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Games, role plays, artwork presentations, Etwinning and Erasmus projects.

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Once I collaborated in a CLIL project with my school colleagues of History, Music and Technology. It was a kind of webquest titled "The Middle Ages". It was a project throughtout the course and students had to work in small groups doing the assigned tasks.
It was very collaborative and engaging. All students worked efficiently.

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Facing new challenges

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eTwinning projects.

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As a CLIL activities, I think all kinds of projects, roleplay in school theatre, games, are recommended.

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I strongly recommend to take part in Etwinning projects where students can work with parteners from different countries and use, as a means of communication, a foreign language.

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To implement CLIL method, I strongly advise participating in eTwinning projects where stdents can work on different topics and communicate in foreign language with their peers from other countries.
By participating in project activities they paractica all language skils (speaking, listening, writing and reading).

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I want to use this methodology during my Social Studies class when I have to teach maps and geography of Europe so they learn the features and learn the language used in order to speak about maps

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My CLIL proposal would include teachers from literature and history. I would propose the topic Shakespeare, I would ask the Literature subject to review the 16th century in Spain, the current was being developed at that time, the most important authors of the period. To the History teacher, I would ask them to prepare the students about the socio-economic context of this period. Finally, in English we would review a little bit of history and literature focusing our attention in Shakespeare.

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As Foreign Language teacher I like to discuss topics that relate to other subjects and this way integrate different curricula. For example  : Geography - continents, countries, climate, Organisations like FAO, UN... ; Science - animals and plants , human body; History - Discoveries and the History of American Colonies; Media and ICT key concepts.

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I'm thinking implement this method is the science club.

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Clil activities: games, roleplays, team projects, creating lnguage passport, inside / team competition

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I use in my students animations in English subtitled in Romanian, etwinning partnership projects that are multilingual.

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I'd like to try some CLIL activities with my students, as the "e-book" on thematic subjects for instance, but I don't know which free and GDPR-compatible tools could be used.

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As I was watching the video and listening to Professor Coyle I started to think in a way of applying CLIL in English classes and I'm going to try it with the topic "Exchange Programmes". Students can look for information on the topic, choose a country and plan their trip. First they will have to write an email to ask about useful information such as the weather at a certain time of the year, what clothes to wear, covid rules, local time, ... Then they can plan what to take in their luggage, they can try to book a flight (they can watch a video with some tips about it) and then call (role playing activity) the airline company to check or change their reservation. (This lesson involves reading, speaking, listening and speaking and 4 Cs as well).

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Working with young students in secondary schools is really a great challenge. They love describing and making descriptions of celebrities or cartoons, that´s why creating a padlet or canva where they can include information about their favourite celeb including photos, test, interviews and so on would work very positively.

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As I mentioned earlier, my students are building a chronological frieze, which would take over the 19th century. 18th and 21st century. They have to research the most relevant dates and events and then make available in a padlet created for this purpose. All events are described in Portuguese and in English, and whenever possible illustrated.

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"teachers who want to try CLIL in the classroom should also choose a topic that interests and motivates all learners, and offers them the opportunity to conduct their own research"

The limit to teachers initiatives in certain education contexts is that there is a specific curriculum with compulsary subjects to be taught in the CLIL class, what boils down to impose "topic" to the class, even if the students have very little interest in it.

An other limit is the necessity to map the field and to guide the "research" in a way that students won't be overwhelmed by the bulk of information they will find without filter in a language they don't master well.

Maybe Web Quest and inquiry-based activities might be a solution to this second limit.

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Every year I do a bit of maths in my English lessons. We name different numbers up to 1,000 and then we solve different maths riddles and do dictations (in numbers and textual ones). My pupils like this activity a lot and always ask if we can do more of it.

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Last year on a distance education period my students created e-books about themselves and their families. They liked it very much. I didn't tell them to use a grammar tense,structure etc., they managed to use Present Simple.

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Students can look for information about history to translate into another language and make collaborative books. I applied this to eTwinning projects.

