
15 Reception scaffold: writing frame for art
Henri Rousseau
During a series of lessons on naïve art, an art teacher introduces the artist Henri Rousseau on video.
She provides a scaffold - a watching frame - to focus her learners’ attention on the important
information and language in the video which the learners will need later on. They first complete
the table alone, and then share their information with a partner. The information in the frame -
both content and language - will be used to complete a further task: to describe another painting
by Rousseau, using their completed writing frame as a scaffold.
Instructions
As you watch the video, fill in this table.
Title of painting Painted when? Where is it now (museum, city)? Main colours used
Example The dream 1910 Museum of Modern Art (MOMA), light green, dark
1 green, New York
purple, flesh colour...
WHY IS THIS CLIL?

This watching frame is an interesting example of built-in scaffolding for content and language.
By completing the table, learners understand the content better. By providing the table, the teacher
organises the important information for the learners. She focuses the learners on what is important and
helps them to ignore the less important information. This teaches learners good strategies for filtering out
the irrelevant and watching for specific content-related information.
The task also helps learners notice and understand language: by asking them to notice relevant words
(descriptive adjectives, colours), the teacher provides the learners with vocabulary they can use
themselves. By asking for dates, the teacher draws attention to how these are pronounced in English.
Transformation scaffold
A transformation scaffold is more challenging than a reception scaffold. Whereas a reception scaffold helps
learners to process or re-organise information, a transformation scaffold requires learners to work with the
information and change it into a different form.
94 CLIL SKILLS
16 Transformation scaffold: writing frame for geography
Global warming
In a geography lesson, the learners watch a television debate about the effect of human activity on
global warming. Various speakers state their views. As they watch, the learners take notes of the
arguments presented in the Venn diagram below - a watching frame. In the left-hand circle, they
note down the arguments which state that global warming is caused by man; in the right-hand
circle, they note the arguments which state that this is not so; and in the overlapping centre of the
diagram, they note down items that the speakers agreed on.
Arguments Items Arguments

stating global speakers stating global
warming is agree on warming is not
manmade manmade
WHY IS THIS CLIL?

Example 16 shows a transformation scaffold for content and language. In contrast to the reception scaffold
of Example 15, learners need to change (or transform) the content to complete the Venn diagram. As they
work, they need to judge where to note down arguments for and against the theme. Changing information
into a new form involves higher-level thinking skills.
This task also focuses on language. To be able complete the diagram correctly, learners need to understand
language used for arguing and giving opinions, such as in my view, at the same time, firstly, some evidence is,
that’s one thing, and an important point is. Teachers can help learners to notice, recognise and understand
these words or markers, so that learners can identify the arguments more readily.
12 GRAPHIC ORGANISERS
Graphic organisers, also known as cognitive organisers, are examples of scaffolding tools. They are visual
representations and organisational tools that help learners (re-)organise input by noting down information.
This makes learners become aware of text organisation, which helps them understand and process
information. Both Example 15 and 16 use graphic organisers.
I always have learners write in a graphic organiser before they write an essay. I find it invaluable for
helping them sort information into organised paragraphs.
Figure 3.7 Practical idea using graphic organiser
CHAPTER 3 95
Depending on their purpose, graphic organisers can be used before, during or after listening, reading,
viewing, writing or discussing. There are many kinds of organisers; ones for generating ideas, for working
with cause and effect, and for comparison and contrast.
13 USING VISUALS
Much of the input our learners process is written or spoken text (including teacher talk). Visuals are a form
of non-linguistic input. Some examples are:
pictures models plans

diagrams maps video material
models graphs objects
drawings storyboards cartoons
demonstrations photographs
Visuals are useful scaffolding tools that can help learners understand and work with input.
They are especially helpful if input is proving difficult to comprehend.
The following example illustrates how a religious education teacher used visuals and scaffolding to help
learners to understand difficult content.
17 Using visuals and scaffolding for religious education
Storyboard and freeze frames used to explain a Sikh ceremony

In a religious education book, one unit covered a Sikh initiation ceremony, the Khalsa. The teacher
wanted to use the unit, since it deals with typically British religions and is interesting from a cultural
point-of-view. However, the first-year class using this book had only been in the bilingual stream
for about eight weeks, and the language was extremely difficult for them. The teacher decided to
help learners understand the unit by simplifying, and adding visual elements.
First, the teacher searched the Internet for a simplified story about the founder of Sikhism. In her
first lesson, she read this story out loud to the class, checking understanding as she went. The class
was then divided into small groups. Each was given a part of the text in her course book about the
ceremony: the difficult text was split up into smaller chunks. Each group had to create a freeze
frame - or dramatic still life - to illustrate their part of their text and the ceremony. All the learners in
each group had to appear in the freeze frame and it had to be a clear illustration of their part of the
Sikh ceremony. They thus showed their understanding of the text in a physical way. When the
learners were in position, the teacher took a digital photo of each freeze frame.
In the next lesson, the class created a storyboard of the whole Sikh ceremony using the photo-
graphs of the freeze frames. A storyboard consists of a number of rough sketches showing how
scenes in a film are sequenced. The teacher handed out each group’s photo in A4 format. The task
was to add speech bubbles and to write a short description of the scene and its place in the
ceremony. The whole class then put together their complete storyboard.
96 CLIL SKILLS
WHY IS THIS CLIL?
This lesson is a good example of visualisation to help learners understand both language and content. First,
the teacher simplifies the content: she finds an easier version of complicated input and splits up the more
difficult text into easy-to-digest chunks. She also carefully checks understanding of each part of the text.
Dividing the content between groups provides further simplification: each group does not need to
comprehend the whole text the first time round. Second, the teacher uses non-linguistic tasks: the freeze
frames and the storyboard. Third, she encourages interaction; learners have to negotiate in groups when
creating their freeze frames, discussing the content to create a ‘living picture’ which summarises their part
of the Khalsa ceremony. Fourth, the teacher uses scaffolding, providing digital photographs of the freeze
frames for creating the final storyboard. Last, at the end of the lesson series, the teacher encourages written
output, thus recycling the learning of content and language. The short but very focused written assign-
ment (speech bubbles and a short description of the scene) succinctly shows how much the learners have
understood; an example of effective built-in scaffolding.
14 QUESTIONS FOR UNDERSTANDING

Scaffolding can also be provided through effective questions. Much classroom time is spent on formulating
and answering questions. Teachers ask questions to interest, engage and challenge learners, to check prior
knowledge, to remind them of previous learning, to focus and to analyse. Good questioning challenges the
learners’ thinking, improves their learning and encourages them to formulate longer responses in English.
It also helps the teacher to assess understanding.
CLIL lessons where questioning is effective include these characteristics:

• Questions are planned in advance by the teacher.
• Questions are linked to lesson aims.
• Teachers give learners adequate time to think between asking questions.
• Short questions are used to check facts quickly.
• There are more fat questions than skinny questions (see below).
• Questions encourage opinions, elaboration and discussion.
• Questions are sequenced from easier to more challenging.
• Learners create their own questions.
• Learners ask each other questions and give each other feedback.
• Learners feel safe and dare to take risks and make mistakes.
• Questions are personalised.
Questions can be seen as contingent or built-in scaffolding; often teachers will react spontaneously to what
is happening in class using contingent scaffolding. Sometimes teachers can plan questioning strategies in
advance using built-in scaffolding.
CHAPTER 3 97
15 FAT AND SKINNY QUESTIONS
Another way of thinking about questions is to divide them into fat and skinny questions. Skinny questions
usually yield facts and are easy to answer in a few words. The control of the conversation remains with
the teacher. In contrast, fat questions have more than one answer and help learners to think more deeply
about input and speak longer. The control of the conversation often passes from the teacher to the learner.
Fat questions can be used to assess learning, to explore attitudes, values, or feelings, to help learners to
see a concept from another perspective, to prompt learners to support their arguments or to investigate a
thought process, to predict possible outcomes, and to connect and organise information.
8 Fat and skinny questions

Can you think of fat questions to replace the skinny questions? The first three answers have been provided.
Skinny questions (lower thinking skills, Fat questions (higher thinking skills,
short answers) longer answers)
1 What happened when I added 1 Can you explain the shape of the graph?
the acid?
2 What is electricity? 2 How could we use our work on electricity

to design a winter lighting system for a
greenhouse?
3 What is the greenhouse effect? 3 How might the greenhouse effect affect
the lives of your children and
grandchildren?
4 Give me ten different words starting 4

with in-.
5 Have you read Chapter 8? 5
6 What did David Livingstone discover? 6
98 CLIL SKILLS
16 BLOOM’S TAXONOMY
Bloom’s taxonomy is a useful tool to plan questioning or tasks. The taxonomy is divided into six categories:
remembering, understanding, applying, analysing, evaluating and creating. Analysis of teachers’ question-
ing in the classroom has shown that 70-80% of classroom questioning falls within the first two categories:
remembering and understanding (Wragg and Brown, 2001). To challenge learners more, use the taxonomy
to create more difficult tasks and questions that require higher-level thinking and language skills.
More difficult
Easier
Bloom’s new Question Words

taxonomy
Remembering Can the learners remember? tell, recall, repeat, list
Understanding Can learners explain? describe, explain,

paraphrase
Applying Can learners use the information in another demonstrate,

situation? dramatise, illustrate
Analysing Can learners break the information into compare, contrast,

parts and see relationships? criticise, test
Evaluating Can learners justify a position? argue, judge, evaluate
Creating Can learners create new products? construct, create,

design
Table 3.7 Bloom in a nutshell
CHAPTER 3 99
The table below provides suggestions for practical questions and tasks which might be used in the
classroom to help learners process input.
Bloom’s Examples Examples of tasks and questions

category of useful
words for
asking
questions
Remembering tell • List the events of the story in chronological order.

recall • Name ten parts of the body.
repeat • Tell me what Pythagoras’ theory is.
list • Identify five characteristics of a living organism.
Understanding describe • Tell me what you observed during the experiment and
explain explain why that happened.
paraphrase • Describe Mary Queen of Scots’ character.
• Compare plastics with polymers in this Venn diagram.
• Discuss in your groups what happens when a tsunami
hits a coast.
Applying demon- • How can you interpret these graphs about AIDS?
strate What do they mean?
dramatise • How would you construct a new experiment to get
illustrate the same results?
• How would you solve the problem of global warming?
• Make a brochure to inform and advise teenagers
about sexually transmitted diseases (STDs). Provide
illustrations.
Analysing compare • Put these statements into three categories and explain
contrast to your partner why you chose the categories.
criticise • Analyse and examine your results: what do they say?
test • What is the relationship between oil production and
consumption?
• Propose three solutions for the problem of tooth
decay in teenagers, inferring ideas from the
information you have read about tooth decay.
100 CLIL SKILLS

Evaluating argue • Compare and contrast the outcomes of the two
judge experiments on photosynthesis.
evaluate • Design a questionnaire for our class to evaluate how
we worked during the project.
• Write an article for a website for young people,
recommending some solutions for the problems
surrounding integration in the Netherlands.
• Select and explain the most important improvements
which you can recommend for this experiment.
Creating construct • How could you create a lighting circuit for a

create greenhouse which comes on at sunset and goes off
design at sunrise?
• Speculate on what would happen if the earth’s
temperature rose by five degrees centigrade in the
next five years.
• Compose eight bars of a melody with the same
rhythm as the one we have been studying.
• Write a plan for a safety procedure during an
earthquake for a school in Bali.
• Formulate a proposal to reduce the school’s energy
costs by 10% within a year.
Table 3.8 Practical examples of questions and tasks according to Bloom
CHAPTER 3 101
17 CUMMINS’ QUADRANTS AND GUIDING UNDERSTANDING
We can also look at processing input in terms of the Cummins’ Quadrants, which were introduced in
Chapter 2, can also be used to guide understanding and process input.
ACTIVITIES FOR GUIDING UNDERSTANDING: NEED LESS THINKING
Input supported by lots Input with little context,
of visuals and day-to-day cognitively undemanding, B
language. day-to-day language. I
C
Biology: metamorphosis Biology: metamorphosis S
Learners put a set of cards Teacher puts pictures of

(drawings of metamor- metamorphosis in the right
phosis of a caterpillar to a order and the learners copy
butterfly) in the right order. the pictures and colour
them in.
A LOT OF Input supported by a lot Input with very little LITTLE
CONTEXT of context but with context, cognitively CONTEXT
cognitively demanding, demanding, more abstract C
more abstract language. language. A
L
Biology: metamorphosis Biology: metamorphosis P
Learners watch a video Learners read a text about

about the metamorphosis the life cycle of an
of a caterpillar to a endangered butterfly and
butterfly and use the environmental changes
information and words which threaten its existence.
from the video to write a They then receive this task:
poem about the emerging the butterflies in a zoo are
butterfly. suddenly dying. Prepare a
presentation for the zoo
advising on measures to
ensure the butterflies’
survival.
ACTIVITIES FOR GUIDING UNDERSTANDING: NEED DEEPER THINKING
Figure 3.8 Cummins’ Quadrants applied to guiding understanding
102 CLIL SKILLS

CONCLUSION
In this chapter, we have discussed how important it is for learners to interact actively with content and
language input to enhance their understanding of these types of input. Teachers can help them achieve
this by dealing appropriately with vocabulary and by providing reading strategies. Scaffolding is a useful
tool to guide understanding, too: teachers can design reception and transformation scaffolds to help
learners focus on important aspects of input. Appropriate questioning - both planned and on-the-spot -
and raising awareness of text types and features are additional ways of helping learners understand.
To sum up, when guiding learners to understand input in CLIL, teachers can:
• provide easy tasks during a first reading or viewing, e.g. yes/no questions about facts or questions on
parts of the input;
• provide clear tasks and a reason for processing (reading or listening to) the material;
• help learners engage with input and change its form after a first reading or viewing;
• create more difficult tasks which require more processing of the text;
• teach and recycle vocabulary actively and multimodally;
• help learners notice and work with the purpose and organisation of different types of texts;
• provide scaffolding tasks and tools;
• relate the topic to the learners’ real lives; personalise input;
• ensure that glossary work includes definitions and English examples in context;
• work on reading strategies so learners become proficient readers;
• create active reading tasks which include skimming, scanning and guessing;
• get learners to match subtitles with paragraphs;
• use visual support: design tasks which draw attention to non-textual aspects of input (visuals, titles
and subtitles, body language, art work) or which explain or illustrate difficult content;
• use the CEFR to adjust the difficulty level of a task;
• design graphic organisers or frames;
• analyse their use of questioning in the classroom and design appropriate questions in advance related
to the purpose of their lessons;
• use Bloom’s new taxonomy for inspiration in creating tasks.
9 Teacher development: guiding understanding

Choose some material you are currently working on in class, and try the following tasks:
1 Read the section on Personalising and design a personalising task.
2 Prepare a number of questions which apply different levels of Bloom’s new taxonomy.
3 Design either (a) a graphic organiser or (b) a reception scaffold or (c) a transformation scaffold to help
learners process a text from your course book.
4 Plan a question sequence to help learners think the material. For example, move from skinny to fat
questions, or from a lower to a higher level of Bloom’s taxonomy.
CHAPTER 3 103
PRACTICAL LESSON IDEAS  GUIDING UNDERSTANDING
PRACTICAL VOCABULARY IDEAS

27 ODD ONE OUT
Decide why a word does not fit in a group.
Create groups of 4-5 words or concepts related to a topic you have already covered. Ask the
learners to discuss in pairs or groups which word is the odd one out. There should be no easy right
answer or obvious word that doesn’t fit. The learners should have to think quite hard and argue
their point in order to discover their own odd one out.
Economics: money
Fares, fees, price, money
Fortune, treasure, wealth, money
Lend, hire, lease, borrow
Receipt, bill, tip, note
Chemistry: plastics
Styrofoam, polystyrene, PVC, Teflon, Saran
Mould, melt, scorch, recycle, bend
Inert, raw, brittle, hard, heavy
Gum, rubber, plastic, nylon, vinyl
28 WORD CARDS
Sort words on a topic into sub-categories.
Choose 20-30 words related to a topic you are covering that you would like to emphasise or
recycle. The words should be divisible into three or four categories such as related sub-topics
(biology - bones, organs and other parts of body) or other types of sub-topics (colours, shapes, a
continuum). Write all words in a jumble on the board. Learners categorise the words on a hand-out
or in their notebooks.
Geography: China
Physical geography: steppe, desert, Tien Shan mountains, Himalaya, plateau, Taklimakan desert,
Yangtze river, Yellow River, typhoons, bamboo
Economy: terrace, commune, irrigation project, silk, rice paddy, water buffalo, heavy industry,
special economic zones, mining, yuan
Culture: Mandarin, Confucianism, one child policy, Han, ethnic minority, Cantonese, Buddhism,
Taoism, Cultural Revolution, politburo
104 CLIL SKILLS

Economics: banking
We have come across the words below during our lessons over the past few weeks. This task will
help you to remember them better.
Account, bank, statement, borrow, budget, cash, cashier, cheque, credit card, currency, deposit,
savings, withdraw, instalments, receipt, refund, income, pay into, save up, take out, broke, hard-up
1 Write each word under the colour you associate it with. For example:
Yellow Blue Red Green

cash savings withdraw pay into
2 Explain to your partner or group why you have chosen a particular colour for a word.
Learners might say things such as “I put savings under BLUE because it’s the colour of my bank’s
website”, or “I put withdraw under red because if you have a negative bank balance you are in
the red”.
History: the Industrial Revolution

capital, capitalism, collective bargaining, communism, conservative, enclosure, entrepreneur,

union, exploitation, industrialisation, monopoly, obsolete, oligopoly, oppression, proletariat,
radical, strike.
1 Write each word under the shape you associate it with. For example:
industrialisation entrepreneur oppression oligopoly
2 Explain to your partner or group why you have chosen a particular shape for a word.
Learners might say things such as “I put industrialisation under the square because it sounds
organised”.
CHAPTER 3 105
Biology: five senses
colour blind, listen, tongue, bitter, hard of hearing, tickle, glance, stroke eye, glimpse, rub, look at,
notice, stare, hear, eyesight, scent, stink, sniff, aroma, nose, inhale, mouth, sweet, deaf, sour, taste
buds, feel, ear, massage, blind.
Write each word under the sense you associate it with.
Possible key
Hearing: hear, listen, deaf, hard of hearing, ear
Sight: glance, eye, glimpse, look at, notice, stare, colour blind, eyesight, blind
Smell: scent, stink, sniff, aroma, nose, inhale
Taste: mouth, tongue, sweet, sour, bitter, taste buds
Touch: feel, stroke, tickle, rub, massage
Physics: energy
help you to remember them better. Write the words on the continuum between Nice and Nasty,
according to your own opinion.
solar electricity, volts, milliamp, milliwatt, to generate, to power, battery bank, inverter, electricity
consumption, power grid, solar cell, solar panel
electricity consumption
solar electricity
battery bank
to generate
solar panel
to power
to power
milliamp
milliwatt
solar cell
inverter
volts
Nice Nasty
106 CLIL SKILLS

Biology: blood vessels
This activity is useful for topics where sub-topics have three or four different characteristics. Use it
at the end of a topic to revise what learners have learned.
1 Make a table containing your chosen topics and their characteristics.

2 Copy the table you have created onto different pieces of coloured cardboard, one colour for
each group of learners. Cut out the cards and shuffle them.
3 Learners form groups of four. Each group is given a pile of shuffled cards (of a single colour).
Tell them they have 10 minutes to arrange the cards into three logical columns on their table.
4 You circulate, asking critical questions and giving hints about the choices learners have made.
5 Learners should be encouraged to use English only and to explain to each other why they
think a card belongs in a certain column.
6 After 10 minutes, the groups rotate. Each group moves to another table and has another
5 minutes to correct or reorganise the work of another group.
7 The groups return to their original table and try to discover the changes the other group made
to their work. They reorganise the columns again, depending on whether they agree or
disagree with the new order.
8 If learners get stuck, you can scaffold learning by providing a short text about the three topics.
9 Discuss the correct answers with the whole class or with individual groups.
10 The columns can be arranged to produce a table of properties (for example, of the three types
of blood vessels) that can be copied into notebooks for revision.
Arteries: carry blood away from heart; blood at high pressure; no valves; thick muscular walls; no
substances leave or enter vessel; pulse created by heart pumping & contraction of wall muscle;
strong walls; carry oxygenated blood (with one exception)
Capillaries: carry blood through tissues and organs; blood at low pressure; no valves;
very thin walls for escape of fluids; exchange of substances with tissues; no pulse; walls delicate
and easily broken; carry mix of oxygenated and deoxygenated blood
Veins: carry blood towards heart; blood at lowest pressure; valves to stop blood flowing back;
thinner walls with less muscle; no substances leave or enter vessel; no pulse; walls flexible &
squashed easily so blood pushed further along vessel; carry deoxygenated blood (with one
exception).
CHAPTER 3 107
29 EVERYDAY, ACADEMIC AND SUBJECT LANGUAGE
Decide which words are more academic and which are more everyday language.
Ask learners to organise words and phrases into a table to show the difference between everyday
language, subject language and academic language.
Biology: homeostasis
Ask the learners to put these words under the right column in a table with the following columns:
Everyday words, Academic words, Subject (biology) words.
glucose, keeps, is maintained, sugar, inhibits, stops, rapid, quick, endocrine, hormones, release,
blood, thermostat, bloodstream, secrete, pancreas, eating, sugar molecule, blood sugar level,
insulin, cell, liver, internal, homeostasis, metabolism, let go, digesting
Here is a suggested key; others answers are possible (e.g. blood could also be seen as a subject
word).
Everyday words: blood, eating, keeps, let go, liver, quick, stops, sugar
Academic words: digesting, is maintained, inhibits, internal, rapid, release, secrete
Subject (biology) words: bloodstream, blood sugar level, cell, endocrine, glucose, homeostasis,
hormones, pancreas, insulin, sugar molecule, metabolism, thermostat
It is possible to add a second step to this activity to emphasise the difference between academic
and everyday language: ask learners to think of synonym pairs (quick - rapid; release - let go).
30 CROSSWORD
Complete a crossword puzzle.
After a number of lessons around a topic, choose the words which are important for learners to
retain and create a crossword with those words. This is easily done online.
Chemistry: the Periodic Table
Across Down
4 H 1 S
6 Cu 2 Au
7 Pb 3 Zn
9 Mg 5 O
11 Ni 6 Cl
8 C
10 Ag
This crossword, which revises elements in the periodic

table, was made with Puzzlemaker http://puzzlemaker.
discoveryeducation.com/CrissCrossSetupForm.asp
You can also create crosswords where the clues are word
definitions, gapped sentences, or pictures.
108 CLIL SKILLS

31 MNEMONICS
Create a mnemonic to recall vocabulary.
Remind the learners of a series or number of words which they need to remember in sequence.
Provide or ask them to invent a mnemonic to help them recall the vocabulary.
Chemistry: atoms which pair up

N (Nitrogen), H (Hydrogen), Cl (Chlorine), Br (Bromide), I (Iodine), O (Oxygen), F (Fluoride)
Mnemonic: Never Hit Clara’s Brother Immediately On Fridays
Biology: classification
Kingdom, phylum, class, order, family, genus, species
Mnemonic: King Philip came over for green spaghetti.
32 GAPPED TEXT WITH ACADEMIC WORDS
Complete a text which includes gaps for academic words.
The AWL Gapmaker: www.nottingham.ac.uk/~alzsh3/acvocab/awlgapmaker.htm.

This online programme creates a gap filling exercise using the Academic Word List. Type or paste
your text into the box on the site, select the sublist level (1-10) that you want to use and submit
your text. This returns a new text with words from the selected levels of the AWL replaced by a gap.
Technology: smartphones
This gapped text about smartphones was produced in about one minute. Original source:
communication.howstuffworks.com/smartphone.htm.
Gap File produced at level 6

Unlike many cell phones, smartphones allow users to
install, configure and run applications of their choosing. A smartphone offers the ability to conform
the device to your particular way of doing things. Most standard cell-phone software offers only
limited choices for re-configuration, forcing you to adapt to the way it’s set up. On a standard
phone, whether or not you like the built-in calendar application, you are stuck with it except for
a few tweaks. If that phone were a smartphone, you could install any
compatible calendar application you like.
Missing words: traditional, individual, minor
CHAPTER 3 109
PRACTICAL ACTIVITIES RELATED TO TEXTS
33 NOTICING
Helping learners to notice language features in a content text.
Use a text which includes a particular language feature. First, discuss with learners why it is used in
this particular text. Then ask them to highlight or underline the particular language feature.
At a later stage in your topic, you can provide tasks in which learners complete gap texts for
themselves. Either suggest possible words yourself or, for more gifted learners, add extra words or
get learners to think of appropriate words.
Physics: lab reports

The language of laboratory reports, which uses a lot of passive forms, is sometimes difficult for CLIL
learners. This noticing task guides them to look at the passive tenses in an authentic laboratory
report.
Instructions
Laboratory reports are often written in the passive tense (e.g. The test tube was filled, The liquid
was measured out), to make them more formal and less personal. You can recognise passive-voice
expressions because the verb phrase always includes a form of be, such as am, is, was, were, are, or
been. However, the presence of a form of be does not necessarily mean that the sentence is in the
passive voice. You can also recognise passive-voice sentences since they often include a ‘by the...’
phrase after the verb, for example The man was bitten by the dog).
Here is a part of a real laboratory report. Underline all the examples of the passive tense in the text.
How many are there?
1 six 2 seven 3 eight 4 nine
Procedure
The spring we tested was a coil spring from the rear suspension of a 1968 Volvo sedan (model
142s). It was a left-hand helical compression spring, had open ground ends, and was made of steel.
The dimensions of the unloaded spring, the outside diameter, the total number of coils of turns
and the wire diameter are listed in Table 1. Using these dimensions, the spring’s fully compressed
length (solid height) was estimated to be xx cm, or -xx% of its free length. This estimate was based
on the following equation [...] where NT is the total number of coils, L0 its free length and d is the
diameter of the wire. This value was used to specify the maximum compression which was used in
the test. Setting this value at xx%, an estimate of the forces that would be generated was also made
using the following equation where x is the deflection of the spring, N=L0/NT is the number of
active coils, D is the mean coil diameter and G is the shear modulus for the spring material.
110 CLIL SKILLS

34 RANKING CARDS
List items related to a topic in order of importance.
This activity works well for a revision lesson or at the end of a series of lessons on a topic;
the learners need to know something about the topic before you start.
Individual work
Learners or the teacher first write down ideas, concepts or facts about the topic individually; each
of these must be written on a different card. Learners then mix up their sets of cards and spread
them on the table face down. They then select two cards at random and discuss which is the most
important. They put this one on the left. Learners then take a third card and compare it with the
card on the right, asking the question Which of the two is more important? They place it on the
appropriate side and continue until their cards are used up, thus creating a row of cards with the
most important idea on the left, and the least important idea on the right.
Pair work
Once both learners have constructed their own lists, ask them to compare the lists and construct a
new, combined list using the same procedure.
History: the Industrial Revolution

Per card, learners write down one invention made during the industrial revolution
(for example: flying shuttle, spinning jenny, spinning mule, cotton gin).
They then rank them, answering the question Which of these inventions has had the greatest impact
on people’s lives and why?
35 JIGSAW READING
Different learners read different information, then exchange the information.
This task works well with a text which can be divided into 3-5 sections, each of which contains
separate information about the same topic.
1 Divide the class into groups of four learners, ABCD.
2 Divide your text into four sections.
3 Give each individual in the group a copy of a different part of the text. Provide a task related to
each section of the text. Learner A gets text A, learner B text B, and so on.
4 Provide a new task which requires the four learners ABCD to communicate about what they
have just read.
CHAPTER 3 111
History: the Reformation
This is an example (based on Walsh, 2004) of learners becoming experts on one part of the course
book unit about the Reformation. The teacher divided the unit into sections and the class into
groups. Each group was given different questions to answer or tasks to do:
Group 1: pages 30 and 31: ‘Medieval reformers’

Make a list of concerns about the Roman Catholic Church during the Middle Ages.
What made the spreading of new ideas about the Church easier?
Group 2: pages 34 and 35: ‘Luther’

Make a list of the events which happened between the time of Pope Leo X and Luther.
Make a list of events which happened between the time of Emperor Charles V and Luther.
Why did the ruler of Saxony support Luther?
Which role did propaganda play in the struggle between the Pope and the Emperor on one side
and Luther on the other side?
Group 3: pages 36 and 37: ‘The Protestant Reformation: Europe divides’

Look at the map on page 37: To which country did the Netherlands belong?
What was the main religion in the Netherlands?
What can you say about the size of the Netherlands during the 16th century?
Group 4: page 36: ‘Protestant Europe’

Who were more attracted to Protestant ideas?
Why were they more attracted to these ideas?
Make a table in which you give information about the two groups of Protestants: Lutherans and
Calvinists.
Group 5: pages 38-39: ‘The Pope strikes back: The Catholic Reformation’
Why did the Pope call for the Council of Trent?
List the main points from the Council of Trent.
What was the Inquisition?
What was the consequence of the Council of Trent?
After they had answered the questions in groups, the groups exchanged information. Then, five
new groups were formed, each containing one expert on a different section. The new groups had
to create a summary of the whole chapter, answering the questions, “Who were the most
important people during the Reformation, and what were the most important events?”
112 CLIL SKILLS

36 GRAPHIC ORGANIZERS
Learners organise information on paper.
A graphic organiser is a visual representation of information. It can be used to help learners

manipulate - understand or transform - information into another form. For example, a tree map
can help to categorise information, a bubble diagram to show sub-topics within a main one, a Venn
diagram to compare and contrast, a time line to put events in chronological order.
Observation, listening and reading guides are types of graphic organisers: they help learners to
organise or change information.
All subjects
- Give learners empty or half-completed graphic organisers, and ask them to complete them during
reading or listening tasks. Differentiate by giving quicker learners an empty graphic organiser and
slower learners a half-completed one.
History: timeline
Create a timeline using the Teach-nology website and ask learners to complete it:
www.teach-nology.com/web_tools/materials/timelines
History: concept map

Concept maps work well to help understand complex ideas. Write the concept (e.g. Imperialism) in
the middle of the map and ask the learners to complete the rest.
What is it? What is it like?
Examples
CHAPTER 3 113
37 STICKERS
Play a sticker game related to difficult concepts.
This fun activity interests a class in (less exciting) material and is useful for revising difficult
concepts.
1 Hand out one page of information about the topic that you want the learners to work with, e.g.
a text with a drawing or diagram. Ask them to read it quickly in about five minutes.
2 Give each learner one small white sticker (6 x 3 cm). They choose and write ONE concept that
they feel the class should know on their sticker. Collect the stickers.
3 Stick one label on to each learner’s back, without telling them what it is.
4 Learners circulate around the classroom, asking each other YES/NO questions (“Am I an A?”
“Am I related to B?” “Am I found in C?”) to discover what their own label reads. For each
question a classmate asks, they write an X on that classmate’s label.
5 Once they have discovered their concept, they move the sticker from their back to their front,
but keep on answering other learners’ questions.
Biology: hormones
1 A list of hormones and their functions can be found on www.emcom.ca/primer/list.shtml.
2 An illustration of glands can be found on

training.seer.cancer.gov/module_anatomy/unit6_3_endo_glnds.html.
Examples of cards:
Prolactin GH Cortisol
Questions learners can ask each other:

“Am I a hormone?”
“Am I related to pregnancy?”
“Do I function in the kidney?”
As a second step, learners can stick their labels on the board, after which a few learners create a
mind map with all the concepts.
114 CLIL SKILLS

CHAPTER 3 115
4
116 CLIL SKILLS
4 Encouraging speaking and
writing in CLIL

• output and its importance in CLIL;
• output-related challenges for CLIL learners;
• the importance of negotiation and interaction;
• BICS and CALP: the mode continuum, from speaking to writing;
• encouraging learners to speak and write English in the CLIL classroom;
• scaffolding spoken and written output;
• practical CLIL classroom activities to encourage spoken and written output.
INTRODUCTION
Helping learners write well organised or well thought out essays or laboratory reports, or seeing them put
energy into a role-play or PowerPoint presentation can be extremely rewarding for the CLIL teacher.
At these moments, the learners enthusiastically show their understanding and learning. This chapter is
about encouraging output, in other words about getting learners to speak and write. We define output as
the production of language and content in the target language. Output can be linguistic or non-linguistic, and
formal or informal. Examples of linguistic output are a presentation, answers to spoken or written
questions, a lab report, an e-mail to an exchange student or a class discussion about what learners did at
the weekend: these all involve producing language. Examples of non-linguistic output are a model, a
painting, a sculpture or, in the cartoon above, a freeze frame of a scene in the First World War trenches in
Bill’s lesson: these forms of output require learners to produce something other than language.
CHAPTER 4 117
In CLIL, the production of output is vital for learners to process and deepen their understanding of content
and their ability to use language effectively. This chapter covers different types of output as well as
effective ways for teachers to encourage interaction and output.
What types of output do you ask your learners to produce? What kind of content output do you encour-
age? What kind of language output do you require? Which non-linguistic output do your learners create?
10 Different types of output

1 In the left-hand column of this table, write a topic you deal with in your subject.
2 In the following columns, note down the content aims, language aims, content output, language
output and non-linguistic output for the topic.
Example 1: A history lesson on the Crusades

Example 2: A maths lesson on multiplication
Topic Content Language Content Language Non-

aims aims output output Linguistic
output
The Learners Learners Learners Learners Learners

Crusades know key notice past can answer give a create a
events in tenses of these presenta- painting or
the irregular questions: tion about picture of
Crusades. verbs (e.g. the the
built, When were Crusades Crusades.
Learners fought). the to the
under- Crusades? King of Learners
stand the Learners What were England, design an
causes and become the explaining emblem of
conse- familiar with Crusades? why they specific
quences of words that Who went need Crusaders.
the indicate on 10,000
Crusades. frequency of Crusades? more
events (e.g. What were men.
often, the causes
usually, and Learners
always). conse- write a
quences of letter
Learners the home
recycle Crusades? about a
subject- day in the
specific life of a
terminology Crusader.
(e.g.
pilgrimage,
atrocities).
118 CLIL SKILLS

Multipli- Learners Learners Learners Learners Learners
cation can notice third roll two say the write the
multiply person dice and multiplica- numbers
rapidly singular in multiply tion sum of the dice
and simple the aloud to on the
accurately. present numbers the rest of board in
tense (e.g. 6 they see. the class, a math-
times 5 neighbour ematical
equals 30). or group symbols
members. e.g.
Learners 6 x 5 = 30.
become
familiar with
the pronun-
ciation of
numbers.
CASE STUDY
In this biology lesson, the teacher encourages learners to produce spoken as well as non-linguistic output.
The lesson is for first-year CLIL learners (13/14-year-olds). The lesson demonstrates the concept of
homeostasis through the glucose-regulating role of the pancreas in the blood.
Content aims:
• learners can demonstrate their understanding of homeostasis.
Language aims:
• learners can give an oral presentation about the process of homeostasis
• learners know and use words related to the process of homeostasis.
“In the output (speaking) stage of the lesson, I put learners in groups of four and gave each a pile of
Lego bricks representing food entering the body. The white bricks represent glucose in the food.
Lego horses represent the messengers the body sends to different organs to maintain the sugar
balance. I gave each of the four learners a role: digestive system (stomach), transport system
(blood), pancreas or liver. They then had to use the Lego bricks to explain to each other how the
body maintains its blood sugar levels. First they practised in groups, and then presented the
process to the class.
Learner A: I am the digestive system. The food (holds stuck together coloured Lego bricks) enters
(stomach) the stomach, and I break it down into different bits (gives broken up bits of Lego to
circulatory system - learner B).
Learner B: I am the circulatory system. I transport the different bits, including the sugar
(blood) (white Lego bricks) around the body (gives white bricks to pancreas - learner C).
Learner C: I am the pancreas. I notice that there is a lot of sugar in the blood. I send insulin
(pancreas) (a brown Lego horse) to the liver to say that there is a lot of sugar in the blood (gives
brown horse to liver- learner D).
CHAPTER 4 119
Learner D: I am the liver. The insulin makes me (and the muscles) store the sugar (puts white lego
(liver) bricks on brown horse).
Learner C: I am the pancreas. I notice that there is very little sugar in the blood. I send glucagen
(pancreas) (white horse) to the liver (gives white horse to liver - learner D).
Learner D: I release some sugar into the blood (takes white Lego bricks from brown horse
(liver) and gives to circulatory system - learner B).”
Figure 4.1 Description of a speaking activity in a biology lesson
WHY IS THIS CLIL?

