Exercise 1A: CLIL definition

After reading the previous text on the 4Cs, create and write down your own definition of CLIL.
The aim of this exercise is that you can integrate the CLIL methodology into your own practice,
and therefore the need to write your own definition of CLIL from your perspective and
experience.
- Here you have some examples:

CLIL is a set of methodological strategies, the purpose of which is to teach content through a
foreign language. This is achieved with the learners having to build their knowledge from their
own and others' experience.

CLIL is an approach to teach content in L2, which must be taken as an opportunity to develop
students' H.O.T. and their awareness of multicultural and environmental aspects related to the
content.

CLIL is an approach to the teaching and learning of content of a non-linguistic subject through
a target language. Specific linguistic support for promoting communication and development
of high order thinking skills is needed. It should be embedded in a multicultural context which
raises awareness of self and others.

My definition: CLIL (Content Language Integrated Learning) as its name points out is a
way to teach new content and a foreign language in an integrated way. Using this
methodology means that during the teaching and learning process we would not focus
not only on content and language.

Exercise 2: Theoretical Framework

Multiple choice

Choose the correct answer (a, b, c or d) to the questions below.

1. From the next statements, choose the one which fits best with what
CLIL is:
c) CLIL is flexible to adapt to local conditions and desires.
2. In the 4Cs framework for CLIL, the 4Cs stand for:
c) Content, Cognition, Cooperation, Communication
3. The 4Cs model for CLIL was first established by:
a) Do Coyle
4. In Bloom's taxonomy, the High Order Thinking skills are:
b) Creating, Evaluating, Analyzing.
5. In Bloom's taxonomy, the Low Order Thinking skills are:
d) Understanding, Remembering, Applying.
6. To plan the language of a CLIL lesson, the three stages to take into
account are:
a) Spontaneity, vocabulary, structures
7. In Coyle's 3As lesson planning tool, the 3As stand for:
 b) Analyse, Add, Apply
8. Explain what the "language FOR learning" is:
a) The language FOR learning is a set of exercises of language scaffolding that
helps learners to get confidence with the foreign language of a CLIL lesson.
9. Two examples of language scaffolding are:
d) Writing frames; Fill in gaps exercise
10. Explain what the Cummins' matrix is:
d) It is an audit tool that allows teachers to visualize where a planned task is
situated in relation to the language and thinking skills demands.

Exercise 3: Theoretical Framework

Matching exercise

Match one of the 4Cs (CONTENT, COMMUNICATION, COGNITION,

CULTURE) to the items on the table below.

1. Learners classify masterpieces of art according to several criteria. CONTENT,

COMMUNICATION, COGNITION AND CULTURE.

2. The teacher highlights the names of the bones of the human skeleton from a Science
text which the class has just read. CONTENT.

3. Learners go to the local museum of their town to find out about the lifestyles of
their ancestors in the past. CULTURE.

4. Learners formulate hypotheses of the outcome of an experiment. COGNITION.

5. Learners discuss in pairs how they solved a Maths problem. COMMUNITATION.

6. Learners find out about different ways of celebrating the winter solstice across the
world. CULTURE.

7. Learners give power point presentations about their web search project. CONTENT
& COMMUNICATION.