Assignment - CLIL

SUBJECT ASSIGNMENT:
CONTENT & LANGUAGE INTEGRATED LEARNING

GENERAL INFORMATION:

This assignment must be done individually and has to fulfil the following conditions:

- Length: between 6 and 8 pages (without including cover, index or appendices –if
there are any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

The assignment has to be done in this Word document and has to fulfil the rules of
presentation and edition, as for quotes and bibliographical references which are
detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject

Evaluation” document. Sending it to the tutor’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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 Assignment - CLIL

Assignment:

Make a task-based unit proposal applying CLIL methodology. To do this, first describe
the context in which this proposal can be developed (either real or hypothetical):

 Location

 Student group: nationality, age, number, etc.

 Students’ learning needs

 Timing

 Further considerations

The proposal has to include: learning outcomes, competencies and contents.

Important: you have to write your personal details, the option and the subject
name on the cover (see the next page). The assignment that does not fulfil these

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 Assignment - CLIL

conditions will not be corrected. You have to include the assignment index
below the cover.

Name and surnames: Carla Souza Silveira

Group: fp_tefl_2020-02_unini

Date: September 27th, 2020

CONTENT AND LANGUAGE INTEGRATED LEARNING

ASSIGMENT

NUTRITION AND HEALTH

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 Assignment - CLIL

INDEX

Introduction………………………………………..……………………………...………….…5

Rationale…………………………………...………………………….……………….….……5

Why CLIL?........................................... …………………………………….………......…...6

The “Holy Trinity” in CLIL ………..…………………………………………………..............7

The Four C´s and the Three Kinds of Language…………………………………..…...….8

BICS and CALPS……….……………………………………………………………………..9

Scaffolding ………………………………………………………..…….........................……9

CLIL Project Specificities………………………………………………..……………...…...10

Bloom´s Taxonomy. ……………………………………………………………..…………..11

Evaluation…………. ……………………………………………………………..…………..12

Final Considerations… …………………………………………………………..…………..13

References …………………………………………………………………………..………..13

Appendices
Appendix 1 – CLIL Project………………………………………………………………..…16
Appendix 2 – Kid’s Healthy Eating Plate……………..……………….. ………………….25
Appendix 3 – Health Forum Text……………………………………………………………30
Appendix 4 – Videos 1 and 2 …………………..…..……………………………………….32
Appendix 5 – The Food Pyramid…………………………………………………….……...33
Appendix 6 – Bloom´s Taxonomy…………………………………………………….…….35
Appendix 7 – BICS and CALPS…………………………………………………….……....36

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 Assignment - CLIL

Introduction

The aim of the present work is to propose a lesson plan for a CLIL (Content and
Language Integrated Leaning). In order to do so, the main aspects of such approach
are described and discussed. The template and complementary images are in found in
the Appendices section.

Rationale

CLIL stands for Content and Language Integrated Learning. As the name
suggests it is an approach that intends to join both learning of a foreign Language (L2)
and content or knowledge related to a specific subject. According to BENTLEY (2010)
in the TKT CLIL handbook, CLIL is an evolving educational approach to teaching and
learning where subjects are taught through the medium of a non-native language.
CLIL has its origin in an immersion learning experiment, that took place in
Canada, involving sons of English-speaking parents who lived in Quebec. However,
such experiment was not adaptable to European context, it stimulated research in
immersion teaching and a variety of experimental activities. In 1994 the acronym was
launched in the European Platform for Dutch Education, and then it quickly became an
“umbrella|” term to refer to a diversity of approaches in educational contexts. Coyle
(2010) defined CLIL as an “educational approach in which various language supportive
methodologies are used, which lead to a dual-focused form of instruction, where
attention is given both to the language and the content.”, turning, this way, the
emphasis on methodologies.
Since then CLIL has exponentially grown and gained notoriety and respect not
only in Europe, but throughout the world. In Brazil there has been a recent boom of
schools that claim to be bilingual or use bilingual program which have its grassroots in

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 Assignment - CLIL

CLIL approach. Education in the 21st century, which seeks to innovate and aggregate
life competencies, is the fertile soil that has been feeding CLIL practices.
But how exactly does it happen? And why? What are the gaps or flaws left by
EFL (English as a Foreign Language) practices that were so well covered by CLIL, in
order to bring it under the spotlight?

Why CLIL?

