If you are reading CLIL Activities, you may be
a subject teacher who is teaching your subject through English in a bilingual setting.
a language teacher working in a bilingual setting.
a subject or language teacher in training to become a teacher in a bilingual setting.
We have designed CLIL Activities to help you in your professional development and to provide practical ideas and background on integrating language and content. We hope this book will also stimulate you to collaborate with colleagues, and to integrate subject and language teaching in your own setting. CLIL Activities is a sister volume to CLIL: Content and Language Learning (Coyle, Hood and Marsh, 2010), which gives an overview of CLIL theory and some practical applications. This volume provides practical classroom ideas for CLIL teachers, and while it is aimed principally at secondary school teachers of 11- to 19-year-olds, many of the ideas and principles presented are relevant to primary and higher education, too. The ideas in CLIL Activities have largely been developed, tried and tested by language and subject teachers at secondary schools across Europe. We hope that they inspire you to experiment.
The book is divided into three parts – Part 1: Background to CLIL, Part 2: Subject pages and Part 3: Practical activities. Part 1 outlines some theoretical principles underpinning the design and content of the book. In Part 2, four pages are dedicated to each of nine subjects or sets of subjects: art, design and technology; economics and business studies; geography; history; information and communication technology (ICT); maths; music and drama; physical education (PE); and science (biology, chemistry and physics). Each set of subject pages includes information about the language of the subject, an annotated sample text used in the subject, and sample language and content aims. Part 3 provides CLIL teachers with classroom activities to support their learners in learning language and content. This final part is divided into six chapters: 1. Activating, 2. Guiding understanding, 3. Focus on language, 4. Focus on speaking, 5. Focus on writing, 6. Assessment, review and feedback.