The innovative ways of teaching english to young learners

APPENDICES

LIST OF APPENDICES
Appendix 1: Core CLIL features focused on during week one in primary school
Appendix 2: Guiding principles focuse on during week one
Appendix 3: My class from teaching practise
Appendix 4: Survey with pupils before trying CLIL approach
Appendix 5: Childrens’ responses for the question: “What do you like the most about
your English lessons?”
Appendix 6: Childrens’ responses for the question: “If your teacher would start
speaking in English for instance during physical education, what do you
think it would be like? Please, write positives and negatives.”
Appendix 7: Survey with pupils after my teaching practice – their evaluation of the
CLIL approach
Appendix 8: Pictures from the art lesson, looking for papers with English instructions
and working on various creations.
Appendix 9: Survey, 7th March 2010
Appendix 10: Survey, 1st October 2010
Appendix 11: Final version of teacher's survey, 18.2.2011
Appendix 12: Scale of a foreign language levels
Appendix 13: Music lesson – fill gaps about composers
Appendix 14: Teacher’s survey, explanations why teachers think that using CLIL
approach is not possible in today’s schools
Appendix 15: Examples of mathematic songs:
Appendix 16: lesson plan for 1st grade children
Appendix 17: List of tables and figures

Appendix 1:
Core CLIL features focused on during week one in primary school (Mehisto, Marsh, Frigols, 2008, p.45)

Multiple focus

• 
  language learning in non-language classes
  
• 
  content learning in language classes
  
• 
  integrating several subjects
  
• 
  cross-curricular themes/projects
  
• 
  reflection on the learning process using routine activities
  

Safe and enriching enviroment

• 
  using routine activities
  
• 
  displaying language and content
  
• 
  building student confidence
  
• 
  using learning centres
  
• 
  accessing authentic materials/environments
  
• 
  student awareness of and growth in language
  

Authenticity

• 
  students indicating language needs
  
• 
  accommodating student interests
  
• 
  connecting learning and the students‘ lives
  
• 
  connecting with speakers of the CLIL language
  
• 
  using current materials
  

Active learning

• 
  students communicating more than the teacher
  
• 
  students help set learning outcomes
  
• 
  students evaluate progress in meeting learning outcomes
  
• 
  favouring peer co-operative work
  
• 
  negotiating meaning
  
• 
  teachers acting as facilitators
  

Scaffolding

• 
  building on student’s existing knowledge, skills, attitudes, interests and experience
  
• 
  repackaging information in user-friendly ways
  
• 
  responding to different learning styles
  
• 
  fostering creative and critical thinking
  
• 
  challenging students to take another step forward
  

Co-operation

• 
  planning lessons in co-operation with CLIL and non-CLIL teachers
  
• 
  involving parents
  
• 
  involving the local community and authorities