The first reason that we must address to understand this situation is the present
status of the English language in the world today. Since the post-World War II, this
language has been becoming increasingly important in communication of all kinds:
commercial, political, touristic, educational, to name a few. The United States became
the world´s first potency, thus exporting its culture globally. With the advent of internet,
and the development of technology information mostly in English, this context became
even more prominent, to such an extent that it is called now Lingua Franca or ELF,
instead of the known term EFL. English is leaving, if it has not already, the condition of
being a mere linguistic knowledge, to become a core skill (BALL, 2019, online). This
means focusing on the language not as an end itself, but in a way to accomplish
something. This background idea is present not only in English teaching and learning,
but in the whole educational environment.
In Brazil the Ministry of Education has promulgated, in 2017, Common
Curricular National Basis (Base Nacional Comum Curricular). This document set the
fields of experience in which learning must take place, in all public and private
educational institutions. Aligned with the new tendencies for Education, BNCC
document completely modified the view on teaching and purposes of learning. Rather
than valuing the content of subjects as an end, they become a means to develop life
competencies. The skills involving English should go beyond being able to just read,
write, understand and speak. Instead it should be “an opportunity of access to a
globalized world, and the knowledge students need to exercise citizenship and broaden
their possibilities of interaction in diverse contexts.” (TREVISAN, 2020, online)
Reflection and analyses upon the language, with emphasis on the formative aspect
and a perspective of a conscious linguistic education, validating English as a Lingua
Franca and a human cultural asset, are also important points of the document.

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 Assignment - CLIL

Furthermore, CLIL offers some advantages to standard EFL procedures. The

problem of lack of continuity and functionality of textbooks is one of them. The fact that
the content dealt with in materials units is at the “service” of the linguistic purpose, and
is completely changed in the following unit, brings the idea of “disposable content”
(BALL, 2019, online). Besides the fact that a certain topic, however appealing it may
be, cannot possibly engage all students in a classroom. Real engagement can only
occur if there is real content. And what better fits into this description than school
subjects?
However, CLIL approach is not and should not be seen as a panacea for all the
sicknesses of foreign language learning. As it does also present challenges, CLIL does
not fit into any educational context. Thus, before deciding in favor of this particular
approach, the school should evaluate the situation by devoting special attention to the
needs of the learners and the institution viability.
As an example of difficulty encountered by schools that seek to adopt CLIL we
may mention finding education professionals in the market, with knowledge in both
content (subject) and the English language. This is more evident in countries with a
monolingual culture, such as Brazil. Scarcity of CLIL books and materials is also an
impediment. Due to the particularities of each country or region, it is not possible to use
in Brazil a CLIL book produced in England, for instance.
With so many sociolinguistic variables, we may consider that there is not only
one kind of CLIL, but many practices, to suit different needs. The concepts of Hard
CLIL and Weak-CLIL are related to the objectives of teaching. When it is of a total
immersion nature, and the foreign language serve as a support for content gain, it is
said to be content-driven and it is called “Hard-CLIL”. When the content is more
focused to allow linguistic gain, it is language driven and it is called “Weak-CLIL”.

The “Holy Trinity” in CLIL

It has been made clear so far that CLIL approach encompasses language and
content in an ideally integrated and (why not?) complementary way. However, this
puzzle has one more piece, which is procedure. Content, language and procedure form
the “holy trinity” of CLIL, that underpins the whole practice.

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 Assignment - CLIL

The procedures used in CLIL classes may vary, depending on the objectives.
The teacher may simply lecture students about a certain topic, and then submit them to
assessment. Or ask them to read a text as a homework and apply a quiz in the
classroom. Both would fit in what is called “outcome objectives”, that is transmitting
knowledge and then assessing it through some performance realized by the students.
Although these procedures would probably achieve some sort of learning in
students, upon examining them through the lens of new educational paradigms, they
can be considered “poor”. This is so because they lack the opportunity for students to
develop a broader range of skills, that would be practiced if the content was studied
through a game, for example. In a game, the student has the chance to interact, to
cooperate and to really get engaged in the proposed activity, while practicing the
language in a meaningful manner. This way we can say that the procedure of teaching
may become the objective itself.
The importance of procedure matters so much, that it is crucial for CLIL teacher
to have a clear distinction about them, the more appropriate ones for each teaching
situation and groups profiles. But there is definitely a consensus that where there is
engagement, leaning takes place more effectively. And when it comes to engagement,
there is nothing better than a task-based instruction, to arise interest!
But how can we define task itself? Task is an activity that creates the need for
meaningful language use (ARZAMENDI et al, 2019, online). Carrying out tasks in order
to learn a language is a concept part of Communicative Language Teaching
movement, along with Communicativeness (activities that promote the need for real
communication) and Meaningfulness (activities that promote meaningful language
production). CLT can be said to be a precursor of CLIL; that´s the reason why it is now
considered to be an “umbrella” paradigm, that encompasses many methodological
approaches.