This is a good example of how a CLIL teacher can help learners understand a process using props or real
objects. Having learners use Lego bricks to enact homeostasis with concrete everyday objects makes the
whole process less abstract. Physically enacting homeostasis as they talk about it makes learners remember
the process more easily.
Describing aloud what they are doing will also help learners remember the necessary vocabulary: they
have to search for the right words as they speak. Activities which make learners explain what they are
doing help them learn both content and language. Moreover, as learners present their model, they may
notice inconsistencies in what they are saying if they see confusion in their peers’ faces. This will help them
self-correct their explanations, either in terms of language, or in terms of content. The teacher may also
notice errors in their understanding of the content or their use of language and take the opportunity to
give feedback on either.

1 TYPES OF OUTPUT
Output can be linguistic or non-linguistic, formal or informal, spoken or written, and individual, pair or
group work. Some activities that encourage output are: a geography teacher asking learners to draw a
map, a debate in a social studies lesson, a teacher having an informal chat in class about an exchange, a
science teacher asking learners to write a lab report, learners creating a warm-up exercise in PE and a
history teacher setting learners an essay task.
Figure 4.2 shows more examples of spoken, written and non-linguistic output which can be used to
encourage learners to produce output in the target language.
120 CLIL SKILLS

Informal and formal Non-linguistic output Written output
spoken output
- individual, pair or - a drawing - an essay

group presentations - a graph - a lab report
- a conversation with - a sculpture - a summary
friends - a model - a poem
- a chat with exchange - a painting - a travel brochure
students - a freeze frame - a letter
- a debate - an emblem - a leaflet
- an elevator pitch - an illustration for a - a (short) story
- a discussion book or cd cover - an analysis of an
- a description of a - a map experiment
picture - a game - a play script
- an instruction - a picture - a manual
- an explanation of a - a technical design - an e-mail
problem - a diagram - a questionnaire
- a role-play - an experiment - a survey
- a radio or television - a storyboard - a biography
show - a physical exercise - a website
- a speech - a poster - a magazine
- an interview - an animation - a poster
- a film - a musical composition - an extract of a journal
- a newspaper
- a blog
- an article
Figure 4.2 Examples of formal and informal spoken, written and non-linguistic output
2 WHY OUTPUT IS IMPORTANT IN CLIL

To become effective users of a language, learners need opportunities to try out newly-learned language
forms or subject-specific vocabulary. Encouraging learners to produce spoken or written output helps
them to think through ideas, to express ideas, to share knowledge, to give feedback, review ideas, to adapt
and refine ideas and to negotiate solutions. Producing output should be an interactive process in which
learners are gently pushed to try out, correct and improve what they say. It is inevitable that learners
sometimes make mistakes or fail to make themselves understood when using the target language. This is
all part of healthy language learning.
Having to work at getting their meaning across helps learners better to understand what they are trying
to say as well as to improve their language skills. Output is also important with regard to content: asking
learners to explain or formulate their ideas helps them check their understanding. This way, gaps in
their understanding become clear to them and the teacher. Language and ideas develop hand in hand:
language needs content and content needs language.
The harder learners have to work to articulate something, the more likely it is that the concept will be
stored, and the more easily they will be able to retrieve it when needed. Teachers that encourage learners
to produce a great deal of output promote both language and content learning.
CHAPTER 4 121
3 THE TYPES OF DIFFICULTIES CLIL LEARNERS EXPERIENCE WITH OUTPUT
What types of issues have you come across in trying to encourage your learners to produce output?
These quotes illustrate some issues related to producing language output.
My Dutch students have to think harder when speaking English.
My pupils find it hard to write a lab report using scientific language.
There is no real incentive for my students to speak English.
My third-year learners write like they speak; they make so many mistakes.
I just don’t know where to begin.
If I put learners in groups, they end up talking about everything except the
subject I asked them to discuss.
When I ask the learners to discuss their answers in pairs, they just start chatting in Dutch.
My students just won’t speak enough English to each other. It’s so frustrating.
There are no consequences for those who do not try to speak English all the time.
Figure 4.3 Issues related to producing language output in CLIL classrooms
There are many different reasons why learners may not speak English in class:
• it feels unnatural to them to use English all the time;
• their vocabulary is too limited to complete specific tasks;
• it is easier to say something in their first language;
• teachers allow them to use the first language;
• learners do not actually need to speak English to complete a task;
• learners do not feel skilled or confident enough to speak;
• learners feel embarrassed speaking English with peers;
• learners do not need to talk to each other in order to carry out the task.
These are some reasons why learners may find it difficult to write in English:
• learners have no ideas to write about;
• learners have no audience in mind when writing;
• learners write as if speaking, as they are not aware of the aspects of formal language;
• learners do not know how to express their ideas in English;
• learners do not know how to organise their ideas;
• learners are afraid of making language mistakes.
This chapter addresses the issues CLIL teachers encounter when encouraging learners to produce spoken
and written output and offers suggestions on how to deal with these.
4 CUMMINS’ QUADRANTS AND ENCOURAGING SPEAKING AND WRITING IN CLIL

Teachers often note that learners seem to be fluent in general conversation but find it difficult to produce
more academic language, for example, when they need to write an essay about communism for history or
to explain an experiment for physics. CLIL learners need to master many different kinds of spoken and
written output.
Cummins’ Quadrants (also see Chapters 2 and 3) can help CLIL teachers understand learner difficulties.
122 CLIL SKILLS

The quadrants can be used to identify and develop appropriate tasks, ranging from activities in which
learners use external clues and information to show their understanding, to situations where external
clues are absent and learners can only rely on their knowledge of language and content to carry out
the assignment.
The quadrant below uses a geography lesson about climates as an example.
ACTIVITIES FOR ENCOURAGING OUTPUT WHICH NEED LESS THINKING
Output supported by lots of Output with little context,
visuals and day-to-day which can be produced without B
language. much effort, using day-to-day I
language. C
Learners write descriptions of S
different climates under a map Learners describe different
showing weather symbols. climates in a short text with no
illustrations. Readers have to
Learners give a PowerPoint name the country that matches
presentation with pictures of a the description
continent and describe the
climate. Learners give a short presentation
about the climate of a country,
without any illustrations.
Listeners have to guess which
A LOT OF country is being described. LITTLE
CONTEXT CONTEXT
Output supported by a lot of Output with very little or no
context but the activities need context; activities need deeper
deeper thinking and more thinking and abstract
abstract language. language.
Learners compare climate Learners write an essay

graphs of different countries comparing and contrasting the
and present their comparison to climate in six European countries. C
the class. A
Learners participate in a debate L
Learners write a text comparing about climate change arguing P
climate graphs of different for or against government
countries. Readers choose intervention.
which country they would most
like to live in.
ACTVITIES FOR ENCOURAGING OUTPUT WHICH NEED DEEPER THINKING
Figure 4.4 Cummins’ Quadrants applied to encouraging output
CHAPTER 4 123
11 Learning activities to encourage speaking or writing
The table below contains learning activities that encourage speaking and writing in CLIL. In which of the
four quadrants would you place the following activities?
Activity Quadrant
1 Name and label the parts of a human skeleton
2 Participate in a debate on nuclear energy
3 Write short instructions for a simple chemical experiment
4 Show a picture of a painting and give a short presentation about it
5 THE MODE CONTINUUM

The mode continuum is a way of distinguishing between BICS and CALP. Gibbons (2002) describes the
development from “more spoken-like texts to more written-like texts” and shows that cognitive
development and language learning go hand in hand. This is useful for CLIL teachers because it shows
how language is used differently in different contexts. The texts in figure 4.5 all discuss magnetism,
but the type of language used is different.
Text A: (spoken by three 10-year-old learners during an experiment with magnets, using gestures)
This… no, it doesn’t go... it doesn’t move.. try that…yes, it does, a bit… that won’t … won’t work,
it’s not metal … these are the best… going really fast.
Text B: (spoken by one learner about the experiment with magnets, after the event)
We tried a pin… a pencil sharpener, some iron filings and a piece of plastic … the magnet didn’t
attract the pin.
Text C: (written by the same learner)

Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts
some kinds of metal. It attracted the iron filings, but not the pin.
Text D: (taken from a children’s encyclopaedia)

A magnet is able to pick up, or attract, a piece of steel or iron because its magnetic field flows into
the magnet, turning it into a temporary magnet. Magnetic attraction occurs only between ferrous
materials.
Figure 4.5 The mode continuum. Source: (Gibbons, 2002, p. 40)
These four extracts illustrate how language gradually changes from spoken to written English. They also
clearly show the difference between informal spoken language and more formal written language.
In Text A, the learner uses day-to-day language and many clues that point to the actual object
(this, that and these). It is a good illustration of BICS that would be placed in Quadrant 1.
124 CLIL SKILLS

In Text B, the language is clearly changing: the learner informs fellow classmates about an experiment.
There are fewer clues, so the learner needs to use different language to explain what the experiment was
all about. It would be placed in Quadrant 2.
Text C is a written text, so there is no face-to-face audience. The writer uses more formal language to
describe the context and the experiment. This text would be placed in Quadrant 3.
Text D has been taken from a children’s encyclopaedia. It contains more complex sentence structures and
subject-specific terminology to describe the experiment. Text D is an example of CALP that would be
placed in Quadrant 4.
6 HOW TO GUIDE LEARNERS TO PRODUCE MORE CALP
In the first year of CLIL, teachers can set up tasks that allow learners to develop BICS - more informal,
day-to-day language and basic vocabulary. During the second and third years, they can start challenging
learners to produce more academic language, so that their language moves towards CALP. This is done by
providing more challenging tasks which require more formal linguistic and non-linguistic output.
Learners have two needs. Firstly, they need to be able to show what they know about the subject, with or
without language. Secondly, they need to be pushed to develop their language skills, and use more
complex language to express complex ideas. Teachers need to balance both these needs. They can do so
by providing more or less context and more or fewer clues, or by making tasks intellectually more or less
demanding. To help learners show what they know about the subject, try providing a list of words or
phrases that they can use in a task, or encouraging them to use visuals. To help learners develop more
academic language, try making tasks more intellectually demanding. In this way, teachers can guide their
learners to move from BICS to CALP.
Quadrant 3 is essential for CLIL learners because here, language and academic requirements gradually
become more demanding. However, in this quadrant learners still need the support of some context to
carry out the assignments. To move from BICS to CALP, learners need scaffolds that encourage and help
them to speak and write in the target language.
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To develop CALP, learners need both higher language proficiency and academic ideas. This is one reason
why CLIL has the potential to be a powerful environment for language learning: it provides an opportunity
to develop both language and thinking skills. However, this development will not just happen on its own
– it requires teachers to support learners. For example, if learners are asked to write a lab report for physics,
the CLIL teacher can support them by demonstrating how the passive is used in lab reports. This is an
example of language scaffolding. To perform a cognitively more demanding task effectively, learners are
helped best if they are provided with academic language. Otherwise, learners may continue to experience
difficulties writing essays and lab reports; they will complete these tasks without using appropriate
academic and scientific language.
Teachers that pay attention to language will find learners performing better at content level, because it
helps them to express ideas more carefully. Learners that are pushed to use more academic language will
also gain a deeper understanding of the subject, because the development of language and ideas is
interdependent in their first and second language.
APPLICATIONS IN CLIL  TEACHING SPEAKING

1 NEGOTIATION OF MEANING IN SPOKEN INTERACTION
Group and pair work offer effective opportunities to use language, as learners get more chances to speak
than in a whole-class setting. Encourage output by setting tasks which require learners to communicate
with each other in the target language. This process is called negotiation of meaning. By interacting and
receiving feedback from others, learners will discover the appropriateness and correctness of their content
and language, and will be able to judge whether or not they have been understood.
Example 18 is an illustration of negotiation of meaning in physical education. In this task, learners are asked
to write and give oral instructions to fellow learners for warm-up tasks. The learners are really communi-
cating here, since the class has to follow the spoken instructions. If these are not clear, the learners cannot
carry out the tasks. By giving instructions as they carry out the activity, learners process the language and
the content at a deeper level, since the effect of their instructions are immediate. It is more than just
instruction by peers, because the learners will adjust what they say if their instructions do not produce the
result they expected. This means that they are more likely to remember and reproduce both the informa-
tion and the language at a later stage.
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18 A warm-up activity for physical education
Prepare a warm-up activity that lasts about 10 minutes. Choose a sport that you enjoy, know a lot
about or one you’ve done in PE lessons here at school. Don’t forget to include the three different
types of warm-up (see below). For each type, write down a few exercises and mention the length of
each activity. You are also allowed to use illustrations.
Do this assignment on the computer. Remember to put your name and class on the paper and be
ready to actually give the warm-up instruction to your classmates next week!
Extra information about a warm-up

1 General warm-up
A warm-up always starts with a part to warm up your whole body. Exercises in such a general
warm-up are activities such as running, skipping, knee lifts, going sideways, swinging your arms,
and rope skipping.
2 Stretching
Stretching is done to lengthen your muscles to prevent injuries. When choosing exercises, you
need to decide which muscles are mainly used in this sport and how you can stretch them.
Each stretching position is usually held for 6-8 seconds and you repeat it a couple of times.
This picture is an example of a stretching exercise for your upper thigh muscle;
this exercise could be used as a warm-up exercise for a football player.
3 Specific warm-up
This is the part of the warm-up that is used to get a feeling of the sport that you are going to
practice. If softball is the sport you chose, then exercises might include throwing a softball to and
fro, pitching (not at full strength), and swinging the bat loosely.
WHY IS THIS CLIL?

P.E. is a subject that does not require a great deal of written output. This P.E. lesson involves group work
with hands-on activities in which learners use the target language in writing and speaking. This is an
effective CLIL task because learners experience something (non-linguistic output), and speak and write
about it (linguistic output). In doing so, they effectively recycle subject-specific language and content.
Learners are asked to use subject-specific vocabulary. In the instructions, the teacher helps them by giving
examples of subject-specific words such as stretching, upper thigh muscle and swinging the bat loosely.
The teacher also supports a key concept (stretching) with an illustration. Learners need to use this specific
vocabulary to explain their warm-up exercise. They are also allowed to use illustrations in their written task.
This provides context, balancing the language and content demands being made on the learner.
The P.E. teacher builds on the learners’ existing knowledge, interests and own experiences. The learners
have been given specific goals, and the task is organised so that the learners need to use the target
language in a realistic and meaningful context. Apart from this linguistic aspect, learners also think about
the key content of a P.E. lesson.
The teacher allows learners preparation time for the warm-up activity. This is time CLIL learners need before
they produce more output (both language and content). They are not only expected to produce and write
CHAPTER 4 127
down three warm-up exercises, but also to teach them to their classmates the following week. When the
learners carry out this task, they receive immediate feedback from their peers, which is an example of
negotiation of meaning. If they cannot do the exercise, the communication has simply broken down!
This exercise illustrates the various types of communication P.E. teachers can set up in their classes. It asks
learners to explain (why, how or what to do), instruct (how to do), question (to check for understanding),
describe (what is going on) and to analyse (how an activity works).
2 INFORMATION GAP ACTIVITIES

Information gap activities are another way of encouraging effective interaction. These are activities in which
each learner in a pair or group has information the other learners do not have (the information gap).
The learners interact with each other to share their information and find out what they can from the others,
for example to solve a problem or make decisions (Neu & Reeser, 1997). Information gap activities are
useful in CLIL because they give learners a reason to speak to each other. This encourages participation
from all learners and gives them opportunities to practice their speaking skills (for example, taking turns in
conversations, initiating conversations, and giving short and longer answers). Learners need to understand
each other’s ideas correctly to complete the tasks. There are different kinds of information gap activities:
factual, personal and opinion information gap activities.
In factual information gap activities, learners exchange facts (see Activity 44). In personal information gap
activities, learners question each other about their personal lives. For example, in a geography lesson,
learners create a questionnaire about their favourite European capital city. They then have to discover their
classmates’ interests using the questionnaire.
In opinion information gap activities, learners need to find out what their fellow classmates think about a
certain topic. An example of this type of task is a pyramid discussion. For example, in a social studies lesson,
learners individually put a number of criminal offences in order of severity. In pairs, they discuss their lists
and make a new list which both learners agree upon. The same can then be done in groups of four, then
eight, and finally the whole class. A pyramid discussion like this works best with simple problem-based
discussions or item selection tasks.
3 EXPLORATORY TALK
It is important that CLIL teachers create opportunities for learners to practise content language and to
show their understanding of content. Learners also need to try out different ways of thinking and exchange
and contribute personal ideas to a discussion. Barnes (1992) distinguishes between presentational talk
and exploratory talk. In presentational talk, learners mainly focus on language and the manner in which a
speech is delivered and received. In exploratory talk, learners are encouraged to exchange ideas in a critical
but constructive way.
Learners discussing ideas may agree or disagree with each other. But a simple yes or no without an
explanation why limits language and content learning. If learners simply add ideas without extending
them, they do not deepen their understanding. However, if learners make their reasoning more explicit,
they learn more (Mercer, 2000). This means learners need to be set tasks which encourage them to explain
their reasoning and teach them the necessary language for this.
Group or pair work can encourage exploratory talk; it creates opportunities for learners to use formal and
informal language, to use content language and to think out loud or think together. It is through discussing
new ideas with others that learners move towards new ways of thinking and content understanding.
Example 19 shows a biology task (Bentley, 2007, p.132) that stimulates learners to use content language
and requires deeper thinking.
128 CLIL SKILLS

19 Speaking cards for biology
In this task, a group of learners is given a set of cards with subject-specific ‘fat’ questions they need
to discuss in their group, for example:
1 Why is the spine made up of small bones?
2 Why are birds’ eggs speckled?
3 A spider isn’t an insect. Why not?
4 Where can you see water evaporate?
Learners take turns choosing a card and discuss the question in their group. This activity helps
them use the subject-specific terminology they have learned, promotes understanding of
subject-specific concepts and also encourages the kind of talk Mercer describes; learners need to
reason out loud. (For information on fat and skinny questions, see Chapter 3; for effective
questioning, see below).
In encouraging exploratory talk, teachers can guide their learners towards good quality group talk
(see Activity 45). It is advisable to set up ground rules for effective group talk which can be referred
to when learners are engaged in discussions. Dawes and Wegerif (1998) suggest the following
ground rules:
• everyone should have a chance to talk;
• each member of the group should be asked:
- what do you think?
- why do you think that?
• look at and listen to the person talking;
• show respect for other people’s suggestions;
• after talking, the group should reach agreement and formulate their arguments.
4 EFFECTIVE SPEAKING TASKS

Learners are encouraged to produce a lot of spoken language output when speaking activities are set up in
such a way that “learners talk a lot, participation is even, motivation is high and language is at an accept-
able level” (Ur, 1996). The following suggestions can help make your speaking activities more effective:
1 Create a safe environment

Learners should not be afraid to make mistakes when asked to produce output. Create a learner-
friendly atmosphere in which all learners can safely participate at their own level. This is best done
by having learners speak or write in pairs or small groups and helping them to see mistakes as learning
opportunities.
2 Choose the topic carefully
Make sure the chosen topic is of interest to learners. The more they are interested in the topic,
the better their motivation to speak will be.
3 Plan and structure interaction well
Make sure learners understand the instructions and tasks. It is important to be specific. Tell learners
exactly what is expected of them, what the product should be, when it needs to be finished and what
they will be assessed on. Learners also need preparation for producing spoken output. Just stating
Here’s the topic, now talk overly challenges the learners and will probably not lead to an effective
discussion. Chapter 1 stressed the importance of activating prior knowledge. Before any speaking
activity, teachers first need to take time to introduce the topic and to provide content, language and
scaffolding as preparation.
4 Use a no-hands rule and give learners time to Think, Pair, Share
If you only ask learners with their hands up to respond, quieter learners are left out. Instead, give
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learners time to think of an answer individually (“think”) and then to discuss their answers in pairs
(“pair”). Then select who is going to give an answer (“share”). This gives all learners time to think, which
is particularly important in CLIL, where learners need to think about both content and language.
All learners should get a chance to answer the questions, not just the ones who volunteer. More
thinking time may also lead to more and longer responses. Having a no-hands rule prevents the ‘talk
talk loop’ in which teachers speak without any response from the learners, forcing them to continue,
which in turn discourages learner participation and increases teacher talk.
5 EFFECTIVE QUESTIONING
Chapter 3 we covered the difference between fat and skinny questions. This section focuses on questioning
as a means to encourage more language and content output.
Skinny questions produce limited output of up to five words. When a physics teacher asks Is solar energy a
good thing? learners will probably produce a one-word answer: Yes or No. Fat questions require answers
with more than five words, generating more complex language and content output. The question Why is
solar energy a good or bad thing? requires learners to produce longer stretches of language as well as to
think at a deeper level.
There is a thin line between fat or skinny questions that guide understanding and ones that encourage
output, but there is a difference in emphasis. Fat questions for guiding understanding are open questions
about a written or spoken text. They are designed to check and support learners’ understanding of the text.
When fat questions are used to encourage spoken output, learners are asked to demonstrate their
understanding of content and language creatively in different or new situations. This results in learners
processing information in a new way, so that it is stored and retrieved more effectively and more easily.
Asking fat questions encourages transfer, since they lead to learners using information and language in
new situations and in different contexts.
The way teachers ask questions or listen to learner responses is crucial to the effectiveness of their
teaching. The following task is designed to start you thinking about the types of questions teachers ask
in their lessons.
130 CLIL SKILLS

12 Fat or skinny questions?
List the different types of questions you ask in your lessons and/or find in your course book. For each
question, write down whether it is a fat or skinny question and whether or not it encourages output.
Two examples have been provided.
Subject Question Fat or What language What content

skinny output is output is
question? encouraged? encouraged?
History Why did Fat Spoken or written Learners need to

commu- Explain a process demonstrate
nism in the understanding of
Soviet the collapse of
Union communism in the
collapse? Soviet Union
Biology What is Skinny Spoken or written Subject-specific

another Give a synonym vocabulary
word for a
living
thing?
6 SUGGESTIONS FOR EFFECTIVE QUESTIONING

Here are some suggestions for asking more effective questions.
1 Prepare questions that get learners thinking in advance.

A whole-class discussion can be fruitful if you prepare questions in advance to take up or extend
learners’ responses. You can also allocate talking groups to further discuss answers and to encourage
learners to produce more language and content output.
2 Start an activity, a task or a lesson with a controversial question.
In social studies, you could ask a question related to an important issue in today’s lesson, such as
Capital Punishment: Yes or No? And why (not)? Learners work in small groups, discussing their ideas to
come up with a group answer and produce more content and language output.
3 Stimulate higher-order thinking skills.
To develop higher-order thinking skills, ask different kinds and levels of questions (see Chapter 3) and
use more fat questions. For example, What do you think the effect might be of increasing the speed limit?
This stimulates learners both to formulate a variety of answers and to be creative in their language use.
4 Ask learners to produce their own questions. An effective way to involve learners is to ask them to
produce their own spoken or written questions and answers about a specific picture or source.
Next, they can discuss their answers with fellow classmates. This activity gives learners the opportunity
to produce written output and encourages much deeper thinking about the given source or picture.
5 Play devil’s advocate.
Sometimes, a useful intervention is to play devil’s advocate in a class discussion, deliberately taking an
opposing or contrasting viewpoint to spur on the conversation.
CHAPTER 4 131
20 Creating questions for history
A well-balanced mix of lower and higher order thinking skills questions can be found in this
example described by Fisher (2002).
A history teacher reads a story to his class about Tudor England. Learners are asked to note down
one question about something that they found interesting or puzzling about the story. They are
then asked to discuss their questions in pairs and decide whether to put forward both questions to
the whole class, or to combine them into a one new question. Questions are collected on the board
by the teacher. The class sorts out which are factual and which are philosophical questions. The
class then chooses one philosophical question and debates it.
WHY IS THIS CLIL?

This activity encourages learners to come up with their own lower and higher order thinking questions,
and to produce not only language output but also content knowledge. The language output for producing
the philosophical questions is more cognitively and linguistically challenging, which develops CALP.
7 TIPS FOR ENCOURAGING LEARNERS TO SPEAK ENGLISH

Although CLIL learners are encouraged to speak English all the time, teachers complain: They just won’t
speak enough English to each other. It’s so frustrating! This section offers a number of practical suggestions
for CLIL teachers to encourage their learners to use English in class.
School policy
• Make clear to learners, teachers and parents that English is the language of instruction and communi-
cation in the bilingual stream. Some schools have explicit policies on this issue. For example, learners
who speak English all the time may be given bonus points. However, learners who consistently ‘forget’
to speak English in class receive a yellow card. After having been given five yellow cards, they are asked
whether they want to reconsider staying in the bilingual stream. The learner and parents are invited to
school to discuss this with the CLIL co-ordinator. Such a policy attaches clear consequences to the
consistent failure to speak English. Other schools ask learners to speak English in front of the class for
one minute whenever they slip back into Dutch, or to wear a “silly hat” for the rest of the lesson. Some
schools are less strict; they may include a remark or score on report cards related to the use of English
in subject lessons. A single solution that applies across the board does not exist, and the culture and
context of the school influences which policy is most appropriate.
Role of teacher
• Teachers are role models. If you speak English all the time, learners are more likely to do so too.
Teachers can ignore or refuse to respond to Dutch (I really can’t understand you). As with most
educational issues, consistency is key.
• The teacher can give rewards for speaking English all the time. Possible rewards for a whole class
include:
- No Dutch used for one lesson: listen to favourite song in class.
- No Dutch used for one week: watch favourite video clip in class.
- No Dutch used for one term: watch favourite DVD in class.
• A more negotiating style could involve very explicitly discussing the issue with learners: What stops you
from speaking English? What do you think the problem might be? What shall we do if you don’t speak
English? How can I encourage you to speak English? Why don’t you want to use English?
132 CLIL SKILLS

Activating
• Support learners by providing useful phrases in English. Display these on the wall, or hand them out
on cards.
• Give learners thinking and/or planning time before you ask them to produce language.
• Think about the language that learners need to produce for an activity and select an activity that fits
the ability of the learners in your class. For example, contributing to a debate is much more difficult
than answering structured questions.
• Have a short chat at the start of the lesson about something related to your topic. This warms up the
class and sets the tone for speaking English for the rest of the lesson.
• Ask some learners to give an example before they start to work on a task.
• Think about the language aims for a CLIL lesson. What should learners be able to do in English at the
end of the lesson? Tell the learners what the language aims are.
• Design and incorporate language assignments (plays, short stories) into CLIL lessons.
• Make a glossary or word file and use any newly-introduced vocabulary in the next lesson.
• Be explicit about language expectations when you set a task, for example use these words, ask only
open questions, and use the word ‘because’ five times.
Group work
• Use pair work often and set learners tasks that include an information gap.
• During group work, give some of the learners a monitoring role to keep groups working in English.
Have another learner note the mistakes and another useful vocabulary or phrases.
• Give learners speaking homework. Ask them to prepare a one-minute talk for the next lesson.
• Record the pair or group work on a mobile or digital voice recorder and analyse it.
Praise and penalties

• Give learners lots of encouragement and praise when they use English.
• Give learners a ’free’ 10 for one of their tests; if they speak Dutch or don’t participate, they lose half a
point.
• Each time learners speak Dutch, fine them 5 eurocents. At the end of term, buy something nice or
donate the money to charity.
• Give an extra mark for good participation or a good contribution in English. Include a mark for English
(5-10%) in tests.
Assessment
• Assess learner work on both content and English, so that learners feel credited when they use
English (also see Chapter 5).
Projects
• Work with the English teacher on a cross-curricular project; make sure that a substantial part of the
mark is for English (also see Chapter 6).
8 SCAFFOLDING SPOKEN OUTPUT

Chapter 3 discussed scaffolding as a tool to help learners move forward in their learning and understand-
ing. Scaffolding can also be used to support learners in producing more formal spoken output.
A production scaffold is a task where learners produce or create something new to show their understand-
ing. Production scaffolds requires higher-level thinking than reception or transformation scaffolds. Teachers
can use them to help learners move smoothly from BICS to CALP and thus become more autonomous
learners. Production scaffolds also help learners structure their thoughts and language.
CHAPTER 4 133
9 SPEAKING FRAMES
In the first years of CLIL, learners may well be too shy at times to express themselves in English, and their
vocabulary may still be too limited or their command of specific grammatical structures insufficient.
This sometimes makes learners too afraid to talk or even leads them to avoid the target language and fall
back on their first. Providing language support can help learners overcome their fear of speaking.
Support them with specific vocabulary or phrases they can use to practise sentence patterns.
21 Speaking frames for geography
A geography teacher asks learners to work in pairs. The learners study a map of Europe and arrange
countries on a time line in the order in which they would be affected by a rising sea level.
2010 2030 2040 2050 2060 2070 2080
The content aim of this exercise is to show understanding of sea level rise, and the language aim is
to learn and use subject-specific terminology (such as altitude and above/below sea level), to draw
attention to words indicating order (first, second, third) and to help learners notice degrees of
comparison (more, less, higher and lower).
Learners use an atlas to do this assignment. They take turns looking at the map and putting a
country on the timeline. The teacher also provides the following substitution tables.
Substitution table 1
The most affected by because is high above the sea

country least the rise of the …. it low below level
sea level will be
Substitution table 2
…….will be the first country to be affected by

second suffer from
third see the effects of
fourth be flooded because of the sea level rise
fifth
Such substitution tables enable less proficient language learners to produce spoken output.
More examples can be found at: www.factworld.info/Ethical_English_Activities.pdf
In an activity like this, learners get many external clues; the task can be done without much thinking.
The language aspect provides learners with ready-to-use chunks of language. These substitution tables are
best suited for learners who are still at BICS level and who would not be able to complete this task without
assistance. The tables get learners started in a second language and “reduce the frustration of being unable
to participate in classroom tasks that they are capable of doing in their mother tongue” (Gibbons, 2002).
Substitution tables do not guide learners to use new language in a different way. Once learners have
passed the silent ‘survival’ stage, they can be guided to become more proficient and independent users of
the target language. By this stage, the tables should no longer be used: learners must start making efforts
to find the language they need themselves.
134 CLIL SKILLS

22 Production scaffolds for history
In a history lesson, learners watch the film Elizabeth. Each learner is given a specific role card in
advance, and is instructed to study one character in the film. While watching, the learners make
notes on their character.
Role card 1: You are William Cecil. Tell your classmates why you were Queen Elizabeth’s most
faithful servant. Tell them you kept tight control over the finances of the Crown. Tell them about
your religious convictions.
Role card 2: You are Queen Elizabeth. Tell your classmates why you were declared illegitimate.
Tell them why you support the Protestants. Tell them about your foreign policy.
Role card 3: You are Anne Boleyn. Tell your classmates you’re Elizabeth’s mother. Tell them you
were accused of high treason. Tell them about the tragic events in the Tower of London.
After watching, the class holds a balloon debate (see Activity 38) The characters are in a hot air
balloon which is running out of gas. Only one character can be saved. All the characters must put
forward the reasons why they need to be saved. In groups, the learners prepare to take on their
role by using the content and language speaking frames below. One member of each group
presents the reasons to the class and the class votes for who should be saved.
Frame 1 Frame 2 Frame 3 Frame 4

Introduction First argument Next argument Conclusion
First of all... Secondly… You need to know…. Finally…

To begin with…. Following this... Once you have Now it is time to….
This is how… In addition… completed… At the end of…..
Having collected all As you….. I have discovered….
the necessary As a result of….. I would recommend...
information…. You will see that …
In order to …
WHY IS THIS CLIL?

The role cards provide a great deal of content support that learners can use to present their argument.
Language support is provided by the speaking frames. The presentation requires more abstract language
and deep thinking. Learners are asked to work in small groups, interact with each other and make sure they
understand each other. Asking learners to give a presentation also allows them to show their understand-
ing of the topic.
The speaking frames guide learners in structuring their arguments, encourage learners to try out
newly-acquired vocabulary, and help them produce a more coherent presentation. The role cards provide
subject-specific terminology learners can use in their presentation (declared, illegitimate, foreign policy).
The language frames offer vocabulary to indicate the structure of the presentation (introduction, first
argument, second argument, conclusion), as well as useful phrases for the different phases of their
presentation (first of all, the next step is, as a result of, finally).
CHAPTER 4 135
23 Production scaffolds for geography
In geography, learners are expected to use subject-specific terminology and factual and formal
explanations when talking about topics such as global warming, rainforests and climate change.
Below is a worksheet one geography teacher uses to help learners understand the causes and
effects of an earthquake.
Instructions
A cause is something that makes something else happen. Of two related events, it is the event that
happens first. To determine the cause, ask yourself the question Why did it happen?
An effect is what happens as a result of the cause. Of two related events, it is the one that happens
second or last. To determine the effect, ask the question What happened?
Exercise 1: Phrases
a Match the sentences and phrases in column A with the right endings in column B.
b Mark the cause (red) and the effect (blue) using two different coloured pens.
c Draw a circle around the different words used to express a cause and effect relationship.
Column A Column B
1 The new trains have more powerful is due to acid rain.
engines.
2 The air rises and cools. so there isn’t enough food for the people.
3 The traffic was very heavy and This is caused by too many greenhouse
gases in the atmosphere.
4 Many species of wildlife are becoming because the rainforests are being destroyed.
extinct
5 This year’s crop was destroyed by They are, therefore, faster.

the bad weather,
6 The temperature is rising steadily. as a consequence the rock erodes at the bottom.
7 The waves bash against the rock and This causes the water vapour to condense into
water droplets.
8 Since the volcano emits so much because of the melting ice caps.
ash and poisonous gas,
9 The sea level is rising as a result I arrived very late.
10 The fact that the rivers are polluted people have to be evacuated really quickly.
and trees are dying
136 CLIL SKILLS

The graphic organiser below is an example of language support to help learners explain the causes and
effects of an earthquake and also to encourage them to try out newly-learned vocabulary in a presentation
or a debate.
Earthquake
Cause and effect
The result is... Inevitably The effect of this

As a result... Consequently is...
This results in... As a consequence This in turn,
causes...
detail detail detail detail

fact fact fact fact
argument argument argument argument
example example example example
Figure 4.7 Production scaffold: speaking frame for geography
WHY IS THIS CLIL?

This type of graphic organiser is suited for supporting more advanced CLIL learners. It provides phrases
they can use to explain a subject-specific topic and guides them in the structuring of their explanation.
The language support is not as complete as in Example 23: to help learners become more independent
speakers, the language support must be removed gradually.
Many CLIL learners take part in junior speaking contests and debates (see Activity 38). These are good ways
of encouraging CLIL learners to use more academic language. After all, in a debate, learners need to find
original and intelligent arguments to contribute. A debate also has a competitive element, a clear goal and
it gives direction and purpose to a discussion. Moreover, in a debate, learners can demonstrate understand-
ing of subject-specific content and display their language proficiency.
24 Speaking frame for agreeing and disagreeing
This speaking frame provides learners with useful phrases for asking or giving opinions and
for agreeing or disagreeing with their opponents in a debate.
Useful phrases to express agreement

I think we should buy a car which runs on vegetable oil.
I believe (that) smoking should be outlawed.
In my opinion...
I feel that it’s the right thing to do.
Useful phrases to express disagreement

I don’t quite agree.
I don’t see it that way.
That’s not how I see it.
I would disagree with that.
I couldn’t disagree with you more.
CHAPTER 4 137
Useful phrases to ask for opinion
What do you think?
What’s your opinion?
What are your ideas?
Do you have any thoughts on that?
How do you feel about that?
WHY IS THIS CLIL?

