1. Opening and closing routines for the CLIL classroom session
  2. Instructions and behaviour management in English
  3. Understanding CLIL reference guides and glossaries, including the 4Cs framework

  1. Reading reference CLIL syllabi
  2. Oral presentation of the structure of a CLIL unit
  3. Writing content objectives, language objectives and learning outcomes

  1. Roleplay of paraphrasing and comprehension-checking techniques
  2. Listening to real examples of teacher scaffolding
  3. Creating bilingual support glossaries
  4. Reading case studies on scaffolding in science and maths

  1. Writing student learning profiles and support needs
  2. Listening to teacher accounts on differentiation and inclusion in the bilingual classroom
  3. Reading current resources on differentiation and inclusion in CLIL

  1. Oral production of project work instructions and guiding questions
  2. Listening to brainstorming sessions in CLIL classrooms
  3. Writing the definition of a real problem
  4. Reading examples of PBL projects in bilingual schools

  1. Recording instructional videos and explaining digital tasks
  2. Listening to the use of gamified platforms and troubleshooting technical issues
  3. Writing automated feedback and moderating online discussion forums
  4. Reading english-language reviews of EdTech tools

  1. Oral explanation of scientific and social processes
  2. Listening to science and social science lessons taught through CLIL
  3. Reading popular science and social science texts
  4. Writing lab reports and social studies summaries

  1. Oral description of graphs, data and practical Art/PE demonstrations
  2. Listening to explanations of maths problems and Art/PE activity instructions
  3. Reading maths problem statements and Art/sports activity sheets
  4. Writing a step-by-step problem solution and a creative or physical process

  1. Writing success criteria and assessment rubrics
  2. Listening to teacher-student formative feedback sessions
  3. Oral production of corrective and reinforcing feedback
  4. Reading self-assessment and peer-assessment templates

  1. Critical reading of CLIL teaching materials
  2. Oral presentation of a materials improvement proposal
  3. Listening to bilingual teacher coordination meetings
  4. Writing usage instructions for a teaching material aimed at students