The Four C´s and the Three Kinds of Language

Dr Coyle of Aberdeen University wrote about the 4 C´s of CLIL curriculum in his
book ‘CLIL’ (2010), making the presence of this information a condition for it to be
considered so. Dr. Coyle based his research in Crandall´s (1994) work, in which he
claims that academic knowledge can only be acquired through the learning of the

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language, and the language can only be acquired within the academic context. In other
words, they are indissociable.
The 4 C´s are:
 Content: relates to the knowledge of the subject to be learned
 Communication: relates to the language involved in the process
 Cognition: relates to the thinking skills which link knowledge, language
and understanding
 Culture: relates to the deepening awareness of self and others,
broadening of perspectives.
Unfortunately, Coyle is not clear on how to balance these aspects, nor if they
should fall upon activities, sequences, units or syllabus.
Within the aspect of Language, Coyle also brings the distinction of three types
of language that will inevitably be involved in CLIL, which are:

 Language of learning: relates to the vocabulary and structures

necessary for the lesson;
 Language for learning: relates to meta-cognitive skills, that will be
developed in the process;
 Language through learning: emergent knowledge, the gain students
get from the lesson.
Although it may be hard to draw the limits of these three kinds of language,
these distinctions do help the teacher to plan the lesson and stimulate and maintain the
language involved in it.

BICS and CALPS

BICS (Basic Interpersonal Language Skills) and CALPS (Cognitive Academic

Language Proficiency) are crucial distinctions made by Cummins (1979) and are also
related to the language involved in the process of CLIL. He believed that these are the
two types of language that a child is exposed to, linked to social and academic aspects.
BICS is about the language acquired and used in the everyday interaction and is of low
cognitive demand. CALPS is the language used to express meta-cognitive skills, that
means, the language used to define, compare, infer, contrast, classify, give reasons,
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 Assignment - CLIL

hypothesize and so on. They consist of not only vocabulary but also entire complex
structures, in which ideas can be posited.
While BICS is not a “specialized” language and can be picked up by a foreign
speaker within months, CALPS may take years to be fully learned. Appendix 7.

Scaffolding

As the name itself suggest, this CLIL practice is meant to provide stepping aids
to students, by breaking down ideas into “digestible” chunks. Scaffolding is done by the
teacher prior to an activity that involves complex language and information for the
students’ level. It can be done through the means of images, videos, graphics, or even
theoretical explanation, such as a presentation. Scaffolding may even be present in
types of questions that provide the student with a conceptual framework, in which
reading a text is part of the activity, for example. With the resource of scaffolding, it is
possible to claim that there is no such thing as a difficult text. It all depends on what the
teacher asks the student to do, and how.

CLIL Project Specificities

The present work consists of an elaboration of a CLIL project lesson plan. All
the items mentioned so far are considered essential, and thus have been added to it.
The project is aimed for teenagers, ranging from 10 to 11 years old, who attend
the 5th grade of Primary School. It has been designed to attend a group of twenty
students, and to last six classes of ninety minutes each, summing up nine hours, plus
the time for homework and research.
Brazilian schools’ advertisements have been flooded with signs that read
“bilingual classes”, “bilingual school”, “bilingual programs”, “bilingual teaching”, and so
on. Specifically in Brasilia, DF, even the “small school at the corner” already displays
an outdoor that mentions “bilingual”. It seems that the bilingual ideal “sells” the school

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well. The sensation of trust and safety that the bilingual education offers seems to have
conquered parents’ interests. And that is understandable, since it is known that the
mere teaching of English in the standard school grid barely provides a minimal decent
language knowledge. So, for many decades the only way for parents to have their kids
speaking English was to enroll them in a language school, where they would study for
many years. The investment was great, and it continues to be. A bilingual school is
frequently much more expensive than a non-one.
Brazil is a monolingual country, but the presence of English in our culture has
always been strong. The American culture has influenced our language, especially
after internet. The world wide web has been closing distances, approximating people.
And English is the preferred language of all. Not speaking English in the near future will
be the same as not being able to use a computer in the era of technology. It will
represent isolation of a world that is dynamically evolving.
The younger generations have the advantage to be in contact with English due
to internet and games. As amazing as it sounds, it is impressive the amount of
language that is learned through video games. That makes us reflect on how real
engagement and interest can operate wonders!
Although bilingual education is booming, it still very recent, and English, for the
majority continues to be an alien language. Apart from internet and games, English has
not had the purpose of being a means to real education, excluding in those
international institutions, a reality for very few people.
The purposes stated in BNCC are dauting. They require a lot of work and effort
from schools and teachers. It will mean a shift in educational reality, especially in public
school, that lack resources and investments.
The topic chosen for this project is “Health through nutrition and physical
activity”. In a society that sees its children and adolescents get sick earlier and earlier
from heart diseases, cholesterol, diabetes, obesity, depression, etc, learning how to
balance proper nutrition and physical activity is crucial. This topic provides information
for more conscious choices, thus treating the problem at its roots. And it does not
intend to exhaust it; on the contrary. It is a stimulus to continuously study about it. It is
almost a “never-ending information” field, that can be richly exploited.