This speaking frame supplies chunks of language a learner can use or change in order to perform a task.
It helps learners follow the formal procedure of holding a debate, but at the same time allows them to alter
the language chunks for their own specific needs. These phrases provide the language learners need to
perform an activity which is context-reduced and cognitively more demanding.
10 DIFFERENCES BETWEEN SPEAKING AND WRITING FOR CLIL

This section covers the differences between speaking and writing for CLIL. In general, spoken language is
less formal and less structured than written language. Spoken language has a more informal vocabulary,
sentences that are often incomplete and a lot of repetition. In face-to-face communication, learners receive
immediate feedback on their ideas or spoken English, and they can change or adapt their ideas or make
themselves better understood on the spot. In writing, there is usually no immediate feedback. As a rule,
written texts are more structured, and writers are required to use complete sentences and more academic
and subject-specific vocabulary.
In the CLIL classroom, this difference is apparent between a presentation and a report of a scientific
investigation. In a presentation, learners might say we’ve found out that if you smoke too much…
whereas in an essay, they might write the investigation established that… In writing, different mental
processes are involved: there is more time to think, reflect and prepare, but also to find synonyms and
appropriate language and sentence structures. Learners engaged in writing need different reasoning and
higher-level thinking skills to produce meaningful written output. Furthermore, when writing for different
subjects in CLIL, learners need subject-specific language as well as information about differences in styles
of writing. CLIL teachers should keep in mind that learners writing in a second language need more active
support than they would in their first language.
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Here are some examples of the various kinds of writing learners do in CLIL (based on Department for
Education and Skills, 2004a):
Subject-specific examples Aim Audience Text type
Geography: Write directions as part of to tourists written

a map-reading exercise. instruct directions
History: Write about a visit to the Anne to parents, a report

Frank Museum. recount friends, teacher
Biology: Write a brochure for heart to heart patients, a brochure

patients explaining how the heart explain doctors
works.
Art & design: Write a brochure about to inform tourists a brochure

the National Gallery in London.
Physical education: Write a flyer on to learners, a flyer

why learners should come to school by persuade teachers
bike instead of public transport.
Physics: Write a lab report analysing to teachers, a lab

the results of an experiment. analyse researchers, report
scientists
Mathematics: Reflect on and draw to members of a survey

conclusions after conducting surveys conclude the city council,
of traffic on a roundabout. local police
Table 4.1 Types of writing in CLIL
APPLICATIONS IN CLIL  TEACHING WRITING

1 METHODOLOGICAL APPROACHES
Writing is a process: in real life, we think, draft, compose, shape and rewrite. It helps if this process is
reflected in the teaching of writing. CLIL subject teachers play an important role in encouraging their
learners to produce different types of written output. Therefore, it is essential that they demonstrate
knowledge and understanding of the writing process. Learners need to be taught how to write an essay
for history, a lab report for chemistry, an account of a field trip for geography or an analysis of an
experiment for science. This is true for writing in the first language, but it is even more important in CLIL,
because of the added difficulty of writing in a second language. In most Dutch schools, the English (and
Dutch) departments are solely responsible for writing instructions and implementation of the writing
process. To stimulate learners to produce written output, it helps when CLIL subject and language teachers
work closely together.
CHAPTER 4 139
This chapter combines two main schools of thought about teaching writing: the process writing approach
and the genre approach. A very brief overview of process writing is given by Seow (2002). The genre
approach is summarised by Reppen (2002).
Chapter 3 describes how teachers can help their learners become aware of different aspects of written
texts. It also stresses the importance for learners to be able to identify written texts’ purpose, structure and
organisation. Learners may have good subject knowledge and understanding, but lack the ability to write
effectively about a particular subject because they do not understand the reason why they are writing, are
unaware of the audience or are not sure what type of language to use for a particular genre. An approach
to teaching writing which focuses on these aspects is called a genre approach.
The process approach sees writing as a process and stresses the need to help learners understand the stages
writers go through when they produce a text. These stages are: generating ideas (brainstorming), organis-
ing ideas (structuring), and linking ideas (linking sentences and paragraphs). Learners may experience
difficulty at any of these stages. If learners are given support at each stage of the writing process, they will
be able to write more fluently and creatively.
This table summarises the factors that help learners write more effectively (based on Department for
Education and Skills, 2004a).
Conventions Learners write more effectively if:
Purpose - they understand that their writing has a real purpose;

- they know why they are doing it;
- they know who the audience is;
- they know how the written text will be used;
- they know what kind of writing is appropriate.
Text level - they know how to structure their writing;

- they write from the general to the specific and detailed;
- they support their arguments with appropriate examples;
- they manage to link their paragraphs.
Sentence level - they know which point-of-view to use (first or third person);
- they know which tense to use;
- they know when to use active or passive constructions;
- they know which sentence structures to use (simple or complex);
- they know which connectives to use (such as whereas and although).
Word level - they know which particular subject-specific terminology to use;

- they manage to vary their general vocabulary.
Table 4.2 Factors which help learners write effectively
140 CLIL SKILLS

The next section is a guide for teachers on the different stages of teaching writing. Not every subject
teacher will, of course, have the time to cover all these stages each time they teach writing. They may
choose to highlight just one, or work in co-operation with the English teacher.
2 DISCUSS TEXT TYPES, AIMS AND AUDIENCE

To write effectively, learners must recognise, understand and work with different text types, such as
newspaper articles, poems, laboratory reports and posters. Different texts have different aims; they may
be written to persuade, to inform, to describe or to entertain. Learners should know why they are writing:
what are the aims of their text? It also helps if learners practise writing for different types of audiences,
such as young readers, a jury of a poetry competition, or a pen friend. Different aims and different
audiences require different writing styles.
The two examples below (written by learners at the Rijnlands Lyceum, Wassenaar, and provided by
Heidi Krieger) clearly illustrate how writing for different aims and audiences affects style.
Text 1
The next day we went to the National Gallery where we had to do our Art assignment. I found this
the best museum that I had ever been to. We saw paintings by Michelangelo, Caravaggio and a self
portrait by Rembrandt. After the museum we went to Covent Garden for lunch and shopping.
We saw great things at the market and in the shops.
Figure 4.6 Written account of a visit to the National Gallery
Text 2
It’s a symbolic and anecdotal painting relating to the ancient Roman and Greek mythology.
The subject of the painting is the goddess Diana who, as revenge for being disturbed by Actaeon
while bathing, changes him into a stag. It’s not a clear picture because all creatures are moving fast.
The movement makes the painting slightly out of focus. Dark colours and earthy. The paint for the
water has a thick surface. The bare breast of Diana is related to Roman & Greek paintings.
Figure 4.7 Description of a painting
These texts clearly have different writing styles. Text 1 discusses events to inform parents or classmates
about a trip to London; it could be used as an article in a school magazine. Text 2 describes and analyses a
painting in a text for visitors to a museum; it could be used as part of a museum guide. Below is a brief
analysis of the texts’ aim, audience and text type.
CHAPTER 4 141
Text 1 Text 2
An account of a visit to the National Gallery in A description of a specific painting in the
London museum.
Aim: to recount Aim: to explain

Audience: people the learners know Audience: museum visitors
(parents, friends) Language: The language resembles CALP.
Language: The language used resembles BICS, It is more abstract and academic, and
every-day language. includes subject-specific terminology.
Text type: a narrative Text type: a description in a brochure
Table 4.3 Text features
Writing a variety of text types in English will help CLIL learners acquire a range of writing styles. It is
important to acquaint them with the typical conventions of different text types, because this will help
them become better, more versatile writers. A useful awareness-raising activity is to show learners several
short examples of text types - or writing genres - and ask them to discuss the differences.
3 WORK WITH EXAMPLES

Teachers can show learners different examples or models: good models written by other good learners
from the past, models written by themselves, or real models of authentic texts such as newspaper articles,
laboratory reports or poems. Find examples of good texts and discuss them with the learners: what makes
this text a clear, well-organised and generally well-written text? In this way, learners become familiar with
different text types and are able to use them as models for their own writing. Also try showing learners one
good and one poor example, and ask them to identify the characteristics of a good piece of writing.
4 LOOK AT TEXT FEATURES TEXT DECONSTRUCTION

As well as looking at models of complete texts, teachers can discuss the writing conventions and language
features of texts with the learners. In a genre approach to writing, this is called the deconstruction stage.
Examples of writing conventions include: the use of title and subtitles within a text, the use of examples,
topic sentences, the way ideas are used (one idea per paragraph), the introduction and the conclusion.
Examples of language features of texts include: the tenses used in a text, the point-of-view (first person or
third person), and the connectives used in a text (but, however, nevertheless). Below is an example of a
deconstructed essay (reproduced from Counsell 1997), illustrating the writing conventions and language
features used in the text.
142 CLIL SKILLS

Writing Essay Language features
conventions
Why did the Normans win the Battle of Hastings?
Title invites
causal The Battle of Hastings took place in 1066 when Edward the Third person
analysis Confessor died, leaving no heir. Harold Godwinson took his
place, but he had two rivals, Harald Hadraada, the king of
Introduction Norway, and William, Duke of Normandy. William eventually
statement won, and this piece of writing explores the reasons why.
of the issue
William was a very determined and ambitious leader. He
claimed that Harold had promised to help him to become Present/past
Topic king, and so, when Harold claimed the throne, he did all he tense
sentences could to conquer England. He left Normandy undefended, depending on
lead the and took 3000 ships with horses and soldiers across the the focus, e.g.
reader into English channel. He must have been very determined to do present for
the para- this, as the channel was very dangerous. His bravery is shown views, past for
graph again during the battle, when he took off his helmet and said events
to his soldiers, “Look at me well. I am still alive and, by the
Use of grace of God, I shall yet prove victor”.
quotes to
support William also had a strong army, and a good strategy. Active voice
points For example, he put the archers in the front, then infantry, more common;
and behind them the men on horse-back. The Anglo-Saxon passive used when
Use of Chronicle says, “All the English were on foot. The Normans identity of agent is
supporting had foot soldiers, archers and cavalry with horses”. This would not relevant or need
comment/ have been a great advantage. not be
detail Also he pretended to retreat, and then the English broke the repeated, e.g.
shield wall, so when the Normans turned back, the English the castles were
were not very well protected. strongly fortified
Therefore William chose a good time to invade, before Harold

had established his position as king.
Harold’s bad luck also helped William to win. Harold Godwin- Connectives
son was fighting Harald Hadraada at Stamford Bridge when often used for
William invaded in the south. Harold had to march 300 km, contrast/
having lost many of his best men in the previous battle. If the comparison in areas
wind had not changed just then Harold would have had more of debate, e.g.
men, and he would have had more time to set his army up. whereas, though,
There is a picture in the Bayeux Tapestry of Harold being while, unless,
killed with an arrow through his eye. When he died, the however, equally,
English were frightened, and deserted. also
William won the battle for many reasons. It was a mixture of Connectives also
Summary good leadership, planning and luck. If the wind hadn’t used to establish
conclusion changed, or if Harald Hadraada hadn’t invaded, I think that cause and effect,
Harold could have won, and England would be a different e.g. because,
place. therefore
Figure 4.8 Example of a deconstructed essay CHAPTER 4 143

5 HELP LEARNERS GENERATE IDEAS
Learners need to realise that writing is a process; they seldom sit down and write an essay for history or a
lab report for biology without any preparation. Giving learners an essay question to answer or asking them
to write a story does not mean that their ideas will spring automatically from their pen. Their mind may
well go blank, because learners may initially have no idea what to write about or simply have too many
ideas to choose from. Before learners start writing, encourage them to think about what they are going to
write. There are several ways to help learners generate ideas; two important ones are brainstorming and
freewriting.
Brainstorming, a technique for activating prior knowledge, is especially good for producing a variety of
ideas before starting a writing task. This can be done in class, with the learners generating ideas and the
teacher writing them on the board. All ideas should be accepted at this stage. Maybe not all ideas will be
used, but make sure they are not lost. Graphic organisers (word webs, Venn diagrams) can also help
learners generate ideas. Chapter 1 provides various ways of activating prior knowledge. A variety of graphic
organisers can be found online, for example from:
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm.
Freewriting is especially helpful when learners have no idea what to write about. Learners are asked to
write about the topic non-stop, as quickly as they can, for a certain period of time, without worrying about
punctuation, spelling, style or grammar. This technique encourages learners to keep on writing even if they
feel they have nothing to say. It allows learners to write things they normally would not, because there is
no need to worry about their writing’s quality. When they are done, ask the learners to read their text and
highlight ideas they could use.
6 WRITE TOGETHER JOINT CONSTRUCTION

Even if learners understand the aim and audience of a writing task and are familiar with writing
conventions, they sometimes still find it difficult to structure their writing. That is why it can be a useful part
of the learning process to do some writing together. Shared writing is teacher-led: teachers and learners
write a text together. This is called joint construction.
The teacher works with and discusses suggestions from the class, focusing them on the text to be written.
The aim is to guide learners in writing an effective text. The teacher and learners say sentences aloud
before writing them down, make changes in sentence structure or choice of words, and also discuss and
explain why certain words fit the text better than other words. Such demonstrations show learners how
and why they make specific choices when writing, which helps them notice many features of writing:
appropriate vocabulary, effective paragraph structure, and convincing conclusions. A text already written
by a learner is a good starting point. The class can rewrite it together to produce a more polished piece.
7 GUIDE AND SUPPORT FIRST ATTEMPTS

It is useful to develop learners’ writing skills by starting with short writing assignments before moving on
to longer, more formal texts; in other words, moving from BICS to CALP. When giving feedback on short
writing assignments, indicating whether or not the learner is on the right track will hopefully encourage
more creative writing and give the learner more confidence.
8 SCAFFOLD THE WRITING PROCESS

In CLIL, production scaffolds can be used to support writing. Provide learners with writing scaffolds or
writing frames to create a bridge between the joint construction stage and independent writing. Good
CLIL writing scaffolds provide both content and language support.
144 CLIL SKILLS

Below are several examples of writing frames. As learners gradually become more proficient in writing,
the amount of scaffolding can be reduced.
25 Writing frame for geography
In this example, a geography teacher supports learners who are writing a paragraph about the
differences between urban and rural areas in the Netherlands. The teacher provides ideas (content)
about urbanisation in the left-hand column and language support for writing a paragraph
(language) in the right-hand column.
Content support Language support

Urban and rural areas in the Netherlands are different in
Urban - Amsterdam many ways.
Rural - Hengelo, Gelderland An example of an urban area in the Netherlands
Differences - population, public is……
transport, demographics, arts An example of a rural area in the Netherlands
facilities, commerce, industry, is……
agriculture Firstly, they are different because……
Another difference is that……
They are also different in that……
Finally, a further difference is that……
26 Writing frame for Art and Design
In this example (Department for Education and Skills, 2002b) an art and design teacher guides and
supports learners writing about a painting. The left-hand column provides content support.
Learners are encouraged to think about the work of art with guiding questions. The right-hand
column provides language support: useful phrases that help learners structure their writing.
Content support Language support

1 Background information The artist who made this piece is…
Who made this piece of art? He lives and works in…
What is it called?
2 What can you see? In this painting I can see…

Describe accurately what you see. The painting looks like...
3 Meaning The painting make me think of…

What do you think it is about? I think the artist means to say that...
Does it have a story? This painting is dynamic…
4 What do you think of it? I chose to write about this piece because...
What do you like or dislike about it and why? What I really liked/disliked about this
Why did you choose to write about it? piece was…
What would you like to ask the artist? I would like to ask the artist why s/he...
CHAPTER 4 145
27 Writing frame for history
This production scaffold (based on Department for Education and Skills, 2002a) shows how a
history teacher guides learners in sorting out information about a writing topic and helps them
distinguish between main ideas and supporting ideas. After completing the writing frame, learners
write an essay about Hitler’s reasons for annexing Austria.
What were the different reasons for Germany annexing Austria? Complete each box.
Personal reasons Political reasons
Economic reasons Cultural reasons
Hitler annexed Austria for a number of reasons. Write your reasons out in sentences.
Firstly, there were personal reasons. These were...
Next, there were political reasons. These were…
Then there were economic reasons. These were...
Lastly, there were cultural reasons. These were...
The most important of these reasons is…
I think this because…
146 CLIL SKILLS

28 Writing frame for English
This production scaffold about the Salem Witches helps learners structure and write an essay after
reading Arthur Miller’s play The Crucible. Initially, learners receive a great deal of guidance, with
suggestions about both content and language. Later in the writing frame, the learners are required
to gradually provide more ideas of their own.
The Salem witches

Your assignment is to write an essay that shows:
1 that you have knowledge of and understood The Salem Witchcraft Trials of 1692, and
2 that you can follow directions on how to write an essay.
After writing your essay, let a classmate review it, then make the final corrections before retyping
and submitting it.
Introduction
First paragraph
For your introduction, copy exactly what follows:
After studying The Salem Witchcraft Trials of 1692, I have come to the conclusion that the three
people most to blame for the witch hysteria and the subsequent death of innocent people are
, , and . Each of these people,
in some way, caused harm to blameless people, and I will, in this essay, explain what these people,
knowingly or unknowingly, did to contribute to the death of the innocent people hanged as witches
in Salem Village in 1692.
Body
Second paragraph
was most responsible for the Salem Witch hysteria.
FIRST REASON: .
In addition, he/she SECOND REASON: .
Third paragraph
was also responsible for the tragedy.
FIRST REASON: . Another reason he/she is to
blame is because (SECOND REASON)
Fourth Paragraph
Lastly, is responsible for the hanging of innocent
people as witches. FIRST REASON .
Also, SECOND REASON
Conclusion
Last paragraph
In conclusion, there are three people who are most to blame for the hanging of innocent people
during the Salem Witchcraft Trials of 1692. These three people were ,
,and . Each of these three knowingly or unknowingly
caused the witch hysteria to grow and contributed to the deaths by hanging of the men and women
during the Salem Witch Trials of 1692.
CHAPTER 4 147
29 Writing frame: connectives
This writing scaffold (Department for Education and Skills, 2004a) provides only general language
support. To help learners write more coherent essays and combine ideas in coherent sentences,
lab reports or analyses, try providing a similar list of useful connectives.
Adding Cause and effect Sequencing Qualifying

and because next however
too so then although
as well as therefore first, second except
moreover consequently meanwhile as long as
Emphasising Illustrating Comparing Contrasting

above all for example equally whereas
in particular such as in the same way instead of
significantly for instance similarly alternatively
notably in the case of likewise otherwise
9 ENCOURAGE LEARNERS TO WRITE INDEPENDENTLY

Learners gradually become more proficient, and eventually more independent, writers as they progress
through the years. To become independent writers, learners need ample opportunities to practice.
The teacher’s role at this stage has changed to that of consultant, reviewer and final assessor.
Chapter 5 presents more information about assessing writing.
148 CLIL SKILLS

30 Essay-writing checklist
Outline
An outline is a brief description of what each paragraph is all about. It is often easier to work from
the core:
• quick description of introduction;
• first major point;
• second major point;
• quick description of conclusion.
Lay-out
• The title should be written in bold print and centred.
• Your font size should always be 12.
• 1.5 spacing should be used so that the teacher has space for comments.
• Leave a single space between paragraphs.
• Use a left margin only.
Sentence structure
Have you checked the word order of each sentence? The best way to do this is to read your essay
aloud, and to think about each sentence one at a time. In an essay all sentences are written in full;
there are no exceptions.
Vocabulary
This is not creative writing. Avoid slang, brackets, abbreviations and the word etc. Swear words are
absolutely inappropriate and you should never make personal statements or requests about your
work. In other words, do not say: I thought I learned a lot from writing this essay. However, the essay
should contain the words you have learned in class that go with the subject you are writing about.
Grammar
Check that your tenses are consistent, necessary prepositions are included, and linking sentences
are used to link one paragraph to the next. Again, many errors can be discovered by reading your
essay aloud.
Spelling
If you use a computer for your final copy, spelling mistakes are unacceptable, as you can use a
spellchecker. If you write your essay by hand, you should have someone proofread your essay.
This method also helps you to find mistakes in grammar and sentence structure.
Paragraphing
• Make sure each paragraph contains one main idea only, but one complete idea. In English
there are no sub-paragraphs.
• Make sure your paragraphs follow a logical order. Linking sentences help your ideas to flow
smoothly from one paragraph to the next.
10 ENCOURAGE PEER REVIEWING

Self or peer reviews transfer control of the writing process to the learner. Encouraging learners to give
feedback on their own and others’ work can also help them become more independent writers. For
example, divide the class into reading groups, which read and select the best written product. Groups
discuss why a piece of writing is good. In a short plenary session, the groups then present and illustrate
CHAPTER 4 149
their conclusions. The best examples can be displayed in the classroom: this helps learners
become proud of their writing.
11 GIVE FEEDBACK DURING THE WRITING PROCESS

Useful feedback can be given during all stages of the writing process, not just on the final product. Detailed
comments on final products are often wasted because they are perceived as justification for a grade rather
than as a form of support. Comments on work-in-progress encourage learners to improve the final product.
Feedback and error analysis in writing will also be dealt with in Chapter 5.
CONCLUSION
This chapter shows the importance of encouraging learners to produce many different kinds of written and
spoken output. This promotes both language and content learning. Teachers do this by setting up speaking
tasks that not only enable learners to interact with each other in the target language, but which also
require them to adjust their language so that other learners can understand them. Teachers can also set up
writing tasks which help learners become aware of different text types and which require them to write for
a variety of audiences and aims.
To sum up, to help learners produce formal and informal spoken and written output, teachers can:
• provide learners with plenty of speaking and writing opportunities to try out newly-learned language
forms or subject-specific terminology;
• create a safe environment of small speaking groups for learners to use the target language;
• set speaking and writing tasks where learners can use lots of visuals and day-to-day language
(in the first year of CLIL);
• provide learners with tasks that require deep thinking and where external clues are omitted gradually
(in the later years of CLIL);
• use information gap activities;
• stimulate learners to produce more complex output by asking fat rather than skinny questions;
• stimulate learners to generate their own questions;
• make clear that English is the language of instruction and communication;
• praise learners when they do use the target language;
• support learners by providing speaking frames and production scaffolds;
• set writing tasks with a variety of text types;
• set writing tasks with a variety of audiences;
• demonstrate and go through the different stages of the writing process;
• support learners with writing frames and production scaffolds;
• encourage peer review.
150 CLIL SKILLS

13 Teacher development: encouraging speaking and writing
1 Observe a colleague teaching, and write down all the questions he or she asks for about 10-15
minutes. You can also make an audio recording of yourself or ask a colleague to observe one of your
classes. Then analyse the questions you or your colleague asked in the following grid.
Questions asked Fat question Skinny question Learner

output
2 Read the description about information gap activities in this chapter and design your own information
gap activity related to the material you are working with at the moment.
3 Prepare a writing assignment that has a specific purpose or aim, a particular audience and a particular
text type.
4 Design a speaking or writing scaffold which you can use in your classroom.
CHAPTER 4 151
PRACTICAL LESSON IDEAS  ENCOURAGING OUTPUT
Practical lesson ideas to encourage speaking
38 HOT AIR BALLOON DEBATE
Have a ‘balloon debate’ to decide who deserves to be saved from a sticky situation.
Learners imagine they are in a hot air balloon which is losing helium and height and will soon crash
because it is too heavy. Each passenger has an opportunity to make a speech outlining the reasons
why s/he should be allowed to remain in the balloon. The audience decides which of the speakers
has presented their case most persuasively.
Divide the class into a number of teams, each representing one passenger in the rapidly descend-
ing balloon. In these groups, the learners prepare to present their case about why they should stay
in the hot air balloon. They can write short notes to help them remember what to say, but the
speech should sound as spontaneous as possible. This preparation stage can also be given as
homework.
Once the preparation has been completed, to ensure that everyone in the group contributes,
randomly appoint the first contestants to give the speech from each group. You may want to
provide learners with a scaffold or some questions to help them to prepare their speeches.
You could also give learners guidelines for structuring the presentation of their arguments, such as:
• a maximum of three minutes;
• begin with an opening statement;
• illustrate with examples;
• prepare at least three convincing arguments;
• end with a challenging closing statement.
You can also provide helpful words and phrases for giving opinions in a formal speech.
After each group’s first speech, the class votes for the two most convincing characters. Learners are
not allowed to vote for their own group! The two remaining survivors give a new speech, summing
up the crucial reasons, and trying to add new ones, for their continued survival. Finally the class
votes for the last remaining survivor.
This link lists websites on debate rules:

www.educationworld.com/a_lesson/lesson/lesson304b.shtml.
This link gives examples of balloon debates:

www.kent.ac.uk/careers/interviews/balloonDebate.htm
152 CLIL SKILLS

History: The Russian Revolution
Carry out the hot balloon debate with five historical figures related to the Russian Revolution:
Tsar Nicolas II, Karl Marx, Lenin, Trotsky and Stalin.
Variation: Chain debate
Preparation
The teacher makes two smaller groups, Group 1 and Group 2. The teacher writes down a controver-
sial statement. Group 1 must agree with the statement and Group 2 disagree. The rest of the class
are members of the jury who will decide which learner has used the most convincing arguments
and thus wins the chain debate.
The two groups first prepare a number of arguments for (Group 1) or against (Group 2) the
statement. They will need the same number of arguments as there are people in their group:
every learner argues a single point during the debate.
The debate
1 One learner has the role of time keeper and ensures that speakers only speak for one minute.
2 Speakers from each group take turns. Speaker A from Group 1 starts off the chain debate and
gives one argument only. S/he may only speak for a maximum of one minute.
3 Speaker A from Group 2 now responds to the first argument and adds one argument from
Group 2.
Speaker B from Group 1 then responds to this and adds a second argument from Group 1.
4 The groups keep on contributing arguments until everyone has spoken.
5 The class votes for the winning debater.
39 THE CONTROVERSIAL QUESTION
Agree or disagree with a controversial statement.
Learners think individually about a controversial question. First, they spend a couple of minutes
thinking for themselves and writing down their views. Then the teacher allocates buzz groups that
are given five minutes to discuss their view on the question and to come up with an answer and an
explanation. After five minutes the teacher asks one learner per group to give an answer.
History: Solving global problems. ‘Is the UN an outdated organisation?’

Physical education: Doping is difficult to trace. Should athletes therefore be allowed to use
doping?
CHAPTER 4 153
40 ROLEPLAY
Learners change input into a role-play.
Learners create a role-play after, for example, watching a DVD clip, reading a text, or doing a task.
History: Elizabeth I of England

Show the film Elizabeth. As they watch, half of the learners prepare to be Queen Elizabeth I.
The other half is given one of these names and prepares to play him or her:
• Duke of Norfolk
• Robert Dudley, Earl of Leicester
• Mary of Guise
• Sir Francis Walsingham
• William Cecil
The question for Elizabeth is: Who can you trust?

To find out the answer to this question, the learners walk around the classroom. The “Elizabeths” ask
as many people as possible questions to find as many allies as possible.
In the follow-up plenary, the class has a new task: the learners who were Elizabeth place the other
characters into two groups: allies or enemies. Then the Elizabeths explain their reasons and choices.
Biology: menstruation game

Give the learners the task to act out the menstruation cycle. Each learner plays a different part of
the body and explains their role. This is a creative way of recycling information.
154 CLIL SKILLS

41 TABOO GUESSING GAME
Describe a key word so that other learners guess what it is.
Divide the class into teams of three or four. Two groups compete against each other. Each has a
clue giver and a checker. Team A’s clue-giver turns over the first card and holds it in his hand so only
he and the checker from Team B can read it. The clue-giver describes the mystery word at the very
top of the card without using any of the taboo words printed below it. No rhyming words, hand
motions or sound effects may be used. If the clue-giver from Team A says one of the taboo words,
the checker from Team B will say ‘taboo’ and a new card is turned over. The group must guess the
word within 75 seconds.
Scoring
Each time a team guesses a word correctly within 75 seconds, their team scores a point and a new
card is turned over. If the clue-giver says one of the taboo words or runs out of time, the team loses
a point.
Biology: Species
Mystery word den predator mammals habitat
Taboo words bear prey fur food
home kill hair environment
nest eat milk home
fox hunt animals shelter
shelter animal humans water
42 ELEVATOR PITCH
Sell an idea in two minutes.
An elevator pitch is a concise, carefully planned, and well-practised description that anyone should
be able to understand in the time it would take to ride up an elevator. An elevator pitch could be
held in almost any subject.
Learners prepare a short persuasive talk of no more than two minutes about a subject-specific
topic, object or process. In this talk, they describe the specific features of the topic and convince
their fellow classmates of the benefits or advantages of their choice. Their talk is a kind of
commercial, and learners need to make sure their fellow learners will vote for their ‘elevating idea’.
Art and design: the best painting

Learners choose a piece of art and present an elevator pitch to convince their fellow classmates
that the painting they have chosen is the best of its kind. Other learners vote for the best
performance and give reasons why they have selected one particular elevator pitch as best.
Variation
Alternatively, to encourage learners to read articles about art on a more regular basis, organise short
presentations at the beginning of each class. Ask different learners at the end of each class to find an
interesting article on art and to summarise it for the other learners during the next class, including
an explanation of why they chose the article. This can lead to interesting discussions about art.
CHAPTER 4 155
43 GOVERNMENT ECONOMIES
Debate about the abolition of an object, organisation or system.
Provide information related to the possibility of abolishing something, for example an

organisation, an object, a religion, or even a chemical. Learners now form small groups to discuss
arguments for and against abolishing their object or organisation. The outcome of these talks will
be discussed in a plenary session.
Biology: Human organs

The government has announced plans to economise on the costs of human bodies. The most
striking measure is the plan to abolish at least one entire organ system. However, there is still no
consensus among government officials which organ system should be done away with.
According to reliable sources, more details will be announced next month.
The different organisations for organ systems have been asked for input and comment.
The following seven institutes were approached:
• the Association of Circulatory Systems (ACS);
• the Royal Club of Respiratory Systems (RCRS);
• the Friends of Excretions (FE);
• the Digestive Society (DS);
• the Endocrine System Interest Group (ESIG);
• the Nervous Ones (NO);
• the Propagators of Reproduction (PR).
The above-mentioned interest groups have expressed their concern about the situation, but are
not willing to comment at this stage. All agree that talks should be held with each party concerned
before opinions can be expressed, and that society should not be rushed into taking such
far-reaching measures.
The following procedure has been proposed. Each of the organisations will send representatives
to argue their case to keep their particular organ system. The talks which will be held at school.
There will be simultaneous meetings, each with one representative of each interest group.
The outcomes will be discussed in a plenary session. Hopefully, a government official will be
present to witness the possible consequences of their proposed policies.
44 INFORMATION GAP
Ask questions to find the missing information.
Give learners different texts about the same topic which contain different information and some
gaps where information is missing. Using their texts, learners prepare questions for each other,
aiming to find out the missing information. Then, learners ask and answer each other’s questions.
156 CLIL SKILLS

History: Egyptian scripts and the Rosetta Stone
Source: www.ancientegypt.co.uk/writing/rosetta.html.
Show learners Egyptian hieroglyphs. Learners first discuss in pairs what they know about ancient
Egyptian scripts. If they do not know anything about the topic, ask them to write down their
questions.
Divide the class into two groups, A and B. Explain that they will receive two texts about the Rosetta
Stone, but that some information is missing. In pairs they will ask each other questions to try and
complete the text. Give them time to read the text and prepare questions to complete their own
gaps. When they have written their questions, tell them to take turns to ask questions and write the
answers in the appropriate gap on their worksheet.
Group A - What is the Rosetta Stone?
The Rosetta Stone is a stone with writing on it in two languages ( 1+ 2 ), using three
scripts (Hieroglyphics, Demotic and Greek). The Rosetta Stone is written in three scripts because
when it was written, there were three scripts being used in Egypt. The first was Hieroglyphics,
which was the script used for 3 documents. The second was Demotic, which was the
4 of Egypt. The third was Greek, which was the 5 at that time. The Rosetta
Stone was written in all three scripts so that the priests, government officials and rulers of Egypt
could read what it said. The Rosetta Stone was carved in 6 The Rosetta Stone was
found in a small village in the Delta called 7 in 1799 by French soldiers who were
rebuilding a fort in Egypt. It is called the Rosetta Stone because it was discovered in a town called
8
Group B - What is the Rosetta Stone?
The Rosetta Stone is a stone with writing on it in two languages (Egyptian and Greek), using three
scripts ( 1+ 2+ 3 ). The Rosetta Stone is written in three scripts because when it was
written, there were three scripts being used in Egypt. The first was 4 , which was the script
used for important or religious documents. The second was 5 , which was the common
script of Egypt. The third was 6 , which was the language of the rulers of Egypt at that
time. The Rosetta Stone was written in all three scripts so that the priests, government officials and
rulers of Egypt could read what it said. The Rosetta Stone was carved in 196 B.C. The Rosetta Stone
was found in a small village in the Delta called Rosetta in 7 by 8 who were rebuilding a
fort in Egypt. It is called the Rosetta Stone because it was discovered in a town called Rosetta.
Variation
To check that learners have understood the texts, you can design a task for them based on the
information from the two texts. This task should be impossible to complete without the missing
information that the other learner has.
Geography: Jigsaw puzzle

Jigsaw tasks are tasks where several learners are given parts of the information needed to complete
a task. They need to ask each other questions to complete the ‘puzzle’. In pairs, learners each
receive a partially completed chart giving different information about three countries. Without
looking at each other’s chart, both learners request and supply missing information to complete
their charts.
CHAPTER 4 157
45 TALKING ABOUT TALKING
Help learners understand and discuss what useful ‘exploratory talk’ is when doing group work.
Have a short plenary discussion about working in groups and what kind of questioning or feed-
back helps the group to work together. Introduce the term ‘exploratory talk’: people work critically
but constructively with each other’s ideas.
Write some of the points the learners make on the board. Next, give each learner a copy of the
Exploratory talk handout below. Each learner completes the handout individually. Once everyone
has finished, hold a small group or class discussion on the results. At the end of the activity, come
up with some key points which are important to keep in mind when doing group work.
This activity can be used in all subjects.
Exploratory talk
Below are some suggestions which might help or hinder your group to work with and talk to each
other. Read the suggestion in the left-hand column. Tick the ‘helpful’ or ’unhelpful’ column first,
then note down what particular effects you believe the contribution might have in the right-hand
column.
Helpful
Unhelpful
Contributions Effects
Bringing new ideas into the group
Saying, “Yes, but...”
Summarising an idea that a group

member has just suggested
Arguing about an idea
Asking questions
Suggesting another idea related to

one just mentioned
Giving your own point of view
Write your own helpful idea here

(in the -ing form):
Write your own less helpful idea here

(in the -ing form):
158 CLIL SKILLS

Practical lesson ideas to encourage writing
46 I AM A …
Write about a process in the first person.
Ask learners to write a story in the first person about a process in your subject. They explain what
happens in the various stages of this particular system. The learners imagine they are part of an
enormous system and that they are going on a journey through that system. Whether they survive
or not, a report must be written in which learners describe what happens at every stage of their
journey: which of their friends they encounter or lose at each stage. Create a handout for them like
the one below. Make sure your learners know what to include in the story and how to structure it:
where does it takes place, what challenges must the character face and overcome, how does the
character reach their final destination (or not!). They should tell their journey as a narrative, starting
at the beginning of the process and finishing at the end.
Biology: Digestive system

Imagine you are part of an enormous cheeseburger. Perhaps you are the bread roll, or the melted
cheese, the pickles, the onions, the secret sauce, the lettuce or possibly even the beef. Whatever
part you choose to be, you are the leader. It is your mission to lead the burger on a dangerous
journey. A journey to the bottom of the world. A journey through the digestive system.
It is a journey involving many risks and not all of you will survive. All of you will come under attack
and most of you will be destroyed along the way. Many of you will suffer a painful death and be
broken down into many thousands of pieces, to be absorbed into the blood of a voracious monster
otherwise known as Homo sapiens!
Whether you survive or not, a report must be written for base headquarters. In the report you must
describe what happens at every stage of your journey. Say which of your friends (food types/
nutrients) is destroyed at each stage and who is responsible (yes, watch out for the vicious enzymes
and evil acid!). Tell it as a story, starting in the mouth and ending in the anus. At the end, only one
of your friends is left over… let this ‘person’ take over the story after you have been destroyed.
Variations
Geography: The journey of lava in an exploding volcano.
Biology: The journey of a migratory bird or animal.
Physics: The journey of a carbon atom.
History: The journey of a soldier’s tiffin tin (lunch box) in the trenches.
CHAPTER 4 159
47 THE STORY OF...
Write about a process in the third person.
Ask learners to write and illustrate a 300-word children’s story in the third person about an object,
describing what happens to the object when it is being transported from one place to another. In
their story, learners describe: specific details of the object; its origin; and in detail, its journey from
departure to arrival. Their account should read as a children’s story, beginning with an introduction
(who or what is this object), a middle (the actual journey with all sorts of events, unexpected
hazards) and an ending (end of the journey, where the object is now and what has happened to its
shape). Provide some scaffolding to help them to plan and write their story.
Geography: Erosion and river processes

1 Plan your story by answering these questions.
• Decide on a name for your pebble. Think about what sort of pebble you are going to write
about. How big is it? What shape is it? What type of rock is it made of?
• Your pebble has been weathered from the side of a mountain. What mountain range does it
come from? What sort of weathering has made your pebble? How does this type of weathering
work? How did your pebble get into the river? What river is your pebble in?
• Your pebble is being transported along the whole length of the river. How does the river
change as the pebble moves along? Does the river change name? How does the pebble
change as it moves along the river? What sorts of things happen to the pebble as it moves
along?
• Your pebble is eventually transported to a resting place. Where is it at the end of the story; a
delta, the sea? What does your pebble look like now? What is the name of the place where your
pebble is?
2 Now plan the plot of your story. Include as many of the new geographical words as you can in
your story. Keep your textbook open when you plan and write the story. Make sure you tell the
children what these difficult words mean. Plan what sketches, drawings or pictures you would
like to use to illustrate your story.
3 Write a rough draft of your story in your notebook and edit it. If you work on the computer,
always print out your work and bring it to class. If you do not do so, you will be wasting your
class time.
4 Hand in a final copy including the sketches, drawings or pictures.
Variations
Technology: The journey of raw materials across the globe; for example, from cotton plants to
jeans, or from coffee plantation to a coffee bar in New York.
History: The journey of a captured flag during war time.
Biology: The journey of a hormone, a red blood cell or an egg cell.
160 CLIL SKILLS

48 DICTOGLOSS
Dictogloss: reproduce a short text you have listened to.
Learners listen to an audio text about a topic. They eventually need to reconstruct the text in as
much detail as possible. In doing so, learners practise listening, writing and speaking, and use
vocabulary and grammar to complete the task. The learners listen to your chosen text, read along
at normal speed, and write down key words. Then, in groups of three or four, they work closely
together to share, compare and discuss their individual notes and co-operate to reconstruct the
text in as much detail as they can.
History: The Aztecs

1 Using a course book or the Internet, find a short text on the Aztecs of no more than ten
sentences.
1 In 1519, Hernan Cortez set foot upon that part of Central America that is today known as
Mexico.
2 He expected to find gold, and he did.
3 What he did not expect to find, however, was the great Aztec civilisation.
4 The Aztecs were in many ways more advanced than the Europeans, but nonetheless they
were conquered by Cortez and his men.
5 Originating in the plains of Aztlan in north-western Mexico, according to their own
legends, the Aztecs slowly migrated southward.
2 Dictation: Read the text at a speed a little bit slower than native speaker speed. Read the text
again at native speaker speed; learners individually make very brief notes about the main
ideas. The purpose is to get the main ideas, not every word exactly as it appears in the text, so
do not read too slowly.
3 Reconstruction: The learners work in pairs and then fours to compare notes and write a shared
version of the text, editing for accurate punctuation, spelling and inclusion of the main ideas.
4 Analysis and correction: The learners compare reconstructions with other groups and with the
original. Discuss the differences.
CHAPTER 4 161
49 THREEPICTURE STORY
Develop a sketch and describe a process in the third person.
Provide learners with a series of basic sketches that represent a process you have covered in your
recent lessons but in which certain steps have been left out. Learners add information (colour and
details) to each sketch to show the steps in the process. They also write a descriptive text for each
drawing.
Geography: The development of tourism in the Alps

The learners are given three pictures of an Alpine valley on A3 paper, entitled:
1 The traditional Alpine environment and lifestyle,

2 Tourism moves in
3 Sustainable tourism.
Through various forms of input, such as video, images, texts, and worksheets, the learners are given
background information on the traditional Alpine environment and lifestyle. When they have a
significant amount of information, they are told to choose six geographical themes and to write six
information boxes (one for each theme) about the first picture. For example
1 housing
2 jobs
3 number of inhabitants
4 source of income
5 farming habits
6 infrastructure
The learners develop the picture and add more details. This is repeated for the other two pictures.
However, the learners are given fewer details per picture, so that they have to use their imagination
a bit more to be able to fill in the six information boxes. In the second and third pictures, they must
also illustrate the various themes they have chosen to develop (e.g., draw roads or an apartment
building).
Variations
History: Working conditions for farmers or industrial workers in Europe.
Physical education: Different stages of the high jump.
50 WHAT HAS JUST HAPPENED?
Reconstruct a table with missing information.
Ask learners to reconstruct something that is damaged or broken, by doing an experiment.