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Students can be asked to write a travel guide in a foreign language

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At the university, the medium of teaching was English and we learnt about education, teaching, psychology. This is CLIL, i guess. We learnt the things necessary for our work in the target language. We developed both our language and teaching skills. After watching Dr. Coyle's videos, I realized that some lessons I have taught was built up in CLIL without knowing the CLIL lessons' structure. I really like reading about space, physics, the birth of the universe, solar system, space research, black holes etc. Discovering the vocabulary and explantions about these topics and creating texts about it, watching videos together and discussing about the origin and the future of living things. These all are about a CLIL lesson. It's good to realize my teaching style is actually close to CLIL.

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My students who are attending for example Tourism profile had to do as a task for a final evaluation posters using different apps about their favourite city and they worked collaborativelly and enjoyed it very much.

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At my school we are planning to use the app Action Bound to build a CLIL activity, mixing several subject, like geology, biology, English, Physics and chemistry. The Bound should be written both in English and Portuguese.

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My Technologies CLIL lessons are always very practical. Most of them are based on Problem/project Based Learning. Through this methodology they are asked to work to solve a contextualized problem or project. This way, they put into practice their creativity, they need to have initiative to come up with possible solutions and to develop them, and they feel that their work is useful, as they have to present it to the class at the end, as if they were workers of some enterprise and present their results to their clients. Usually, these PBL's end in the workshop, where the students use the tools and materials to build up the technological solution that they have designed. It is very motivating for them.

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I'm thinking about planning a CLIL lesson about healthy eating habits and healthy cooking, involving pupils in writing a recipe, making a video of actually cooking, etc.

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The teacher presents a closed treasure chest that reveals flags and word cards showing their own families’ languages. The teacher asks in English why languages could be considered a treasure. Students then shared moments when speaking different languages may have felt particularly enriching for them.

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My favourite subject is science.

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In my school we use CLIL in Arts and Natural Science, but also coudl be implemented in Maths, Music, PE....

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In kindergarden,in Romania we can use The english language for plastic activity to name the colors and number.

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Since I teach French I can't experience that much CLIL lessons, but sometimes, during substitution hours I like showing simple videos on ecological topics  to my classes and work on vocabulary in English with them

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Every week, I try to imagine CLIL lesson, and  I start to think about the Content, then I list the essential vocabulary the students and I will need to understant and Communicate, I often do flashcards, I try to give them motivating support like poster or video. We have already work about the states of the water and next week the lesson will be about the cycle of the water, I will show them a video and then I will ask them "How can we make cloud?" we will experiment with material. Then,  I wil ask "How can we make rain?"
They collaborate, draw a proposition, ask me for material. The most difficult for me is to force them to speak English with each other, they often use French.

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My students will use bookceator to create a  dictionary of synonymous in different languages.

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If we teach History maybe with a comicbook creator site, we can ask the students to present a specific era of their history.

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My favourite subject is science at a very early age because it helps students understand what surrounds them, so they become aware of their immediate world and venture into it. The secret is always encourage them to experiment and present the scientific principle being taught. The idea is to have children learn science by discovery, so they can enjoy it more.

Students can identify spiders and their webs and become more observant of details, such as what they eat and how they trap their food. To make it more engaging, they will cut out pictures of the kinds of insects spiders capture in their webs, and glue them exactly there. This allows for lots of thinking, speaking and doing… a must for an engaging process!

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Learning basics of different languages is something I've already tried with 5th graders (11 yo) three years ago, and the same thing at the same age 7 years ago. They have learned languages mostly through singing songs, and partly by reading texts in foreign languages practising expression of language(s). This is something I would also try once more.

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Learning a foreign language through songs is a great way of having our students motivated and willing to learn. Using CLIL will work very well.

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Considering I haven't performed any CLIL activities yet though I am keen to do it soon. I think to star with, two subjects that can be combined might be Literature and English or even History- Literature- English. For instance, in this case, I will propose the topic of William Shakespeare. In this case, History class will analyse the social- economic context in Spain. In literature class, they will analyse the literary context in Spain, the main important figures that were living at the same time of Shakespeare. Finally, we will see Shakespeare in English class. The topic of Shakespeare will not consists of a theoretical presentation of the author, but a a theatrical representation of the life of W. Shakespeare.

