If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

From my point of view, if it were not limited by the requirements of national and regional curriculum, in my subject, within the area of language and knowledge of the environment, to begin teaching my students in accordance with their age and knowledge, I would work to through projects, and CLIL methodology. Because I think it's a good methodology with some students can learn without following a book full of regulated and full of topics that do not allow time to explain during a single course texts. Current text books, are extensive and usually to see all the issues, you have to give them very fast and all the students are not able to come to understand all the contents, methodology and evaluation through projects, learning is more dynamic, with more resources and students are more aware of their learning.

What does the teacher teach a class session with the CLIL methodology?

For one part, student centered education which is promoting the involvement of trainees. While this learning should promote cooperation of all parties (students and teacher). All this can get, among others, the following ways: Negotiating topics and tasks, starting from the particular to the generated and not the other (based on specific plants to reach their classification.), to use examples and real situations close to reality that students know, carrying out project work and work roles.

Also, flexible Teaching and facilitator, taking into account the different learning styles. These involves first facilitate the understanding of the content and context, which can be achieved: Using texts for children or younger students, Carrying out tasks compression of text, audio or materials used to support some scaffolding, using alternating L1 and L2 code as necessaries, using different strategies as both linguistic paralinguistic, such as: Repeat, paraphrase, simplify, exemplify, make analogies, gesturing, use images, using organization charts ideas, diagrams, timelines, etc. And, finally, to use all kinds of scaffolding that need at different times.

For other hand, more interactive and independent learning, aspects that can be promoted and developed through: Work in pairs and in groups, activities involving the negotiation of meaning, Development and discovery research work, training in understanding and monitoring strategies of the class (show lack of understanding, seek clarification, to distinguish the essential, deduce, etc.), use of rubrics for evaluation, peer evaluation strategies.

Then, to use multiple resources and materials, especially ICT, which provides a rich and varied context. Furthermore, this use also promotes interactivity and learner autonomy. This aspect is carried out mainly by the: Use of digital resources and especially the Web: texts, podcasts, videos, etc. Using tools and spaces of Web 2.0, bookmarks or favorites, Blogs, Wikis, those who do participate to parents and students, and platforms (Edmodo, etwinning, Helvia)

Moreover, Focused on learning processes and tasks "A task is an activity that requires students to use the language, with an emphasis on meaning, to obtain an objective" (Bygate, Skehan, and Swain, 2001: 11). Therefore, the task will be essential unity will involve carrying out a series of one or more activities for perform or obtain the proposed task, each target final product. The best jobs are those that promote both learning the contents of the subject as the communicative use of the L2.

Finally, Session class, the largest source of linguistic contribution (input) comes from textual and auditory materials and therefore the most practice skills is reading and listening, but other skills are equally important. Most classes are based on the use of texts or passages hearing affordable level (avoiding the frustration especially in the beginning). The language is viewed from a lexicon that grammatical point of view, placing greater emphasis on learning vocabulary in the use of grammatical prescription structures. Grammar will be answered in English class or the corresponding L2. You have to start with simple tasks that allow the student does not feel lost and frustrated.

How to design a CLIL activity

Decide the theme you're going to work: define the content, objectives and evaluation criteria.

Identify the need to work such content language: vocabulary, structures, and speech skills.

Think of the context element that can relate to this subject to closer to the reality of the classroom.

Localized the resources you use (text and / or audio, video) (look resources)

Decides and sets the type of final task and activities carried out in the learning process

Plans and designs the kind of scaffolding that will be part of activities to facilitate the language.

Choose the ICT tools that you can use (search tools)

Define the methodological aspects related groupings, roles, time, etc.

Define how you will evaluate the activity / task reflecting criteria and instruments.

These elements don’t need be thought and defined in this order. Similarly, it isn’t to define every whenever propose an activity or CLIL unit, some will always be accurate (eg. Objectives, content, language) but others may be dispensable depending on each case.

To plan all these elements is useful to use a template for planning the sequence / activity CLIL

Template to design a CLIL didactic unit

Example CLIL activity template

Subject: Environmental Awareness Teacher: Armen Farinós Olmos.