Bloom´s Taxonomy

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 Assignment - CLIL

Shabatura (2013) defines Bloom´s taxonomy:

“Bloom’s Taxonomy is a classification of the different objectives and
skills that educators set for their students (learning objectives). The
taxonomy was proposed in 1956 by Benjamin Bloom, an educational
psychologist at the University of Chicago. The terminology has been
recently updated to include (…) six levels of learning.”

The update of the terminologies was done by Lorin Anderson and a group of
cognitive psychologists, during the 1990´s. Considering Bloom´s taxonomy an amazing
contribution to the field of education in general, our present CLIL model takes not only
takes into consideration the six levels, but it was actually designed to meet each of
them. The activities were developed in a way so that students will make use of the
cognitive skill proposed for each level of the updated model. Appendix 6.
Complementarily, in order to be aligned with the education of the new era, it is
essential that CLIL projects regard opportunities for developing the 21 st century life
skills, such as creativity, critical thinking, communication, collaboration, empathy and
so on. We believe that task-based-instruction context is the best way to mimic real life
itself, providing the best opportunities for students to develop these competencies. And
although CLIL does not have the same objectives of an EFL lesson, it is valid to point
which of the four abilities of language production (speaking, listening, reading and
writing) is being tackled in each activity in order to balance them. Especially for schools
that offer bilingual programs in a Weak-CLIL option, making sure students can speak
as much as they can read is fundamental to attend to parents’ expectations, like it
happens in Brazil.
Aware of the importance of the above-mentioned aspects of the CLIL lesson
plan, our present work contemplates all of them.

Evaluation
In this CLIL project, we opted for during and post-task evaluations, that should
be based on students work and participation.
Throughout the project, it is recommended that the teacher keeps a journal of
her own and fill it out after each class with observations about students’ performances,

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concerning language, content and participation in procedural activities. A group grade

will be given for the final task (presentation of the video) and individual grade will be
received for the final written assignment. For a formative assessment, teacher can
check homeworks and students’ own journal that should be filled out at the end of each
class. Self-evaluations at the beginning and at the end of the project is a very good way
to evaluate students’ progression, as well as training them to reflect on their learning.

Final Considerations

Designing a CLIL lesson plan, putting together so many elements of teaching

and learning, in such a comprehensive way is not easy. It is a complex form of
education, it requires lots of study, training, evaluation. And there is not one-size-fits-all
CLIL. Being able to evaluate contexts and profiles is a needed ability.

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References

Arzamendi, J., Ball, P., Gassó, E. (2019). Methodological Approaches. Funiber.

Barcelona, Spain. FUNIBER, online.

Ball, P. (2019). Content and Language Integrated Learning. Barcelona, Spain:

FUNIBER.

Bentley, K. (2010). The TKT Course CLIL Module. Cambridge University Press,

Coyle, D., Hood, P. y Marsh, D. (2010). Content and Language Integrated Learning.
Cambridge: Cambridge University.

Crandall, J. (1994). Strategic integration: Preparing language and content teachers for
linguistically and culturally diverse classrooms. In J. Alatis (Ed.), Strategic interaction
and language acquisition: Theory, practice, and research (pp. 255-274). Washington,
DC: Georgetown University Press.

Cummins, J. (1979). Cognitive/Academic Language Proficiency, Linguistic

Interdependence, the Optimum Age Question and Some Other Matters. Working
Papers on Bilingualism, no.19. First Published June 1, 1979 Research Article.

Harvard School of Public Health. (2015) The Kid´s Healthy Eating Plate. Retrieved from
https://www.hsph.harvard.edu/nutritionsource/kids-healthy-eating-plate/

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Ministério da Educação. (2018). Base Nacional Comum Curricular. Brasil: MEC.

