CLIL for Primary School Explained

• Keep it hands-on: Younger children learn best when they can physically interact with the material
(e.g., drawing, building, or role-playing).
• Use simple language: Ensure that tasks and instructions are age-appropriate.
• Encourage creativity: At the "Creating" stage, let students have fun imagining new things,
whether it's a story, an experiment, or a project.

When teaching CLIL at the primary school level, the main focus is to create an engaging and interactive
environment where students simultaneously acquire language skills and learn content from other subjects
(such as science, geography, or history). Here are some of the main methods used in CLIL at the primary
school level.

MAIN METHODS
1. Task-Based Learning (TBL)

In Task-Based Learning, learnes complete tasks that are directly related to real-world activities while using
the target language to communicate. The tasks are often collaborative, focusing on practical application rather
than just memorization.

Example in Primary CLIL:

• Subject: Science (Learning about plants)

• Task: Students work together to plant seeds, water them, and observe the growth process, all while
using the target language to describe what they are doing, such as "I am planting," "The plant is
growing," etc.

Why it works in CLIL: Tasks encourage active use of language in context, helping students practice new
vocabulary and structures while doing something meaningful.

2. Project-Based Learning (PBL)

In Project-Based Learning, students work on a project over an extended period, integrating content and
language through a hands-on, inquiry-based approach. They present their findings at the end of the project,
which involves both language and subject knowledge.

Example in Primary CLIL:

• Subject: Geography (Learning about continents)

• Project: Students research different continents (e.g., Europe, Africa) and create a project, such as
a poster or a diorama, presenting facts, landmarks, animals, and cultures using the target language.

Why it works in CLIL: Projects help students integrate their learning in a meaningful way, providing a
natural context for language use while promoting collaborative skills.

3. Content and Language Integration through Storytelling

Storytelling is a powerful tool in CLIL because it combines both content and language in an enjoyable and
accessible way for primary students. Teachers can use stories, either created or adapted, to introduce new
content and vocabulary.
Example in Primary CLIL:

• Subject: History (Learning about Ancient Egypt)

• Task: The teacher tells a simple story about an ancient Egyptian family, and students act it out or
retell the story using new vocabulary (e.g., pyramids, pharaoh, Nile).

Why it works in CLIL: Stories provide a memorable context for language learning and can be adapted to a
wide range of topics, making content accessible while keeping students engaged.

4. Language Games and Simulations

Games and simulations are a great way to engage primary school students in both content and language
learning. They allow students to practice language in context through fun, interactive experiences.

Example in Primary CLIL:

• Subject: Math (Learning about shapes)

• Game: A "Shape scavenger hunt" where students must find objects in the classroom that match
different shapes (circle, square, triangle, etc.) while practicing the target language.

Why it works in CLIL: Games create a low-pressure environment for students to experiment with
language, promoting fluency and retention.

5. Visual Aids and Realia

Using visual aids, such as pictures, flashcards, videos, and real objects (realia), can be very effective in a
CLIL classroom, especially for primary school students. Visuals make content more comprehensible and help
students understand new language structures.

Example in Primary CLIL:

• Subject: Science (Learning about animals)

• Task: Show pictures or videos of animals and ask students to describe them (e.g., "This is a giraffe.
It has a long neck.").

Why it works in CLIL: Visuals help bridge the gap between content and language, making abstract or
complex concepts more accessible to young learners.

6. Interactive Whiteboards and Technology

Using interactive whiteboards and digital tools (such as apps, videos, and e-books) can be highly
effective in a primary CLIL classroom. Technology allows students to engage with content in various ways,
including listening, speaking, reading, and writing in the target language.

Example in Primary CLIL:

• Subject: Art (Learning about colors and shapes)

• Task: Use an interactive whiteboard where students drag and drop colors to create digital art, using
target language vocabulary (e.g., "red," "circle," "square").

Why it works in CLIL: Technology increases student engagement and provides diverse ways to interact
with content, supporting a variety of learning styles.

7. Scaffolding and Support Techniques

Scaffolding involves providing structured support to students as they learn both the language and the
content. Teachers use a range of techniques to support language acquisition, such as giving sentence
starters, providing vocabulary lists, or using gestures to explain new terms.