Then, ask them to write a report on how they carried out this investigation. In the report, learners
describe their research method and give reasons for choosing this method. They write in the style
of a police report, explaining in detail the various stages of the investigation, giving a detailed
analysis of the research, and drawing a well-argued conclusion.
162 CLIL SKILLS

Science: Density measurements
Learner handout
In the box at the front of the classroom you will find a set of nine different objects used for various
scientific experiments. Originally, the box came with a small card which described the composition
of the objects. However, someone has damaged the card, and now it can’t be read any more.
The aim of this exercise is to identify the materials from which the objects have been made and to
make a new table to replace the damaged one. To perform the investigation you will need to make
density measurements of the objects. Density measurements can be obtained by measuring an
object’s volume and mass. You will have to make some choices, such as what equipment to use and
what formulae you might need. Choose wisely – your decisions will affect how accurate you can be
and how precisely you can identify the materials! Different objects may require different solutions,
so don’t be afraid to make new choices each time.
Carry out appropriate measurements to find density and record the results in a new table. Describe
your methods in your notebook. Perform more measurements to check for floating, magnetism
and electric current. Fill in the table. The data you collected will not be enough to identify the
composition of the objects. For this, you will have to compare your values with those from a
reliable source. Data from such a source will be displayed in the classroom. How do your values
compare with the benchmark? How sure can you be about your identifications?
With your partner, write a report. In it, describe how you carried out the investigation and try
give valid reasons for choosing your methods. Include a completed results table identifying the
objects. You can work together, but you must hand in one report each. Give yourselves a score
(out of 10) indicating how confident you are of the identifications. Explain why you give yourself
the score you do!
CHAPTER 4 163
51 LEARNERGENERATED QUESTIONS
Create your own difficult questions and talk about questions.
Stage 1
You will need a classroom cleared of chairs or a gym or hall. Give the learners one coloured card
each. Use a page from your course book which is challenging for your class; there should be quite a
bit of information on the page. Remind learners of English question words such as what, when, why,
how, where, and how many. Tell the class you are going to practise asking difficult questions.
Each learner thinks of a difficult question about the course book page and writes it down on his/
her card. Then everybody stands up and circulates, asking and answering the questions. When the
learners have run out of energy, ask them to sit down again for the discussion which follows.
Stage 2
Carry out a class discussion about content and language, asking questions like:
• What makes a good question?
• Which question do you think was the best? Why?
• Which questions are more interesting? Why?
• Which questions were easy to answer? Why?
• Which questions were more difficult to answer? Why?
• Which questions were more difficult to formulate in English and why?
• Which question was written in the best English?
You can also give feedback on the language of questions.
History: The Holy Roman Empire
What influence did Islam Why was Christopher

have on the Renaissance? Columbus’ journey to America
in some ways a disaster?
Which country was the What was the role of the Pope
greatest power in the during the Renaissance?
Renaissance?
Variations
Collect all the questions and use a number of them in a test on the material.
164 CLIL SKILLS

52 A DAY IN THE LIFE OF...
Write the story of an event from the point of view of a person who experienced it.
Learners write a story (with a minimum of one page) in the first person about a special event or day
in the life of a particular person from your subject. They describe specific details about this person,
and what a day in the life of this person could look like.
History: Ancient Greece

Imagine you are living in Athens. Who are you? A woman, a male citizen or a slave? You are going to
write about a day in your life. Perhaps there is a special event you are going to attend. Or you could
write an autobiography: write about your childhood, your parents or what you are doing right now
in Athens. When choosing your character, please answer the following questions:
If you are a female citizen: Are you married or not? Do you live in a wealthy or poor household?
How does your family earn its money? How do you spend your time each day?
If you are a male citizen: Are you married or not? Are you wealthy or poor? What goes on at the
debates in the assembly? Have you served in the army?
If you are a slave: Are you male or female? Are you young or old? Who owns you: a family or the
state? Where were you born: in Athens or somewhere else in Greece, or in a different country?
How did you come to be a slave? What job do you do?
Your story should be a minimum of one page (A4; typed). It will be assessed on the use of English,
the historical content, layout and originality.
Variations
Geography: Imagine you are an Indian living in the Brazilian rainforests.
Biology: Imagine you are a human organ.
Physical education: Imagine you are a famous footballer/hockey player.
CHAPTER 4 165
53 CLASS MAGAZINE
Write a magazine about subject-specific issues.
Learners compile a complete magazine for their peers about a topic you are covering. It is a class
assignment, and each group will be awarded a mark for their contribution. Good organisation is an
important part of the assignment, and this will also be taken into account.
Biology: Class magazine on drugs and alcohol

Ask learners to make groups of three. One of these groups will comprise the editing team and
co-ordinate the gathering of articles and lay-out of the magazine. The editors don’t have to write
any articles about drugs and alcohol, but they have a number of other responsibilities.
What does the editing team have to do?

• Keep track of what each group is doing and what topics they have chosen so that no subject
appears twice. Make sure that the most important drugs are not left out!
• Collect all articles digitally. Agree on deadlines!
• Send articles back for improvement, if necessary.
• Design a front page.
• Determine the order of the articles.
• Add a table of contents and page numbers.
• Write a short introductory text for the first page of the magazine.
• Keep in contact with the teacher!
What do the other groups have to do?

• Choose a topic (e.g. marihuana) and check with the editing team that no-one else has
chosen it.
• Look up information about your topic. You can use the Internet, books, and brochures from
your biology teacher.
• Divide the tasks within your group.
• Write at least three different kinds of contributions to the magazine. These contributions or
articles can contain information about the use and dangers of a drug, but there are other
forms, such as:
• an interview with an addict, a former addict, or a social worker;
• a fact file: Did you know…;
• a comparison between drugs: types and effects;
• a cartoon;
• a problem page;
• a comparison of drug use and drug-related problems in different countries;
• Provide illustrations to go with the articles.
• Each article must mention the name or names of the authors.
• Each article must be original text and not copied from the Internet or other sources.
166 CLIL SKILLS

54 ENCYCLOPAEDIA ENTRY
Write an entry for a children’s encyclopaedia.
Ask learners to design an entry for a children’s encyclopaedia about different aspects of a topic you
are covering. First, look at Wikipedia or another encyclopaedia for models. Discuss the difference
between a children’s and an adult’s encyclopaedia.
Geography: Population density

Learners write an encyclopaedia entry about a country’s population density. Provide some pointers
to help them prepare. For example:
• Which factors have caused this situation?
• Describe the relevant factors which account for the size of the population in your chosen
country.
• Mention the physical and the human factors related to population density that we have
discussed in class and which are covered in the geography book.
• Use whole sentences.
Give a short overview of your country and label the factors (reasons) that influence the population
density. Include a fact file about your country.
The end product is an encyclopaedia entry consisting of:

• a fact file containing facts about the country’s land, people and trade.
• a map of a country with labels indicating the factors that influence population density
• a three-to-four-paragraph text describing and explaining a country’s population density.
Possible source: news.bbc.co.uk/2/hi/africa/country_profiles/3466917.stm.
CHAPTER 4 167
Practical lesson idea to encourage non-linguistic output
55 DESIGN A MODEL TO BE TESTED IN CLASS
Non-linguistic process.
Ask learners to make a subject-specific topic design and model, which will also be tested.
Technology: Design a model

In this exercise, learners are civil engineers. They design and make a scale model of a new bridge.
The scale model should meet the following requirements:
• The model should bridge a gap of 530 mm;
• It should weigh no more than 70 grams;
• The bridge should not have any supporting pillars that might obstruct passing ships;
• The lowest point of the bridge is 100 mm below the riverbanks;
• The materials you are allowed to use are no longer than 500 mm;
• The strength of the bridge will be tested in class.
Science: Energy
Design a “mousetrap car” that drives as far as possible.
Make a work plan with

• a description of how the mousetrap car works;
• a list of materials needed.
Your scale model should meet the following requirements:

• The route of the mousetrap car is a straight line;
• The floor is hard and level;
• The energy is carried across on a horizontal plane;
• The mousetrap is the only energy source for the power of the vehicle;
• The mousetrap is fixed on to the car;
• The mousetrap may not be changed.
Design process:
• Think of a way to deal with the problem and set up a list of demands;
• Describe the sub-functions and come up with solutions for each sub-problem;
• Formulate a design proposal;
• Make and test the design.
• Demonstrate the design.
Instruction:
• Write a brief instruction manual which matches the design.
Demonstration:
• You will demonstrate the car, the final product, to your fellow learners, the technical assistant
and your teacher in a race.
168 CLIL SKILLS

Variations
Science: Make an electric circuit.
Chemistry: Make a model of a molecule.
Biology: Build a part of a human skeleton and name the major bones.
CHAPTER 4 169
5
170 CLIL SKILLS
5 Assessing learning and
giving feedback for CLIL

• background information on assessment relevant to CLIL;
• types of feedback on learners’ spoken and written English which support CLIL;
• practical examples for feedback and assessment in CLIL.
INTRODUCTION
Assessment and feedback are central to all learning. The way CLIL teachers assess their learners and give
them feedback on their achievements influences how learners learn, both during lessons and during study
outside the classroom, for example when doing homework or preparing for tests. CLIL teachers can use
assessment and feedback to encourage learners to work on developing their understanding of the subject
content. Feedback and assessments are also helpful tools for making learners pay attention to appropriate
and accurate language use.
In this chapter, we define assessment quite broadly as the gathering of information about learners’
progress. This information can be helpful to teachers, learners and parents and will be most complete if
teachers use a range of assessment techniques and assess both content and language. Rubrics, peer
assessment and self assessment can all motivate learners to take an active role in producing work of the
expected standard, and make clearer what those expectations are. There are many points in the learning
process at which learners can be assessed, for example when they are working on assignments or after
completion of their tasks. There are also different ways of assessing learners; there is a distinction between
assessment of learning and assessment for learning.
Feedback also plays an important part in learning. CLIL subject teachers are experienced in giving feedback
on their learners’ performance relating to key subject concepts. They have had less practice and experience
in giving feedback on language use. Second language learners make language mistakes for a variety of
CHAPTER 5 171
reasons and this affects how CLIL teachers deal with them. In the cartoon above, the learners confuse the
words assassinate and assess. One reason for this may be that they do not hear the difference between the
a in assassinate and the e in assess. A teacher could explain the differences between the words’ meanings,
but also the difference between the a and e sounds in English. This chapter shows teachers how to give
feedback on content as well as language and introduces effective ways of dealing with language mistakes.
It demonstrates how teachers can integrate this feedback too.
14 Your own ideas about assessment and feedback

Look at the following statements about assessment and feedback. Mark the lines with a cross to show to
what extent you agree or disagree with each statement.
1 I don’t know enough about English to give learners feedback on their language mistakes, so I shouldn’t
even try.
Strongly agree Strongly disagree
2 Teachers of English already have enough marking to do. They don’t have time to mark everything
learners write for the other subjects as well!
3 Paper and pencil tests are much easier and quicker to mark than portfolios.
4 I just want to give every learner a grade for my subject and that’s it. I am not qualified or trained to do
anything else.
5 Using pictures in tests is childish – learners won’t take such tests seriously.
6 I just don’t see or hear some of the language mistakes my learners make, so I can’t correct them.
7 Asking learners to assess each other is not fair, because the learners may be biased. Also, they don’t
have enough expertise to identify mistakes and give suitable feedback.
8 If a learner fails a test, it is usually because they didn’t prepare for it properly.
Compare your ideas with our comments in the Key, which deal with many of these issues.
172 CLIL SKILLS

CASE STUDY
Here is a description of how a biology teacher assessed her learners using a poem poster presentation.
The assessment is for first-year CLIL learners (12/13-year-olds). The class has been working on the topic of
classification.
Content aims
At the end of the lesson series, learners can:
• identify the main characteristics of animals;
• classify them using standard biological classification terms.
Language aims
At the end of the lesson series, learners can:
• use language creatively to write a poem;
• use accurate scientific language to describe animal features.
At the end of the unit, the teacher assesses the learners’ progress in both content and language.
31 Poem poster instructions for biology
My favourite (in)vertebrate animal

• Choose a partner, and get started.
• Together, choose your favourite invertebrate or vertebrate species (Dutch: soort).
For instance, if you like worms, you can choose the earthworm.
• 2 groups maximum can choose the same animal.
The assignment
1 The final product: in pairs you are going to produce a ‘Poem Poster Presentation’: a poster with
a self-made poem about the organism of your choice, complete with illustrations. On the
back, you list your sources (websites and reference books you have used).
2 The procedure:
You have to search for information on the following questions (A-H):
a To which group does your animal belong? (Kingdom - Phylum - Class - Order - Family
- Genus - Species)
b What are the main features of the animal? Important body features are:
1 The number of legs and/or wings.
2 The body parts (like head, thorax, abdomen).
3 Does the organism possess visible segments (like in the abdomen of a wasp or in the
body of an earthworm)?
4 Does it possess antennae or tentacles?
5 What about its symmetry? Is the body radially symmetric, bilaterally symmetric,
or asymmetric?
6 How big is the animal?
c What is its natural habitat (= its natural home)?
d What does it feed on?
e How does it reproduce? (by laying eggs, etc.)
f Does your favourite have any natural enemies?
g Is it adapted to a cold/hot/wet environment?
h Is the animal under threat (Dutch: bedreigde diersoort)?
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i List your materials on the back: titles and authors of books, titles and editors of CD-ROMs,
full names of websites.
j Use the information to write a POEM that describes your animal. The poem should have about
12 lines in which you describe your animal. Remember: a poem does not have to rhyme.
Make correct use of English grammar! (verb forms, adjectives, adverbs and prepositions)
k Make drawings or other illustrations of the animal. Complete the poster (A3 format).
Here is an example of one of the posters the learners made.
Figure 5.1 Poem poster ‘The Tiger’ made by a pupil
These are possible assessment criteria based on the aims of the assignment:
• The poem’s content: the information is correct and clear, the classification is given and at least 8
features are included.
• The poem’s language: the text is poetic, the grammar is correct, the adjectives are interesting,
punctuation is clear.
• Poster layout: the illustrations and text go together; the poster is attractive and inviting
• Co-operation: work has been shared fairly; work has been done in the time given.
WHY IS THIS CLIL?

The teacher assesses subject content, language, task achievement and co-operation. The assessment rubric
makes it clear to the learners what results the teacher is expecting and how she wants the learners to
co-operate. Subject-wise, she wants to see accurate scientific classification and the correct terminology.
She also wants the learners to present their work attractively, to use accurate English, and to be creative in
their use of adjectives. Criteria like these help make the required standard of work clear to both teacher and
learners. The assignment encourages learners to pay attention to subject-specific concepts and to use
language both carefully and creatively. By rewarding this, the teacher encourages the learners to be
accurate in subject content and language and to use language meaningfully, both to communicate
174 CLIL SKILLS

scientifically and to engage their audience. The assessment and feedback meet the ten ‘assessment for
learning’ criteria (see Background Information section 4) in the following ways:
1 the assessment is clearly planned;

2 it focuses on how learners learn both content and language;
3 it is central to classroom practice;
4 by spending time ‘upfront’ on designing the assessment, the teacher demonstrates this key skill;
5 the assessment is both sensitive (it leaves room for learners’ creativity and imagination) and
constructive (the assessment criteria are formulated positively);
6 the assessment fosters learner motivation by allowing learners to use a variety of styles
(visual and kinaesthetic) as well as their creativity and imagination;
7 it promotes a shared understanding of the criteria by stating them clearly;
8 it recognises a range of achievements (visual, imaginative, linguistic, and factual);
9 it allows for self assessment by making the criteria transparent;
10 it provides constructive guidance to learners about what is expected of them, so that when they
receive a grade, they can clearly see how the grade was reached.

1 ASSESSMENT
All teachers gather information about their learners’ progress and make judgments about how successful
their learners have been in mastering the required subject-specific skills and knowledge. In this chapter, we
assume that both subject and language teachers already have knowledge of and experience in assessing
learning in their own specialisation. Our focus here is on assessment issues specific to CLIL. We highlight
recent thinking about assessment that is particularly relevant to CLIL, and suggest approaches that
enhance the learning of both subject content and language. Assessment is sometimes used as a tool to
find out what learners do not know, rather than what they do know. This type of assessment can create fear
of failure and provide confirmation to a learner or teacher that a learner is not very bright. When used for
promoting learners to a higher level (or demoting them to a lower level), assessment is primarily a negative
tool. We would like to suggest that the aim of assessment in CLIL is to support the learner’s academic and
linguistic development, rather than to decide a learner’s academic fate.
2 WHY ASSESSMENT?
Assessment influences the way learners learn. It is one of the most powerful tools that teachers have at
their disposal for steering their learners’ behaviour. If a teacher tests facts, the learners will learn as many
facts as they can. If a maths teacher tests the learners’ ability to measure accurately by subtracting a mark
every time their measurement is inaccurate, learners will measure more carefully. If teachers give high
marks for answers showing critical thinking, learners will attempt to be more critical in their work. It
follows, then, that if a teacher assesses their learners’ language use, learners will pay more careful attention
to how they use language.
Assessment is an important source of information about bilingual language-learning needs and progress.
It can provide information about what kind of language learners need to perform well in a subject. It can
give insights into how much of this language learners already know, and what language they will need to
perform better. This helps teachers prepare their learners for future assessments. Looking at the language
and content areas learners have difficulty with, teachers can find new ways for learners to overcome these
difficulties. In addition, teachers can create assessments that push their learners to perform at a level just
beyond their present language ability. In this way, assessment helps teachers support bilingual learners
more effectively. Using assessment as a resource, its aim becomes more than just providing learners with a
grade for a report card. Instead of expressing progress as a mark out of 10, the aim of assessment is to find
out what content and language learners still need to work on.
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3 THE IMPORTANCE OF ALIGNMENT
Alignment means setting up classroom activities that help learners achieve the lesson aims. If the aims,
activities and assessments teachers create for their learners are aligned (i.e. match well), the influence of
the teacher on the learning is at its greatest (Biggs, 2003). If, in addition, the assessment is carried out in a
way that shows whether learners have achieved what teachers wanted them to, then the aims, activities
and assessment are in alignment.
A simplified CLIL version of how learning outcomes, learning activities and assessment interconnect
(based on Biggs, 2003) looks like this:
Learning Subject and Assessment

activities Language learning
outcomes Designed to assess
Designed to meet learning outcomes
learning outcomes
Figure 5.2 Constructive Alignment for CLIL
This illustration shows that subject and language learning outcomes are at the centre of the teaching and
learning process. The learning activities are designed to help the learners achieve these outcomes.
The assessment is designed to find out whether the learners have achieved the outcomes. The assessment
leads to the formulation of new learning outcomes, based on what the learners have demonstrated they
can do.
Picture a classroom in which all the learners are carrying out activities related to a unit in their course book.
The activities all encourage interaction and extended, critical answers in English. But then, at the end of the
unit, the learners sit a written test requiring short, one-word answers about facts. Unfortunately, the value
of the interaction is not reflected in the type of assessment here. This is to say, the activities and assessment
are not aligned. Strategic learners will quickly realise that they only need to cram and reproduce facts to get
good grades. In the worst case scenario, they might stop thinking critically, their participation in class will
drop, and they will make sure they can recite bits of information on command. Had the teacher designed
a form of assessment that required learners to interact and think deeply about the unit material, the
classroom activities and the assessment would have been aligned.
Alignment is particularly important in CLIL because of CLIL’s dual focus on subject content and language.
If subject content and language are not both assessed, some of that dual focus is lost. The poem poster
example at the beginning of this chapter shows how a subject teacher can assess both: by asking for
accurate scientific information and classification (a focus on content), but also for creative use of language
in a poem (a focus on language).
176 CLIL SKILLS

4 ASSESSMENT OF LEARNING VERSUS ASSESSMENT FOR LEARNING
We have just seen that the form of assessment influences how learners learn and prepare for tests. This is
sometimes called the backwash effect. Understanding the ways in which different types of assessment
influence learning has led to a distinction between assessment of learning and assessment for learning.
Other frequently used terms are summative and formative assessment. One way of expressing the
difference between the two is to think of the assessment’s purpose.
Assessment of learning provides a summary of what a learner knows. It measures and reports learners’
progress to themselves and to teachers and parents. An in-class biology test in which learners answer
multiple choice questions about classification, or classify a number of animals, tests how much the learners
know about classification and whether they can classify animals accurately. To pass the test, they will learn
the needed facts and reproduce these in the test.
Assessment for learning (AFL) is used in the classroom to raise learners’ achievement rather than simply
measure it. AFL is based on the idea that pupils will improve most if they understand the aim of their
learning, where they are in relation to this aim and how they can achieve the aim or fill the gap in their
knowledge or skills. This means setting assessment tasks which clearly expose these gaps to learners and
teachers, and which create a need to close them.
Of course, any teacher makes careful choices about the most suitable form of assessment. CLIL teachers,
however, need to make even more informed choices. On the one hand, they need to ensure that the
integration of subject and language does not get in the way of learner performance in tests of subject-
specific skills and knowledge. On the other hand, they need to ensure that the means of assessment
reinforces the learning of subject and language. The poem poster in Example 31 requires learners to do
more than just reproduce facts. They have to gather information from a variety of linguistic sources,
expand their written language skills, and combine the information into a new, meaningful whole.
The Assessment Review Group (2002) suggests ten research-based principles to guide AFL classroom
practice:
AFL should:
1 be part of effective planning of teaching and learning;
2 focus on how students learn;
3 be recognised as central to classroom practice;
4 be regarded as a key professional skill for teachers;
5 be sensitive and constructive because any assessment has an emotional impact;
6 take account of the importance of (and foster) learner motivation;
7 promote commitment to learning goals and a shared understanding of the criteria by which they are
assessed;
8 recognise the full range of achievements of all learners;
9 develop learners’ capacity for self-assessment, so that they can become reflective and self-managing;
10 provide constructive guidance for learners about how to improve.
5 FORMS OF ASSESSMENT
Assessment of learning and assessment for learning are different approaches involving different methods
of collecting information about the learners’ progress. Assessment of learning uses written or spoken tests
consisting of open or closed questions, presentations, essays or reports, completed under exam conditions
and resulting in a mark for the learners. Assessment for learning can involve a wider variety of techniques.
Examples include:
CHAPTER 5 177
• informal classroom observations of learners as they perform group work (biology: an experiment;
history: a discussion task);
• performance assessment of a role-play (history: William of Orange meets Willem Alexander);
• presentation (mathematics: the number of helium balloons required to lift a sixteen-year-old boy off
the ground);
• assessment of an authentic product (geography: a brochure for visitors to your town drawing attention
to geographical features);
• situated/contextualised assessment (biology and geography: a written report for a zoo on how to
reduce energy costs by introducing more sustainable policies);
• exhibition assessment (any subject: a poster, a portfolio which is exhibited in school).
Baker (2006) points out that bilingual learners perform better when a range of assessments is used, such as
in the illustration above. This allows learners to demonstrate their progress in ways that involve language
to a lesser or greater extent, so that language limitations do not always negatively affect their grades. Using
a range of assessments allows learners to work with visual support. This gives them the opportunity to
show their understanding in many different ways, not always involving language. This limits the risk that
using a second language negatively interferes with content performance in assessments.
178 CLIL SKILLS

6 ASSESSMENT FOR LEARNING: PROS, CONS AND RECOMMENDATIONS
There are pros and cons to using assessment for learning for CLIL. The following tables summarise these,
and make recommendations on how to deal with the cons.
Pros
Real world Assessments which are similar to real-world activities are more
meaningful and relevant to learners, and thus more motivating.
Skills practice By practising using skills in different contexts, bilingual learners are
more likely to transfer skills from one context to another and use a
wider range of skills.
Missing subject Learners are more likely to see the gap between their present level of
knowledge subject knowledge and what they need to know to perform well in
real world tasks.
Completeness The results of a range of assessment tasks give a more complete

picture of a learner’s ability in both the subject and the language.
Time spent learning Learners spend more time on assessment for learning tasks, which
means they spend more time using their subject and language skills.
Missing language Learners will notice gaps in their present level of language and the
language they need to perform well in the subject.
Fairness Some learners perform better in different types of assessments.

A range gives all bilingual learners a chance to succeed because it
takes multiple intelligences and different learning styles into account
Use of strategies Learners need to use strategies to carry out assessments for learning,
for example, language-learning strategies such as using a dictionary,
describing a word they do not know.
Less pressure Learners with fear of failure may feel less pressured by AFL.
Relevance Parents may appreciate linking assessment to the real world.
Efficiency Assessments can be re-used more often than traditional pen and
paper tests.
Coaching Teachers can spend more time coaching learners to produce high
quality work, rather than marking unsatisfactory work.
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Cons
Time Designing, grading and organising assessments for learning can be

time-consuming for the teacher.
Lack of clarity Some learners become frustrated when they have to spend a lot of
time carrying out an assessment for which the rewards are not clear.
Subjectivity Grading may seem subjective to learners and parents.
Avoidance Group work assignments may allow individuals to disguise what they
do not know or allow them to avoid practising skills in which they feel
less competent.
Copying Learners may simply cut and paste from the Internet or other sources.
Dislike of group Some learners do not like working in groups.

work
Lower grades Some learners will perform better in traditional tests than in more
alternative forms of assessment, so they will dislike them.
Distrust Parents, learners and teachers are used to traditional tests and may
distrust the more innovative assessment for learning.
Recommendations
Time Design assessments in teams and involve the learners in the design of
assessments. This helps teachers make their expectations of learners
clearer both to themselves and to their learners. This saves time in the
end, as the learners will perform better and need fewer attempts to
pass.
Continuity File and keep your assessments to re-use them with other groups in
the future. AFL can be re-used more often than tests, as it does not
depend on learners not knowing what they are going to be tested on.
That makes the initial time investment worth it in the long term.
Team development Design assessments as a team. This can be classified as professional

development: it helps teams develop a consistent approach to
learning and teaching.
Subjectivity Use rubrics to assess content and language (see Background

Information section 8) and have several different people assess
learners this way.
180 CLIL SKILLS

Avoidance Allocate roles and assess individual contributions to group work (see
Chapter 6 for more ideas).
Copying Design assessment tasks that require learners to use information in

such a way that they cannot cut and paste.
Dislike of group Use a range of assessments, including individual assessments, so that

work/lower grades higher and lower grades can be compensated.
Allow learners some choice in the people they work with.
Distrust Make the learning outcomes visible to the learner. Stress that the
assessment requires cognitive effort; it is more than just regurgitating
facts.
It often helps to explain the benefits behind AFL to parents.
7 WHY ASSESS LANGUAGE?

Thinking and language are interdependent (see Chapter 4). If the way learners approach assignments is
influenced by the way teachers assess them, then assessing their language use will encourage them to pay
attention to it. This will not only help to improve learners’ language use, but also their subject knowledge,
since language reinforces subject concepts. Encouraging learners to focus on the language they use to
express their ideas helps them understand subjects better. Marking learners’ work on language will help
improve their language in all subjects, and motivate them to focus on using language carefully to express
their ideas. This will make them more aware of the importance of language. It will also give subject
teachers information about the language difficulties their learners are having. This allows them, or the
language teacher, to tailor their teaching to the learners’ needs.
8 WHAT ARE RUBRICS?

When traditional pen-and-paper tests are supplemented or replaced by the more varied forms of
assessment which fall under AFL, the issue of how to grade arises. A widely used and practical solution is to
create a rubric. A rubric is an assessment tool in the form of a matrix, which is used to evaluate a learner’s
progress based on a range of criteria, rather than on a single score. It consists of rows listing characteristics
that will be assessed (criteria), and columns listing the qualities of each characteristic. Each description in
each rubric’s cell is called a descriptor.
Rubrics and descriptors have two features:

1 measurable criteria (for example, accurate biological classification, punctuation, accuracy);
2 descriptors of (usually) four aspects or points to rate the quality of performance (for example, poor,
average, good, and excellent; or a scale of 1-4).
Example 32 shows a rubric for the poem poster in Example 31. Each of the requirements from the teacher’s
original assessment criteria are included. We have limited the criteria to a maximum of four, for ease of use.
Putting the maximum score in the first column, as is the case here, has the advantage of showing learners
the highest grade first, making it more likely that they will aim for this. Making high expectations explicit in
this way can be very motivating.
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32 Rubric for poster assignment
Criteria Descriptor
4 3 2 1
The poster The scientific Most of the Some of the Little of the
(content) classification is scientific scientific scientific
correct and classification classification classification
complete, and is correct but is incorrect; is correct.
at least 8 not complete; 3-4 accurate Less than 3
accurate facts 5-6 accurate facts are accurate
are displayed facts are displayed on facts are
on the poster. displayed on the poster. displayed on
All required the poster. Several the poster.
elements are All or nearly required Many of the
included. all required elements are required
elements are missing. elements are
included. missing.
The poster The poster has The poster is The poster is The poster is
(layout) been creatively attractive in acceptably messy or
and neatly terms of attractive poorly
made and design, layout though it may designed.
invites the and neatness. be a bit messy. There is no
reader to have Illustrations The link clear link
a closer look. and text are between between
The illustra- clearly linked. illustrations illustrations
tions and text and text is not and text.
go well always clear.
together.
The poem The language There are a The mistakes There are
(language) and punctua- few language in language or many
tion on the and/or punctuation language
poster is punctuation prevent the and/or
(almost) mistakes but reader from punctuation
error-free. they do not reading mistakes
The (6 or more) hinder fluently. which make
adjectives under-stand- The poem it hard to
bring the ing. The poem uses at least 3 understand
animal to life. uses 4 or more simple the poster
adjectives adjectives to well. The
which create a describe the adjectives
good picture animal clearly are not
of the animal. relevant or
there are
fewer than
three.
182 CLIL SKILLS

Team The team The team The team The poster is
work worked well experienced experienced the result of
together and problems problems two people
completed the working working working
poster in time. together but together separately.
Occurring managed to which The poster
problems were solve them on prevented was not
solved quickly. its own or good team ready in
with the help work. The time, or time
of the teacher. team spent was not
The work was too long on used
finished in the poster, or, effectively.
time. alternatively,
should clearly
have spent
more time.
If we assess the tiger poster (see Figure 5.1) using the criteria in the rubric, we can come to the following
conclusion:
• The scientific classification is correct, and there are seven facts. A great deal of information is missing,
as there is no information about, for example, habitat, reproduction, feeding and prey. (2 points)
• It is attractive in terms of design, layout and neatness, but the illustrations do not show the features
that the poster emphasises. (2 points)
• The poem uses deadly, quick, strong, sharp, fat and long to describe the tiger and its features. These are
effective, and along with sneaking evoke the animal well. (4 points)
• The team had some problems but managed to solve them by themselves. (3 points)
This gives an overall mark of 11/16, which is 68%, or 7 out of 10.
This rubric shows how aims, activities and assessment can be aligned to create a learning environment in
which both subject and language skills can be developed and learners are actively guided to produce work
of a particular standard.
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Here is another real-life example that was used to assess the Sahara Project in Chapter 6.
33 Rubric for geography assignment
Desert project rubric
Criteria / Excellent Good Adequate Poor

Descriptors 9-10 points 7-8 points 6 points 1-5 points
Use of Vocabulary Vocabulary Few unit words Vocabulary is

language includes many includes unit included; very simple;
unit words; words; grammar language is spelling,
grammar and and spelling are simple; quite a grammar,
spelling are very good; few problems in sentence struc-
almost perfect; sentence spelling, ture and word
sentence structure and grammar, order are not
structure and word order is sentence correct English
word order are mostly correct structure and and interfere
correct English. English. word order. with under-
standing the
content.
Layout and Absolutely A good effort Project is If I received

attractive- professional! was made to reasonably this in the mail
ness make the attractive, but it would go
project attrac- little effort was into the
tive; the layout put into layout. garbage
was well Project simply before I read it.
thought- follows order of
through and has instructions.
creative
touches.
Content and Content details Most of the Some incorrect Many false
research were not only details of the information statements
correct, but also content are included; and facts;
thorough, and correct; some information not information
included extra aspects of the thorough; very
information; it is project were research appears superficial, no
obvious all well researched; fairly superficial; evidence of
aspects of the little extra was no extra informa- research; too
project were well added to the tion added; much of
researched. content some evidence project was
however; no of plagiarism. plagiarised.
evidence of
plagiarism.
184 CLIL SKILLS

Is your It would be A few minor Many problems Great chance
expedition possible to take problems with with plans, trip of dehydration,
proposal this trip just as plans, but much not possible. starvation,
realistic? you described it! of the trip injury and
proposal is possibly death!
possible. I think I’ll stay
home.
Work habits Your work was A few touches Project late; Project late;
finished properly to project left group did not one person did
and on time, until last share tasks fairly most of work;
your group minute; task or co-operate directions not
shared tasks division well; some followed.
fairly and you somewhat directions
followed unfair; one or missed.
directions two directions
completely. missed.
TOP: GRADE:
TIP:
In this rubric, the language is personalised to the group of learners: it seems to speak directly to them.
This can make a rubric more accessible to learners, although the tone may not suit everyone (whilst some
learners may be amused by their work being thrown in the bin, others may not). Plagiarism may also be
dealt with differently, as some schools award an automatic grade of 1 if work is plagiarised. This rubric fits
in with the traditional Dutch school system, as it uses the 1-10 scale.
9 WHY RUBRICS?
The fact that a range of criteria can be incorporated into a rubric makes it a very useful tool for CLIL
teachers, because it can make the assessment of subject and language more visible to everyone involved
in the learning process (learners, teachers, colleagues and parents). A rubric can be handed out along with
the assignment instructions, and in this way, shows learners how they are going to be judged before they
start. Knowing the criteria by which they will be assessed motivates them to make sure their work meets
these criteria.
Rubrics also support learning in that they provide feedback to learners. To benefit from feedback, learners
need to (Sadler, 1989):
1 understand what is expected of them;
2 compare their level with the expected level of performance;
3 work on closing the gap between what is expected of them and their current performance.
In other words, rubrics can help learners understand the standard of work expected of them in a number
of ways. Rubrics enable learners to see how their work compares to the standard expected, and to find out
what they need to do to improve their work. Another advantage to using well-designed rubrics is that
once designed, they can reduce the amount of time CLIL teachers spend on evaluating their learners’
assignments.
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There are three moments in the assessment process where rubrics can be used: at the start of an
assignment to clarify assessment criteria, during an assignment for self assessment or peer assessment,
and at the end of an assignment to award a final grade.
10 HOW TO MAKE RUBRICS