Trevisan, R. (2020). O que a BNCC propõe para o Ensino de Língua Inglesa? Nova
Escola. Retrieved from https://novaescola.org.br/bncc/conteudo/77/o-que-a-bncc-
propoe-para-o-ensino-de-lingua-inglesa

Videos References

Happy Learning English. (2017, December, 19). The Food Pyramid. Educational Video
for Kids. [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?
v=0KbA8pFW3tg

SciShow Kids. (n.d.) The 5 Fabulous Food Groups [Video File]. Youtube. Retrieved
from: https://www.youtube.com/watch?v=L9ymkJK2QCU&t=9s

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APPENDICES

APPENDIX 1

CLIL - SCIENCES
Healthy Nutrition and
Physical Activity
Students: 5th Grade groups – around 11/12 years old
Number of students in class: around 20
Time Length: 9H (research and selection of texts and materials, creation of video projects)
Subject: Sciences
The AIM of this unit is to study specific aspects of healthy nutrition and the importance of physical activity
through the medium of English.
CONTENT
Teaching to enable learners to understand that adequate nutrition and physical activity play an
objectives important role into overall health; to develop learner’s abilities to classify the different
types of foods in the food pyramid; to encourage in students an attitude of scientific enquiry,
of curiosity and self - discovery through individual study, personal initiative and team work.

Learning KNOW:
outcomes:
by the end What a food pyramid is
of this unit What healthy nutrition is
learners The importance of balanced physical activity

will be BE ABLE TO:

able to: better choose what they eat to gain more health

BE AWARE
that poor nutrition affects their physical development

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COMMUNICATION/LANGUAGE
Aims:
The students will have expanded their vocabulary in the field related to health and nutrition
They will have practiced the use of nouns, verbs and expressions about food and physical activity.
They will prepare a video presentation in L2 with appropriate vocabulary
They will able to write a short article for the school scientific website

the content can be analysed: Identify nouns, verbs, comparatives

Language and superlatives, subject specific vocabulary.
of
learning.
language which enable the learner to operate effectively in a CLIL setting (strategies for
Language reading and understanding a difficult text: e.g. SKIMMING AND SCANNING). This includes:
for learning classroom talk, discussion, task demands. It also involves the teacher in considering ways in
which the learning will be scaffolded eg through the use of language frames and images to
help and support. Word transformation, Verbs for describing and explaining characteristics,
giving advices(imperatives, modals), linking words (because), numbering words, ordering
words, listing words

Language tasks and opportunities which enable learners to extend their cognitive skills and cultural
through awareness. Preparing a video script through group collaboration.
learning.

COGNITION
Refers to the critical thinking skills that students use to engage with and understand course content, to
solve problems and to reflect on their learning. Instructing. Comparing and Contrasting. It also refers to
being able select information and organize it to present to others.
CULTURE
Be aware of the Brazilian ways of alimentation and nutrition. Can Brazilian habits of eating considered to be
healthy?

Assessment Self-assessment will be done throughout the process; in the end Ss will produce a video as a
group and will write an individual article about their discoveries.
T will take note on Ss participation in class activities throughout the process, observing if Ss
are able to practice the Bloom´s Taxonomy correspondent level. At the end, T will check Ss
self-evaluations and notes. T will also grade the video and the individual article.
A pret-task and a post task language evaluation is recommended, to verify Ss progression.

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Examples of BICS Understanding written worksheets, understanding and using non-

(Basic Interpersonal verbal communication and understanding and using simple and
Communication Skills) short texts
“What´s your opinion? Let´s think about this together. The majority
wins. “
Examples of CALPS Related to the explanation of abstract concepts, and the language to
(Cognitive Academic Language express them. such as “There´s scientific evidence relating eating too
Proficiency much saturated fat with clogging of arteries "

TIMELINE OF ACTIVITIES
Abilities Time Class 1
Involved PRE-TASK ACTIVITIES
Language Focused activities to:
Recycle existing language resources
Get information about learner’s eating habits in everyday meals

Activities Procedures
Speaking T-Ss 1.Short questions/answers about Ss´ Ask:
Listening 20’ daily eating habit and preferences. What do you usually eat for
Upon their answers make them breakfast/lunch/dinner?
Do you get hungry in the afternoon? What do you
reflect if they are good for their eat for snacks? Is it good for your body?
bodies. Also ask about their physical What´s your favorite dish?
activity practice. Do you usually go to restaurants? Which ones?
What kind of physical activity do you practice? Do
you think it´s important?

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Content Focused activities to:

Engage learners with the topic of the task
Frame the task by explaining the intended outcome
Activities Procedures
Listening
Speaking T-Ss Show the FOOD PYRAMID to Ss. Ask: “Did you
10’ 1.Presentation of Food Pyramid know that Science studies and classifies the different
types of food? This field of Science is called Nutrition.”
Say “We are going to watch two videos to understand
better what this is.”

Show videos 1 and 2. There is a quiz in video 2, have Ss

Ss answer it.
Listening 15’ 2. Showing of videos Video 1: https://www.youtube.com/watch?
v=0KbA8pFW3tg

Video 2: https://www.youtube.com/watch?
v=L9ymkJK2QCU

Speaking T-Ss 3. Comprehension checking Check Ss’ comprehension of the videos. Arise a
10’ debate. Create Ss’ interest on the topic and ask if they
are interested in learning more about it.