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A possible CLIL activity that I might try out would be a gameshow-styled form of assessment after students have demonstrated what they have learned from a lesson, where the questions and answers being presented will be in the English language and in languages that non-English-speaking students—along with ELL students—speak. Students will work together in teams to solve whatever question is being asked, where each team will have English and non-English speakers to help students learn each others' languages while making use of technology to translate each interaction. Each team would be encouraged to do their best to not solely rely on translation if their language passport shows they have learned a sufficient amount of words and phrases to have basic developmentally-appropriate conversations. The words and phrases they have learned from each other during the activity and lesson can be added to their language passport for further documentation of their linguistically-diverse development.

—Austin Nicholas Dragoș [United States of America]

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I used this method in math, solving easy problems that were written in English. The children had to work on the problems, giving explanations in English. They were motivated and they liked it. They don't usually like math problems, but they have been successful.
I am thinking of doing an art lesson about clade colors and cold colors, using another language, closer to Romanian, namely Spanish. I think they will retain the information more easily, being attracted by the linguistic novelty.

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In kindergarten we can use English for plastic activity to name the colors. Some children attend English classes and are familiar with certain words.

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One CLIL lesson I have taught in Science primary and that was very successful, was to compare the different sources of energy used and contrast advantages and disadvantages of using those different types of energy. Students started off by clasiflying diferrent adjectives and sets of words to describe the types of energy using a table of advantages and disadvantages. Then did some research in pairs about how this energy is used in different places like factories, households, etc. They classified everything in groups and used a set of given sentences to compare and contrast their findings. Once they have undestood all the differences and their advantages and disadvantages, they prepare a short presentation in pairs to the clasroom, using all the target language learnt during the topic.

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In class we do role plays related to art and history. My students also like playing “Two Truths and a Lie”, you can do it with any topic you like. This game is really useful to spark classroom discussion in the target language in a fun and informal setting.

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during one of an e-twinning project we used greetings in the native languages of all the countries participating.

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As Professor Coyle mentions it is important to choose a topic that interests and motivates all learners, and gives them the opportunity to conduct their own research. Example activities: creating a multilingual collaborative video, creating infographics, digital magazine posters, etc.

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I used CLIL to teach primary and secondary colors.

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CLIL approach can be useful to teach Geografy and History.
In the first case, the teacher can choose a particular topic (ex: volcanoes, Earth in space, earthquakes, demography...) and set a learning unit in which materials are provided in the choosen language. It would be great to organize a presentation (such the american ones) where differents groups of students prepare something to show to others.
In the second case I think it would be good to create a "master" lesson to be used to introduce each new topic. For example, we have to speak about the Renaissance in Italy? The first lesson will be set in english, and it will concern key words, key characters, the timeline.  And so on for the lessons about Columbus voyage to America, and so on for all the others.
I think it's very important to be organised teachers and to work in a professional way, to avoid confusion and random activities, without any accurate definition in terms of learning.

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Currently, I introduce relevant topics of countries related to my language lessons in French and English like the veiling of the Arc-de Triomphe at that very moment or the activity of the British climate activist Jesse Stevens during Cop26 and ask my students to do mind maps about the relevant vocabulary, to present us the theme and / or to write s.th. about it.

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Regarding integrating CLIL in my classes, I have designed several activities such as the creation of a booklet with important explorers through history, an art project simulating a virtual museum with recreation of famous paintings...

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I will try implement it in History about Roman empire and introduce latin words and language.

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Mostly I teach in two languages (Croatian and English) for international projects activities where we make dictionaries, cook books, city maps... in both languages. In my regular classes I don't use bilinguism because I don't think it would be acceptable for my school community.

