The author states that the closest tool is the investigation of memory data: how individuals in the present remember the past or have experienced it.

The game pays attention to the processing of speech and written language and, above all, to the understanding of written language. It is a training companion that adapts to the student's skill level by supporting, reviewing and progressing at the pace of the competition, says Professor Ulla Richardson.

It is important to take into account 3 important factors:

-Content first

The curricular content who leads the learning.

-The 4Cs of CLIL for injury planning

Content: scientific topic.

Communication: scientific language that students will communicate in the lesson.

Cognition: Thinking skills are required of students in science lesson.

Culture: Cultural focus of the lesson.

-Content-obligatory or content - compatible language?

Students need to prepare the academic record of science and need to know both the required content language and the compatible content language.

Start by finding out what the students know about the scientific topic.

Input and output

Teachers must plan the input, that is, the information that will be presented in class.

Wait time

Time that teachers wait between asking questions and students answering them.

Collaborative tasks

Include tasks that involve production of vocabulary and key structures specific to the subject, meaningful group or pair activities.

Cognitive challenge

Considerable support to develop your thinking skills in a non-native language.

Developing thinking skills

Teachers should ask questions that encourage lower-order and higher-order thinking skills.

-Be able to present and explain concepts clearly and precisely.

-Check the pronunciation of the vocabulary.

-Be able to use appropriate language in the classroom.

-Know how to explain scientific concepts.

-Be prepared to answer questions about unknown scientific concepts.

-Expand your knowledge of scientific vocabulary and its pronunciation.

Challenges for learners

-Students need considerable support during the first two years of CLIL courses.

-Students may need a differentiation of:

input

task

support

Use of L1

-Clarify teachers' instructions.

-Develop ideas for curricular content.

-Group negotiations.

-Encouraging your teammates.

-Social commentary outside of the task.

Lack of materials

Not finding appropriate science materials for their classes.

Assessment

-Formative and summative evaluation.

-Performance evaluation.

-Explain how they organized an experiment to test the strength of bones.

-Describe how they applied their knowledge of bones to conduct a study of broken bones and fracture recovery rates, and then recorded the data using ICT.

-Use different tools such as online dictionaries, grammar books, among others.

-Use online sources related to the subject in English.

-Highlight specific vocabulary of the subject.

-Practice with the delivery of scientific materials, prepare questions that require thinking skills.

How can teachers plan for CLIL?

-Learning outcomes and objetives

-Subject content

-Communication

-Thinking and learning skills

-Tasks

-Language support

-Material and resources

-Cross-curricular links

-Assessment

What helps learners learn?

CLIL teachers also report that at the start of courses, learners need considerable scaffolding and encouragement to help them learn. This can be in the form of clearly presented step by step instructions or explanations, constructive feedback and use of language frames. Learns respond positively to meaningful contexts that personalise learning. They also need regular consolidation of new content and language.

Appropiate task types

-Describe and guess

-Jigsaw map

-Domino games

-Gap fill

-Multiple choice/odd one out

-Power point presentations

-Among other

-The human skeleton

-Structure and function of the skeleton

-Investigating wheter long bones break more easily than short bones

-Variables

-Recording data

-Conclusions

-Self-evaluation

-Plenary