It is of great importance that the subject content and language aims, the activities the learners carry out,
and the assessment are all aligned. This is why the best time to start creating a rubric is at the planning
stage, when the aims, activities and assessment are being determined. In the rubric in Example 32, the
original subject and language aims are reflected in the assessment criteria. From your aims, select the
range with which you want to rate learners’ performance, and then create descriptors. Many websites
provide examples of rubrics or interactive templates which allow teachers to select categories they would
like to assess. For example, try Rubistar: rubistar.4teachers.org/index.php.
Rubrics can be developed by teachers, individually or in groups, but also together with learners.
The advantage of developing rubrics with a group of teachers is that the assessment criteria become
clearer as you discuss them. This sort of co-operation in a CLIL team helps the department develop a
uniform and transparent approach to learners.
A similar process is involved if rubrics are developed in co-operation with learners. Learners who think
about what makes a good piece of work, will consider what is expected of them and gain more autonomy.
It gives them a greater sense of influence over what is assessed, leading them to become more focused and
self-directed. It may be time-consuming, but it can be effective. For step-by-step guidelines on how to
make a rubric together, see Assignment 59.
11 PEER AND SELF ASSESSMENT IN CLIL

In peer assessment, learners use assessment criteria to assess each other’s work. A reason often put forward
for using peer assessment is that it saves teachers work. Actually, using peer assessment changes the way
teachers work, and leads to them spending more time on, for example, defining clear assessment criteria,
and less time on marking work. Peer assessment is particularly important in CLIL because it can help the
learners understand what is expected of them. By reading a fellow learner’s lab report in biology and
deciding what is good about it and what needs more work, learners develop a clearer idea of what makes a
good lab report in terms of both subject and language. This will help them produce higher quality lab
reports themselves. By acting as an audience for a written text, learners start to grasp how clearly they
need to express their ideas for a third person to understand them. This can help improve both language
skills and subject skills. Experiencing the effect of unclear language, spelling mistakes or confused ideas
themselves, will encourage learners to use language more carefully to put their ideas across.
Peer assessment can also act as a first step towards self assessment. Once learners have practised checking
other people’s work, they will be better able to look at their own work with the eye of an outsider. They will
gradually become better at critically assessing their own work. In addition, peer and self assessment gives
learners tools to monitor their own progress, which helps make them more independent.
Peer and self assessment makes learners more aware of the effect of their spoken and written work on their
audience. The awareness that their work is produced for an audience also motivates them to produce work
of a higher standard. Seeing their work through the eyes of strangers helps learners to be more critical of
what they are producing and they may be less willing to lose face in front of a group of strangers than in
front of their teachers or peers. Peer and self assessment help learners produce work of the required
standard, making these tools particularly relevant to CLIL.
186 CLIL SKILLS

Using rubrics for peer or self assessment can reinforce the learners’ understanding of what is expected of
them. Developing the ability to judge the standard of their own and their peers’ work can help learners
achieve the required standard.
1 ASSESSMENT AND THE CUMMINS’ QUADRANTS
Baker (2006) shows how a teacher can choose to use different strategies to teach, for instance, the concept
of height. He explains how a teacher might assess learners’ work differently in different situations.
Table 5.1 shows different types of assessment in relation to teaching strategies.
Teaching strategy Assessment Comment on the context, thinking

required and language demands
A Learners use objects Ask learners to Lots of context (objects), low cognitive
to measure height. measure the height demand, only incidental use of everyday
of a new object. language.
B A demonstration from Ask learners to Lots of context. The learners can use
the front of the room explain what they objects to demonstrate what they mean
in which the teacher are doing as they but they have to produce some language
measures different measure a new to demonstrate understanding of the
objects. object. concept. The conversation is interactive,
so prompts from the teacher can support
the learners.
C A teacher presenta- Ask learners to Less context: the learner has to produce
tion about measuring write an explana- extended prose without a listener
without using objects. tion of how they indicating immediately what is not clear
measure height. in what they say. They have to refer to
objects in the text rather than demon-
strate what they mean using objects.
The cognitive demand is greater as they
need to think in more abstract terms, and
this makes the assessment more de-
manding in terms of language.
D Learners read an Discuss the concept The context is very reduced: no objects,
encyclopaedia of height by asking no pictures, and the concept is complex,
description of the abstract questions involving judgment. The language used
development of such as How many to answer the question will involve
different forms ways of measuring evaluating, explaining and justifying.
of measure- height can you think
ment (thumbs, pieces of, and which is the
of string, sticks, best way?
matriculated
measuring sticks)
Table 5.1 Teaching strategies and assessment
CHAPTER 5 187
Each of these teacher strategies, along with the aligned means of assessment, can be positioned on the
axes of Cummins’ Quadrants to demonstrate their linguistic demands on learners. This can be a useful tool
for designing assessments.
ASSESSMENTS: NOT MUCH THINKING REQUIRED
A B
I
C
S
B
A LOT OF LITTLE
CONTEXT CONTEXT C
C A
L
P
ASSESSMENTS: NEED DEEPER THINKING
Figure 5.3 Assessments in Cummins’ Quadrants
It can be tempting to create assessments for second language learners which require very few language
skills and understanding. This keeps learners busy, and prevents them from creating work with many
mistakes, but these kinds of assessments do not challenge learners linguistically or cognitively.
Assessments requiring the thinking skills in Quadrant 3 or 4 will help learners to develop CALP.
188 CLIL SKILLS

34 History assessment
Below is an example of a history assessment that allows learners to demonstrate understanding of
the changes that took place between 1350 and 1600 with hardly any use of written language.
A spoken presentation explaining these two posters could gauge language and understanding.
Figure 5.4 Posters by a pupil at Cals College, Nieuwegein showing historical change from 1350 to 1600
Here are the teacher’s comments on using this form of assessment.
“In this exercise, 4-vwo students had to show their understanding of historical change by visualising
it in two drawings. They were given a big piece of paper. On one side they had to write the year
1350, on the other, the year 1600. They were also given key words and phrases which they had to
visualise in their drawings, such as guild, reformation, inquisition, development of science, explorations,
trading Renaissance, Roman Catholic dominance. They were not told which words matched which
year. They also had to write a short explanation in which they explained the features of their
drawing. This exercise was one of several exercises which we tried to match with Howard Gardner’s
multiple intelligence theory. Students had to choose one of the exercises.
One student chose this exercise and came up with the two drawings shown. In the 1350 drawing
he uses the bulletin board, the guards (crosses on their clothes) and the big Gothic church to show
the dominance of the Roman Catholic church. The inquisition is visualised as a stake in the middle of
the drawing. The word guild is expressed in the blacksmith and also mentioned on the bulletin board.
The student also took a careful look at the architecture of Medieval cities and at Medieval fashion.
In the 1600 drawing, one can see reformation in the sober architecture of the church (although he
made a little mistake depicting a holy person in the too-elaborate stained glass window),
renaissance in the person holding the Vetruvian man drawing, the bulletin board and the statue
which stands alone on a socket. Exploration can be seen in the harbour and bulletin board; trading
is visualised with a little market in the background. Science we see in the bulletin board and the
man holding the Vetruvian man drawing. Again the architecture and fashion of early modern
Holland were carefully considered.
This student has great difficulty putting his knowledge into a written answer. This exercise gave
him the opportunity to show his knowledge in a different way.”
Figure 5.5 Teacher comments on alternative assessment
CHAPTER 5 189
35 Geography test
Below are examples of different questions in a geography test which are cognitively quite demanding
and provide the learners with different amounts of context. Question 3 asks learners to show their
understanding and knowledge of how a waterfall develops by drawing and labelling a diagram.
The language is clearly in a particular context, and by already providing one diagram, the teacher
demonstrates what is expected. The learners will be able to show their subject knowledge without having
to use a large variation in language. Question 4 also gives a great deal of context: the meaning of the words
is given, and the learners only need to be able to recognise them in a word search. Thus, learners with
limited productive skills but strong receptive skills can still demonstrate their subject knowledge. Question
5 asks learners to match the words to the diagrams; it provides visual support through the diagrams.
This allows learners to show their understanding, but does not require language production. Question 6 is
more linguistically challenging: the learners need to produce language explaining the diagram. Questions
7 and 8 are more open and require learners to produce much more language. These questions provide less
context than the previous ones.
Question 3
Look at Figure 3: Stage 1 in the development of a waterfall. Draw Stage 2 of this development
on your answer sheet. Don’t forget to label your diagram:
Figure 3
Stage 1:
Stage 2:
Question 4
Parts of rivers have special names. There are four names for parts of a river in this word search.
When you have found them, write the correct word next to each meaning. Use the word search
only if you need help.
190 CLIL SKILLS

a A smaller river which joins a larger one is called a
b The point where the rivers join is called a
c The river flows in this:
d The flat land on either side of the river when it gets near the sea.
The river might flood onto this land:
Question 5
Label the following 4 diagrams with the best possible word.
conservative margin, spreading ridge, subduction zone, collision zone
Question 6
Use the diagram above to help you describe a subduction zone in some detail. In other words,
say as much as you can about what it is, and what is happening at this kind of plate boundary.
Question 7
What is the Human Development Index?
What is the major difference between the HDI and GNP?
Question 8
A group of Zambian students were asked what development meant. These were the ideas and
indicators they talked about:
FREEDOM, POPULATION GROWTH, EDUCATION, MONEY FOR INVESTMENT, TECHNOLOGY, EQUALITY,
CRIME AND PUNISHMENT, HEALTHCARE, NATURAL RESOURCES, TRANSPORT AND INFRASTRUCTURE
1 List two indicators that are difficult to measure.

2 List in order the three indicators that you think are most important to encourage development.
Back up your choices in paragraph form.
3 Do you think that the number of mobile phones per capita makes a good indicator of
development? Why?
CHAPTER 5 191
Below is a good example of providing extra language support at the beginning of the test to help learners
understand instructions in the test.
Name:
Year three geography

unit test: development
april 2008
Annotate put on labels

Assess weigh up the importance
Compare describe and explain the similarities and differences
Contrast describe and explain the differences
Define give the meaning of the word
Describe what does it look like, state the main characteristics, patterns
and exceptions
Discuss give different points of view
Examine look closely
Explain give the reasons why or say what the results mean
Identify point out and name
Locate state where a place is
Name give or list
Outline note the main features
Quote copy something word for word from the text and put it in
quotation marks
Quote map evidence use examples directly from the map or graph to back up your
point
Select choose
Suggest put forward an idea or reason
Figure 5.6 Language support for instruction language
2 PRINCIPLES OF ASSESSING BILINGUAL LEARNERS

CLIL teachers need to consider the assessment of both language and subject. They might ask themselves:
How can I assess my learners’ language? How can I simplify assessment so that learners can show their
understanding of my subject without the language getting in the way? Can I make oral assessments?
How can I use peer assessment? How do I assess written work both for the language level and the subject level?
Since CLIL lessons involve language acquisition and subject content, it makes sense to assess language and
content in an integrated way. Here are some principles for assessment that support subject and language
learning, based on the Qualifications and Curriculum Authority (2000).
Principles of assessing bilingual learners

The assessment of bilingual learners should follow the same principles of effective assessment of all pupils.
It should:
• recognise what pupils can do and reward achievement (a good rubric does this);
• be based on different kinds of evidence;
• be a valid reflection of what has been taught or covered in class;
• be reliable in terms of enabling someone else to repeat the assessment and obtain comparable results;
192 CLIL SKILLS

• be manageable, both in terms of the time needed to complete the task, and in providing results which
can be reported or passed on to other teachers.
In addition, teachers assessing CLIL learners should:

• be clear about the purpose of the assessment, distinguishing summative, formative and
diagnostic aims;
• be sensitive to the pupil’s first or main other language(s) and heritage culture;
• take account of how long the pupil has been learning English;
• assess in ways that are age-appropriate;
• focus on language, while being aware of the influence of behaviour, attitude and cultural expectations;
• recognise that pupils may be at different levels of attainment in speaking, listening, reading and
writing.
As this demonstrates, a common concern is how to make sure that language is not a barrier for learners to
demonstrate subject knowledge or understanding. From a CLIL perspective that embraces assessment for
learning, we suggest moving one step further. The concern is not only how to construct assessments that
allow learners with limited language skills to do well, but also how to use assessment to steer and foster or
ratchet up both subject and language learning, and how to give feedback that will help learners develop
knowledge and skills regarding both subject and language. This is also why feedback is important. Learners
can make many kinds of spoken or written language mistakes. Knowing the kinds of mistakes learners
make when using a second language, possible reasons why they make these kinds of mistakes, and
effective ways of dealing with mistakes can help a CLIL teacher decide how to deal with language mistakes
and give appropriate feedback in their lessons.
3 THE KINDS OF LANGUAGE MISTAKES LEARNERS MAKE

These are examples of different kinds of spoken mistakes; in pronunciation, vocabulary, style and grammar:
1 In a music lesson: “I saw a jazz band last night. I wasn’t all that keen on the singer, but the sex
was really good.”
2 In an economics lesson: “SMS-ing is cheaper with this company than the others.”
3 In a presentation on Shakespeare: “Hamlet has lots of problems with his mother.”
4 In a history presentation: “The Second World War has started in 1939.”
CHAPTER 5 193
Type of Mistake Correction Comment
mistake
Pronunciation sex sax The learner mispronounces ‘a’ as

‘e’.
Vocabulary SMS-ing texting The abbreviation SMS is not

always understood by native
speakers of English
Style Hamlet has Hamlet has a In a presentation, more formal

lots of difficult language is needed.
problems relationship
with his with his
mother. mother.
Grammar has started started in Fixed points in time use the

in 1939 1939 simple past in English.
Table 5.2 Types of mistakes
Some examples of written mistakes are:

In a history essay: “The French Revelation started in 1879.”
1 In a biology lab report: “The soil samples where collected from a range of sites.”
2 In a music review: “The lyrics in this song was written by John Lennon.”
3 In a history essay: “Churchill was a guy who was the Prime Minister of Britain during the
Second World War.”
These show vocabulary problems (revelation instead of revolution), spelling problems (where instead of
were), grammar problems (was written instead of were written) and style issues (guy and Prime Minister do
not go well together in one sentence).
4 THE REASONS FOR SECONDLANGUAGE MISTAKES

Learners make mistakes for different reasons. Bolitho and Tomlinson (2005) suggest the following reasons:
Reason for Example Correct form Explanation

mistake
L1 interference *The Second The Second World From: De tweede

World War has War started in 1939. wereldoorlog is
started in 1939. begonnen in 1939.
Dutch uses the
present perfect
where English
would use the past
simple.
194 CLIL SKILLS

False analogy *Hollandish Dutch people Holland - Dutch
people does not work like
England - English
or Spain - Spanish.
Overgeneralisation *The birds flied The birds flew in a Past tenses in

in a westerly westerly direction. English are usually
direction. formed by adding
-ed, but in this
case the verb fly is
irregular and
should be flew.
Over-learning *We wented on a We went on a trip to The learner has

trip to Sweden Sweden and bought practised adding
and boughted some souvenirs. -ed to verbs to
some souvenirs. form past tenses,
so now adds it to
irregular verbs,
too.
Ignorance *Erosion is Erosion is common A learner may not

common were where rivers flow know where and
rivers flow over over rocks. were are spelt and
rocks. pronounced
differently.
Incomplete *Churchill is a Churchill was Prime Guy is informal and

learning guy who was the Minister of Britain not appropriate for
Prime Minister of during the Second a presentation or
Britain during World War. written text.
the Second
World War.
Interference from *Miss, how are Miss, how are you Assess and
other items (in you going to going to assess us? assassinate are
English or another assassinate us? pronounced
foreign language) differently, but
Dutch learners find
the difference
between a and e
difficult to hear
and produce, so
may confuse both
the pronunciation
and meaning.
Table 5.3 Reasons for second-language mistakes
CHAPTER 5 195
The type of feedback to give learners on a mistake may vary depending on the reason it was made.
5 EFFECTIVE WAYS OF DEALING WITH MISTAKES

The decision on whether to correct language mistakes depends on:
• how significant the mistake is;
• whether the mistake interferes with understanding;
• whether it is a frequent mistake;
• whether the mistake is made because of L1 interference;
• whether it is something that learners have been focusing on recently.
Lightbown and Spada (2006) suggest that focusing on form and correcting mistakes is effective:
• for frequent, persistent mistakes (spelling mistakes such as where for were, and to for too);
• for mistakes made as a result of differences between the learners’ first language and the second
language (The Second World War has started in 1939, false friends such as consequently / consistently or
insulation / isolation);
• for mistakes made in new language structures which learners are beginning to develop (if learners
have been learning the past simple in English, correcting tense in history would help);
• for mistakes focused on in other lessons, (if the difference between spoken and written language or
formal and informal language is being covered in English and Dutch, focus on it in the subject lessons,
too).
Lyster and Ranta (1997) distinguish between six types of feedback on spoken mistakes:
1 Explicit correction - Providing the correct form explicitly. The teacher also clearly indicates that what
the pupil says is not correct, for example by saying: Oh, you mean started…. or You should say “The war
started”, not “The war has started”.
2 Recasts - Reformulating all or part of the pupil’s utterance, without the error: The war started in 1939.
This type of feedback is comparatively implicit. The teacher does not actually say that the pupil has
said made an error. Translation of learners’ use of their first language is also is considered recasting.
(The learner says isolatie, and the teacher responds Indeed, insulation.)
3 Clarification requests - Asking for clarification (Sorry - the sex was really good?!) or repeating the error
(SMS-ing...?) to indicate that the learner’s usage is inaccurate in some way.
4 Metalinguistic feedback - Commenting on the form of the learner’s utterance without providing the
correct form, for example: You cannot say that in English or What tense is used for a specific date in the
past?
5 Elicitation - Attempting to directly elicit the correct form from learners, e.g. by strategically pausing to
allow them to ‘fill in the blank’ (The Second World War... in 1939?), by asking for an example (How do you
say that in English?) or by simply asking the learner to rephrase.
6 Repetition - repeating the pupil’s utterance, without correcting it. Usually, the teacher will highlight
the error by adjusting intonation and word stress. (The sex was really good?)
196 CLIL SKILLS

Figure 5.7 Types of feedback
Elicitation and metalinguistic feedback are most likely to lead to a learner producing a correct form, and
recasts are least likely to lead to a learner producing a correct form (Lyster and Ranta, 1997). Using
elicitation and metalinguistic feedback rather than recasts is the best way to help CLIL learners produce
more accurate language.
6 FEEDBACK ON SPEAKING
CLIL subject teachers can face problems giving feedback on their learners’ language. They may not be able
to explain a grammar rule, or may not know or understand why a learner makes a particular mistake, or
what learners find difficult about a grammatical item. They may not even be aware of all mistakes, or be
unsure whether something is a mistake or not. How much feedback a subject teacher gives will vary
depending on the subject teacher’s own confidence in and knowledge about English. In some cases,
subject teachers may want to involve the English teacher; more often, they will feel confident giving
feedback themselves.
There are a number of ways for subject teachers to give feedback on speaking. As they walk around while
learners do assignments, they can note down mistakes learners are making. They can make audio record-
ings on mobile phones, digital voice recorders or audio cassette recorders, or video recordings on mobile
phones and (digital) video cameras. These recordings can be used for peer feedback or feedback for
language or subject teachers. Learners can also give feedback on their own language (self assessment) with
the help of recordings.
When learners watch or listen to each other and give feedback, it is useful if teachers say what category of
mistakes they should pay attention to: pronunciation of key subject words, word stress, grammatical
accuracy, intonation, vocabulary range, use of new words, or appropriateness. Different categories can be
given to different learners. Using a rubric is helpful.
Here is an example of language assessment is a subject class (based on an approach in Gibbons, 2002).
In physics, the learners worked in pairs to solve one of two problems: design either a medieval weapon
CHAPTER 5 197
(a trebuchet which throws stones) or a small car, using the energy contained in a set mousetrap.
The learners first solved one problem; they designed either a trebuchet or car which ran on the energy
from a mousetrap. Next, they cross-questioned other pairs as to how they solved the other problem.
Finally, using the information from the cross-questioning, they tackled the second problem.
To assess learners’ language use, the first step is to identify the language demands of this task. This can be
done by describing what they need to do, and then what language (grammar, vocabulary) they will need
to do this. In this case, the learners first need to describe the problem, and then report their solution.
For that, they will need to use the past tense (for the small car, using words like accelerated, travelled,
mounted, attached), and appropriate vocabulary to describe car design (wheels, axles, traction, steering) and
also to give reasons for their solutions (we tried that because). The other pair will need to formulate ques-
tions (what happened, what did you do then?), give advice (you could, did you try, perhaps it would be better if)
and react to suggestions (that’s a good idea, we could try that, no, that wouldn’t work because...)
This analysis of the task can form the basis of a language assessment sheet like this, completed for an
imaginary learner, Maria:
Language Maria’s language Possible

language work
Describe the Maria did this clearly.

problem
Report the solution Made some past tense mistakes (putted, try). Practice past
Vocabulary limited, but did describe words tenses
(the wheels were slipping a lot, so we used Vocabulary work
rubber to make it better).
Ask appropriate Asked many WH questions. Practise question

questions Some mistakes in questions (How you did? formation
Why you do that?).
Offer advice Used maybe a lot. Practice modals:

appropriately could, should, etc.
Acknowledge No examples
advice
Other comments Maria spoke more than she usually does,

perhaps because she had a lot of ideas about
this subject.
Table 5.4 Language assessment sheet for Maria
These language functions could also be linked to the Common European Framework of Reference and
used once or twice a year to assess the learners’ CEFR level in spoken English. The CEFR can also be useful
for making subject teachers aware of the language functions that learners use in their subject.
198 CLIL SKILLS

Language analysis can be done either by the subject teacher individually or in subject teams; the latter
option would raise the teachers’ awareness of the problems their learners have. Language analysis can also
be done by the language teacher to provide information about language work the learners need to
practise. Co-operating with language teachers on language analysis tasks like these can be used for both
subject teacher and language teacher development.
7 FEEDBACK ON WRITING
Self assessment, peer feedback and teacher feedback can also be given on written work. This is a thorny
issue for language teachers, as there are different views on the role of feedback on form (language
mistakes) in teaching writing. Some people argue that feedback on subject content (what learners are
attempting to say) is more effective and more motivating than feedback on form (spelling, grammar and
punctuation mistakes). Others argue that ignoring mistakes in form reinforces incorrect language usage
and creates sloppy writers with bad spelling habits.
In either case, consistency and transparency are important. If teachers are consistent and transparent
about what they expect from their learners, these are more likely to produce the kind of written work
teachers want to see. Learners need to know in advance what the teacher is looking for: 100% accuracy,
a particular sort of English, good ideas, or a balance of these.
Giving feedback on language

If accuracy is paramount, the teacher has a number of options:
• indicate (underline, highlight) all the mistakes;
• indicate selected mistakes;
• use a correction code for different kinds of mistakes;
• correct every mistake;
• correct selective mistakes.
36 Corrected writing for geography

Here is an example of a 14-year-old learner’s writing for geography. It describes satellite images of the
Netherlands. A correction code has been used to indicate where the writing needs more work.
Visual image and Infrared Image
In this visual image you can see that it was very good weather in the Netherlands on
the 17th and 18th of December. There were no clouds over the Netherlands, so there
was no rain. This means that there was a high pressure.
Now I’m going to describe the clouds:
P, Sp 1 This cloud is very high and very thick. The texture is lompy and there are
shadows on the visual image. This is a Cumulonimbus cloud and these clouds will
bring heavy rain, maybe even thunderstorms and often strong winds. This cloud area
is a swirl of cloud and is formed like a comma. This means that there is a depression
above the Atlantic Ocean.
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P, 2 This cloud is light grey. This means that the cloud is at a middle-level and on
prep
Exp the visual image you can see that the cloud is very bright so thick. The cloud is lumpy
and there are shadows on the visual image. Now you can see that it is a Cumulus cloud
and Cumulus clouds bring short, heavy showers of rain.
3 This cloud is grey on the Infrared image, so that means the cloud is low. On the
visual image the cloud is
V, also grey so you know that it is a Stratus cloud. Stratus clouds usually care for a bit of
Exp drizzle and overcast.
Prep 4 This cloud is the same cloud as by number 3.
5 This cloud is also the same.
^ 6 This cloud is pretty bright on the Infrared image, so rather high and the cloud is
also pretty bright on the
^ visual image, so rather thick. The cloud is lumpy and there are shadows on the visual
image. This means that it is a Cumulus cloud.
Exp So the same as by number 2. This causes short, heavy showers of rain.
Well done! Rewrite this and add it to your portfolio of written work for geography
This is the key to the correction code:
Symbol Meaning Instruction to the learner
Sp Spelling Try spelling this again
P Punctuation Correct the punctuation
V Vocabulary Find a different word for this
Prep Preposition Change the preposition
^ Missing word Put in the missing word
Exp Expression Rewrite this, to improve the expression
Good language use Well-written section - apt and clear
Creative language use Striking or imaginative writing
Table 5.5 Correction codes
200 CLIL SKILLS

It is a good idea for a school to agree on a correction code which all teachers use for all languages
(Dutch, English and other modern foreign languages such as French and German).
Deciding when and how to correct language can be difficult. These guidelines may help:
• Correct language that is important for the meaning or purpose of the assignment (i.e. errors that
interfere with the effectiveness of the written work. In Example 36: at the middle level).
• Correct language mistakes that are a result of first language interference (In Example 36: care for comes
from the Dutch zorgen voor).
• Correct language mistakes that have been practised recently.
• Point out language mistakes and effective use of language that can be generalised and applied in the
future to other written assignments.
• Give positive feedback on good use of language.
• Formulate a correction code to instruct learners what action they need to take.
• Explain how you expect learners to respond to your corrections.
Russell Stannard uses screen capture software to record himself giving spoken feedback on his learners’
written work. His learners can then download the video of him marking their work, and rewrite it based on
his feedback. Here is an example: http://www.teachertrainingvideos.com/luFeedback/index.html
The advantage of this method is that the video can be watched independently of the teacher, and as many
times as the learner wants. This allows learners to experience a ‘live’ audience reading their work, which
helps them realise how readers may react to their work, and therefore how carefully and explicitly they
need to formulate their ideas for an outsider to be able to follow them. This type of videoed feedback also
models the kind of language editing that learners can do themselves before handing in their work.
If you are less digitally minded, you can use this technique live in class using a whiteboard or overhead
projector. The only aspect that is lost is the chance for the learner to watch and re-watch independently.
Giving feedback on subject content

If subject content is paramount, the teacher can discuss learners’ work as they work. Here is an example
(Hedge 2000, p. 300) of a conversation in which the teacher helps the learner work out what they want to
say and provides useful concepts and words.
Susanne My problem here is… I want to say… I want to write about the characters and how they
are… how they act …together
Teacher The way they interact… yes…
Susanne Interact... yes, that’s the plot, isn’t it? But also, it’s the theme, I think. I’m not sure how I
should start…
Teacher Well, what’s the most important thing about the play to you?
Susanne How he shows the middle class people… they are just super - superficial (Teacher: Yes) …
superficial… and they don’t care about the working class…
Arianne (who is listening in) The bourgeoisie... they are hypocrites... n’est-ce pas?
Teacher Yes, we can use the French word… bourgeoisie... Well, why not put that first and then go
on to explain how he does this, by presenting a particular family…
Susanne So, this bit here (reads) ‘The Birlings are a middle class family...’ up to here... yes, I think so...
this can follow?
Teacher Let’s look at it (reads) ‘Priestley shows how they...’ you can say ‘misuse’ here... ‘their power.’
Yes, that’s very clear. You’ve got a couple of wrong spellings here. I’ll underline them
quickly and you can look at them later. Don’t bother till you’ve finished…
Susanne So what about this bit..?
CHAPTER 5 201
Teacher What does that say…? I can’t read it...
Susanne (reads) ‘Stone... a small stone...’
Teacher Ah, you mean a pebble… Oh, that’s very good, we can talk about throwing a pebble into
a pool… it describes it very well.
Susanne You see... what happens… the story... it’s how when thrown a st-pebble? pebble in the
water … you get waves going out…
Teacher Yes, ripples … (demonstrates) (Susanne: Yes) ripples spreading
Susanne So the inspector shows the family how …
Figure 5.8 Feedback on the writing process
The teacher can also react to the information and ideas the learner expresses while ignoring language
mistakes. This is possible as long as the language mistakes do not interfere with the message the learner is
trying to get across. Here is an example of subject content feedback on an extract from the history
assignment of a 15-year-old CLIL learner.
Figure 5.9 Content feedback using comments in Word
This type of feedback can also be given by putting a piece of writing on an overhead projector, digital
white board or computer and digital projector. In this way you can draw the whole class’s attention to
points that you want to give feedback on.
8 GIVING FEEDBACK ON CONTENT AND LANGUAGE

Gibbons (2002, p. 73) suggests a number of questions teachers can ask themselves while they assess a
learner’s written work. In contrast to the previous suggestions, they take a top-down approach to assessing
writing. The questions first relate to the overall meaning and organisation of the writing and its effective-
ness. After this, the questions relate to sentence connections, sentence construction, spelling and punctua-
tion. The assumption underlying this approach is that if only spelling is corrected, a learner’s writing skills
will not improve: learners also need to learn how to organise and structure a text for an audience. Here is
202 CLIL SKILLS

an analysis of the learner’s geography text from Example 36 using the questions Gibbons suggests:
General Comments on learner’s Suggestions for

written work language work
Is the overall meaning clear? Meaning is clear and all

Are the main ideas developed? elements of image analysis
Does the writing reflect the writer’s are present.
other classroom language experi-
ences (e.g. what they have read or
talked about)?
What is your overall impression
compared to other things the learner
has written?
Text Type
What kind of text is this? This is a descriptive text Work on

Is this appropriate for the writer’s explaining cause and effect. characteristics of
purpose? The learner manages to texts explaining
Has the writer written this type of explain cloud structures and cause and effect,
text before? their effect, but the text is using authentic
still clearly that of a learner. examples as
models.
Overall organisation
Is the overall structural organisation The structure is clear, and

appropriate to the text type? well organised.
Are any stages missing?
Cohesion
Are the ideas linked with the appro- The learner uses the More variety in
priate connectives for this text type? connectives so, this means, connectives of
Is there an appropriate variety of and, also, this causes. cause and effect.
these connectives? She uses Now I’m going to Written links for
Are pronouns used correctly and Now you can see which sequencing.
(e.g. this and it)? is spoken rather than Differences
Do pronouns have a clear referent written language. between spoken
(e.g. is it clear what this refers to)? Good use of this, that it, and written
there. language.
All pronouns have clear
referents.
CHAPTER 5 203
Vocabulary
Is appropriate vocabulary used? The learner uses high, thick, Literal transla-
Is there semantic variety (e.g. does lumpy, swirl, light grey, short, tion and
the writer use a range of words to heavy, low, pretty bright, light dictionary work
describe clouds)? rain, showers: plenty of - how to choose
variety, but some L1 synonyms.
interference (e.g. cares for
from zorgen voor).
Sentence grammar
Is this accurate (e.g. correct use of Some sentence structure Work on writing
tenses, word order)? problems. full sentences.
Spelling
Is this accurate? Lompy suggests the learner Listening and

If the writer does not produce the may not hear the difference pronunciation
correct spelling, what is already between /^/ as in shut and training; ways of
known about the possible spelling /σ/ as in shot, in English. spelling different
(e.g. different possible ways of sounds.
spelling vowel sounds or conso-
nants)? What knowledge about the
spelling of this word is still lacking?
Table 5.6 Language analysis
This kind of analysis provides the subject and language teacher with a detailed picture of the learner’s
strengths and weaknesses in writing for the subject. Based on the analysis, they can plan work to help all
their learners write more effective subject texts. Try looking at learners’ written work in class using these
questions. It will help learners to think about the effect of their texts on an audience, and help them
develop the language they need to talk about their writing.
The analysis can be made by language teachers individually or as a department, using several texts, and
can be used as input in English classes. Subject teachers can also choose to analyse a typical learner text
with a language teacher to develop their own awareness of language used in their subject.
Language teacher can use Gibbons’ questions to develop a class profile and prioritise language work.
Although this type of analysis is time-consuming, teachers become faster at it the more they use it.
There is also a high return on the time you invest, as the analysis feeds into the teaching of both subject
content and language.
204 CLIL SKILLS

CONCLUSION
This chapter shows why assessment and feedback are important in CLIL, and how subject teachers can use
them to maximise the learning of both subject and language. We have emphasised the importance of
assessing and giving feedback on language both for the learning of the subject and for language learning.
To sum up, these are the key points from this chapter:
• Assessing language and giving feedback on language encourages learners to pay attention to
language.
• Aligning activities, aims and assessment maximises the teacher’s influence on the learning of both
• Assessing for learning helps learners to perform better in both the subject and language.
• Bilingual learners perform better when a range of different types of assessments are used.
• Assessing language can encourage learners to express their content ideas more carefully, which means
they absorb the subject matter more thoroughly.
• Assessing language will help learners improve their language use in all subjects.
• Assessing language will allow teachers to monitor their learners’ progress in language.
• Assessing language will provide information about the types of difficulties learners are having with
language.
• Assessment rubrics can help make subject and language assessment criteria transparent.
• Peer and self assessment can help learners become aware of what is expected of them.
• Providing visual and language support in assessments for learners with limited language can help
learners demonstrate what they know, irrespective of their language ability.
• It is useful to correct certain types of spoken and written language mistakes.
There are some key principles for assessing language. When teachers assess language, they can:
• Make the marking criteria explicit.
• Mark selectively related to the language marking criteria.
• Refer to the criteria when they mark, mentioning effective use of language and giving specific advice
on what learners need to improve.
• Encourage learners to check their work themselves, using the marking criteria.
• Be consistent with other subject and language teachers within the team, so that parents, pupils and
colleagues understand how language is being assessed.
• Give feedback as soon as possible, both while learners are completing assignments in class, and soon
after they have finished the assignment.
15 Teacher development: assessing learning and giving feedback

1 List the types of assessment that you use in your subject. Classify them in the Cummins Quadrants.
If one quadrant is over-represented, design some new assessments to create more balance in the
range of assessments you use.
2 Collect three pieces of written work from your learners at the end of each year (three samples from
first-year, three from second-year, and three from third-year learners). Work with a teacher of English to
make an overview of the types of language problems learners have in your subject. Use the form in
Table 5.6.
3 Record a learner’s presentation in your subject and watch or listen to the recording with a teacher of
English. Formulate feedback on the learner’s subject skills and language skills. Compare and discuss
your comments with your colleague, and jointly design assessment criteria for use in future years.
4 Collect three examples of learners’ spoken or written work for your subject. Decide with a colleague
what type of feedback would be most effective for the learners. See Background and Theory section 6
for inspiration.
CHAPTER 5 205
PRACTICAL LESSON IDEAS 
ASSESSMENT AND FEEDBACK
Practical lesson ideas for assessment
56 NAME AND ASSESS THE CONTENT AND LANGUAGE USED IN ACTIVITIES
Describe and assess speaking and/or writing aims related to assessments in your subject.
When you set an assessment, tell the learners both the subject focus and the language focus of the
activity. Explain the language focus for speaking or writing and tell the learners you will assess both
the content and how they use language to achieve the speaking or writing task.
Geography: Globalisation
Show learners how the assessment, content and language aims are linked by putting them on the
board when you set the assignment:
Assessment Geography focus Language focus

How does globalisation affect Identify effects of globalisation Write using a report genre, or
people at a local level, and on factory workers and explore devise a radio report and tape
what happens if the economic the impact of a break in the in groups of two or three.
chain is broken? Write a report chain on individuals and the
for a local newspaper, or industry.
record a programme for local
radio.
Variation
Geography: scale and geographical analysis
The activities in this lesson will help you to understand, use and correctly spell words relating to:
• scale, e.g. catchment area, local, regional, national, international;
• geographical analysis, e.g. link, survey, perception, stereotype.
Speaking and listening - the activities will enable you to:

