1. Hard CLIL or soft CLIL? That is the question.
Norman Cain

2. How old is CLIL?
The term CLIL was ‘invented’ by David Marsh, University of Jyväskylä, Finland in 1994
"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language."
CLIL teaching has been practised for many years, from the Babylonian era to the early sixties when bi-lingual education was introduced in many schools around the world.

3. Are you a CLIL teacher?
Bilingual Integration of Languages and Disciplines (BILD)
Content and Language Integrated Learning (CLIL)
Content and Language Integration in Primary CLIP
Content-based Instruction (CBI)
Content-based Language Instruction (CBLI)
Content-based Language Teaching (CBLT)
English Across the Curriculum (EAC)
Languages Across the Curriculum (LAC)
Teaching Content Through English
Teaching English Through Content

4. What is Hard (or Strong) CLIL?
This is CLIL where the teaching and learning is focused primarily on the subject content and so is content-driven
This means that the subject content is given primary focus, this applies to both content and the administrative implications. For example, a school that uses total immersion – where the academic (and possibly social) medium is in the new language – would operate under a strong version of CLIL and favour subject concepts and skills in the language being taught. .

5. What is Soft (or Weak) CLIL?
The soft version of CLIL is one in which the teaching and learning is focused primarily on language and so is language-driven.
A language-driven approach mean foreign language classes using more content than is typical of such programmes, or using didactic units which make greater use of subject-based content. The language-driven approach has language learning as its basic objective.

6. What is Mid (or Comfortable) CLIL?
The mid (or ‘comfortable’) version of CLIL is one where lesson subjects, or parts of subjects, are taught via a foreign language with dual-focused aims, and where learning is a combination of both language and content.

7. What’s that? Why is it useful?
Wallpaper why? You can make your own ongoing CLIL continuation, loop lesson.

8. What shapes our world?
PPP approach

9. Exploiting posters
TTT approach - Who and what can you see? Holly, Hedgehog, Mouse etc.Where are they? How many spheres, semi-spheres, cylinders cuboids, pyramids, cones,tubes

10. What shapes can you see? Wcos Nesh Peesh Hifs What are they?
A CLIL mural

11. Which food comes from where?
Which food is from an animal? Which from a plant? Which food is good for you? Which bad?

12. How do we categorise food?
What are the categories of food? Meat, cereals, vegetables, fruit, (dairy) cheese
Tell your partner your favourite food and why.
Where can we buy food? Can you se a symbol that shows us where. No 2

13. Where do we buy food?
What are these pictures? Symbols – CLIL & culture together
What do they represent and what can you buy or do in these places?

14. Places
Which ones are what?

15. What is it? Listen to your partner and decide what’s being described.
It’s an animal.
It is usually white or brown.
It has a beak and wings
It is a bird but it can’t fly.
It can also be two types of food.
It is type of food.
It comes from a plant.
Most people in Italy eat it.
You cut it to eat it.
You can put butter and jam on it.
It can be triangular, round or flat.
It’s usually white but can be
different colours.
When it grows it’s usually green.
People eat it all over the world but especially in China .
Many people go there.
It’s a quiet place
You can meet people there.
Some people go there to sing.
Most European people
go on a Sunday.
They are a conical shape.
They are very good for you.
Some people say they help
you to see things better.
They are orange.
They are a type of vegetable
You need them to help you.
They can be in the street
They are usually on maps.
They are generally international
They can represent things.
Listen to your partner and decide what’s being described.

16. Art

17. People
Can you make a face?
Can you make it link into your CLIL topic?

18. How many different types of food can you see?

19. How many different animals can you see?
Which parts of the animal? Skin, scales, feathers, beak, fur etc.

20. Animals
What do they eat?

21. What’s the language & topic?

22. wahesunterlightat What do plants and people need to grow? Three things
Can you find the words?
wahesunterlightat
Water sunlight heat
What are they all part of? The water cycle.
How does it work?

23. The W…… C……. Remember poster
Listen and do Drip Down High Falling Round & round

24. Spring
seeds leaves sun water a flower

25. Italian or English? Guarda il ciclo della vita e scrivi le parole.
Ecco un seme di girasole. Si semina in primavera e poi inizia a crescere e diventa una pianta. Ha bisogno di concime, calore e acqua. Dopo qualche settimana spuntano le foglie e allora ci vuole tanto sole. Poi arrivano i fiori
– guarda come si girano verso il sole! Quando il colore del fiore cambia da giallo a marrone si vedono tanti semi. Alcuni semi puoi darli agli uccelli, altri puoi tenerli per piantarli la prossima primavera quando il ciclo della natura ricomincia, oppure puoi mangiarli tu!

26. What’s the topic?
brown seeds water a seed a yellow flower leaves

27. From the pictures do you
know this story?

28. Yes, but that’s not a problem for CLIL and that’s another session!!
What does the story cover?
Different foods
Another cycle – The cycle of life
The past tense!!!
Yes, but that’s not a problem for CLIL and that’s another session!!

29. Don’t forget to CLIL out!!
All I can say now is
Don’t forget to CLIL out!!
Thank you