Title Parts unit of a flower Course 3rd primary / Level

1. Learning Objectives   / Evaluation criteria	- Know the parts of the flowers - Know the functions of flowers - Describe the parts and functions
2. Content of matter	Plants, parts of a flower. Functions of parts. How pollination occurs.
	3. Content Language / Communication
Vocabulary	Names: petals, sepals, buds, stamens, anthers, filaments, pistil, stigma, style, ovary, carpel, nectar, stem, ovule, stalk, pollen. Insects, buds. Pollination, fruit, seed. Bee. Sun, nutrients, water. Sunflowers, movement. Verbs: smell, look, make, protect, Attract, fail, stick, eat out, shrink. Adjectives: bright, beautiful, shy, male, female.
Structures	Present to be. Present simple. Let’s……. So that
Type of discourse (description, narration, etc.)	simple descriptions of flowers and the process of pollination and fruit production.
Language skills	Play (video), read (video text, images, etc.), write (the flower parts and functions for preparation of presentation), talk (presentation).
4.Context (cultural element)	Connect the theme with plants and flowers from their environment.
5. Cognitive processes (analyze, synthesize, etc.)	understand, repeat, analyze, explain.
6. (a) Task (s)	The final task is to ensure that students describe a flower in your home or environment, for example the flowers of a tree in the middle and the fruits they produce and describe them orally. They can be used to take pictures themselves with the teacher or parents. It will be prepared and conducted in pairs and can have some pointed words on paper that will be available if necessary.
6. (b) Activities	1. Look at a picture of the parts of a plant. Review some of the key words of the parts of the flower. Use presentation. 2. Watch the video stopping at key moments, repeated and / or drawing at a time in his notebook. 3. Assign tags to the image of a flower with its parts. 4. Final task: oral presentation in pairs. 5. Final Review on the third day with quiz http://urbanext.illinois.edu/gpe/case4/c4m1.html
	7. Methodology
Organization and distribution in class / time	2 sessions / final task in pairs of two helping in the preparation and explanation. Day Three review answering the quiz together.
Resources / Materials	vídeo, http://www.youtube.com/watch?v=HuKa57OJ_iA Image parts of a flower with the same names. Here there is a very clear picture http://leavingbio.net/the%20structure%20and%20functions%20of%20flowers.htm This presentation can also be used to review the names before seeing the video and to label a posteriori, if we double and transform the slides by removing the names. Or we can print the image or link the parts of a flower without the names to be labeled. Document with very clear definition of the parties to assist in the preparation of the exhibition - 1st sheet of this document http://www.docstoc.com/docs/23911833/the-functions-of-the-parts-of-a-flower For review http://urbanext.illinois.edu/gpe/case4/c4m1.html End curiosity video germination of a sunflowerhttp://plantsinmotion.bio.indiana.edu/plantmotion/earlygrowth/germination/sunflower/sun.html
Basic skills	language, digital, knowledge and interaction with the environment, learning to learn, social
8. Evaluation (criteria and instruments)	Activity labels assign names in the drawing of the parts of a flower. Exposure will be evaluated according to the criteria of success in the names of the parts of the flower and the description of at least two of the functions and processes.

Other example

Coordinación bilingüe                                                                       Exemple School

Subject: Natural Science                                                           Teacher:  Carmen Olmos Farinós

Unit 4: REPRODUCTION FUNCTION                           Level      2º ESO            

1. Learning outcomes / Evaluation criteria	- To understand the purpose of reproduction and to distinguish between asexual and sexual reproduction - To identify the two types of reproduction in plants and in animals - To recognise the different parts of the sexual organs in plants and animals - To compare the different embryonic develops in animals
2. Subject Content	- Asexual reproduction  in plants: budding, cutting, bulbs, tubers and fragmentation - Sexual reproduction in plants: pollination, fertilisation,  seed and fruit formation, seed dissemination and seed germination. - Asexual reproduction in animals: budding and fragmentation - Sexual reproduction in animals: gamete formation, fertilisation and embryonic development
3. Language Content / Communication
Vocabulary	-          Nouns: budding, offspring, gamete, zygote, bud, tuber, bulb, seed, pollen grain, ovum, ova, yolk, envelop, courtship ....  -      Verbs: lay on, hatch, garden, mature, develop, germinate, bury …..   -       Adjectives:  damaged, asexual,    -     Prepositions: underside ...
Structures	Relative pronouns (recognition) : which, where, when, who, how and that
Language skills / Discourse type	Reading, listening and speaking
4. Contextual (cultural) element	To know the living beings’ process in order to love and protect nature
5. Cognitive (thinking) processes	understand, compare, analyse,
6. (a) Task(s)	Worksheet nº1: Animals and plants reproduction Worksheet nº2: Frog metamorphosis Worksheet nº 3: Butterfly metamorphosis
6. (b) Activities	Reading the texts Activities (Worksheets I- IX): Answer questions with simple sentences Use drawings to label specific vocabulary Matching activities True or false activities           Filling gaps in simple sentences
7. Methodology
Organization and class distribution / timing	The methodology will be active and participatory; in addition, it must facilitate both individual and group learning. The methodology will be applied through the establishment of work habits, including completing activities in the student’s book.
Resources / Materials	Book and fotocopies Presentations: Asexual reproduction in plants Asexual reproduction in animals Sexual reproduction in plants Development of the zygote Videos: Cellular reproduction Asexual reproduction Sexual reproduction Sexual reproduction in plants Reproduction of the hydra and the starfish The metamorphosis of the butterfly The metamorphosis of the frog Interactive activities : La flor y la semilla La fecundación Desarrollo embrionario
Key Competencies	Specific basic competencies that will be practiced: linguistic, mathematical, social, digital, cultural, learn to learn, autonomy, etc.
8. Evaluation (criteria and instruments)	Evaluation criteria: - To distinguish between asexual and sexual reproduction: advantages and disadvantages - To identify the parts of a flower and know what pollination is - To describe the fertilisation process and the formation of fruit and seeds - To know what fertilisation and the different embryonic developments are, in animals Evaluation instruments:  Continuous assessment of each student with different oral     and written test, every other week.  At the end of the topic, the students will take a cumulative test.