Assignment - CLIL

Name and surnames: Samson Alexander Nkhalamba

Group: 2017-02

Date: 24/09/2017

Tasked based unit applying CLIL methodology

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 Assignment - CLIL

Index
Introduction:.....................................................................................................................3
1. Contextualization ................................................................................................... 4

2. Learning outcome .................................................................................................. 5

3. Competences ........................................................................................................ 5

4. Content .................................................................................................................. 6

5. Unit development ................................................................................................... 6

Conclusion .................................................................................................................... 9

Reference:..10

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 Assignment - CLIL

Introduction

Content and language integrated learning (CLIL) is a term related to any educational
situation where the content is delivered through a target language.

When developing a CLIL unit, it is important to consider some other factors that help in
the development of any CLIL unit. Therefore, the following unit has been developed
taking into account the following context: location, students age group- nationality,
culture, age and has considered an hour for each lesson. Lack of English culture
knowledge is another consideration.

CLIL proposes the assimilation of the academic content of non-linguistic subjects

through a target language in order to archive the desired learning outcomes, and
competences. Therefore, the unit proposal has its development considering the
learning outcomes such as analyzing and labeling the water cycle, acquiring important
subject vocabulary, practicing linguistic structure through the four basic skills-
speaking, reading, writing and listening and attaining oral fluency through practice.
Linguistic competence, subject-specific language terminology and intercultural
communication skill are the basic competence the unit aims to develop. The content
itself has been selected to fit to the kind of students the unit focuses on and to help
fulfill and archive the selected competences. Finally, a task based unit proposal that
include the length of each lesson, the communicative competence, material to be used,
topic of each lesson and an explanation of each lessons activities has been designed.

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1. Contextualization

This school is a private school in the northern part of Mozambique. The students come
from different public schools and from all parts of the country. They are all
Mozambicans with different linguistic levels. The problem is that since they come from
different schools, it is not that easy to engage all students within tasks as they have
different linguistic levels.

This task unit will focus on secondary school students who range from the age of 11-
16 years old. The students mother tongue is totally different from that of English
linguistic forms. This reduces the students progress in English linguistic development.
All these factors will moderate the way the tasks that are to be developed. Thus, the
tasks will differ from normal curriculum tasks which mainly focus on grammatical or
functional forms. The classes will be rearranged to fit to the CLIL methodology. This
means that the number of students in each class will be reduced to give more space for
practice and teachers student individual, pair and group guidance.

Coyle, D. (2014), stated four guiding principles upon which a CLIL programme can be
built:
1. Content- At the heart of the learning process lie successful content or thematic
learning and the acquisition of knowledge, skills and understanding. Content is
the subject or the project theme.
2. Communication- Language is a conduit for communication and for learning. The
formula learning to use language and using language to learn is applicable
here. Communication goes beyond the grammar system. It involves learners in
language using in which is different from language learning lessons (of course
CLIL does involve learners in learning language too but in a different way).
3. Cognition- For CLIL to be effective, it must challenge learners to think, review
and engage in higher order thinking skills. CLIL is not about the transfer of
knowledge from an expert to a novice. CLIL is about allowing individuals to
construct their own understanding and be challenged- whatever their age or
ability.
4. Culture for our pluricultural and plurilingual world to be celebrated and its
potential realized, this demands tolerance and understanding. Studying through

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 Assignment - CLIL

a foreign language is fundamental to fostering international understanding.

Otherness is a vital concept and holds the key discovering self.
Therefore, the following principles are fundamental when planning the CLIL task.

Since all students are from a local curriculum methodology which mainly focus on
grammar and functional forms, students lack language practice in real context,
therefore, through teaching and learning using non-linguistic subject will provide
students the chance to practice vocabulary and structures which these non-linguistic
subjects provide, as Coyle D., Hood, P., & Marsh, D. (2010), explains CLIL language
learning complements content teaching with major focus on words and structures
which enable learners to access thinking skills. Furthermore, there is the factor of
timing which should be considered. To achieve good result, the lessons will be taken
within 45- 60 minutes each day. Although students lack vocabulary and structure
practice, but these students have already some knowledge from the grammatical and
functional syllabus and they have no knowledge of the English culture.

2. Learning outcome
This unit will enable learners to:
Analyze and label the water cycle
Acquire important subject vocabulary
Practice linguistic structure through the four basic skills- speaking, reading,
writing and listening
Attain oral fluency through practice
According to Coyle, D. (2014), Learning outcomes focus on what it is that we want
learners to be able to do and understand at the end of the teaching unit.