• ask questions to gain clarification and further information, e.g. why, how, what, when;
• answer questions using relevant evidence or reasons.
Writing - the activities will enable you to:

• develop ideas and lines of thinking into continuous writing (250 words minimum).
206 CLIL SKILLS

57 TASK WITH LANGUAGE AND SUBJECT ASSESSMENT CRITERIA.
Assess in a task instead of a test and provide explicit marking criteria for both subject and
language.
Use a checklist to design an assessment task, rather than a pen-and-paper or digital test. Include
language and subject assessment criteria when you give the checklist to learners.
Checklist:
1 What kind of written or spoken product could I use to assess the content of this topic?
2 What would be an appropriate, English-speaking audience for the product?
3 What content will I assess in the product?
4 What language will I assess in the product?
5 Should the assessment be individual, pair or group work?
6 How will I assess pair or group work?
7 How will I encourage a fair division of work in the group?
Biology: Classification
These answers are based on the poem poster in Example 31.
1 What kind of written or spoken product could I use to assess the content of this topic? A poster.
2 Who would be an appropriate, English-speaking audience for the product? A primary school
publisher in England who wants posters for classrooms.
3 What content will I assess in the product? Biological classification, main body features, habitat,
feeding, reproduction, prey, adaptation to environment, threats.
4 What language will I assess in the product? The use of adjectives.
5 Should the assessment be individual, pair or group work? Pair work.
6 How will I assess pair or group work? By assessing task division.
7 How will I encourage fair division of work in the group? By including it in the assessment criteria.
58 ASSESSMENT QUESTIONS
Learners answer questions about their assessment before submitting it.
Write your assessment criteria in the form of yes/no questions to your learners. Give them the
questions at the same time as you give the task so that they think more actively about what they
have to do. The questions will vary according to the task you set. Here are some example questions
which learners can answer to check they have completed a task properly, based on the geography
example below.
1 Is your message clear to the audience? (Does it persuade/argue/complain/narrate effectively?)
2 Does your work give a detailed explanation of...?
3 Does your work cover all of the required points?
4 Have you used an appropriate style for your audience?
5 Does your work suggest...?
6 Are your arguments convincing?
7 Do you give appropriate evidence to support your main points?
8 Is the presentation or layout clear?
9 Is it clear that all the members of the group participated equally?
10 Have you involved the audience by asking questions? Are the questions relevant?
11 Are you able to answer questions about the topic from your audience?
12 Does your work make an effective visual impact on the reader?
CHAPTER 5 207
Geography: Redevelopment of the rainforest
Assessment task: decision-making exercise
The problem
A large area of land in the Brazilian rainforest is in need of redevelopment. There is, however,
disagreement about which method of redevelopment would be most appropriate.
Your role
Your group are representatives of the Kayapo Indians, the Government, or the WWF.
Your task
1 Produce a poster which will explain how you think the rainforest should be developed and
which will persuade the landowners that this is what they should do. Remember that you have
been asked to present the viewpoint of a particular group.
In your poster you need to include:
a an explanation of why the natural forest environment is under threat
b possible alternative solutions
c detail about the method which you are suggesting and why this would be the best
solution
d pictures and written information.
2 Make a group presentation explaining your ideas. Every member of your group is expected to
contribute to this presentation. After you have given your presentation, other pupils will have
the opportunity to ask questions. You will be expected to provide answers to these questions.
Assessment criteria in the form of questions

Your work will be assessed according to the following questions:
1 Does the poster make an effective visual impact on the reader?
2 What viewpoint does it take? Is the message clear?
3 Does it give a detailed explanation of why the forest environment is under threat?
4 Does it offer a range of solutions?
5 Do you provide appropriate evidence to persuade the reader or listener that your solution is a
good one? Is your argument convincing?
6 Is the presentation clear? Do all members of the group participate?
7 What sort of questions do you ask and how well do you answer the questions
asked of your group?
59 RUBRICS
Making assessment criteria transparent.
Preparation
You will need a copy of an assignment or project for your learners on paper and an empty rubric
(see Example 32 and 33).
1 Discuss the assignment or project. Work with a colleague or colleagues (subject and language
teachers) or learners, to clarify subject and language aims.
208 CLIL SKILLS

2 Brainstorm together to produce a first version of the assessment criteria. Accept all ideas at this
stage. For example, here are some brainstormed criteria for a history presentation to a German
commandant on how the use of gas in the First World War can be justified:
Possible subject criteria

Clear introduction
Accurate information (dates, events)
Complete information on how gas was used and by whom
Reasons why the use of gas can be justified
Reasons why its use cannot be justified
Clear conclusion
...
Possible language criteria for speaking
Pronunciation, intonation, word stress, grammatical accuracy grammatical range, vocabulary
range, use of linking words, fluency, use of language of persuasion, ...
Possible presentation criteria
Attention-grabbing start
Visuals support points
Eye contact
Body language
Audience awareness
Amount of text on PowerPoint slides
...
3 From the brainstorm, select five to eight criteria, so that the rubric fits on one page.
Write them in the left-hand column.
4 Write descriptors (short descriptions) in the boxes. Start with column 4, the best achievement,
and work backwards. Be as specific and positive as possible: write what IS true as far as
possible, rather than what is not. A useful technique for writing descriptors is to use the
phrases 4. yes; 3. yes, but; 2. no, but; 1. no while writing each category. For example if the
criterion is species information:
level 4: Yes, species information is complete and correct
level 3: Yes, the species information is correct, but it is not complete
level 2: No, the species information is not all correct, but some of it is
level 1: No, the species information is not correct at all
5 Share the first draft with other colleagues or another group of learners and ask them to give
feedback on its clarity. You could also try assessing some assignments with it, if available.
Discuss how clear and useful the criteria are.
6 Revise and improve the rubric. Make any changes you feel are necessary based on the
feedback and your own experiences in the try-out.
CHAPTER 5 209
60 HIGH OR LOW DEMANDS
Using Cummins’ Quadrants to balance cognitive and contextual demands.
Design an assessment which would fit into each of Cummin’s quadrants. Use this to design
assessments which vary the cognitive and contextual demands you make on learners across the
years.
Geography: Development of a waterfall

Quadrant 1
Label
Provide diagrams of the two stages in the development of a waterfall, with a list of terms.
Ask learners to draw an arrow from each term to the correct place on the diagram.
Quadrant 2
Reproduce information from a text
Give learners a text on waterfalls and ask them to write down their answers to written questions on
the text.
Quadrant 3
Transform and personalise
Ask learners to draw a diagram and explain the two stages in the development of a waterfall for a
tourist brochure for a well-known waterfall.
Quadrant 4
Argue a case using evidence
Ask learners to write an article for a local newspaper, arguing against placing a pipeline in a
waterfall.
61 RELAY RACE LABELLING
Assessing kinaesthetically.
Make four large, clear drawings of a picture you would like your pupils to label. You will also need 4
marker pens. Pin the drawings to the wall on the other side of the room. Make four teams. Teams
stand at one end of the room; the drawings are at the other end. Teams have a pile of word cards
(the labels for the picture). They send one member of the team at a time to label the drawing;
learners are only allowed to complete one label at a time. Teams receive points for the number for
labels they accurately place in a fixed amount of time. This can count towards their final grade at
the end of term.
Physical education: Parts of the body

Use a picture of the human body and ask learners to label the different parts. Picture and labels can
be found on www.enchantedlearning.com/subjects/anatomy/body/label/
210 CLIL SKILLS

62 INNER / OUTER CIRCLE
Sit in two circles and answer questions about a topic.
Create two parallel circles of equal numbers of learners (e.g. five in the inner circle and five in the
outer circle), facing each other.
Tell the learners they are going to have a test. They will revise together, and then take the test
individually. Tell them the topic of the assessment. Show a question on the topic, which they
discuss with the learner opposite them. Then say: outer circle move one person/two people to the left,
so that they are then facing a new partner. Call out a second question which they discuss with their
new partner. Call out: inner circle move two people to the left, and call out your third question.
After all the questions have been asked and discussed, give the learners the questions in writing
and allow them to write down their answers. Grade as a test.
Biology: Photosynthesis
On a digital white board project ask questions about photosynthesis (to be found at
www.bbc.co.uk/apps/ifl/scotland/education/bitesize/higher/biology/cell_biology/
quizengine?quiz=photosynthesis) and reveal one question at a time, allowing the learners to
discuss their answers.
CHAPTER 5 211
Practical lesson ideas for feedback
63 CORRECTION CODE
Give feedback selectively.
Use a correction code to give feedback on learners’ language.
History: First World War

Learners have written a letter from a soldier in the trenches to his family at home
Here is a key to the correction code

Symbol Meaning Symbol Meaning
T Tense or time Exp Rewrite this, to improve the

expression
S Try spelling this again WO Word order
P Correct the punctuation WF Wrong form (e.g. told instead

of tell)
V Vocabulary: find a different / Split word up

word for this
Prep Change the preposition Well-written section: apt and

clear
^ Put in the missing word
Variation
There are many different possible correction codes. Here is an example of the most common codes
used for correcting English. The most effective code is one which is designed and then used by all
the teachers and learners together.
212 CLIL SKILLS

Code Meaning Example
WW Wrong word The revelation started in 1879
WT Wrong tense The revolution has started in 1879
WO Wrong order The revolution in 1879 started
Sp Spelling The revalution started in 1879
P Punctuation The Revolution started in 1879
X Extra word The revolution started in the 1879
? Meaning not clear The revolution which started was 1879
M Missing word The revolution started 1879
S Style The revolution kicked off in 1879
64 COMMON MISTAKES
Identify and correct common mistakes.
Draw up a list of mistakes that learners often make in their writing or speaking for your subject.
Put them in a table, and ask learners to identify the type of mistake and then correct it.
History: The French Revolution

Common mistakes Type of mistake Correct sentence
The revelation started in 1789.
The revolution has started in 1789.
The revolution in 1789 started.
The revalution started in 1789.
The Revolution started in 1789.
The revolution started in the 1789.
The revolution which started was 1789.
The revolution started 1789.
The revolution kicked off in 1789.
CHAPTER 5 213
65 CARD GAME WITH TYPICAL MISTAKES
Learners play a card game correcting typical mistakes.
Draw up a list of mistakes that learners make during a series of lessons for your subject. Create
cards. Form groups of four. Stack the cards in the middle of the table. Learners take turns to turn
over a card. They read the sentence aloud and decide if it is correct or not. If the sentence is
correctly identified as a correct sentence, they may keep the card. If the sentence is not correct,
the learners say what is wrong with it and how it should be corrected. If their correction is accurate,
they keep the card; if not, it is returned to the pile. The winner is the learner with the most cards
when all the cards in the pile have been turned over.
Any subject: Conversation

Below you find some examples of sentences that you can put on the cards:
I was together with a friend. We’re with the four of us.

His mother she was the head of volunteers. On the havo that’s impossible.
She’s good in English. What do you like of this school?
I’ve been working on school. I live here about four years.
I didn’t knew that. I do my shoppings.
Is it possible that I get some tea? He’s doing it enthusiastic.
66 FALSE FRIENDS
Recognising false friends.
Some words seem similar in Dutch and English but mean different things. These are called false
friends. Collect examples of these in your subject, and compare and highlight their use in English
and Dutch with a table.
Chemistry: boiling points

EN NL
Water *consequently boils at 100
degrees centigrade. Consequent
Rain fall decreases; consequently,

there are water shortages. Dus
EN NL
Water *consequently boils at Water consistently Consequent Water kookt consequent
100 degrees centigrade. boils at 100 degrees bij 100 graden.
centigrade
Rain fall decreases; consequently, Consequently Dus Regenval vermindert,

there are water shortages. dus komt er water-
tekort.
214 CLIL SKILLS

67 RECORD LEARNERS PERFORMING A SPEAKING ASSESSMENT
Giving feedback on spoken language.
Make a recording of learners performing a speaking assessment. Use the recording for feedback on
spoken language or for peer or self assessment.
History: Roleplay on Elizabeth I

Record the roleplay and ask learners to give feedback on different aspects of spoken English using
a feedback sheet. In the feedback sheet, they should note down good points and points of
development in different areas (vocabulary, pronunciation, grammar).
68 LET’S TALK
Giving feedback on writing during writing.
Talk to the learners as they write, and discuss what they are trying to explain.
English: Describe the character interaction in J.B. Priestley’s ‘The Go-Between’

See the discussion between Susanne and her teacher in Background and Theory section 7.
69 NAME CARDS
Note language mistakes on name cards and hand these out individually after an assignment.
Produce a name card for each learner, like this:
Name:
Good use of language:
Language mistakes:
Corrections:
As learners carry out an activity, note their mistakes on the card. At the end of the lesson,
hand out the cards and ask the learners to correct the mistakes and return the card at the start
of the next lesson.
CHAPTER 5 215
6
216 CLIL SKILLS
6 Using projects for CLIL

• CLIL projects and their advantages and disadvantages for learners and teachers;
• characteristics of good CLIL projects;
• cross-curricular and integrated projects;
• grouping learners for CLIL projects;
• CLIL project aims and design;
• the learners’ and teachers’ roles in CLIL projects;
• WebQuests for CLIL;
• practical ideas for CLIL project work.
INTRODUCTION
Working on projects can be an extremely rewarding experience for bilingual learners and their teachers.
A well-designed project can achieve a greater learning impact than, for example, chronologically working
through tasks in a course book. Learners often blossom during project work and put more effort into
project lessons. They often work together and retain more of what they are learning because they discuss
and recycle and are creative with information. Moreover, projects are also rewarding for teachers: they can
work together on creating materials and evaluating final products or performances and are often pleasantly
surprised by the quality of learner work produced during projects.
A project is a multi-skill activity for learners which focuses on one theme or topic; it supports learners in
carrying out one or more performances or pieces of work. Projects are usually collaborative, but can also be
done individually. Good projects help learners demonstrate the learning that they have already done and
at the same time, push them a few steps further. A project can be intensive, lasting for a few lessons, or it
can be more extended, taking up one or two hours a week for several weeks.
This chapter looks at the advantages of using projects and lists the characteristics of good CLIL projects
and WebQuests (Internet projects). It also discusses some issues related to groups and projects. The
information is illustrated with some examples of practical CLIL projects. The practical lesson ideas support
teachers in designing and working with CLIL projects.
CHAPTER 6 217
Below is a description of a geography and English project called Expedition through the Sahara.
The project was carried out after the learners had done some work on deserts.
16 Giving feedback on a project

Imagine you are one of the teacher’s colleagues and that she has invited feedback about her proposed
project. She is planning to hand out the document in Example 37 to her third-year classes. Read the project
description and write down your answers to these questions:
• What do you like about this project for use in a CLIL setting?
• How will the teacher’s CLIL learners benefit from this project?
• What improvements might you suggest to make the project more useful for CLIL?
CASE STUDY
This project introduces several aspects of working with projects that are covered in this chapter.
“This project, Expedition through the Sahara, forces learners to sort through an overwhelming amount
of information on the Internet and choose the information that is appropriate. As the demands are
specific, they are forced to change this information into their own words and design. The learners work
in pairs on this project and all classroom time is scheduled in the computer room.”
Content aims
At the end of the project, learners can:
• describe the characteristics of deserts which affect travel there;
• suggest ways of surviving dangerous situations in the desert;
• draw a map showing a clear route;
• understand food webs in desert climates;
• understand and describe the way of life of the Tuaregs (nomads who live in the Sahara);
• illustrate the brochure appropriately.
Language aims
At the end of the project, learners can:
• write an informative brochure for members of a desert expedition;
• organise text into a clear brochure;
• write using appropriate tenses (particularly the future tenses);
• scan information to take notes on the dangers involved.
218 CLIL SKILLS

37 Instructions for a project on the Sahara
Internet project: Expedition through the Sahara
You are going to lead an expedition across the Sahara. You must research the area in which you will
be travelling, map out your route, plan your expedition and then write a brochure. Your brochure
must include the following items:
• a title and an attractive title page;
• an introduction about where the expedition is going;
• a map with the route clearly outlined (be careful to avoid conflict zones);
• a paragraph about the things you might expect to see and do on the trip, including
information about the landscape, cultural sites and people you might meet;
• a list of all of the things you will need to take and why you might need them;
• a risk assessment chart which discusses the hazards you might face. The chart should
look like this:
Hazard Ways to avoid hazard
• a simple food web that includes at least ten plants and animals from the Sahara (be careful not
to choose animals from other deserts that do not live in the Sahara, such as kangaroos);
• a short diary entry (approx. 250 words) describing a visit with the Tuareg people. This visit
would have occurred on a previous expedition;
• a conclusion about how you are looking forward to the trip and to meeting the new members
of your group.
CHAPTER 6 219
Figure 6.1 Some pages from a Sahara brochure made by learners
WHY IS THIS CLIL?

This project is a good example of a CLIL project, since learners are working on a subject (the desert) and
language skills (writing a brochure) at the same time. The topic in general is appealing and motivating.
It is quite clear what the teacher expects of the learners in terms of a final product. There is an interesting
variety of tasks - a map, descriptive written work, a chart, a food web, a more personal writing task - so that
the work that the learners produce will show their understanding of the topic in a variety of ways.
The instructions are clear and short. The project is also quite challenging: requires the learners to
synthesise information from a variety of sources.
The project is a good example of (transformation) scaffolding, since the learners are required to sift
through a great deal of information on the Internet and change it into a new form. This means there is little
chance that the learners will only cut and paste information. The project is a culmination of work around
the topic of deserts, and thus recycles and adds to information the learners have already come across in the
lessons. The tasks are clear, which helps the learners to focus while searching. Finally, the learners are given
a considerable amount of freedom and choice in the project; for example, they will need to decide on their
route, how far they will travel and for how long, as well as work with design issues for their brochure.
The element of choice allows them to display their talents.
220 CLIL SKILLS

17 Issues with projects in CLIL
CLIL teachers who work with projects have said the following about them:
“Our English department is always very willing to help when we do projects and often initiates them.
Our art teacher often has a good, creative idea, and then she asks other colleagues to join in.”
“Working in groups can be problematic. One group finishes way ahead of time and then hangs around
distracting the others. Plus there’s always one group that doesn’t work together or doesn’t hand in
anything. Why bother?”
“Projects are so time-consuming, both to create and to execute. For that reason only, we don’t do
much project work.”
“Geography and history have a cross-curricular project, but it doesn’t involve the English department,
unfortunately.”
“Working on our geography and English project is one of the most satisfying aspects of my year.
I have a good relationship with the geography teacher, the learners really like doing the project and
come up with some fantastic products. We are going to do it again next year.”
“The children make lovely products, but sometimes they only cut and paste from the Internet to make
their projects. Projects don’t really seem to add to their learning.”
Based on your own experience, which quote do you agree and disagree most with? Imagine that you are
discussing these quotes with your colleagues, which arguments would you use to motivate your choice?

1 CLIL PROJECTS
CLIL schools carry out different types of projects. In CLIL, projects almost always involve two subjects, since
the final products are written in English. Some schools carry out international projects, either face-to-face
or online. Others work with individual projects for the International Baccalaureate Middle Years
Programme (MYP) or the International Baccalaureate extended essay. Teachers working on MYP projects can
copy and use a document on www.richmond.k12.va.us/ib_jefferson/MYPPersonalProject.htm.
This document helps your learners think through their own ideas about individual projects. CLIL schools
may also require learners to write their profielwerkstuk in English.
In cross-curricular projects, teachers of two or more different subjects choose a project topic and formulate
aims together. These aims can be related to learning, language, content and thinking skills that are useful
for the topic. An example of a cross-curricular project is one involving science, religious studies and English
in which learners work towards having a debate on different aspects of stem cell research.
In some projects, learners carry out work in different subject lessons for the duration of the project:
for example, two hours of English and two hours of geography related to a project on Aboriginals. Some
schools organise complete cross-curricular project weeks, where a large project replaces the normal
timetable and covers many aspects of the same topic but from different subject angles. Other schools do
international projects, where learners work together with other English-speaking learners or visitors on a
topic either face-to-face on an exchange programme or online.
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A CLIL project is all of the above, but it includes a balanced language and subject focus. Since English is
always involved, a CLIL project is by nature cross-curricular. Learners work on aspects of one or more
subjects as well as on an aspect of English, and they are assessed on their work in terms of both subject
and language. The case study in this chapter is a good example of an integrated CLIL project: learners are
working on their geography knowledge and skills as well as on their English skills when writing a brochure.
2 TYPES OF PROJECTS
Haines (1989) divides projects into four useful categories:
Information and research projects

Information and research projects involve studying or comparing a particular aspect of a topic.
For example, learners carry out research into the effects of global warming, comparing two different
countries (geography, language work on comparatives).
Survey projects
In survey projects, learners create surveys, questionnaires or interview questions and then gather
information about people’s opinions on a topic. An example would be an interview about energy use
in the home (physics, language describing the home, comparisons and statistics).
Production projects
In production projects, learners create or design an authentic or semi-authentic product. For example:
an interview in which a famous interviewer, such as Oprah Winfrey, interviews a historical character, such as
William of Orange (history, language for making questions).
Performance and organisational projects

In performance and organisational projects, learners organise an actual experience for others, for example
a real mediaeval feast for a group of parents (history, language of cooking).
3 ADVANTAGES OF CLIL PROJECTS FOR BILINGUAL LEARNERS

There are several good reasons for working on CLIL projects with your learners.
Engagement, motivation and creativity

Project work is a refreshing break from the normal routine; it allows them to be creative with what they are
learning. It is often a way to engage learners, to increase their motivation in their learning process and to
222 CLIL SKILLS

support them in taking control of their own learning. Creative work can help learners to relax and
consequently, to work more fluently and take more risks with their language skills.
Transfer
One of the most important arguments for using projects in CLIL is that learners learn to transfer the
information they have learned by applying it in another context or to a different subject.
Example of transfer
Learners learn about classification in biology, then work on a visual poster representing an animal
and write a poem about it, thus changing their knowledge about classification to a new form.
Thinking skills
Projects can develop a number of thinking skills simultaneously and in context. Projects often present
complex problem-solving activities. This requires learners to work with language at many different levels:
to think, to explain, and to reflect on their learning. All this results in deeper and more effective content
and language learning. Chapters 3 and 5 contain more information about thinking skills.
Example of thinking skills

Learners gather information about an economic issue (e.g. the credit crunch) and hold a debate,
representing different countries’ experiences or points-of-view.
Language skills and output

Projects help learners develop language and produce a lot of output (see Chapter 4). In a CLIL project,
learners work on content and English at the same time, thus interweaving them. Learners also work on
different language skills (reading, listening, watching, speaking and writing) over a period of time.
Projects provide realistic contexts in which learners can apply their existing language skills as well as
develop new ones.
Interaction in English during project work can encourage second language acquisition: when interacting,
learners need to use English creatively and fluently. According to the Multi-feature hypothesis (Westhoff,
2004), the more a learner is involved in a task, the more mental actions are involved and the more learning
will occur. As learners interact, they become aware of what they still need to learn as they speak and write,
and thus try to improve their spoken and written work.
Projects also allow learners to recycle language they already know as well as discover, create and
experiment with new language. In other words, learners produce output. Projects often encourage writing:
through creating different kinds of written products, learners learn to work on different authentic text
types and to write informally and formally for different audiences.
Example of language skills

Learners prepare a television debate about global warming. As preparation, they practise giving
and asking for opinions by designing a questionnaire for classmates about their opinions on music,
thus rehearsing the language needed for the final debate.
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Reading strategies (see Chapter 3), such as guessing the meaning of unknown words from context or
scanning texts to see if they contain useful information, are developed during project work and can be
transferred and practised in any subject.
Finally, learners work on both accuracy and fluency during project work. During peer-to-peer discussions
about the project, learners work on their fluency. Accuracy skills in language are developed as they design
and polish their final product.
Skills integration
Subject skills and language skills have the potential to be doubly integrated in projects; they can be
integrated both within the subject and across the curriculum. For example, if learners have learned to
assess the reliability of sources for history and use linking words to narrate a series of events, these are
language and subject skills which can be practised again in a different context.
Example of skills integration

Learners have learned during biology lessons to discuss the reliability of sources when discussing,
for example, evolution. They have also learned linking words needed to describe processes.
Reliability of sources is also a subject skill in history, where different issues are highlighted.
A cross-curricular project on the history and theory of evolution could highlight these differences,
and at the same time encourage the transfer of language and subject skills.
Transferable skills
Projects can encourage the development of a number of skills other than language or subject-related skills.
Learners who are weaker in language can show their understanding and skills of a subject in non-linguistic
ways (also see Chapter 4). Some of these skills include designing, illustrating, organising (of people,
materials, tasks, and time) and using equipment (camera, computer, or DVD recorder). Thus, bilingual
learners can demonstrate their knowledge in non-linguistic ways, so that weaknesses in language do not
interfere with their progress in the subject.
Example of a project involving other skills

Learners make a sketch or film about a famous scientist such as Marie Curie or Gregor Mendel,
and dramatise an important scientific discovery, developing organisational skills along the way.
Authentic assessment
Projects can be a form of continuous assessment and allow learners who perform less well in a testing
situation to be assessed, arguably in a fairer way, on a wider variety of skills. More information on this
aspect of projects can be found in Chapter 5.
Co-operation
Most projects are carried out in pairs or groups, and encourage and develop co-operative skills.
A well-designed project encourages all learners to be actively engaged and involved, and promotes
positive interdependence. For more information on creating projects which involve all learners, see
Applications in CLIL.
224 CLIL SKILLS

Example of co-operation
In a project on Aboriginal Dreamtime stories, learners research information from different sources,
and then put their individual work together to produce a final poster presentation.
Learner differences
Projects enable learners of different abilities, skills and multiple intelligences to work together, using their
talents and qualities (see Activity 74). This shows all learners how useful the different types of intelligence
can be and encourages them to value and develop a variety of types of intelligence.
Example taking learner differences into account

In a project on life in the trenches in the First World War in Europe, learners are given the choice of
presenting their knowledge in different forms: a pen and ink sketch showing the details of a trench,
a letter from the trenches, a rap about living in the trenches, or a conversation between two
soldiers in a trench.
Independence
Projects encourage and provide practice for independence and autonomy, since the learners are
responsible for planning, decision-making and division of work. For example, learners can choose a topic
or sub-topic within a theme or choose from a variety of end products. In a Dutch context, projects prepare
learners for working on the profielwerkstuk. In an international context, projects prepare learners for their
individual personal project in the Middle Years Programme or the International Baccalaureate extended
essay.
Example encouraging choice and autonomy

In a project on hip hop music, learners choose whether to write a song, make a film or write a
biography.
Connection with the real world

Projects can bring real-world situations into the classroom and involve fieldwork or work in the community.
Using language in a real-life context makes more realistic language demands on CLIL learners. Moreover,
if they have practiced producing language during a project, learners are more likely to be able to produce
it themselves in real-life situations.
Example of connection with the real world

A biology project on water involves collecting water samples from different sources.
4 ADVANTAGES OF CLIL PROJECTS FOR TEACHERS

Projects have a number of advantages for teachers as well. First, good projects are durable and can be
used for several years in succession. The Internet offers a great many ready-made projects:
try www.scienceacross.org for the sciences. WebQuests are available for all subjects – Applications in CLIL
section 9 for more information. Projects enable teachers to develop themselves: working together, talking
about teaching and learning in project settings helps teachers focus on their aims. During project work,
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teachers can come into more personal, close contact with learners, coaching them through the different
stages of their work. They become more aware of each individual’s qualities, contributions and level of
English, as well as of the areas in which they still need support. This is good for CLIL: both language
teachers and subject teachers gain insights into what the learners need to learn to perform well.
5 DISADVANTAGES OF CLIL PROJECTS

Projects have their disadvantages, too. Designing and working with projects can be time-consuming and
requires careful planning and co-ordination within the school. Some teachers refuse to co-operate on
projects, and some learners need a great deal of structure and lose track of things if a project is not
well-designed: it is advisable to start with a small-scale project for classes not used to this type of work.
Some groups work faster than others. Design extra, more challenging activities for fast-finishing groups,
or encourage them to choose more difficult end products. Some learners may take a ‘free ride’ in their
group, letting others to do all the work. Plagiarism can be a problem, especially in the form of copying and
pasting from uncredited Internet sources. To avoid this, projects should be designed so that learners
need to transform information from one source into another product. For more on this issue, see
Applications in CLIL
1 CHARACTERISTICS OF GOOD CROSSCURRICULAR CLIL PROJECTS
CLIL projects work on both language and subject. A good CLIL project:
• balances subject and language demands and expectations;
• gives the learners a clear overall subject and language aim;
• appeals to learners and motivates them;
• challenges faster learners and supports weaker learners;
• tells the learners clearly what skills and understanding they will gain during the project;
• takes the learners into the real world and brings the real world to the learner;
• clearly connects the subjects involved to each other;
• involves teachers equally;
• has a variety of clear final products;
• provides models and examples;
• explains who the realistic audience is for the final products and so gives a reason for writing or
speaking in English;
• puts co-operative learning into practice;
• includes crystal-clear instructions;
• shows the learners how they are to be assessed on subject, language and process, for example in the
form of a rubric;
• includes a number of realistic, lifelike subject and language activities which relate and lead clearly to
the overall aim;
• gives the learners some measure of choice, in terms of topic, way of working, or final product or
performance;
• can be completed in the allocated time;
• provides coaching and/or feedback to the learners when needed;
• helps learners to practise transferable skills.
2 FORMULATING PROJECT AIMS

One of the first steps of project design, right after deciding on a topic, is to formulate the aims.
Try to express them in both statements and questions; this helps you formulate aims in terms learners can
understand. These are examples of a few overall aims for single-subject projects.
226 CLIL SKILLS

Example projects aims for content Example project aims for language
Geography Geography
Learners will understand public opinion concerning Learners know how to design a
local shops and businesses on a shopping street. questionnaire and write up the
(Why do people shop in the high street?) results of a survey.
Learners will appreciate how population distribution Learners can comment on graphs
and growth affects society. (How does the size and and explain arguments.
growth of a population affect how we live?)
Art, craft and design Art, craft and design

Learners will understand what is meant by Dreamtime Learners can describe Aboriginal
and its importance for Aboriginal people. (What is art work, stories and the Australian
Dreamtime and what does it mean for the Aboriginal landscape both verbally and in
people?) writing.
Biology Biology
Learners will understand how gene mutations cause Learners can describe the effects
disease. (How do some genes make us ill?) of gene mutations verbally or in a
PowerPoint presentation.
Learners will understand the effects of eating fast Learners can use the language of
food. (How does eating fast food affect people’s lives?) cause and effect.
Learners will appreciate why a healthy Happy Meal is Learners can present the character-
necessary. (How can we design and present a healthy istics of a happy meal verbally and
Happy Meal?) in writing.
Physics Physics
Learners will understand how embryonic stem cell Learners can formulate arguments
research might affect society. (How does stem cell related to a controversial topic.
research into embryos affect our lives?)
Maths Maths
Learners will understand how to measure phenomena, Learners can explain data, facts and
such as water flow, the height of buildings and the figures.
width of rivers. (How can I measure how fast a river
flows or how high a building is?)
Table 6.1 Example project aims for content and language
3 PROJECT DESIGN
A number of conditions need to be met before you can start a project. For example, if the project is
cross-curricular, there must be a logical link between the subjects, and all teachers should be equally
involved. Teachers need to have sufficient time and energy to develop and carry out the project and its
evaluation. Finally, the school needs to be flexible in timetabling to enable teachers and learners to carry
out the project.
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There are many aspects to consider when designing good cross-curricular projects.
Teachers can use these questions to discuss and design a CLIL project:
The learning
• How can you interest and motivate the learners?
• What do you want the learners to learn during the project? What are the overall, general learning aims
(for both language and subject)? What are more specific learning goals (per subject)? What do the
learners need to understand at the end of the project?
• What new knowledge or skills do learners learn or practise during the project?
• How does each activity within the project contribute to the whole project?
• How is the project connected with the outside world?
• What is/are the final product(s) and how are these related to the overall project aims?
The learners
• What choices do you offer learners (in terms of topic, groups, planning and performances)?
• How are the learners divided into groups or pairs (by learning styles/multiple intelligences, preferences
for friends, faster and slower learners together or not)? Who decides on group division?
• How is the work divided fairly and equally between the learners?
• How do you ensure that each learner does his or her work?
• How do you cater for fast finishers or slower groups?
Organisation
• Who is co-ordinating the project?
• Which subjects and teachers are involved?
• Which and how many learners are involved?
• How can you organise time to prepare, complete and assess the project? Which materials do you need?
• How is ICT involved?
• Which classrooms need to be booked?
• Is fieldwork involved? If so, who is doing the fieldwork, when and where?
• Who introduces the project to the learners?
• Who is in charge of each class or group of learners?
• When are learners assessed?
• How can you ensure deadlines are kept? What are the consequences if learners miss deadlines?
Coaching - the process

• Who coaches the learners during the project and when?
• What sort of feedback do learners get during the project? Is it feedback on English or on the subjects?
Is the feedback in English and is it given orally, in written form, or both?
English
• How are the learners helped to learn English in the project? Why do learners really need to use English
in this project?
• Which good English models of final products can you provide?
• What feedback do you give to learners on their English both during and after the project?
• What language support can the English teacher give to learners to help them write and/or speak
fluently and accurately during the project?
• What language support can the English teacher give to the teachers in all stages of the project?
228 CLIL SKILLS

Presentation of final products or performances
• How are the final products presented?
• When are the deadlines for the final products?
• To whom are the final products presented (teachers, learners, parents, management...)?
Assessment and feedback

• What are the assessment criteria for the final products?
• How is the process and/or group work assessed?
• Is there a balanced focus on both content and language?
• What sort of feedback will learners get on their final products: oral, written, a mark?
• What is the status of the marks?
• Is there an individual or a group mark, or both?
• Who assesses: the teacher, the learners, or both?
Evaluation
• Which aspects of the project will be evaluated?
• Who evaluates?
• How can you learn from the evaluation for future projects?
38 Fit is cool
The Fit is cool project is a one-day cross-curricular project to raise awareness of the importance of
exercise and diet, which involves the teachers of English, physics, physical education, biology and
maths, and all the learners in year 1.
Here are some examples of activities the learners carried out per subject:
Biology: note down everything you eat for a whole day and calculate the calories you took in.
Maths: calculate your body mass index (BMI).
Physical education: carry out different tests to measure how fit you are; for example, measure your
heart rate and blood pressure, and how supple you are.
English: write a report on the conclusions about your fitness, including some resolutions about
exercise and/or diet, and an action plan for the future.
4 THE LEARNER’S ROLE IN PROJECTS: GROUPING LEARNERS

There is a big difference between letting learners work in groups and structuring group work so that
learners really have to work together. There is also a difference between giving a group a task and
structuring a task so that everyone plays an equal part. To ensure good learner co-operation and a fair
division of work, you need to think about the roles learners will play in the project and the tasks they will
each undertake. The clearer and fairer the roles and tasks for each learner and the group as a whole during
the project, the more rewarding the co-operation.
Badly-functioning groups can be disastrous during project work, so it is worth taking some time to
consider fair and effective groupings for learners. The groups in which learners work during project work
are vitally important for both teachers and the learners themselves. The main objective is to divide the class
into an optimal number of different learners.
As a general rule, groups of two to four members work best: they are easy to organise, each member can
contribute a reasonable amount of work, and decision-making is efficient. With a group of four, there is less
chance that the group will split up into smaller groups than with a group of five or more.
CHAPTER 6 229
There is no right way to divide a class into groups, but here are some aspects to consider. Some ways of
dividing classes into groups are more time-consuming, and therefore only relevant for longer projects.
• Random selection: Assign learners a number and put them together according to these, in arbitrary
groups. This is easy to organise and breaks up friendship groups. However, learners often feel that they
have no choice, and groups may turn out to be incompatible.
• Self-selection: Let learners choose the groups themselves. This is easy to administer, and learners like
to choose their own group members. Some research has also shown that friendship groups perform
better. There are also disadvantages: some learners might feel left out, and this way of dividing up the
class can result in some groups not functioning well at all.
• Partial self-selection: Allow learners to state their preferences. Before the project starts, discuss the
issue of group formation, for example by asking questions: What makes a good group? Why do some
groups work well whereas others do not? What are the advantages and disadvantages of being in a group
of friends? (also see examples under Practical Lesson Ideas). After the discussion, learners write down
three classmates with whom they would prefer to work, as well as three classmates with whom they
would rather not work. Try to take these preferences into consideration when dividing the class into
groups. This way, both teachers and learners have a say in the process.
• Learning styles: Group the learners according to learning styles (or multiple intelligences). Before the
project, the learners do a test to discover their own learning styles profiles (see practical project idea
6.9.5). Groups are formed according to the test results. Grouping according to similar learning styles or
intelligences is a good idea if groups can choose a final product together. It ensures there is a variety of
strengths in a group, so that all learners can use their particular talents to contribute to the final
product.
• Group appointment: Decide on grouping according to your own criteria, such as behaviour, marks,
level of English, learning style and gender. Learners usually feel that this is a fair way of dividing
groups. A disadvantage is that the learners do not have a say: this does not encourage learner
autonomy.
• Task appointment: Divide groups according to their preference for the final product. If the learners are
allowed to choose between different final products, the groups can be divided according to their
wishes. This is motivating for learners, since they are working in a group towards the product they have
chosen, and also encourages learner autonomy. However, there is one disadvantage: too many
learners may want to create the same final product. In such cases, ask the learners for a second and
third choice.
5 COOPERATIVE LEARNING: SPIRE