T 4. Framing of the project Say “ we´re going to study about the science of
Listening nutrition and the importance of physical activity for
10’
good health. By the end of this unit you´ll be able to
compare foods, habits and give advice.

Writing Ss 5. Self-evaluation/Journal Encourage Ss to evaluate how much they learned

10’ today and have them take notes about it. Also tell
them we´re going to keep a journal about everything
that happens in class.

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 Assignment - CLIL

Class 2
DURING TASK
ACTIVITIES
Part 1/4
In this class Ss will work in groups to read and skim a text to find information. Then
they will share their finding with the class. Scaffolding might be necessary. BT:
N
REMEMBER, UNDERSTAND (explain, describe, discuss)
Lllllllllllllllllll

ACTIVITIES PROCEDURES

1.REMEMBER/Warm up with a Divide Ss into two groups and ask some

SS
Jnn

game; suggestion “Jeopardy” questions about what was discussed last class.
15’ The group that rings the bell first and answers
correctly scores a point.

SS 2.Group reading activity for

40’ Skimming (getting only the main Divide Ss in four groups of five. Provide each
Listening group with one page of the text “Kid´s Healthy
ideas and a general overview of the
Speaking Eating Plate” and a task such as “True or False”
content) and Scanning (to locate a and “Skim and answer”. Have them read and
specific fact or piece of information). do the activities together and say that later
Teacher´s role should be PASSIVE at they will report their findings to the class.
this point, but SCAFFOLDING will be Provide some SCAFFOLDING before they begin.
Reading necessary.
To introduce comparatives and superlatives
(modal should, and “should”, say” You have already seen
comparatives/superlatives) about the food pyramid in the videos. What
should you do to balance your meals?
What´s more important in your opinion,
quantity or variety? Why? What´s the most
important thing about fats?”

SS 3. UNDERSTAND/Reporting to class.
25’
Observe how much of structures
and new vocabulary Ss strive to use. Each group will have about 5’ to report to class
what they have learned about their pieces of
Make notes.
the text, highlighting the key points. After the
presentations are over, ask if they consider the
texts to be complementary or not. And the
pieces of information that were the most
Listening interesting ones.
Speaking SS
10’ 4. Self-evaluation and progress
registration
Writing Encourage Ss to record what they have learned
today and register the activities that were

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 Assignment - CLIL

done in the journal.

Class 3
DURING TASK ACTIVITIES
Part 2/4
During this step Ss will have the opportunity to think on how to APPLY the information they
have gathered on hypothetical situations. The they will COMPARE their answers.

Activities Procedures
Speaking Write some key words and structures that were seen in the
Ss 1.Warm up - Brainstorming previous class and ask Ss to say what they have
15’ understood from them.

Say: “Now you´ll have the opportunity to use the

2. APPLY information. information you have received. A man called Mathew
Listening T-Ss Johnson wrote on a health forum, asking for help. I´ll read
20’ it to you and then you´ll come up with suggestions for
him.” Read the “Health Forum” text to the whole class.
Ss need to come up with suggestions and solutions for
these people, based on what they have studied. Write
down the suggestions on the board, in the order Ss say
them

Speaking Ss-T 3. ANALYZE information (1) Divide the class into two groups. Ss will examine the
30’ suggestions and solutions on the board for the health
issue, and compare/contrast them, choosing the most
important ones.

Ask Ss, in groups, to organize what was said and sketch

Ss 4. ANALYZE the information (2) a didactic scheme on a poster, as if they were going to
Writing
15’ explain it to that person from the text. Let them know
they are going to present it the next class.

T encourages Ss to register on the journal what was

Ss 5. Self-evaluation and registration learned on that day and self-evaluate their
Writing 10’ Homework assignment knowledge/skill gain. As homework ask them to research
about their solutions and find out if they can add other
one.

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Class 4
DURING TASK
ACTIVITIES
Part 3/4
During this step Ss will have the opportunity to EVALUATE the information they have and
CREATE a video script and personal article.

Activities Procedures
Speaking
T -Ss 1.Warm up – game Hangman Get some key vocabulary words and play
10’ Hangman with the whole class.

Tell Ss they will present to the other group

Speaking T to Ss 2. EVALUATE the information the sketch they prepared in the previous
50’ Scaffolding for comparison/contrast and class. Say they will have to argue to justify
cause/consequence structures. their point of view. The other group will be
requested to critique. Groups take turns,
20’ per group, with T ‘s considerations
between.
Speaking
Writing T to Ss 3. CREATE Tell Ss that after all the debate they will
20’ have to work as a group to assemble the
information and develop/design a script for
a short video, explaining the health tips to
Writing that person from the text. They may use
Ss any resources they want
10’ 5. Self-evaluation and registration
T encourages Ss to register what was
learned on that day and self-evaluate their
knowledge/skill gain.