Example in Primary CLIL:

• Subject: Science (Learning about the water cycle)

• Task: The teacher writes key vocabulary (e.g., evaporation, condensation) on the board and uses
images or diagrams to show how water moves through the cycle. Students use the vocabulary in
sentences: "The water evaporates from the ocean."

Why it works in CLIL: Scaffolding ensures that students are not overwhelmed and can build their
language skills gradually while mastering the content.

8. CLIL through Songs and Rhymes

Using songs and rhymes is a fun and effective method for teaching language and content simultaneously.
Songs help reinforce vocabulary, structures, and concepts in an engaging and memorable way.

Example in Primary CLIL:

• Subject: Math (Learning about numbers)

• Task: Sing a simple song or rhyme about counting or addition that incorporates the target language
(e.g., "One, two, three, four... I have four apples").

Why it works in CLIL: Songs and rhymes promote language retention through repetition, rhythm, and
melody, making learning enjoyable for younger children.

9. Collaborative Learning

In collaborative learning, students work together in pairs or small groups to solve problems or complete
tasks, often using the target language to communicate. This method promotes peer interaction, where
students can help each other with both content and language.

Example in Primary CLIL:

• Subject: Geography (Learning about the weather)

• Task: Students work in groups to create a weather forecast using a map, and present it in the
target language (e.g., "It will rain tomorrow," "The temperature will be 25°C").

Why it works in CLIL: Collaborative learning encourages language use in authentic contexts and helps
students practice both content and language while building social and communication skills.

10. Immersive Environments and Simulations

Creating an immersive environment can help primary school students feel like they are living in the
language. Teachers can simulate real-world situations where students must use the target language to
complete tasks.

Example in Primary CLIL:

• Subject: Shopping (Learning about money and prices)

• Task: Set up a "classroom store" where students can "buy" and "sell" items using play money,
practicing phrases like "How much is this?" and "I want to buy this."
Why it works in CLIL: Immersion helps students practice language in realistic contexts, making it easier to
understand and remember.

In Summary:

These methods support active, engaged learning, where students use language as a tool to understand
and master content. Whether through projects, tasks, games, or visual aids, the goal is to make the learning
experience dynamic, interactive, and meaningful.
 LESSON PLAN EXAMPLE

Lesson Plan: Learning About Plants

Target Age: 7-10 years old

Subject: Science (Plants)
Language Level: Beginner/Intermediate English
Duration: 60 minutes

Lesson Objectives

By the end of the lesson, students will be able to:

1. Identify and name the main parts of a plant (roots, stem, leaves, flowers).
2. Understand basic plant functions (photosynthesis, growing, and water absorption).
3. Use target language vocabulary related to plants in simple sentences.
4. Practice speaking, listening, and writing in English through interactive activities.

Materials

• Flashcards with pictures of plants and plant parts (roots, stem, leaves, flowers).
• A real plant or plant parts (if available) for demonstration.
• Chart paper/whiteboard.
• Markers, crayons, and scissors.
• Worksheets with fill-in-the-blanks or matching exercises.
• Video (optional): A short clip explaining how plants grow (e.g., YouTube video: "How do plants
grow?").

Lesson Procedure

1. Warm-Up (10 minutes)

Objective: Activate prior knowledge and introduce the topic of plants.

• Activity: Begin by showing a real plant (or a large image of one). Ask the students, "What is this?"
and allow them to answer in English. Guide them to understand that it's a plant.
• Ask questions like:
o "What do plants need to grow?"
o "What do you see on the plant?"
• Introduce the main parts of the plant: roots, stem, leaves, and flowers.
o Use flashcards to show images and write the words on the board. Repeat the words for
students to practice pronunciation.

2. Presentation (15 minutes)

Objective: Introduce new vocabulary and basic concepts about plants.

• Activity 1: Use a diagram or flashcards to teach students the parts of a plant. Show the
flashcards and explain the function of each part in simple language.
 o Roots: "The roots help the plant drink water from the soil."
o Stem: "The stem supports the plant and carries water and food."
o Leaves: "The leaves use sunlight to make food for the plant."
o Flowers: "The flowers help the plant make seeds."
• Activity 2: Watch a short video about how plants grow, focusing on the words introduced in the
lesson (e.g., "photosynthesis," "growth," "water").
o After the video, ask questions such as:
§ "What do the roots do?"
§ "Why do leaves need sunlight?"