Marzano (2000) and Johnson & Johnson (2009) mention five conditions which stimulate co-operation in
groups and which can also be applied to project design. They are: simultaneous interaction, positive
interdependence, individual accountability, reflection and equal participation: we use the acronym SPIRE.
When designing projects, teachers can use these conditions to plan and check the activities that learners
do to ensure more collaboration and participation. Below is a brief definition of each of these conditions,
illustrated with a project on stem cell research.
230 CLIL SKILLS

SPIRE
Condition for co-operative learning Example project: an informative brochure

on stem cell research for patients with
non-curable diseases
S Simultaneous interaction Learners can work at the same time

Each learner works on their part of the collecting information about different
project at the same time. aspects of stem cell research, related to their
own role (see below).
P Positive interdependence After some class work on the stem cell

Learners sink or swim, succeed or fail research controversy, the class is divided into
together. Each learner has a different groups. The four learners in each group each
task to carry out, and each task receive a role on a card. In role, they gather
contributes to the completion of the arguments for or against stem cell research.
final product. For example, this may The roles are:
relate to four different sub-topics in the 1 Janie, aged 24 and just diagnosed with
research subject; the ideas from each of Parkinson’s disease;
the four members are thus needed for 2 Margaret, a pro-stem cell researcher
and contribute to the final product. about to gain fame through her research;
The roles can also be process roles, such 3 Robert, aged 56 with multiple sclerosis,
as timekeeper, recorder, designer, totally against the use of embryos but for
chairperson, and monitor of English. the use of adult stem cells;
4 Joe, a pro-life American politician.
Using the results of their research, the group
then formulate a list of ethical claims for and
against stem cell research as preparation for
their brochure.
To create the brochure, each learner is given
(or chooses) one of the following roles:
designer, illustrator, writer or language
expert.
I Individual and group accountability Learners each use a timesheet to keep a

All the group members are responsible record of what they have done during a
and do their fair share of the work lesson, or for homework. Cognitive
during the project, which contributes to organisers related to each of the four roles
the group effort. The role each learner above are provided to structure work.
has played must be clear. These are handed in with the brochure.
In this way, the teacher can assess how much
effort learners are putting in and provide
feedback as the project progresses.
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R Reflection Halfway through the project and at the end,
Learners think and talk about how the the teacher provides some questions for
group is functioning and how this can discussing group co-operation (or lack of it).
improve. The conclusions are included in the final
product. For an example, see practical project
ideas 6.9.8 and 6.9.9.
E Equal participation The four tasks mentioned above are equally

Learners contribute the same amount of challenging to learners. Some work is done
work to the project. individually and gathered together at a later
stage; for some parts of the brochure it is
necessary that they are discussed by the
group as a whole (introduction, conclusion,
overall structure).
Table 6.2 Conditions for co-operative learning: SPIRES
6 TEACHER’S ROLE AT THE START OF A PROJECT

The teacher plays a variety of roles during different project phases.
Project stage Teacher’s roles
Start of project Organiser, information provider, motivator
During project Coach, facilitator, mediator, record keeper
End of project Assessor, evaluator
Table 6.3 The teacher’s different roles in projects
At the beginning of a project, teachers are project organisers. They plan the work, give instructions and
divide the class into groups. They discuss the subject and language aims of the project as well as the
expected final product, and they share or develop the assessment criteria with the class. Teachers can also
provide materials and resources, or explain where the learners can find these themselves. During the
introductory lesson, teachers can design motivating activities to interest learners and ‘draw them in’ to the
topic. Also at this stage, teachers provide a project timetable to show learners what is expected of them at
the different stages of the project.
232 CLIL SKILLS

39 Project timetable for project on gene mutations and disease
Project: Gene mutations and disease
Date What is expected of me?
Tue 13 March Orientation: Read through the assignment at least twice; form a group;
select a disease and discuss your presentation form; start looking for
information to answer the questions; give each other tasks.
Mon 19 March Getting to work: Find as much information as you can about your disease
and select what is relevant; finish answering the questions; start preparing
the presentation.
Tue 20 March Finalisation: Decide who is to do what during the presentation; organise
any materials (e.g. ping-pong balls, coloured wool) or equipment you may
need (data projector, OHP). The science assistant can help.
Mon 26 March Three presentations (max. 15 min per group, including questions)
Tues 27 March Three presentations (max. 15 min per group, including questions)
Tues 3 April Three presentations (max. 15 min per group, including questions)
N.B. Use this as a guide only, don’t forget that I expect you to spend time on the project outside the
lesson as well.
7 TEACHER’S ROLE DURING A PROJECT

As the project progresses, teachers gradually take on more of an observing, coaching and facilitating role.
At this stage, they provide ideas and help learners find resources and materials relevant to their project.
They are also mediators, helping to solve group conflicts and disagreements. It is advisable to keep a record
of how each group is progressing. Alternatively, learners can complete a timesheet or project diary
themselves. The timesheet can be included as a final product and be used for assessment or evaluation
purposes.
Teachers also need to keep in contact with each group, so that they can give feedback and keep each
group on track. They can make a plan or timetable for coaching each group, or groups can approach
teachers when needed. Each group should be coached and monitored several times during the project.
The more feedback learners receive as they work, both on the subject and on language, the more refined
and complete their final products will be.
8 TEACHER’S ROLE AT THE END OF A PROJECT

At the final stages of a project, teachers ensure that groups are nearing completion of their final products,
and that the displays or presentations are being organised. They can remind groups of the assessment
criteria, or organise peer or self-assessment of completed products. The teacher’s role now becomes that of
assessor of the final product of the project.
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40 Cross-curricular CLIL project: overview, planning, aims
This is an adapted example of a successful first-year cross-curricular CLIL project on Aboriginal Australia
and Dreamtime stories.
Overview
This project lasted five weeks and consisted of a number of lessons (five to six 45-minute periods of English
and four periods of art and design per week), an excursion to the Aboriginal Art Museum in Utrecht, the
production of a poster of a Dreamtime story related to a modern-day story, a piece of art including an
‘artistic statement’ and an exhibition. This exhibition was held during a parents’ meeting for bilingual
learners, which also coincided with a ceremony in which learners received language certificates.
Planning
Week English Art and design
1 • Introduction to the project; • Introduction to Australian Art.

KWL grid (What I know, want to Slide show of traditional
know and learned; see Activity 10). Aboriginal art. Dreamtime
• Scenes from the film Ten Canoes. pictures were painted with
• Pointing out the importance of ochre on cave walls, bark
storytelling as a means of passing shelters or in the sands and on
on beliefs and values. bodies. Important to show
• Discussing the Aboriginal way of cultural diversity.
life as it used to be. • Key words introduced:
figurative, ochre/natural
pigment, bird’s eye view, x-ray
style, cross hatching, geometric
designs, dotting and symbolism.
2 Visit to Aboriginal Art Museum in Utrecht, including an introduction by a museum

guide and an interactive element involving speaking English.
2 Learners listen to and read Dreamtime Learners start work on their

stories online. In groups learners start individual piece of art using ochre
working on their own Dreamtime story colours.
and poster.
3 Further work on Dreamtime story and Work on piece of Aboriginal art.

poster.
Group presentation of the Dreamtime

story and poster in class and re-visit to
the KWL chart (do you remember what
you wanted to know?).
4 Learners write artistic statements to

accompany their individual work of art.
5 Exhibition for parents at parents’ meeting and certificate ceremony.
234 CLIL SKILLS

Project aims
Content aims English language aims
• understand what is meant by Dreamtime; • use a variety of English vocabulary

• understand the importance of Dreamtime to describe Aboriginal art work,
for Aboriginal people; Aboriginal stories and the Australian
• understand the influence of the natural landscape;
environment to Aboriginal people and their • understand Dreamtime stories
relationship to it; through listening and reading;
• understand the current position of • summarise a story;
Aboriginal people as a minority in • orally present information about a
Australian society; Dreamtime story;
• recognise the cultural diversity of • write a coherent 21st century
Australian indigenous peoples; Dreamtime story.
• design a creative poster.
CHAPTER 6 235
Below is the teachers’ handout for the English lesson in Week 1 of the project.
41 Cross-curricular CLIL project: handout KWL

chart for teachers’ use
Aims
• Learners think about their own prior knowledge of indigenous culture in Australia/Aboriginal
People.
• The learners can complete a KWL (Know, Want, Learn) chart.
Materials
• Sets of cards of Australian animals (3 kangaroos, 3 platypus, 3 wombats, etc.).
Write role descriptions on the back of each card;
• KWL chart (large sheet of paper);
• Tape.
Procedure
1 Before the lesson, make enough sets of three Australian animal cards. On the back of one card
in each set, write one of the following three roles and tasks:
The leader gathers materials, keeps the group on task and makes sure everyone agrees.
The reporter tells the class at the end of the task what the group has decided for each part of
the KWL.
The recorder writes down what the group decides for each part of the KWL organiser.
2 Tape a big KWL chart to the board (you will need to use it again later). Explain how and why we
use it (graphic organiser), and present an example: “Today I am going to introduce you to a
strategy that can help us to visually organise what we already know, what we want to know,
and what we are going to learn. This strategy is called the KWL”.
3 The learners provide one or two more examples for each section of the KWL. Add them to the
chart, as guided practice. Once learners understand the chart, put them into groups of three.
4 The learners pick an Australian animal card and those with the same card make up a group.
They then work together on their ideas for the KWL.
5 In plenary, the reporters from each group share their KWL charts; the teacher adds information
to the large chart on the board.
6 Summarise what is on the KWL chart. Then explain that next lesson the group will start
learning some things about Aboriginal people and their culture and hopefully start to fill in the
‘What we learned about Aboriginal people’ section of the chart.
KWL Chart: Australian Indigenous people
K W L
What we know What we want to find What we learned
out
Categories you can

think about:
country, way of life,
history, beliefs,
environment
236 CLIL SKILLS

42 Cross-curricular CLIL project: learners’ handout Art and Design
This is the learners’ handout for the Art and Design lessons (Week 2, 3, 4) of the project.
First-year Art and Design project

Aboriginal Art
Background
Subject: Aboriginal artwork.
You are going to make your own Aboriginal painting using your own symbols. The painting shows a
story or event which is important either to you personally or to your culture. In your English lessons,
you will write an artistic statement explaining your story.
Materials
• sketchbook, for your symbols and sketches;
• piece of cardboard of 20 x 20cm;
• 2HB pencil;
• poster paint: yellow, yellow ochre, red, burnt sienna, ultramarine, black and white.
Procedure
Work alone. Think of a story or event which is important to you as a person or as a member of your
family, or a story that is important in your own culture.
Take a good look at the Aboriginal symbols on your handouts; most of the symbols are simplified
shapes. Start simplifying shapes from your own world that are important to you and to the story
you are going to draw. Make sketches in your sketchbook. Simplify them until you have at least
FIVE symbols of your own. Add them to your handout. Make a sketch of your story, using your
own symbols.
Emu track/Spear Rainbow/Cloud Possum track Rain Star/Sun
Waterhole/Campsite Fire/Smoke/Water Kangaroo track Human track Man/Woman
(Symbols from http://www.aboriginalartonline.com/culture/symbols.php).
If your teacher approves of your sketch, transfer it onto your piece of cardboard. Paint your sketch
by using the Aboriginal dotting technique. You can achieve this by keeping your paintbrush upright.
Make sure you use enough paint.
Use unmixed colours and make sure one colour is dry before painting another colour next to it.
The whole piece of cardboard should be covered.
Artistic statement
Write an artistic statement about your work. Describe the story painted and explain why it is
important to you or your culture. This will be the text that accompanies the painting on the
exhibition for parents. You will work on the statement during the English lessons.
CHAPTER 6 237
43 Cross-curricular CLIL project: learners’ handout English
Aboriginal Dreamtime and its Stories
Introduction
In your group you are going to listen to a particular Dreamtime story on the Internet told by an
Aboriginal person. All these stories will tell you something about Aboriginal culture and the
Aboriginal way of thinking about the world.
From an early age, storytelling plays a vital role in educating children. These stories help to explain
how the land came to be shaped and inhabited; how to behave and why; where to find certain
foods, etc.
Gathered around the camp fire in the evening, on an expedition to a favourite waterhole, or at a
landmark of special significance, parents, elders or aunts and uncles use the stories as the first part
of a child’s education.
As children grow into young adults, more of the history and culture is revealed. Adults then take
responsibility for passing on the stories to the following generations. In this way, the Dreamtime
stories have been handed down over thousands of years.
Task
Create a poster presentation in a group around your Dreamtime story. The best poster will be
shown at the Aboriginal Art exhibition for parents on June 8th. The class as a whole will vote for
the best poster.
Instructions (groups of four)

1 Go to http://australianmuseum.net.au/Stories-of-the-Dreaming. Read and listen to a story
together and make sure you understand it. The teacher will tell you which story to listen to.
2 Divide the roles and tasks (see below). The experts find information related to their own field
and fill in a handout. Then everybody shares their information with the rest of the group. If you
find information which is interesting for another role, give it to the group member with that role.
Roles and tasks

Storyteller. Prepare to retell the story and explain what Aboriginal children can learn from it.
What is its meaning?
Aboriginal way of life expert. What tools do the people in the story use? Find out about the way
Aboriginal people lived and other tools they used.
Animal expert. Research which animals appear in your story and what they symbolise.
Geographical expert. Look for information about the location of your story. Where is it set,
what are the important landscape features, and what is the climate like?
3 When you have carried out your research, share the information as a group as preparation
for your poster design. You have to provide information about the following points:
Storyteller. Story title and summary of the story
Animal expert: Information about animals that appear in the story
Geographical expert: Kind of landscape and climate of the part of Australia the story is from
Aboriginal way of life expert: Aboriginal way of life and tools used in the story
4 Design the poster together: plan where the information and pictures should go.
When you are ready, show your plan to your teacher.
5 Create your poster together, including interesting texts and pictures. Your poster should
show the story and its meaning. The storyteller prepares the talk to accompany the poster.
6 Present your poster to class (10 minutes).
238 CLIL SKILLS

44 Cross-curricular CLIL project: painting and artistic statement
This painting and artistic statement were made by a pupil at Herman Wesselink College, Amstelveen.
Artistic statement
This painting is about my younger years. The time that I fell off my bicycle (and hurt myself ).
Some parts don’t really fit in the painting I made. But that’s because it would be a very empty
painting if I didn’t put all the other stuff in.
9 WEBQUESTS
WebQuests were originally created by the American Bernie Dodge and the Australian Tom March in 1995.
According to Dodge, a WebQuest is “an inquiry-oriented lesson format in which most or all the information
that learners work with comes from the web” (Dodge, 2001). March (2003) defines WebQuests in a slightly
more academic and perhaps more accurate way:
“A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web
and an authentic task to motivate learners’ investigation of a central, open-ended question, development
of individual expertise and participation in a final group process that attempts to transform newly acquired
information into a more sophisticated understanding. The best WebQuests do this in a way that inspires
learners to see richer thematic relationships, facilitate a contribution to the real world of learning and
reflect on their own meta-cognitive processes.”
In other words, WebQuests are ready-made, Internet-based projects, which require learners to think about,
synthesise and transform information on the web to design their own products or performances. There are
WebQuests for all age groups.
CHAPTER 6 239
WebQuest elements
A WebQuest usually contains seven main elements:
• an introductory paragraph which motivates learners and sets the stage;
• a task;
• a description of the steps needed to complete the task;
• resources which learners can use to complete the task and which may include worksheets, websites or
handouts to support learning;
• a rubric or other list of assessment criteria to assess the final product;
• a conclusion, rounding the WebQuest off and encouraging learners to take the topic further;
• eacher instructions on how to work with the WebQuest.
10 WHY WEBQUESTS FOR CLIL?

Since most WebQuests are in English, they are a good source of ready-made project material for CLIL.
WebQuests save time: a teacher somewhere else in the world has designed and tried out the WebQuest.
Moreover, they provide authentic written and spoken input in English. They “provide learners with
exposure to authentic material, meaningful content and possibilities for real communication in the target
language” (Stoks, 2002). Furthermore, good WebQuests are meaningful learning activities: they involve
problem-solving (Pérez Torres, 2007) and provide lots of opportunities for spontaneous speaking and
communicative writing in English. Finally, WebQuests can provide interesting cultural input.
Characteristics of WebQuests for CLIL

A WebQuest written entirely in English does not necessarily make a good CLIL WebQuest. A good CLIL
WebQuest helps learners with their subject skills, knowledge and thinking, as well as with their language
development.
How can you evaluate a WebQuest for CLIL? Some characteristics of good CLIL WebQuests are listed below.
These criteria are based on the rubric that Dodge (2009) designed to evaluate WebQuests and the
evaluation instrument to evaluate Language Quests (Meetlat talenquests, published on Kennisnet).
They can be used to assess whether a WebQuest is appropriate for your CLIL learners.
240 CLIL SKILLS

Characteristics of good CLIL WebQuests
Subject elements Other elements Language elements
• The introduction • The task in the • There is a variety of language

motivates and WebQuest is a task materials and texts.
attracts the learner. which might be • Learners work on a number of
• The WebQuest carried out in real language skills (listening, reading,
builds on the life: it is authentic. speaking and/or writing).
learner’s prior • The WebQuest • The WebQuest is linked to the
knowledge about exposes learners to language curriculum and states
the topic. different cultures language aims.
• The WebQuest is or cultural issues. • The language material (input) is at
linked to the subject • The visuals are the correct level, neither too
curriculum. appropriate and simple nor too difficult.
• The task is much support the topic. • The WebQuest includes tasks or
more than cutting • It is easy to task elements to help learners
and pasting navigate through become aware of both the
information. It is the WebQuests language in the texts and the
engaging and (all the links work). language they need to produce.
motivating and • The organisation of • Tasks lead to language output in
requires learners to the WebQuest is spoken and/or written
use thinking skills, clear to learners. communication.
transforming or • The steps in the • The tasks include tasks which help
synthesising the process are clear. learners to learn new language
information in the • Learners have clear skills and improve existing skills.
WebQuest into new and distinct roles • The language input supports the
products. and learners in improving their
• The resources responsibilities. language.
provided help with • The evaluation • The learners have a reason to
the accomplishment criteria are clear communicate in order to complete
of the task. and in the form of the task.
• The resources are a rubric. • Doing the WebQuest involves
varied and • The rubric includes interaction - real communication
meaningful. clear criteria for - in English.
• The rubric assessing the • The tasks help learners with
(evaluation) includes process, individual language learning strategies,
clear criteria for and group work. such as predicting, guessing or
assessing the organising text.
content of the • The tasks help learners to become
finished product. aware of producing language for a
particular audience.
• The rubric includes clear criteria for
evaluating the language element
of the finished product.
Table 6.4 Characteristics of good WebQuests
CHAPTER 6 241
Table 6.5 shows specific examples of language help (or scaffolding) in actual WebQuests.
Examples of language help in WebQuests
Subject(s) Topic and task Language help (scaffolding)
Geography Aboriginals Information about how to write a

Write a letter to the Australian formal letter; reminder about the
government including your standards relating to language
opinion about apologising to the (e.g. awareness of audience, purpose
Aboriginal people and grammar).
Geography Aboriginals Rubric including language aspects

Oral report (PowerPoint such as use of voice, conciseness of
presentation) language and awareness of audience.
Music Hip Hop Guidelines on how to write

Write a rap or make a clip persuasively; graphic organiser about
defending hip hop as an art form different elements of poetry
(e.g. alliteration, enjambment and
assonance); models of good raps.
Maths Logical thinking Input on deductive and inductive

Solve a mystery using logic and arguments; article on constructing
reasoning a logical argument; information on
“if... then” sentences.
Maths/ Small businesses Model business plan.

economics Go through the initial steps for
starting a small business
Science Genetic disorders Graphic organiser to focus

Gather information about genetic note-
disorders taking.
Chemistry Careers in chemistry Online pages to help with persuasive

Argue for a career in chemistry arguments.
Table 6.5 Examples of language help in WebQuests
242 CLIL SKILLS

CONCLUSION
Working with projects can help learners to work together, to be creative, and to acquire skills and
knowledge relating to both subject and language in a realistic and natural way.
To sum up, here are some points to keep in mind when working with projects in CLIL:
• Start small. Do a project which lasts a few lessons first, then try a longer one. Work initially with one
colleague rather than the whole team.
• A WebQuest is a ready-made project in English which another teacher has had so much success with
that he or she decided to take the time to write it up and publish it. It may be a good idea to start with
a WebQuest.
• Work with colleagues you enjoy working with. Give each other clear feedback on how things are going.
• When designing a project, give the learners some choices; they will appreciate this!
• Design projects in such a way that learners learn something new and are challenged.
• Design projects where learners have to ‘transform’ information from one form into another to prevent
plagiarism.
• Think carefully about groups: who will work with whom and why? Be explicit to your class about how
they will be grouped.
• Plan a project well in advance, so you can enthuse colleagues, learners, timetable-planners and
parents. Plan it at a time when learners are often at school and not on trips.
• Inform other colleagues about your project; they may want to join in next time or do related work in
their lessons.
• Plan coaching time into your project; the learners will produce better results if you take time to coach
them on content and language.
• Create a clear one-page rubric which includes both language and content assessment criteria.
Provide the learners with this rubric before the start of the project.
18 Teacher development: using projects for CLIL

1 Open the website on WebQuests (http://webquest.org). Click on ’find WebQuests’ to search for
appropriate WebQuests for your subject. You can refine your search to the appropriate age group
(grades 6-8 in the United States are lower secondary school in the Netherlands, 9-12 are upper
secondary school).
2 Look through the chapter for inspiration and jot down ideas for a project in your subject. Alternatively,
do this with a colleague. Brainstorm possible angles and ideas together.
3 Consider a project which you have carried out. How could you improve it using the advice in this
chapter? Use the checklists from Applications in CLIL section 3.
CHAPTER 6 243
PRACTICAL LESSON IDEAS  USING PROJECTS FOR CLIL
70 BRAINSTORMING FOR PROJECTS
A graphic organiser to help teachers to brainstorm ideas for projects.
Brainstorming with colleagues can be a first step to project design and can provide inspiration for
interesting projects. First choose a topic together, then brainstorm possible ideas for your own and
colleagues’ subjects individually. Here are some topics which might inspire you.
Addiction Food and nutrition Paris (or another city)

Africa (or another continent) Germany (or another country) Photography
Alternative energy Global warming Robots Starting a business
Biotechnology The Holocaust Survival
Blood and water The human body The weather
Disaster Life stages: birth, death and World religions
The 18th century Electronics rebirth World wars
The Olympic Games
After the brainstorm, share ideas and examine links between these ideas to narrow them down to
one or two related themes or topics. Then search for combinations which will allow plenty of CLIL
opportunities and transfer between the subjects.
All subjects: water
Below you can find an example of a brainstorm session for ideas for a project on the topic of water,
with suggested topics for nine different school subjects.
Music:
• Classical music related to water (e.g. Handel’s Water Music and Ravel’s Jeux d’eau)
• Composing music related to water
• Making water-related musical instruments (e.g. bottles and jars of water)
• Pop songs about water
Economics:
• Economic development related to water: seas, rivers, deserts and jungles
• Global warming and carbon trading
• World Wildlife Fund
• Decline and recovery related to water
Chemistry:
• The chemistry of H2O
• Electricity and water
• pH levels
• Water chemistry, e.g. aquarium water, swimming pool water
Physics:
• Steam engines
• Waves
• Water towers
• Water heaters
• Water slides and the laws of physics
244 CLIL SKILLS

Geography:
• Flooding and drought
• How water forms our planet
• Collecting and recycling water
• Rainfall worldwide
• Rivers and oceans
English:
• Poetry related to water, e.g. ‘Not waving but drowning’ (Stevie Smith)
• Novels or films related to flooding, drought or the sea, e.g. Life of Pi (Yann Martel), On Chesil
Beach (Ian McEwan), Jaws, Titanic.
Art and design:
• Artists depicting water
• Photographs: reflections in water
• The Impressionists
• Liquid sculptures
• Water symbols in art
• Water colours
History:
• Water mills and the Industrial Revolution
• The Great Fire of London and its effects on water management
• Roman water systems
Biology:
• Water creatures and plants
• The human body in relation to water (dehydration, diving, hypothermia)
• Coral reefs
Variation
An alternative way of thinking about projects is to start with the syllabus of one or both subjects.
Find similar topics and seek relationships between both curricula and go from there.
CHAPTER 6 245
71 DESIGNING A CLIL PROJECT
Structuring ideas with colleagues for a CLIL project.
Once you have thought of a topic for a cross-curricular CLIL project, use the table below
(Blythe, 1998) to work with colleagues to expand on your initial ideas.
Project title:
What is the topic of our CLIL project? What are the overall goals for our CLIL project?
“Learners will understand...”
What are the specific content aims for our What are the specific language aims for our CLIL
CLIL project? project?
“At the end of this project, learners can...” “At the end of this project, learners can...”
What questions (about content and What final products can our learners create to
language) can our learners answer at the demonstrate that they understand both the
end of the project? topic and use the language?
What kind of continual assessment can How can we assess our learners’ learning? What
we use to keep learners on track? What are our assessment criteria (per subject and for
type of feedback will learners get on both English) for the project? Who is assessing what?
language and content during the project
to further their learning?
72 PROJECT CHECKLIST
Use the checklist with your colleagues while designing a project.
This checklist can be used to design a new project or to evaluate an existing one. Read Background
and Theory and Applications in CLIL to refresh your ideas about project design and use the
checklist to ensure you haven’t forgotten anything.
Have you thought about...?
The learning
Overall aims?
Language and subject aims?
How the parts of the project link together and link to the real world?
The final product or products?
The learners
Learners’ contributions?
Giving them choices?
Group and work division?
Dealing with diversity: learning styles, fast finishers, language level, slower groups?
246 CLIL SKILLS

Organisation
Co-ordination?
Planning for teachers and learners?
Materials, rooms, fieldwork, computers or other media?
Deadlines for learners and consequences?
Coaching - the process

Who coaches whom and when and about what (subject and/or language)?
Type of feedback?
Spoken or written feedback, or both?
English
Why do learners really need to use English in this project?
Can we find good product models in English as input?
Input and feedback on English both during the project and at the end?
Language support for teachers and learners?
Presentation of final products

How are the final products presented?
Who is the audience?
Assessment and feedback

Assessment criteria for final product and group process?
Kind of feedback for learners: oral, written, a mark?
Marking?
Who assesses?
Evaluation
How?
When?
Who?
CHAPTER 6 247
73 FORMING GROUPS
Dividing your class into groups.
This is an activity for dividing your class into groups that takes into account the learners’
preferences but which produces groups in a fair way. It is worth taking time to divide the class into
groups carefully, since group organisation influences the results of the project.
1 Explain to your class that they are going to do some project work in a few weeks’ time and
that you would like to divide them into groups fairly. Discuss aspects of groupings with them,
such as:
• Who would you like to work with and why?
• Who do you work well with (not just friends)?
• How do you choose who to work with?
• Who has skills or qualities which you don’t have?
• What skills or qualities do you have to offer?
• When does a group work well and why?
• When does a group fail to work well and why?
• What do you think about boys and girls in the same group?
2 Ask each learner to complete a card like this one:
My name:
Three people I would like to work with on a project
1
2
3
Three people I would definitely NOT like to work with on a project:

1
2
3
3 When you have all the information from the class, you can use it to make groups. If you like,
make a table like the one below.
means that a learner has a preference to work with this learner.

means that a learner does not want to work with the other learner.
Here, Adri likes working with Bas, Christa and Ernst, but not with Beata, David or Jane. Aim to put
the learners who like working together in the same group, but if this is not possible, spread the less
popular learners between the groups.
248 CLIL SKILLS

Preferences Adri Bas Beata Christa David Ernst Felicity Jane Roos
Adri
Bas
Beata
Christa
David
Ernst
Felicity
Jane
Roos
This website helps you create a sociogram online: http://www.sometics.nl/.
74 FORMING GROUPS ACCORDING TO MULTIPLE INTELLIGENCE PROFILES
Discover learners’ multiple intelligence (MI) profiles.
This is an activity first published in a different form in Mulder & Tanner (1998). Let your learners
read the information about multiple intelligence and complete the questionnaire. Ask them to
provide you with their top three intelligences. Use the results to divide up the groups according to
similar or different intelligence groups.
Information
We are all intelligent - in at least eight different ways. Which are your strong intelligences?
An American professor, Howard Gardner, has discovered that we have at least eight different kinds
of intelligences: linguistic, logical-mathematical, bodily-physical, visual-spatial, musical, naturalistic,
interpersonal and intrapersonal. Here is a brief description of each intelligence.
Linguistic: Verbal. You like working with words, reading and writing.
Logical-mathematical: You like concepts, think logically and like puzzles and problems.
Bodily-physical: You enjoy sports and games. You like to move around and learn by doing.
You use body language to communicate.
Visual-spatial: You think in images or pictures, learn by seeing and by using charts or diagrams.
Musical: You enjoy learning and/or making music. You have a sense of rhythm and melody.
Naturalistic: You enjoy the natural world, animals and are interested in the environment.
Interpersonal: Social. You like working in groups, and learn well if you study or discuss things with
other people.
Intrapersonal: You understand your own feelings and thoughts. You like to daydream and fantasise
and to work alone. You like to know why you are doing something.
CHAPTER 6 249
Instructions
Score each of the 40 statements below like this:
4 always true for me
3 often true for me
2 sometimes true for me
1 very occasionally true for me
0 never true for me
MULTIPLE INTELLIGENCE TEST

1 English, social studies and history are easier for me at school than maths and science. 1
2 I am aware of the weather. 2
3 Friends come to me for advice. 3
4 I am good at chess, draughts and other strategy games. 4
5 I see words in my head. 5
6 I can imagine how something might look from above, like a bird would. 6
7 I can tell when a music note is out of tune. 7
8 I sometimes walk down the street with a tune playing in my head. 8
9 I consider myself a leader (or others think I am a leader). 9
10 I would rather spend my evenings at a lively party than having a quiet
talk to someone. 10
11 I enjoy word games like Scrabble, anagrams, crosswords and tongue twisters. 11
12 I like analysing, calculating and measuring things. 12
13 I find it difficult to sit still for long periods of time: I need to move around. 13
14 I use a camera or video recorder. 14
15 I love animals and think about working with them. 15
16 I have a good sense of direction. 16
17 I enjoy biology lessons and learning about the natural world. 17
18 I have a very close friend. 18
19 I like learning about my own personality. 19
20 I keep a personal diary where I write down my thoughts. 20
21 I like working with my hands, e.g. model-building, sewing, weaving,
carving, or woodwork. 21
22 I make tapping sounds or sing little melodies when I work or study. 22
23 I am interested in ‘green’ issues related to the environment. 23
24 I have music on in the background when I study. 24
25 I need to DO things with a new skill rather than simply reading about
it or seeing a video that describes it. 25
26 I often see pictures when I close my eyes and I often have vivid dreams at night. 26
27 I prefer looking at reading material with pictures. 27
28 I regularly spend time alone to think about important life questions. 28
29 I see myself as a loner (or others see me as a loner). 29
30 I sometimes have good ideas when doing physical activities. 30
31 I like planning, e.g. my school work or a party. 31
32 I am interested in how (mechanical) things work, e.g. a clock,
a computer or a CD player. 32
33 I would describe myself as physically well-co-ordinated. 33
34 I like watching nature programmes on television. 34
35 I would prefer to spend a weekend in a house in the woods than at a
busy place with lots of people and action. 35
250 CLIL SKILLS

36 I’ve written something that I am proud of or that others enjoyed reading. 36
37 If I hear a song or piece of music once or twice, I can sing it accurately. 37
38 Maths and/or science are some of my favourite subjects at school. 38
39 When I drive down a road, I pay more attention to words written on signs
than to the scenery. 39
40 When I’ve got a problem, I look for someone to share it with rather than try
to work it out on my own. 40
Scoring
Multiple intelligence questionnaire: add up your scores
A B C D E F G H
1 4 13 6 7 2 3 19
5 12 21 14 8 15 9 20
11 31 25 16 22 17 10 28
36 32 30 26 24 23 40 29
39 38 33 27 37 34 35 18
TOTALS A B C D E F G H
TOTAL
A Linguistic (Ling)
B Logical-mathematical (LM)
C Bodily-physical (BP)
D Visual-spatial (VS)
E Musical (Mus)
F Naturalistic (Nat)
G Interpersonal (Inter)
H Intrapersonal (Intra)
We are all a mixture of all intelligences. You now have scores which make up a profile of your own
(stronger and weaker) eight intelligences. On the left is an MI ‘pizza’ made by a third-year learner,
completed according to her scores. Fill in the right-hand pizza to show how your scores are divided.
Kris’ pizza My pizza
VS
Ling
Intra
LM
Inter Nat
BP Mus
CHAPTER 6 251
75 GROUP CONTRACT
Groups plan their own work together to keep to their goals.
Once you have divided your learners into groups, ask them to discuss and complete the group
contract below. The groups sign this contract at the start of a project to agree on who will be doing
what. You may want to obtain a copy, so that during the project you can coach the learners on
work done.
Group contract
Group members:
1
2
3
4
Our project is:
Our final product is:
We would like to share our final product on (date) and it will take
minutes.
We are going to finish our work on (date) .
This is what each member is going to do during the project (each member should have different
work to do!).
Name Action
1
2
3
4
Group signatures: 1 2 3 4
252 CLIL SKILLS

76 GROUP SELFEVALUATION SHEET
Complete a self-evaluation sheet during a project.
Provide one self-evaluation sheet per lesson per learner. Explain that each learner needs to keep an
individual record of how group work goes during each project lesson. They do this by completing a
copy of this handout each time and keeping it in their file. You can use the handouts to coach the
learners as they go along, too.
Self-evaluation sheet
Name Date
Who worked the hardest in your group this lesson?

Or did you all contribute equally?
What did you do well in this lesson?
What were you not so pleased about this lesson?