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In my Business English classes, I often take my students outdoor to what I call ”course without walls”. For example, I ask them to prove their ability to manage in a real life situation or in a real-like life situation. They could simulate buying a plane ticket, presenting their luggage to the security check, talking to the customs officer or to the flight attendant, speaking on the phone with the hotel clerk to book a room, spell their name, their telephone number, postpone a meeting or establish it at a different hour, introduce themselves at a cocktail party, present the activity of their company, etc.
For these activities they have associated vocabulary sheets and/or specific communication patterns, they role-play the situations or act them out in a real life.

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As Professor Do Coyle comments, I would like to carry out an activity that makes the students have a sense of achievement. As I mentioned before, I have a group of newcomers to the School to which another student has joined: a boy from Pakistan whose mother tongue is urdu. I am hopeful this activity is going to make them feel happy and welcome. 

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As Professor Do Coyle comments, I would like to carry out an activity that makes the students have a sense of achievement. As I mentioned before, I have a group of newcomers to the School to which another student has joined: a boy from Pakistan whose mother tongue is urdu. I am hopeful this activity is going to make them feel happy and welcome. 

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I think an activity that worked quite well was the use of the mobile phone to create poetry.
Students filmed what they saw and then based on the images they would have to create a poem. It surpassed my expectations since they filmed random things but the fact was that there was a connection with what they had filmed and the ideas of the poems.
This activity gave them room to think about the best approach they could possibly use, choose the correct vocabulary that would describe the images and critically think about the coherence of each verse in the poem. It involved at least three C's: Content, Communication and cognition, mentioned byProfessor Coyle.

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In regular classes we use mostly English words in presentations and watch short videos on Englsih. We haven't used any speaking or writting activity. In projects part- stuednts can write and pseak on Englsih as well as the project is done wiht other schools from different countries and English is the main language of work.

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I like creating digital lesson with CLIL approach especially for History, Geography (my passion), Social Studies. My CLIL lessons are related to Agenda 2030 Goals and my students have always an active role.
Have a look to some of my CLIL lessons:
https://emilianarufo.wordpress.com/

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While doing a project in the field of culture with my students, we researched the food of different cultures. My students created meal cards both in their own language and in the language of that country. (English, Arabic, Persian, French) We created a dictionary of simple words and compared them with our language.

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We try to be more integrated with the other subject teachers at school . as we are teaching in secondary school we try to focus teaching real life experiences through clil by this means let students explore different subjects like history,geography,archeology,physics ect.. with the contents they include. Its so effective !

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I've used CLIL approach for 5 years. Some years ago I worked in the kindergarten and it was my first step when I'd started using CLIL without understanding that it was CLIL :) Then I read about CLIL and I was really excited.
When you work in the class where there are children from different countries, CLIL is the best way to merge everything to succeed. I love creative approaches and they inspire.

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It seems that without knowing, I've already used CLIL approach in my English classes. We learned prepositions 'under', 'on' and 'above' talking about plants, whose different parts are used by people for food. E.g., the carrot grows under the ground, the cabbage grows on the ground and apples grow above the ground. Am I right?

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As D. Doyle proposes, working CLIL from content that we like has to be fantastic, but in my case, I have to adhere to the established curriculum and teach both the topics that we like the most, and those that we like the least. An activity that students like very much in the Natural Sciences area (in English) is to develop a food pyramid in English, in this way, while they learn vocabulary and use structures, they also learn the contents of the Natural Sciences area.

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ossible activities in kindergarten, in a multilingual class, could be games such as: "Mime" - children mimic various animals, actions - will be given answers in different languages. another activity could be the game "What is this?" - the teacher draws a picture with an object, and the children will name it (each according to their mother tongue). we can repeat a word in groups in different languages.

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I try to do CLIL activities in science, history, sport, art with students in elementary school. For younger children, I use actions songs to do science in English. I found the 2 CLIL videos (electricity and eggs) very inspiring.

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My students are future tourism technicians and I involved them.in European Vet Skills Week last year. They were so excited. After describing the outline of a poster, they had to use digital toolls that allowed them to work in collaboration and design a poster for a hotel or other touristic unit.

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Activity of making a dictionary/vocabulary for example, fruit and vegetables, numbers, sports, dishes... They can use free images and put them on an online poster or cut illustrations from newspapers and make a poster.