3. Practice (20 minutes)

Objective: Reinforce vocabulary through hands-on activities.

• Activity 1: Plant Parts Puzzle

o Divide students into small groups and give them flashcards or paper with pictures of plant
parts. Have them cut out the parts and match the pictures with the correct names on a
large chart or whiteboard.
o Once they finish, they can share their answers with the class, using sentences like:
§ "This is the stem."
§ "The leaves are green."
• Activity 2: Plant Diagram
o Hand out worksheets with a simple diagram of a plant. Students will label the parts (roots,
stem, leaves, flowers).
o After labeling, have students write simple sentences under each part, such as:
§ "The roots are underground."
§ "The stem is tall."
• Activity 3: Fill-in-the-Blanks (Optional)
o Provide a short paragraph or fill-in-the-blank exercise:
§ "The _____ help the plant take water from the soil."
§ "The _____ help the plant make food using sunlight."

4. Production (10 minutes)

Objective: Practice speaking and using vocabulary in sentences.

• Activity 1: Plant Role Play

o Ask students to work in pairs and role-play as parts of a plant. One student could pretend to
be the roots, another the stem, another the leaves, and another the flowers. They can
act out their roles, such as the roots absorbing water, the stem growing tall, the leaves
making food, and the flowers producing seeds.
o Have them use simple sentences:
§ "I am the stem. I carry water to the leaves."
§ "I am the roots. I take water from the soil."
• Activity 2: Create a Plant
o Students can create their own plant on a piece of paper by drawing and labeling the parts.
Once done, they can present their plant to the class using simple sentences like:
§ "This is my plant. It has roots, a stem, leaves, and flowers."
§ "The roots are under the ground."

5. Wrap-Up (5 minutes)

Objective: Review key vocabulary and concepts.

• Activity: Recap the lesson by asking students:

o "What do roots do?"
 o "What part of the plant makes food?"
o "Where do flowers grow?"
• Closing: Show a final image of a plant and ask students to identify the parts in English. Praise their
effort and encourage them to keep thinking about plants in their daily lives (e.g., noticing plants in
their garden or park).

Assessment

• Informal Assessment: During the practice and production activities, monitor students’ ability to
use new vocabulary (roots, stem, leaves, flowers) correctly in speaking and writing.
• Formal Assessment: Review students’ worksheets (plant diagram labeling and sentences) to
check understanding of the plant parts and their functions.

Extension (Optional)

For further learning, you can assign a project where students:

• Grow their own small plants and observe their growth.

• Keep a journal to write about what happens as the plant grows, using English vocabulary.

Reflection

After the lesson, reflect on the following:

• Did the students engage with the material? Were they able to recall the vocabulary?
• What activities worked best for reinforcing the content and language?
• Did the students enjoy the hands-on, interactive tasks?

This CLIL lesson plan integrates science content (learning about plants) with language practice (using
English vocabulary related to plants). The interactive and hands-on activities allow students to reinforce both
their scientific knowledge and language skills in a fun and meaningful way.

GTNY (Great Teacher New Year) activities for your online first lesson that will keep things interactive
and set the tone for the course:

1. Welcome Poll + Icebreaker: "Who’s Who in CLIL?" (15 minutes)

Objective: Get teachers engaged and start building rapport while introducing CLIL concepts.

• Activity: Start with a poll (using tools like Zoom polls, Mentimeter, or Kahoot!) asking teachers
about their experience with CLIL. For example:
o “Have you ever taught content through a foreign language?”
o “What subject do you teach most often?”
o “What do you think CLIL means?”
• Follow up the poll with an icebreaker question: “Share one word or concept you associate with
CLIL in the chat.”
 • Debrief: After the poll and icebreaker, highlight the variety of experiences and thoughts from the
group. Briefly introduce what CLIL is and how it integrates content and language learning.

2. Virtual "Get to Know You" Bingo (15 minutes)

Objective: Help teachers get familiar with each other while introducing them to key CLIL terminology.

• Activity: Create a CLIL Bingo Card with terms like:

o "Taught a lesson in English"
o "Uses project-based learning"
o "Teaches science or math"
o "Knows about Bloom’s Taxonomy"
o "Uses videos in class"
o "Has used task-based learning"
o "Has taught in more than one language"
• Share the bingo card digitally via Google Docs, Jamboard, or Padlet, and ask teachers to mark
off squares as they hear other teachers share something related to the square (e.g., "I’ve taught
science in English," or "I’ve used project-based learning").
• Debrief: Discuss the terms mentioned in the bingo game, explaining how they connect to CLIL
methodology.