What do you want to do better next lesson?
Have you divided the tasks between you to prepare for
next lesson? Who is doing what?
Are you on schedule with the planning? If not, why not?
Make an estimate of the time you personally spent on

the project outside the lesson (between this and the
previous lesson) minutes
CHAPTER 6 253
77 COACHING QUESTIONS
A list of questions to use when coaching a group during project work.
Use this list of questions during group coaching. Pick and choose which questions you need
according to the stage of your project and your learners. Try to keep your questions open and try to
get the learners to tell you how they are doing as they go along. The aim of the questions is to get
learners to think about their project and their role in the team.
Coaching questions
General
• How’s it going?
• What’s going well?
• What’s not going so well?
• What are you getting out of working on this project?
• Do you need any help from me? If so, what?
• (Towards the end of a project) What would you do the same/differently next time? Why?
Working together
• How’s the working together going?
• Is everyone pulling their weight?
• (If not:) What’s stopping you from working together effectively?
• How do you give feedback to each other?
Product
• Tell me about your final product. What does it look like, ideally?
• What do you think you are learning?
• How might you learn more?
• What could you do about that?
Language
• How much English are you using in the group?
• If not enough: What can you do about that?
• How are you checking your language?
• Do you need help with language? If so, what help? How can I help you?
Planning
• Are you on track with the planning? If not, discuss why not.
• Who is doing what?
• What do you still need to do?
• How can you improve your planning?
Closing
• What’s your next step?
• What are our conclusions after this talk?
• Do you need any more help?
254 CLIL SKILLS

KEY TO TEACHER TASKS
TASK 1 IMAGES OF ACTIVATING
Image Possible title Underlying theory
1 Forming a web of Cognitive learning theories: you activate knowledge by

connections/ or linking old ideas with new ones.
associations
2 Allowing time for Transmission model of learning/intrapersonal learning

individual style: activating is done by individuals reflecting on
contemplation previous ideas.
3 Revealing an Common Underlying Proficiency: learners already

iceberg of hidden have knowledge and skills in one or more languages.
knowledge Activating involves helping them to access these and
involves making learners aware of what they already
know or can do in one language. This builds confidence
and encourages them to transfer useful skills from one
language to another.
4 Lighting bulbs in Connectionism and motivation: activating involves

the mind helping the learners to activate the neural pathways in
the brain. It strengthens associations they have, which
will help them to process and remember information.
5 A brain in conflict Cognitive conflict: activating should challenge learners’

ideas or assumptions. This means they have to adjust
their thinking. It helps learners to actively process and
remember ideas and information.
6 Sharing ideas Social constructivism: you activate knowledge by

through interaction discussing ideas with others.
TASK 2 ACTIVATING LANGUAGE
Main Entry: activate

Part of Speech: verb
Definition: initiating
Synonyms: actuate, arouse, call up, energize, impel, mobilize, motivate, move, prompt,
propel, rouse, start, stimulate, stir, switch on, trigger, turn on
Antonyms: arrest, extinguish, paralyze, stop, turn off
Notes:
1 when something is activated, it is made active; when something is actuated, it is moved to take
action (or produce a consequence)
2 to actuate is a general word meaning ‘to set working’ and has more to do with mechanical
action - while activate is used mainly in scientific expressions
Source: thesaurus.reference.com/browse/activate
CHAPTER 6 255
TASK 6 ALTERNATIVE WAYS OF SUPPORTING UNDERSTANDING
Subject input Example Alternative way of supporting

understanding
Music: video List of questions about the A worksheet of an empty

from YouTube content and images of the video timeline which shows the
about clip. chronology of Beethoven’s life.
Beethoven’s life
Economics: A shaded (coloured in) map about A text about population

population population density in Africa with a density.
density list of questions.
Maths: algebra Teacher explanation about A stack of cards with algebraic

algebraic symbols. symbols and a stack with
definitions. Learners match the
symbols and their definitions.
Physical A text about suppleness, strength Some tests which learners do to

education: and stamina. A list of true and test their own suppleness,
areas of fitness false statements about areas of strength and stamina.
fitness.
Chemistry: a Red and green cards. Each learner Some drawings of

video clip about is provided with one red and one sedimentation which learners
sedimentation green card. After the learners have have to label with words which
and soils watched the video, the teacher have been provided.
reads out true and false state-
ments about the contents of the
video. If learners agree, they hold
the green card up; if they disagree,
they hold the red card up.
TASK 7 TEXT TYPES AND PURPOSES

Text 1 = inform
Text 2 = describe
Text 3 = instruct
TASK 8 FAT AND SKINNY QUESTIONS

Alternative fat questions:
4 What do you think the prefix in- means? How many other prefixes can you think of which
mean the same in English?
5 What is your opinion of Chapter 8?
6 How do you think David Livingstone’s early life affected his career?
or Describe a day in the life of David Livingstone in Africa.
256 CLIL SKILLS

TASK 11 LEARNING ACTIVITIES TO ENCOURAGE SPEAKING OR WRITING
Activity Quadrant
1 Name and label the parts of a human skeleton 1
2 Participate in a debate on nuclear energy 4
3 Write short instructions for a simple chemical experiment 2
4 Show a picture of a painting and give a short presentation about it 3
TASK 14 YOUR OWN IDEAS ABOUT ASSESSMENT AND FEEDBACK

1 I don’t know enough about English to give learners feedback on their language mistakes,
so I shouldn’t even try.
Our comments: Most subject teachers will know more about English than most of their learners, and so are able
to give feedback on some language mistakes, even if this is only about spelling. We feel that the more feedback
learners get on language mistakes and language use from both language and subject teachers, the more learners
will pay attention to their language, and therefore become more accurate and more active users of language in
the subject.
2 English teachers already have enough marking to do. They don’t have time to mark everything
learners write for the other subjects as well!
Our comments: Increasing the amount of marking that teachers do is never a popular suggestion! We would not
suggest that English teachers mark all subject texts. We suggest that if English and subject teachers design
combined assessments, they may save time, and be more effective. If they use combined assessments, the amount
of marking will not increase for either teacher, but the effectiveness of the marking for the learners will be greater.
The teachers will also learn from each other what is expected in English and what is expected in other subjects,
so they will both become more effective at giving relevant feedback.
3 Paper and pencil tests are much easier and quicker to mark than portfolios.
Our comments: It is true that paper and pencil tests can be designed to be easy and quick to mark; however, they
don’t always reflect the learning done. Alternative assessments such as portfolios can also be designed to be easy
and quick to mark, for example with the help of assessment rubrics. Of course, there is a place for paper and pencil
tests in CLIL. However, we feel there are many good arguments for other types of assessment which encourage
learners to produce a greater variety of spoken and/or written texts and therefore help their learning of both
4 I just want to give every learner a grade for my subject and that’s it. I am not qualified or trained to
do anything else.
Our comments: The primary task of subject teachers is to teach and assess their subjects. However, in CLIL there is
a dual focus on subject and language. In order to emphasise this, we feel subject teachers should make clear how
they will be assessing the effectiveness of the language their learners use to express their ideas about the subject.
The language teacher can help them to do this by co-operating on the formulation of language-learning aims
and assessment criteria for language.
5 Using pictures in tests is childish and as a result the learners won’t take the test seriously.
Our comments: Pictures are a means of providing visual support to learners who are struggling with complex
concepts; they take different learning styles or multiple intelligences into account. They allow learners to visualise
CHAPTER 6 257
concepts, and to make their own ideas clear without using language. Encouraging the use of visuals in CLIL is
helpful to learners both for their understanding and for demonstrating what they understand.
6 I just don’t see or hear the language mistakes my learners make, so I can’t correct their English.
Our comments: Some subject teachers will not notice all the mistakes learners make, but this does not mean
they should not listen out for or pay attention to them when they do hear or see them. Again, the English teacher
may play a role here in highlighting common mistakes and giving subject teachers support in identifying and
correcting these. English teachers can also support subject teachers in describing the level and type of language
they can expect.
7 Asking learners to assess each other is not fair because the learners may be biased and they don’t
have enough expertise to identify mistakes and give suitable feedback.
Our comments: Peer assessment should not be used as a way to provide final grades for learners. However, if this
assessment takes place with clear assessment criteria, it can be a useful tool in helping learners become aware of
what is expected of them. Some learner training might be necessary, but learners can also become skilled in giving
and receiving feedback.
8 If a learner fails a test, it is usually because they didn’t prepare for it properly.
Our comments: In CLIL this is not necessarily true. Learners may perform badly because they have not understood
the language or are unable to express their understanding clearly in a second language. CLIL teachers need to
take this into consideration when designing and grading assessments in both initial and later years.
TASK 16 GIVING FEEDBACK ON A PROJECT

Some aspects of the project might be improved.
Planning
A few aspects of the planning are unclear. An overview or plan for learners or some instructions to help
learners with their own planning might help. The learners work in pairs on the project, but there are no
instructions about how work can be divided. Therefore, it is actually possible for one person in the pair to
do all the work and for the other learner to do little or nothing. It would be useful to give some suggestions
about how they might divide the work.
Product and process

The project focuses on a final product. An additional idea might be to divide it into stages, with feedback
from the teacher during work, so that learners improve the draft they are working on and therefore eventually
produce work of a higher standard. In terms of input, the teacher might provide a number of pre-selected
websites to prevent learners wasting time searching the web and finding irrelevant information.
To make the project even more realistic, the teacher could provide the learners with an audience for the
brochure by clarifying who they are writing for. For example, is it for expedition members who have already
signed up, for potential expedition members, or for a totally different audience? Writing with an audience in
mind helps learners to write more clearly and to focus on meaning (see also Chapter 4). Similarly, the teacher
could give a clearer aim for the brochure, thinking about the question Why are the learners writing the brochure?
Is its aim to enthuse people to join the expedition, to sell the expedition or to inform expedition members?
Assessment
It is unclear how the learners will be assessed on this project. It helps learners if they know from the very
start of a project what they are going to be assessed on, as far as both content and language are concerned.
The teacher could provide some assessment criteria or a rubric in advance. Chapter 5 provides more
information on rubrics and assessing projects.
258 CLIL SKILLS

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DICTIONARIES
Oxford student’s dictionary for learners using English to study other subjects (2007) Oxford: Oxford University Press.
Cambridge School Dictionary (2008) Cambridge: Cambridge University Press.
Online dictionaries
http://dictionary.reference.com/
With pronunciation and synonyms
http://www.dictionary.net/
Free; gives access to word and phrase definitions from a variety of English dictionary resources
http://www.merriam-webster.com/netdict.htm
Merriam-Webster online dictionary, with definitions and word pronunciation
http://visual.merriam-webster.com/
Merriam-Webster online visual dictionary
http://www.amathsdictionaryforkids.com/dictionary.html
Online maths dictionary
WEBSITES
CEFR
www.europeestaalportfolio.nl
Online European language portfolio, for self assessment
CLIL, International education

http://www.factworld.info
The forum for across-the-curriculum teaching
http://www.ibo.org/myp/curriculum/project
International baccalaureate, Middle years programme curriculum: Personal project.
Lesson plans, handouts

www.bbc.co.uk/skillswise
BBC Skillswise has many useful, clearly-written handouts which you can easily adapt for your lessons.
Projects
Science projects
http://www.scienceacross.org
CLIL SKILLS 261

Science across the world. This site provides projects where learners exchange information, opinions and
ideas on a variety of science topics with other learners in other countries.
WebQuests, TalenQuests
http://webquest.org/index.php
Bernie Dodge’s website; he is one of the founders of WebQuests. Click on ‘find WebQuests’ and then carry
out a search on the large database.
bestwebquests.com/
Tom March’s website, the other founder of WebQuests. These WebQuests have been reviewed for quality.
Other resources
www.teachers.tv
Teachers TV is no longer available, but its educational videos have been picked up by other sites that can
still be accessed through this link.
http://www.education.gov.uk/schools
Site of the British ministry of education.
Rubrics
http://rubistar.4teachers.org/index.php
Rubistar, to create rubrics for project-based learning activities
Teaching methodology, scaffolding

http://www.co-operation.org
Co-operative learning
http://www.pgcps.org/~elc/strategies.html
Instructional Strategies
http://webquest.sdsu.edu/scaffolding/production.html
Production scaffolds
http://webquest.sdsu.edu/scaffolding/reception.html
Reception scaffolds
http://webquest.sdsu.edu/scaffolding/transformation.html
Transformation scaffolds
Text types and readability

http://www.bbc.co.uk/skillswise/words/reading/typesoftext/game.shtml
The “types of text” game
http://www.harrymclaughlin.com/SMOG.htm
Information about the SMOG (Simple Measure Of Gobbledygook) Calculator
http://www.online-utility.org/english/readability_test_and_improve.jsp
Free tool with different readability calculations
www.standards-schmandards.com/exhibits/rix
Readability index calculator
http://www.texamen.nl/index.php?id=1
Bureau taal, Texamen® online
Word lists
http://jbauman.com/gsl.html
General service list
http://www.uefap.com/vocab/select/awl.htm
Academic word list
262 CLIL SKILLS

These are the Acknowledgements and Introduction as included in the original edition of CLIL Skills:
ACKNOWLEDGEMENTS
We would especially like to thank the following CLIL teachers for their valuable and creative contributions,
feedback and materials during expert meetings: Yvonne Boelman (history), Tikvah Breimer (social science),
Jan Flokstra (physics), Sally Hill (biology), Heidi Krieger (geography) and Dennie Lodders (physical
education). A special thanks to Tikvah for suggesting that we enliven the text with colourful cartoons and
illustrations.
We would also like to thank the following teachers who gave us feedback or contributed practical lesson
ideas: Jan de Brauwer (history), Lorna Dunn (religious education), Bob Gembey (English), Arthur de Graaff
(biology), Scarlett Hassel (mathematics), Mathijs Hekkelman (English), Mireille ter Horst (history), Sissi
Hubers (religious education), Frankje Huisman (physics), Vincent Koerse (biology), Marjolijn Kruijt
(geography), Johan Lamberts (history), Annelet Lykles (English), Fred Oosting (history), Nigel Osborne
(international business studies), Stephen Pegg (art), André van Raalte (biology), Florentina Rosca Pruna
(physics), Menno Ruppert (geography) and Mark Steenvoorde (technology)
To the following schools we are grateful for granting their teachers permission to contribute to this project
and for provided learner work: Amsterdam International Community School, Cals College Nieuwegein,
Christelijk Lyceum Zeist, Herman Wesselink College Amstelveen, International School of The Hague,
Isendoorn College Warnsveld, Laar en Berg Laren, Dr. Mollercollege Waalwijk, Rijnlandse Lycea Oegstgeest,
Sassenheim and Wassenaar, Van Der Capellen Scholengemeenschap Zwolle and Vechtstede College Weesp.
Many thanks to the following publishers, authors and organisations for granting permission to reproduce
texts and/or illustrations free of charge: BBC, British Museum, Christine Counsell, Council of Europe,
Department for Education and Skills, Factworld (The Forum for Across the Curriculum Teaching),
Heinemann, Learning and Teaching Scotland, Malmberg, Oxford University Press, Texamen, The Historical
Association, Thieme Meulenhoff.
A great deal of credit goes to the following people who have contributed to this book by reading and
listening to our ideas and giving us useful and detailed feedback: Rick de Graaff of IVLOS Institute of
Education, Utrecht University kindly edited and gave constructive feedback on the book. His comments
helped us ensure what we wrote made sense. His valuable questions supported us in rethinking and
reorganising our writing in ways that contributed greatly to the quality of our book. Gerrit Jan Koopman of
IVLOS Institute of Education, Utrecht University played a critical role in the early brainstorming sessions
that led to this book and provided valuable contributions and useful feedback on the initial drafts of our
chapters. Bernice Rieff of the National Centre for Modern Languages gave patient administrative support.
Stephan Timmers of Total Shot Productions designed hilarious cartoons, brilliant illustrations and striking
icons. Without his creative contributions the layout of the book would have been much less exciting. Fulco
Teunissen and Kate Kirwin of Twelvetrees Translations proofread meticulously, which really enhanced the
clarity of this book. Machteld Reuser of ICLON Leiden University Graduate School of Teaching and Rob
Goedemans of the Faculty of Humanities, Leiden University gave very valuable and scrupulous support
during the editing phase. And lastly, but most importantly, we are grateful to Alessandra Corda of the
National Centre for Modern Languages for shepherding our book through the brainstorming, writing and
publishing process, for supporting us through the writing and editing process and for believing in us.
If by any chance you also contributed to CLIL Skills and we have not mentioned you, please contact us.
December 2009
Liz, Wibo and Rosie
CLIL SKILLS 263

INTRODUCTION
Tweetalig onderwijs (tto) or Content and Language Integrated Learning (CLIL) is well established in the
Netherlands. More than a hundred schools offer their learners the opportunity to participate in a bilingual
vwo-stream. Over twenty-five schools offer a bilingual havo programme, and a few vmbo schools offer a
number of curriculum subjects taught in English. Much progress has been made since 1989, when tto
began on a very small scale. The Netherlands now harbours an established network of schools,
co-ordinated by the European Platform. Its quality assurance system of inspection and certification
ensures that learners are provided with valuable and challenging learning opportunities.
As many CLIL teachers will testify, teaching a school subject through a second language brings with it a
variety of challenges. How can subject teachers make sure that learners understand everything they need
to know about the subject when a second language is being used by both the teacher and the learners?
How can teachers help learners acquire not only the content of their subject but also the language they
need to demonstrate their understanding of the content? How can learners learn both content and
language at the same time? This handbook aims to explain some underlying principles that will help
teachers to answer these questions and to give practical examples of what they can do to meet the
challenges that CLIL brings. It is aimed both at teachers already teaching their subject through English and
at teachers who will be doing so in the future. The book can be used as a general resource for individual
teachers and as a tool for further professional development, either individually or in teams. In every
chapter, the sections Lead in and Ideas for teacher development contain tasks to help teachers
develop deeper insight into specific CLIL issues. In some cases, a key to these tasks is provided in the Key
to all tasks at the end of the book, so that readers can compare their ideas with those of the authors.
The handbook is the result of activities of the Expertisecentrum Moderne Vreemde Talen (National Centre for
Modern Languages), a joint project of Leiden University, Hogeschool Leiden and Hogeschool Rotterdam,
co-funded by the Dutch Ministry of Education and co-ordinated by ICLON, Leiden University Graduate School
of Teaching. It covers six major CLIL Skills. Chapter One covers the importance of activating what learners
already know and provides examples of how this can be done in practice. Chapter Two deals with selecting
challenging materials for CLIL classes, and Chapter Three goes on to show how teachers can set tasks that
encourage learners to interact with the materials. Chapter Four explores ways of encouraging learners to
speak and write about a subject in the English language. In Chapter Five, assessing learners and providing
feedback are highlighted, and Chapter Six demonstrates ways of setting up cross-curricular projects to
encourage transferable language skills. Throughout the book, we explain which key teaching principles
support our ideas and show how these can help subject teachers in teaching both content and language.
At the end of each chapter a number of practical lesson suggestions are given which show how the ideas
can be put into practice in the class.
Every chapter is structured around the same sections: an introductory section (summary, introduction,
lead-in), followed by a case study (a concrete example from CLIL practice, to illustrate the topic of the
chapter), background (general information about theoretical insights), applications for CLIL (how the
theory is applied to practice, again illustrated with examples from Dutch CLIL practice). In the conclusion,
the topics of the chapter are briefly summarized. In the last part of the chapter, ideas for teacher
development and practical lesson ideas are provided. In this way, readers can easily find their way through
the book. The practical lesson ideas section can be used independently from the contents of the chapter,
and all activities can be easily found through a separate index. The glossary provides explanations of key
words. Words appearing in the glossary are marked by this symbol: # the first time they appear in the text.
The book discusses language mistakes made by CLIL learners. To make it clear that these are mistakes,
an asterisk is used: *.
264 CLIL SKILLS

The approach to writing the book has been collaborative. The authors all have experience in pre- and
in-service CLIL teacher education in the Netherlands. A group of expert CLIL teachers representing a range
of secondary school subjects from schools all over the Netherlands was involved from the start. These
teachers read and reviewed draft versions of chapters, provided examples of activities that they had used
successfully in their schools and gave feedback on the relevance of the topics chosen for inclusion in the
book. By taking this approach, the authors hope that a balance between theory and practice has been
achieved, and that this handbook will both inform and inspire practising and future CLIL teachers.
CLIL SKILLS 265

APPENDIX
Language levels according to the Common European Framework of Reference for Languages (CEFR)
A1 A2 B1
I can recognise familiar words and I can understand phrases and the I can understand the main points of
very basic phrases concerning highest frequency vocabulary related clear standard speech on familiar
myself, my family and immediate to areas of most immediate personal matters regularly encountered in work,
Listening
concrete surroundings when relevance (e.g. very basic personal and school, leisure, etc. I can understand
people speak slowly and clearly. family information, shopping, local the main point of many radio or TV
UNDERSTANDING
area, employment). I can catch the programmes on current affairs or

main point in short, clear, simple topics of personal or professional
messages and announcements. interest when the delivery is relatively
slow and clear.
I can understand familiar names, I can read very short, simple texts. I can I can understand texts that consist
words and very simple sentences, find specific, predictable information mainly of high frequency everyday or
Reading
for example on notices and in simple everyday material such as job-related language. I can understand
posters or in catalogues. advertisements, prospectuses, menus the description of events, feelings and
and timetables and I can understand wishes in personal letters.
short simple personal letters.
I can interact in a simple way I can communicate in simple and I can deal with most situations likely to
provided the other person is routine tasks requiring a simple and arise whilst travelling in an area where
Spoken Interaction
prepared to repeat or rephrase direct exchange of information on the language is spoken. I can enter
things at a slower rate of speech familiar topics and activities. I can unprepared into conversation on
and help me formulate what I’m handle very short social exchanges, topics that are familiar, of personal
trying to say. I can ask and answer even though I can’t usually understand interest or pertinent to everyday life
simple questions in areas of enough to keep the conversation (e.g. family, hobbies, work, travel and
SPEAKING
immediate need or on very going myself. current events).

familiar topics.
I can use simple phrases and I can use a series of phrases and I can connect phrases in a simple way
Spoken Production
sentences to describe where I live sentences to describe in simple terms in order to describe experiences and
and people I know. my family and other people, living events, my dreams, hopes and
conditions, my educational back- ambitions. I can briefly give reasons
ground and my present or most and explanations for opinions and
recent job. plans. I can narrate a story or relate the
plot of a book or film and describe my
reactions.
I can write a short, simple I can write short, simple notes and I can write simple connected text on
postcard, for example sending messages relating to matters in areas topics which are familiar or of personal
holiday greetings. I can fill in forms of immediate needs. I can write a very interest. I can write personal letters
WRITING
Writing
with personal details, for example simple personal letter, for example describing experiences and
entering my name, nationality and thanking someone for something. impressions.
address on a hotel registration
form.
266 CLIL SKILLS

B2 C1 C2
I can understand extended speech and I can understand extended speech even I have no difficulty in understanding any
lectures and follow even complex lines when it is not clearly structured and kind of spoken language, whether live or
of argument provided the topic is when relationships are only implied and broadcast, even when delivered at fast
reasonably familiar. I can understand not signalled explicitly. I can understand native speed, provided I have some time
most TV news and current affairs television programmes and films without to get familiar with the accent.
programmes. I can understand the too much effort.
majority of films in standard dialect.
I can read articles and reports concerned I can understand long and complex I can read with ease virtually all forms of
with contemporary problems in which factual and literary texts, appreciating the written language, including abstract,
the writers adopt particular attitudes or distinctions of style. I can understand structurally or linguistically complex texts
viewpoints. I can understand specialised articles and longer technical such as manuals, specialised articles and
contemporary literary prose. instructions, even when they do not literary works.
relate to my field.
I can interact with a degree of fluency I can express myself fluently and I can take part effortlessly in any
and spontaneity that makes regular spontaneously without much obvious conversation or discussion and have a
interaction with native speakers quite searching for expressions. I can use good familiarity with idiomatic expres-
possible. I can take an active part in language flexibly and effectively for sions and colloquialisms. I can express
discussion in familiar contexts, social and professional purposes. I can myself fluently and convey finer shades of
accounting for and sustaining my views. formulate ideas and opinions with meaning precisely. If I do have a problem
precision and relate my contribution I can backtrack and restructure around
skilfully to those of other speakers. the difficulty so smoothly that other
people are hardly aware of it.
I can present clear, detailed descriptions I can present clear, detailed descriptions I can present a clear, smoothly-flowing
on a wide range of subjects related to my of complex subjects integrating description or argument in a style
field of interest. I can explain a viewpoint sub-themes, developing particular points appropriate to the context and with an
on a topical issue giving the advantages and rounding off with an appropriate effective logical structure which helps the
and disadvantages of various options. conclusion. recipient to notice and remember
significant points.
I can write clear, detailed text on a wide I can express myself in clear, well- I can write clear, smoothly-flowing text in
range of subjects related to my interests. structured text, expressing points of view an appropriate style. I can write complex
I can write an essay or report, passing on at some length. I can write about complex letters, reports or articles which present a
information or giving reasons in support subjects in a letter, an essay or a report, case with an effective logical structure
of or against a particular point of view. underlining what I consider to be the which helps the recipient to notice and
I can write letters highlighting the salient issues. I can select style remember significant points. I can write
personal significance of events and appropriate to the reader in mind. summaries and reviews of professional or
experiences. literary works.
CLIL SKILLS 267

GLOSSARY
academic language Formal language used to describe complex ideas.

alignment Setting up learning aims, learning activities and assessments so that they match.
assessment Gathering information about learners’ progress, making judgments about how
successful learners have been in mastering subject specific skills and knowledge.
assessment for learning This type of assessment shows what a learner can do.
assessment of learning This type of assessment measures what a learner knows.
authentic text Real-life text written by native speakers.
backwash effect The influence of an assessment on the way learners study and learn.
BICS Basic Interpersonal Communication Skills. Day-to-day language used in informal
situations where learners can use clues, visuals, gestures or facial expressions to
communicate with each other
brainstorming A problem-solving technique where members of a group quickly and spontaneously
share ideas and solutions, without judgement.
built-in scaffolding Support for developing language or content which is planned in advance by the
teacher. For example, questions to ask in a lesson or a writing frame.
CALP Cognitive Academic Language Proficiency. Abstract language used for studying in
formal situations; this is essential for learners to reach an appropriate level in school
subjects.
CEFR See Common European Framework of Reference for Languages.
chunks Words or phrases which are used in specific contexts and often learned as a whole.
CLIL Content and Language Integrated Learning: learning a subject and another language at
the same time.
CLIL projects Projects which work on content and language at the same time.
cognitive conflict A clash between existing ideas or beliefs and new ideas, which requires learners to
adjust their ideas.
cognitive learning theory Sees learning as information processing.
cognitive organiser A visual representation and note-taking tool which helps learners to organise or
re-organise language and ideas.
Common European Framework A guideline used to describe the proficiency of learners of foreign languages across
of Reference Europe.
Common Underlying Rather than having two separate areas for different languages, bilingual learners store
Proficiency two languages together and the knowledge is linked and can interact. The two
languages are kept separate only at the surface level, where they are used to speak,
read, write, and so on. The areas can be compared to an iceberg, with a single big mass
under the surface and two small peaks showing above it. This way of understanding
bilingualism is also sometimes referred to as the iceberg analogy.
comprehensibility How understandable material is for learners.
comprehensible input The language input just beyond the level of a learner, but that the learner still can
understand.
constructivism; constructivist Learning theory which sees learning as the building of ideas based on new experiences.
learning theory
content Subject matter (information, knowledge, concepts) relating to a school subject other
than language.
contextual clues Parts of a text which help with comprehension, e.g. title, pictures, subtitles, the way a
text is arranged on the page.
contingent scaffolding Immediate, on-the-spot scaffolding which helps struggling learners to understand.
268 CLIL SKILLS

correction code A symbol used to show to learners what type of mistake they have made, e.g. G for a
grammar mistake, P for a punctuation mistake, a smiley face for something they have
done right.
cross-curricular project A project which involves two or more subjects.
Cummins’ quadrant A model used to show how difficult a learning activity is and how much context it
includes. Activities are arranged in two dimensions across four quadrants to show
language and learning.
deconstruction stage A stage in teaching writing where learners look at how texts are organized and put
together.
descriptors Descriptions in a rubric which show what a learner can do if at a particular level.
dual focus A focus on both language and content.
elevator pitch A presentation of an idea which must last no longer than a ride in a lift (e.g. 30 seconds,
300 words).
elicit To draw out something which a learner already knows, half knows or remembers.
everyday language Language commonly used in general social situations.
exploratory talk Discussion where pupils engage critically but constructively.
factual information gap Communication between two or more people in which factual information is known
only to some of them.
false friends A word in the target language which looks or sounds as if it has the same meaning as a
similar word in the learners’ first language, but does not.
fat and skinny questions Skinny questions usually provide facts, are easy and quick to answer in a few words or
less. Fat questions help learners to think more deeply about input, have more than one
answer and require longer answers.
first person If a text is written in the first person, it is written from the “I” perspective.
freewriting Writing spontaneously, without stopping; without a need to be grammatical or correct;
freewriting is used for brainstorming ideas.
freeze frame A single frame of film, like a still photograph.
general service list The list of the most common 2,000 written words in English.
general vocabulary The commonest words used in everyday language such as the, be, book, table etc.
genre approach A way of looking at texts which shows how texts are put together and organised.
genres Text types with specific aims, structure and language features.
glossary Word lists learners collect in a notebook or word file.
graphic organiser See cognitive organiser.
higher thinking skills Thinking skills which get the brain working harder, such as analyzing, evaluating,
creating.
information gap activities Activities involving real communication between two or more people in which factual
information is known only to some of them.
input The information provided to help learners understand ideas and to construct meaning.
input hypothesis Learners learn a language by exposure to language (input) that is just beyond what they
already know.
intake A distinction is made between what learners understand (input) and what they learn
(intake).
interactionist theories Theories which see interaction and meaning as being linked. Meaning is created
through interaction. Just listening or reading or just speaking or writing is not enough.
It is only when a learner notices that they have to adjust their language to make
themselves understood that language learning takes place.
International Baccalaureate IB; international educational foundation that offers three educational programmes for
children ages 3–19.
joint construction Learners create something (a discussion, a performance) together.
CLIL SKILLS 269

key words The words learners need to understand basic ideas in a text.
KWL grid Know, want, learn grid. Learners put in the first column what they know, in the second
column what they want to learn, in the third column what they have learned.
L1 First language, usually Dutch in the Netherlands.
L2 L2 in CLIL is the target language, usually English in the Netherlands.
L1 interference Applying what you know about your first language incorrectly to a second language.
language exposure The amount of language learners hear, read, watch or listen to.
language functions Language used to achieve a communicative purpose, e.g. persuading, describing,
giving opinions.
language skills Listening, reading, writing, speaking.
linguistic Related to language.
listenability How understandable audio material is.
long-term memory The part of the memory which stores information for a long time (from hours to years);
the information is retained and remembered.
Middle Years Programme (MYP) A programme offered by the International Baccalaureate which helps learners to
develop skills which are useful for them in the world.
mode continuum The way language changes between speaking and writing, formal and informal,
depending on the context.
multimodal input A variety of types of materials, provided through several different channels (visual,
auditory or written) not related to language.
negotiation of meaning A process that speakers go through to reach a clear understanding of each other.
no-hands rule A classroom procedure where the teacher can ask anyone the answer: no-one puts
their hand up.
non-linguistic Not related to language.
noticing Looking carefully at aspects of language in a text.
opinion information gap Communication between two or more people in which certain opinions are known
output The production of language and content in the target language.
output hypothesis Suggests that language learning takes place when learners produce spoken or written
language.
peer assessment Learners at the same level assessing each other.
performance A way of showing learning which is not in writing, e.g. a role-play, a painting, a model.
personal idiom file (pif ) A file in which learners store useful words and phrases.
personal information gap Communication between two or more people in which personal information is known
personalisation/personalising The way in which tasks are made meaningful and relate to learners’ personal
experiences.
presentational talk A talk in which learners present information.
pre-teach Teaching important concepts or words in advance.
process approach A way of teaching writing that sees writing a process rather than a product, including
drafting and rewriting.
processing input The action of working actively with input.
production scaffold Helpful tasks in which learners produce or create something new which shows their
understanding.
productive skills Writing and speaking.
productive vocabulary Vocabulary which learners can use in writing or speaking.
readability How understandable reading material is.
reading strategy A plan of (mental) actions to achieve a reading goal.
270 CLIL SKILLS

reception scaffold A special kind of help that teachers can use to help learners move forward in their
learning and understanding.
receptive skills Listening (both to audio and video), reading.
receptive tasks A listening or reading activity.
receptive vocabulary Vocabulary which learners understand but cannot (yet) produce.
rubric A scoring tool, often in the form of a matrix, that teachers use to assess learner
outcomes (products, performances). A rubric includes a set of criteria and levels of
performance.
scaffolding A special kind of help that teachers can use to help learners move forward in their
learning and understanding. Also see built-in and contingent scaffolding.
scaffolding tools Helpful tools (teacher talk, cognitive organisers, speaking and writing frames) which
help learners organise, understand and record spoken and written information, as well
as speak and write.
scanning A reading skill: reading through a text to find specific information.
self assessment A way of evaluating work in which the learners score themselves.
short-term memory The part of the memory which stores information for a short time; the information is
quickly forgotten.
signal words These words give hints about what is about to happen in what you’re reading. For
example: firstly, finally, next.
skimming A reading skill: reading quickly in order to find out main ideas in a text.
socio-constructivist learning Theories which see learning as a social process which occurs through interaction
theory/social constructivism between learners and others.
speaking frame A written structure which helps learners to produce spoken language; it is a scaffolding
tool that may provide help at word, sentence or text level.
storyboard A sequence of sketches, images and notes for a cartoon, animation or film.
subject-specific terminology Words which are used to describe concepts in a particular subject, e.g. homeostasis in
biology.
substitution table Arrangement of words in columns in a table which can be put together to make
sentences.
syllable A part of spoken language consisting of a one sound; the word spoken is made up of
two syllables: spo and ken
target language The language the CLIL learners are learning, usually English in the Netherlands.
This may be a third or fourth language for some learners.
text type Sort of text, e.g. a brochure, an article, a magazine editorial.
thinking skills Processing information actively, critically and creatively in a range of contexts.
third person If a text is written in the third person, it is written from the “he/she/it” perspective.
transfer The ability to apply information, knowledge or skills learned in one context and then
use these in another context or in a different subject.
transformation scaffold A task which helps learners to change information into another form, and requires
higher thinking skills.
Venn diagram Diagram composed of two overlapping circles, used to highlight similarities and
differences related to a topic. Learners write the two chosen topics to compare in the
two outer circles, and then write similarities between the topics in the middle
(overlapping) space, and differences in the outer spaces.
visual support Pictures, drawings, diagrams which help learners to understand material.
warm-up task A task which introduces learners to material, stimulating them to think about prior
knowledge or interesting them in a topic.
watching frame A cognitive organiser which helps learners to understand and focus on visual material
such as a DVD or film.
CLIL SKILLS 271

WebQuests A WebQuest is an inquiry-oriented lesson format in which most or all of the information
that learners work with comes from the web.
writing frame A written structure that helps learners produce written language; it is a scaffolding tool
that may provide help at word, sentence or text level.
zone of proximal development The distance between a learner’s original level and next level of development.
(ZPD)
272 CLIL SKILLS

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CLIL Skills

Authors: Liz Dale, Wibo van der Es, Rosie Tanner

Design and printing: nr58 / total communication

First published 2010 Expertisecentrum mvt

Re-published 2011 European Platform - internationalising education

1 ACTIVATING FOR CLIL 15

2 PROVIDING LESSON INPUT FOR CLIL 37

4 ENCOURAGING SPEAKING AND WRITING IN CLIL 117

5 ASSESSING LEARNING AND GIVING FEEDBACK FOR CLIL 171

Key to Teacher Tasks 255

INDEX OF TEACHER TASKS

Practical lesson ideas

Yvonne Boelman, history, Isendoorn College, Warnsveld

Jan de Brauwer, history, Cals College, Nieuwegein

Lorna Dunn, religious education, Dr. Mollercollege, Waalwijk

Jan Flokstra, physics, Van Der Capellen Scholengemeenschap, Zwolle

Bob Gembey, English, Rijnlands Lyceum, Sassenheim

Arthur de Graaﬀ, biology, Isendoorn College, Warnsveld

Mathijs Hekkelman, English, Rijnlands Lyceum, Oegstgeest

Sally Hill, biology, Van Der Capellen Scholengemeenschap, Zwolle

Mireille ter Horst, history, Isendoorn College, Warnsveld

Sissi Hubers, religious education, Isendoorn College, Warnsveld

Frankje Huisman’s chemistry class, Isendoorn College, Warnsveld

Heidi Krieger, geography, Rijnlands Lyceum, Wassenaar

Marjolijn Kruijt, geography, International School, Den Haag

Fred Oosting, history, Rijnlands Lyceum, Oegstgeest

André van Raalte, biology, Vechtstede College, Weesp

Mark Steenvoorde, technology, Rijnlands Lyceum, Oegstgeest

This chapter covers:

Figure 1.1 Activating in a geography lesson

WHY IS THIS CLIL?

Motivation and raising interest

2 WHY ACTIVATE IN CLIL?

3 WHICH LEARNING THEORIES ARE IMPORTANT IN ACTIVATING AND CLIL?

Second language acquisition theories

Cognitive learning theories

Cultural aspects of a subject

Beliefs, opinions or attitudes

What is being activated? Short description of a possible activating activity

Knowledge: cultural aspects Make a list of similarities and diﬀerences between

Learners guess what the numbers and facts mean, and

Experience: personal Have a class discussion about meeting Chinese people,

2 Activating through multiple intelligences

Intelligence Way of activating through each intelligence

Bodily- Teacher prepares statements about population growth with which

Intrapersonal Individually, learners complete a sentence stem 10 times, such as China

Naturalist Learners work in small groups to predict the environmental impact of

To sum up, an activating stage of a CLIL lesson can:

PRACTICAL LESSON IDEAS  ACTIVATING

Guess the topic of the lesson and explain useful words.

2 COMPETITION: QUICKEST OR MOST

Geography: Global warming

Write down ten questions about the lesson topic.

History: The slave trade

Science: Nuclear power

Decide if statements about a topic are true or false.

Physics: Solids, liquids and gasses

Ask questions about objects or pictures connected to the topic.

Bring in and display a number of objects or visuals related to the lesson.

Art and design: The construction of pop-up cards