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Content and Language Integrated Learning (CLIL) is a teaching methodology that combines the matching of CONTENT from different subjects with the study of a LANGUAGE. This methodology is characterized because it teaches content from other subjects such as science, mathematics and biology in a non-native language.

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The CLIL class integrates vocabulary building and learning language functions into a science lesson on food nutrition.

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CLIL: 15-minute language learning for Grade 7 Science (Group 1)

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The teacher begins the class by introducing the topic through an introductory video where the vocabulary and concepts to be learned in the lesson are addressed.

After viewing the video, the teacher asks guiding questions about the video. Examples: What did the video address? What foods were there? what is protein? This with the objective of guiding the student to identify the vocabulary to learn and the content to study.

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At this moment the teacher carries out a vocabulary activity; where in work groups students must classify the concepts and vocabulary learned in a table with respect to the video. This allows students to use the language in real contexts.

After carrying out the activity, the teacher gives the socialization explaining point by point each of the categories that the table worked on, asking if it is okay; What goes into each of them and what concepts are studied; Likewise, the teacher relates the new vocabulary to the students' mother language, in this case Mandarin Chinese.

Finally, the teacher opens spaces for students to debate and communicate, share ideas and make use of the acquired language, thus ensuring that students not only learn the content of the subject with which the teaching of English (sciences) makes integrity. if they do not use the foreign language in real contexts.

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At the end of the class, the teacher feeds back the vocabulary and concepts learned, reviewing them as a way of socialization one by one, emphasizing the language that the students are expected to have acquired where everyone reads the words and concepts aloud. Likewise, the teacher relates the vocabulary learned with Madarin Chinese.

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CLIL integrates teaching content with teaching language.

Communication is essential.

Content drives language learning and language is used to learn content.

The students apply, synthesise, evaluate and analyse the content; this is called COGNITION.

Expose students to different CULTURES.

Not just speaking; also writing, listening and reading all in English.

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Decide the topic, define contents, objectives and evaluation criteria.

Identify the necessary language: Vocabulary, grammatical structures, speech and skills.

Contextualization: Bring the topic closer to the reality of the classroom.

Identify resources.

Define activities and tasks.

Classes with CLIL are characterized because; First, the topic is introduced either through games, videos or in image analysis; second, the vocabulary and grammatical structures that the student needs to acquire to carry out the following activities are presented; and third, the teacher creates spaces where students can use vocabulary and grammatical structures in real contexts.