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Students can come up with leaflets for advertising tourist attractions and landmarks in their area using Canva. All sorts of things they can do...

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I think that I would try about sentiments and the different words in all the native languages of my students as a way of expressing themselves.

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I have used different CLIL activities but I think the one that had the most success was when I taught vocabulary about family members. In this class I taught the vocabulary in english and german and my students loved it!

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CLIL stands for content and language integrated learning. It consists in teaching a subject through the medium of a language other than the school language. In CLIL classes learners gain knowledge of the subject while simultaneously using and learning the foreign language. It is important to notice that CONTENT is the first word in CLIL. However, CLIL subject teachers also need to help learners with language, make learners notice it and then use it. I enjoy them

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CLIL stands for content and language integrated learning. It consists in teaching a subject through the medium of a language other than the school language. In CLIL classes learners gain knowledge of the subject while simultaneously using and learning the foreign language. It is important to notice that CONTENT is the first word in CLIL. However, CLIL subject teachers also need to help learners with language, make learners notice it and then use it. I enjoy them

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I enjoy them

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Title: The world of animals

Vocabulary and structures: names of domestic and wild animals, various activities they can do, animal habitats, what they eat and physical characteristics

Linguistic functions: e.g. What can you see in this picture? I can see. A jungle/ farm...What animal is this? It's a tiger/ rabbit....Where does it live?  What can a tiger do? It can...Can a tiger fly?

Cognitive abilities: e.g. Students understand simple information from authentic video; Students answer and ask questions about animals (habitat, food, actions); Student describe animals (oral form), ( written form); Students read and comprehend animal facts

Aims: Students understand the diversity of animal kingdom

Activity: Warm Up: The teacher shows students a big picture of a jungle (e.g.http://www.mariposajunglelodge.com/images/bg-page.jpg), a farm, etc. and asks “What animals can live in a jungle/ on a farm/ in a house?” The teacher holds up a picture of a tiger (e.g. http://science-all.com/image.php?pic=/images/tiger/tiger-06.jpg) and elicits the name: What animal is this? It's a... The teacher asks:  (where the tiger lives) Where does a tiger live? and places the picture on the image of the jungle. The teacher does the same with a cow and a cat ((e.g. https://www.tes.com/lessons/P4OuQfle3soq7Q/cows

Activity 1: Lead-in : The teacher shows cards and elicits names of other animals: What's this? What animal is this? It's an/a...elephant, monkey, crocodile, parrot, snake, pig, horse, sheep, hen, duck, dog, hamster, rabbit, turtle, gold fish. The teacher sticks the pictures of the environments on the board. Then asks Students in turns:  “come to the board, draw (flashcards) a flashcard and decide together with the class where each animal lives. Does it live in the jungle/ on the farm/ in a house? Put the lion near the forest”–if (they) some animals can live in more than one place, they are placed on the board on the border of the environment. Activity 1: story/song

Activity 2: mini-drama/mime

Activity 3: mini-production – presentation and description - Students work in three groups. Each group is given a big piece of paper labelled Farm Animals, Wild Animals and Pets. They collect pictures from their category and stick them on their cards. They put the posters on the wall and present them saying what each of their animals eats and can do. Also in this case, before oral production the teacher should provide a model

Activity 4: Quiz: In order to do the quiz, the students should know specific vocabulary: animal body (ears, eyes, pupils, whiskers, tail, fur, feathers, stripes, horns etc.); adjectives (fluffy, twitchy, clever, dirty...); baby animals (puppies, kittens...). Teachers should work on these key words before or while or after watching the video and suggest, for example, that students create a poster or picture dictionary.

Activity 5: Crafts – Pupils are asked to create their own animals (by using various materials, such as: fruits, natural materials, recycled materials). Teachers organize an exhibition and offer prizes).