3. "What is CLIL?" – Quick Reflection Activity (10 minutes)

Objective: Set a foundation for understanding CLIL by exploring teachers' own definitions and perceptions.

• Activity: Ask teachers to reflect on the question, “What do you think CLIL is?” and type their
answers in the chatbox or a shared Google Doc/Padlet.
o Encourage them to think about the relationship between content and language in
teaching.
o After a few minutes, ask teachers to read each other’s responses and see common
themes.
• Debrief: Summarize their reflections and clarify the definition of CLIL: an approach where
content (e.g., science, history) and language learning are integrated into the same lesson, with
an emphasis on both academic language and subject knowledge.

4. Interactive Poll: "What Do You Need for CLIL?" (10 minutes)

Objective: Identify and discuss the resources and strategies needed to implement CLIL.

• Activity: Launch an interactive poll (again, using Mentimeter or Kahoot!) with questions like:
o “What is the most important resource for CLIL? (e.g., visuals, simplified language,
technology, etc.)”
o “Which skill is most important for teaching CLIL? (e.g., language proficiency, content
knowledge, adaptability, etc.)”
o “What’s the biggest challenge you face when teaching with a foreign language?”
• Allow teachers to vote and discuss the results in small breakout rooms or in the chat.
• Debrief: Discuss the common resources and challenges that teachers face. Highlight some
strategies for overcoming these obstacles, such as scaffolding, visuals, and interactive tasks.

5. CLIL in Practice: Brief Demonstration (20 minutes)

Objective: Show teachers how a CLIL lesson works in practice and give them a concrete example.

• Activity: Conduct a mini CLIL lesson on a simple topic (e.g., the water cycle, climate change, or
food chains), using both content and language. Present it through a mix of:
 o Visuals (diagrams, pictures, or video clips)
o Key vocabulary (highlighting important terms in both the content and language)
o Simple sentences in the target language (e.g., “The water evaporates and forms clouds”).
o Interactive Q&A (e.g., using the chat to ask questions like “What is evaporation?” or “Can
anyone explain this process in your own words?”)
o After presenting, ask teachers to reflect on the integration of language and content in
the mini lesson.
• Debrief: After the demonstration, ask teachers how they might adapt this kind of lesson to their
own subject areas and how they can integrate both language and content objectives.

6. Small Group Discussion: Your CLIL Concerns and Questions (20 minutes)

Objective: Create space for teachers to reflect on their concerns and questions about CLIL.

• Activity: In breakout rooms, have small groups of 3-4 teachers discuss:

o What are your concerns about teaching with CLIL?
o What strategies have you used or would you like to use in a CLIL classroom?
o How do you plan to assess students’ content knowledge and language development in CLIL
lessons?
• Use Padlet or Jamboard for groups to write down their thoughts and share them with the whole
class.
• Debrief: Bring everyone back together and ask each group to share one concern and one strategy
they’d like to try in their own teaching. Address these as you introduce further CLIL strategies in the
course.

7. Introduction to the 4 Cs of CLIL (15 minutes)

Objective: Familiarize teachers with the 4 fundamental principles of CLIL.

• Activity: Introduce the 4 Cs of CLIL (Content, Communication, Cognition, and Culture) through a
short video or presentation.
o Content: What knowledge will be taught?
o Communication: How will language be used to explain, discuss, or practice content?
o Cognition: What thinking skills are required? (e.g., problem-solving, analyzing, etc.)
o Culture: How does the content reflect cultural aspects?
• After the introduction, pair teachers up and ask them to discuss how they could integrate the 4 Cs
into their own lessons.
• Debrief: After the pair discussion, ask each pair to share one way they might integrate the 4 Cs
into their classroom practice.

Wrap-Up and Homework (5-10 minutes)

• Activity: Exit ticket – Ask teachers to reflect on one key takeaway from the session. This could be
done through the chat, a quick poll, or on a shared document.
• Homework/Next Steps: Ask teachers to explore a short CLIL lesson plan (which you can
provide in advance) and come up with an idea for a content-based lesson they would like to try with
their own students, incorporating language objectives.