3. Competences
According to Dalton-Puffer, C. (2008), a list of goals formulated in the CLIL
compendium will demonstrate this:
Develop intercultural communication skills
prepare for internationalization
Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Improve overall target language competence

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 Assignment - CLIL

Develop oral communication skills

Diversify methods & forms of classroom practice
Increase learner motivation
Therefore according to this perspective of these goals there is a need for effective
teaching and realization of the tasks in order for these goals to be enhanced. The tasks
developed in this paper are expected to improve overall target language (linguistic
competence) - reading, writing, speaking and writing, Access subject-specific target
language terminology and intercultural communication skills. Oral communication is
one of the most important skills which these tasks are expected to develop. Therefore,
using the target language (English) within the context is more important in order for this
skill to be learnt.
4. Content
This proposal will include the following content:
- Linguistic forms: verbs- to evaporate, to melt , to cool, to precipitate, to
condense, to fall, to rise, to snow, to rain and etc. these verbs will be use in the
form of present simple and present continuous. Comparative and superlative
degrees will also be used within the context
- Language structure: the following language structure will practiced within the
tasks: it breaks down, it changes into, it heat up and cools down
- Subject language: liquid, solid, gas and vapour.
- Sources of water: Sea, river, lake, rain, oceans, ice and etc.
- Temperature: cool, hot, cold, warm and hot

5. Unit development

MEETING 1
Length of the class: 1 hour
Communicative purpose of the lesson: To brain storm important vocabulary that is
needed in the water cycle and students
analyze and label a picture of water cycle
Materials: pictures of water cycle
Topic: water cycle
Activities
- The teacher brain storms all important

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 Assignment - CLIL

vocabulary of water cycle. Then, the teacher

sticks a picture of water cycle for the students
to analyze and name the labeled parts

MEETING 2
Length of the class: 1 hour
Communicative purpose of the lesson: The students should be able to make an
analysis and discover each state of water
Materials: Water, pot and stove
Topic: Water states
Activities
- The teacher should bring to the class
water, a pot and a stove. The teacher
should boil the water for the students to
see the gas. He/she then should ask
students to mention the state of water
which is in form of gas. The teacher tells
students to put a plastic bag of water in the
fridge- that is at home for the next day to
come and explain what has happened

MEETING 3
Length of the class: 1 hour
Communicative purpose of the lesson: To recognize subject and linguistic vocabulary
in a poem
Materials: A poem, word card
Topic: The water cycle
Activities
- The teacher sets students in groups and
gives them some cards containing words
and asks students to look for the words in
the poem. He then, breaks the poem into
several parts. Give each group one part,
students read the parts in their groups and

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 Assignment - CLIL

then, the teacher tell them to draw what

they have in their poem parts. After they
draw, the teacher collects the parts and
sticks them together and then reads the
whole poem aloud while relating to the
drawings. Finally he tells students to
memorize the poem for them to recite at
the beginning of the next lesson

MEETING 4
Length of the class: 1 hour
Communicative purpose of the lesson: To analyze and mention the importance of
water
Materials: Projector
Topic: The importance of water
Activities
- Project to the students a hydraulic station.
Ask students to analyze and write whatever
they think can be the function of water in
the station. Students compare their
answers and then each pair read the
answers. Teacher tells students to write
any importance of water they know and
then present to the class. Teacher then ask
students to write any name of a river, lake
or ocean that they know in the country or in
the world. Ask them to say why there are
rivers, lakes and oceans all over the world

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 Assignment - CLIL

Conclusion
To sum up, the aim of this material is to help students develop their linguistic
communicative competences, speaking, writing, reading and listening through a non
communicative topic..

Differently from other books units which concentrates on grammatical and functional
structures, this unit is to build language competence through non-linguistic material
where linguistic competence and subject language are fused to build all aspects of
language.

From the facts above, teachers should be clear on what to do within the lesson. Know
their students background knowledge, their needs, their age and create the materials in
the task based with real subject content included. Thats, teachers should have clear
objectives of each lesson and material.

Furthermore, though subject language is involved within each CLIL activity, it is

important that teachers also include the intended language that is proposed in each
activity and should offer the environment that allow students to practice more the
language through activity that allow them to build oral competence. It is important to
revise the previous lesson before starting another lesson.

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 Assignment - CLIL

Reference
Coyle, D. (2014), CLIL planning tools for teachers: 4Cs Curriculum Guidance, 3As
Lesson Planning Tool, Matrix Audit Tools for Tasks & Materials. From:
https://www.unifg.it/sites/default/files/allegatiparagrafo/21-o1-2014/coyle-clil-planning-
kit/

Coyle D., Hood, P., & Marsh, D. (2010), CLIL: Content and language integrated
learning. Cambridge, England: Cambridge university press.

Dalton-Puffer, C. (2008), Outcomes and processes in Content and Language

Integrated Learning (CLIL): current research from Europe. In Werner Delanoy and
Laurenz Volkmann, (eds.) Future Perspectives for English Language Teaching.
Heidelberg: CarlWinter, 139-157

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