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All the time I've heard in the past about CLIL activities I always thought that being a teacher of English as a Second Language I wouldn't fit under this "label". Now, I have realised that the past few years I've always been a CLIL teacher because my classes focus on a theme: the environment, healthy living styles, the world of work and so on. Throughout the activities I prepare for developing these themes there is also time to correct language accuracy, but that goes according to what students need to master their communication in an effective way. This might mean that if my final goal is that students create a promotional video about fitness activities, they will have to know how to use the future tense. My goal is not to teach the future tense, but I may have to teach it (should I find it necessary) to help them to better accomplish the final task. So, yes, maybe the idea is to have students making a research about outdoor activities, their benefit to their bodies, how people can create impact on nature by practising sports outdoors and the final goal would be for them to make a promotional video of outdoor sports practice in their hometown - Lagos.

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The students may use www.classtools.net in order to create a Fakebook profile for a famous personality by using two languages at the same time. By doing this they do research work in two different foreign languages and develop their critical thinking.

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Setting emphasis on collaboration, communication, creativity and critical thinking is indispensable to prepare students for life and work environments in the 21st century

To create good Collaboration Skills, students need to work effectively and responsibly with distinctive groups of people, accept and share other students’ ideas to attain a mutual purpose. As a teacher I can ask propose a task, having in mind a Content, or even ask students to suggest one. That can be done using a motivational video, a quote, an image….Once the task is instituted / started students must be able to share their thoughts, findings, …within the group. It can be done as a class or in small groups, allocating different projects.

After researching and discussing, students need to communicate their results. In order to do this, they have to be able to use digital media as a way of sharing information efficiently (using diverse media and formats will help enhance the message), expressing views and articulating opinions.

Teachers shouldn’t forget the importance of creativity, which means the capacity to create new /unique ideas. Techniques like brainstorming, analyzing and/or evaluating images, texts, videos…. can help students to make creative works. Critical thinking must also be considered. It embraces logical thinking and analysis involving skills such as comparison, classification, sequencing, cause/effect,  analogies, ……As an English teacher I try to do a bit of all in each class :)

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Students can create a Kahoot using English vocabulary versus their our native language. This way they practice English and interact with their peers in different languages (assuming there are different native languages in class).

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Kindergarten children can create a picture book with the new words in the target language

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A possible CLIL activity in the multilingual classroom is a collaborative vocabulary notebook , in which students insert words or phrases they heard during a CLIL history lesson. These should be words and expressions they hear from all classmates' mothers' tongues. For each term, students can also include a definition in the language of schooling.

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We are exploring the theme  healthy eating. For exemple, there are many packages of food products with labels in english and in portuguese.  I can imagine/program a CLIL lesson about the interpretation of food product labels and their classification through the nutritional traffic light.

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They can create a Scrapbook talking about many themes.

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I've used some of these in my History lessons: https://www.blikk.it/bildung/unterricht/clil/clil-activities
but as I mentioned in the last paldlet, I'm only teaching English atm, so I haven't had any chance to try out more activities.

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CLIL stands for content and language integrated learning. It consists in teaching a subject through the medium of a language other than the school language. In CLIL classes learners gain knowledge of the subject while simultaneously using and learning the foreign language. It is important to notice that CONTENT is the first word in CLIL. However, CLIL subject teachers also need to help learners with language, make learners notice it and then use it.

This is where "CLIL ACTIVITIES" come in. Experienced CLIL teachers have come up with 36 activities which help knowledge acquisition and give language support. They are our learners' favourites and easy to carry out. We hope you and your classes will enjoy them!

Carmen Steiner, Dagmar Morandell, and Rosmarie de Monte Frick

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Experienced CLIL teachers have come up with 36 activities which help knowledge acquisition and give language support.

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Students can create a guide of their hometown using different languages.

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Jordan
I usesd it in biology scientists terms

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In my English for the Catering and Hotel Industry students created an advert about a reataurant and we uploaded into a Padlet with all the different adverts, which we later used to create dialogues and role play situations, we the share it through a QR and for homework they would have to come up with an explanation to upload their voices too.

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When the subject taught is History, we can get students to write a biography of a famous historical person or a narration of a past event, after they have watched a relevant video or done some research of their own.

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In their Ecology class, students learnt about deforestation. During my English class we talked about environmental problems, about the importance of planting trees, plant growth stages.