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Class 5
DURING TASK ACTIVITIES
Part 4/4
During this step Ss will CREATE a video script and a personal article. Teacher will have a passive
posture, supporting if needed.

Activities Procedures

Speaking Ss 1.Warm up/review. Build a timeline In advance prepare some poster with the description
Reading 20’ of the activities done so far and ask Ss to stick them
in order on a timeline on the wall. Ask them to
comment about the different steps of the process.

Ss 2. CREATE (continuation) Refresh Ss’ memories about what they have to do.
Speaking
60’ If they need, provide help in dividing groups or
assigning roles, but explain they must prepare a
single video (that may have different parts). Monitor
their creation of scripts. Once scripts are done, they
can start the recording of the video

Speaking Ss 5. Self-evaluation and registration

Listening 10 T encourages Ss to register what was learned on
that day, and self-evaluate their knowledge/skill
gain.

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Class 6
WRAP UP/POST TASK ACTIVITIES

During this last part of the project, Ss will have finish their recording and perform the official
presentation to the teacher.

Activities Procedures
Speaking
Reading Ss 1.Finish up recordings In case it´s necessary, provide more time for Ss to
20’ complete their task

Ss Before presenting the video, encourages Ss to

25’ 2. Post task language review reflect about all the language they have acquired
Speaking
throughout the process, as well as knowledge/skill
gain.

Speaking Ss-T 3. Final presentation of the video The presentation should be done for the teacher. If
Listening 25’ viable, it´s advisable to invite coordinator, principal
and parents to watch it. The video should also be
available in school´s website and social media.
Evaluate the final video.

As a wrap up for the project, ask Ss to write an

Ss 4. Written assignment article about the whole process and their
20 discoveries. Encourage them to use the language
structures and vocabulary they learned. Collect their
pieces of writing the following class and grade them.
Also collect their self-evaluations and journals
for verification.

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APPENDIX 2

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Kid’s Healthy Eating Plate

The Kid’s Healthy Eating Plate is a visual guide to help educate and encourage
children to eat well and keep moving. At a glance, the graphic features examples
of best-choice foods to inspire the selection of healthy meals and snacks, and it
emphasizes physical activity as part of the equation for staying healthy.

Building a healthy and balanced diet

Eating a variety of foods keeps our meals interesting and flavorful. It’s also the
key to a healthy and balanced diet because each food has a unique mix of
nutrients—both macronutrients (carbohydrate, protein, and fat) and
micronutrients (vitamins and minerals). The Kid’s Healthy Eating Plate
provides a blueprint to help us make the best eating choices.

Along with filling half of our plate with colorful vegetables and fruits (and

choosing them as snacks), split the other half between whole
grains and healthy protein:

 The more veggies – and the greater the variety – the better.

 Potatoes and French fries don’t count as vegetables because of

their negative impact on blood sugar.

o Eat plenty of fruits of all colors.

o Choose whole fruits or sliced fruits (rather than fruit juices; limit fruit
juice to one small glass per day).

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o Go for whole grains or foods made with minimally processed whole grains.
The less processed the grains, the better.

o Whole grains—whole wheat, brown rice, quinoa, and foods made with
them, such as whole-grain pasta and 100% whole-wheat bread—have a
gentler effect on blood sugar and insulin than white rice, bread, pizza
crust, pasta, and other refined grains.

o Choose beans and peas, nuts, seeds, and other plant-based healthy protein
options, as well as fish, eggs, and poultry.

o Limit red meat (beef, pork, lamb) and avoid processed meats (bacon, deli
meats, hot dogs, sausages).

It’s also important to remember that fat is a necessary part of our diet, and what
matters most is the type of fat we eat. We should regularly choose foods with
healthy unsaturated fats (such as fish, nuts, seeds, and healthy oils from
plants), limit foods high in saturated fat (especially red meat), and avoid
unhealthy trans fats (from partially hydrogenated oils):

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o Use healthy oils from plants like extra virgin olive, canola, corn, sunflower,
and peanut oil in cooking, on salads and vegetables, and at the table.

o Limit butter to occasional use.

Dairy foods are needed in smaller amounts than other foods on our plate:

o Choose unflavored milk, plain yogurt, small amounts of cheese, and other
unsweetened dairy foods.

o Milk and other dairy products are a convenient source of calcium and
vitamin D, but the optimal intake of dairy products has yet to be
determined and the research is still developing. For children consuming
little or no milk, ask a doctor about possible calcium and vitamin D
supplementation.

Water should be the drink of choice with every meal and snack, as well as when
we are active:

o Water is the best choice for quenching our thirst. It’s also sugar-free, and
as easy to find as the nearest tap.

o Limit juice—which can have as much sugar as soda—to one small glass per
day, and avoid sugary drinks like sodas, fruit drinks, and sports drinks,
which provide a lot of calories and virtually no other nutrients. Over time,
drinking sugary drinks can lead to weight gain and increase the risk of
type 2 diabetes, heart disease, and other problems.

Finally, just like choosing the right foods, incorporating physical activity into
our day by staying active is part of the recipe for keeping healthy:

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o Trade inactive “sit-time” for “fit-time.”

o Children and adolescents should aim for at least one hour of physical
activity per day, and they don’t need fancy equipment or a gym—The
Physical Activity Guidelines for Americans suggest choosing unstructured
activities for children such as playing tug-of-war, or having fun using
playground equipment.

Overall, the main message is to focus on diet quality.

 The type of carbohydrate in the diet is more important than the amount of

carbohydrate in the diet, because some sources of carbohydrate—like
vegetables (other than potatoes), fruits, whole grains, and beans—are much
healthier than sugar,  potatoes, and foods made from white flour.

 The Kid’s Healthy Eating Plate does not include sugary drinks, sweets, and
other junk foods. These are not everyday foods and should be eaten only
rarely, if ever.

 The Kid’s Healthy Eating Plate encourages the use of healthy oils in place of
other types of fat.

Retrieved from: https://www.hsph.harvard.edu/nutritionsource/kids-healthy-eating-plate/

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APPENDIX 3

Health Forum Text

Hello you all, my name is Mathew Johnson. I write on

this forum to ask for your help. I am currently experiencing

Flickr/Bark many health issues, and I don´t know how to handle them.
My height is 1,75 and I weigh 95kg. I´m going to be 48 years old next month. I
know my body mass index (BMI) is not good.
I work with software design; I attend clients from all over the world. So, mainly,
we have meetings online all the time. I am very successful; I work a lot! I have so many
clients; new ones need my attention, and old ones need my support. Then, I spend all
day sitting on my chair, in front of my computer, in my home office. And to celebrate a
new achievement, I grab a piece of the chocolate bar I keep on my desk.
I can´t cook, and even if I could I simply don´t have the time. So, I usually go to
the supermarket on Saturdays and buy frozen food for the whole week. It´s very
practical, all I have to do is put it in the microwave oven. And I don´t have time to peel
and cut fruits either, so I also don´t usually eat them. I would like to learn how to make
simple, quick, healthy, and delicious meals. Can you guys indicate some websites or
videos?
My diet is basically made of meat and bread. I love eating sandwiches too!
Saturday night is pizza time! And for breakfast I have bread with margarine, and drink
store-bought orange juice. I don´t know if this is well balanced, but that´s what I am
used to eating. And I usually drink lots of coffee to keep me awake when I have much
to do.
I am unmarried and I have a dog. I get so busy somedays that I can´t seem to
find time to take my dog for a walk! When I do have the time, I start feeling breathless
and exhausted after walking three blocks. I see so many people jogging and exercising,
and they don´t seem to get tired. Why is that? Why can´t I have that same
physical resistance, I wonder.

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Consequently, I get demotivated and unhappy. I usually lose my interest and go

back to my apartment. To comfort myself, I prepare a big hot dog or order a pizza. I sit
in front of the TV and watch films and series.
On the following day I feel guilty and swear things will be different. But when I
notice, there I am again, doing the same things. I am starting to think there is no hope
for me, that I will be overweight forever. The doctor told me I need to change my
habits, but I don´t know how exactly. What should I do? I´d really appreciate if you
could help me.
Mathew Johnson
Text by Carla Souza Silveira

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Video 1

Retrieved from: https://www.youtube.com/watch?v=0KbA8pFW3tg

Video 2

Retrieved from: https://www.youtube.com/watch?v=L9ymkJK2QCU&t=9s

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APPENDIX 5

The Food Pyramid

Retrieved from: https://www.iinh.net/new-food-pyramid-2016/

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Food Pyramid Highlighting the importance of physical activity

Retrieved from:
https://www.washingtonpost.com/wp-srv/nation/daily/graphics/diet_042005.html

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APPENDIX 6

Bloom´s Taxonomy

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Retrieved from: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

APPENDIX 7

BICS and CALPS

Retrieve from: https://quizlet.com/274588915/ed-300-exam-answers-flash-cards/

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