An introduction to Secondary CLIL

  • Empieza: 3/2/20 - 00:00h
    Termina: 28/2/20 - 23:59h

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ESTE CURSO PERTENECE AL PROGRAMA "A framework for teaching CLIL in Secondary (Sciences)"

ESTE CURSO PERTENECE AL PROGRAMA "A framework for teaching CLIL in Secondary (Humanities)"


  • Área


  • Fase de desarollo


  • Valoraciones
  • Tutor:

    James Dunne


  • Descubrir los beneficios de la enseñanza intercurricular que fomenta la colaboración entre profesores de diversas áreas del mismo centro.
  • Identificar las maneras de involucrar a los alumnos en el proceso de organizar y realizar actividades.
  • Identificar técnicas para ayudar a los alumnos a demostrar lo aprendido.
  • Aprender cómo potenciar el razonamiento analítico de los alumnos.


Este curso está dirigido a profesores de Secundaria que desean impartir asignaturas en inglés. A través de un enfoque práctico, el curso establece los conceptos fundamentales de CLIL, la forma de planificar los objetivos del aprendizaje y de fomentar la creatividad a través de las inteligencias múltiples.

Modalidad: 5 horas online. El curso se imparte en inglés.


  • Planificación de los objetivos del aprendizaje.
  • Apoyo lingüístico necesario y criterios de evaluación.
  • Materiales y técnicas; aplicación en los conceptos de CLIL.
  • Organización del aula CLIL.


Dinámica y metodología

El curso sigue una metodología constructivista, fomentando el trabajo colaborativo y el intercambio de ideas y materiales. La modalidad online permite un aprendizaje flexible y personalizado, con el apoyo de un tutor y ayuda técnica.


Destinatarios: Profesores de Secundaria que imparten o desean impartir asignaturas en inglés, y profesionales de la docencia o cualquier otra persona interesada en conocer y aprender a impartir con eficacia diferentes áreas de contenido en lengua inglesa.

Nivel de inglés requerido: B2 según el MCER (nivel Intermediate).

Recomendamos que los participantes accedan al curso frecuentemente y que participen activamente para fomentar la cohesión en el grupo.

Macmillan Education / PLEXUS no es Entidad Gestora de Fundae. El precio no incluye gastos de gestión de Fundae.


  • Ana María Lobo - 11/2/20

    Hi Álvaro, sorry for replying later to you. First of all thank you very much for your comments, they are very useful. We are sorry the test did not work when you tried to click on the 'send' button, it is already solved.We saw you already completed the test, many thanks. Hope you found the course useful! Best, Ana

  • Alvaro Márquez Barba - 4/2/20

    Hi again! I'm trying my best because I hve two courses more to do, so I'm investing my time in doing this introductory course as hard as I can. I've just seen, ang thought and analized everything about the 5th part (Setting Up), about how to create an atractive and appealing environment for our students. I find 'labelling' quite interesting because students realize they are in a bilingual place, because everything they can read is in the target language. Besides, they assume the new language as something else more in their daily routine. They also have the opportunity to reinforce the vocabulary of the different things and places labelled in the target language, and they link the language and the meaning. Thus, because this is part of their routine, they assume it as something quotidian and they can use the language as something else more of their life, not only of their learning process. I think this is very useful in the common places of the school, and, maaybe, inside the classroom in case of primary schools, however, I consider labelling every single thing in a secondary school is not productive. First of all because they are supposed to know the meaning of the basic things inside the classroom, and in case there was something unusual it could be labelled, and secondly because the labels could be an easy 'target to be destroyed' (is this plain?). In case of labs I find it basic and interesting because there the students are going to find lots of things they are not used to using in their daily life, so labelling them is fantastic to recognise them. Besides, I consider it could be advisable some basic rules of behaviour and of the use of this materials that could be written in the target language. Las thing by now: I've tried to take the test, but when I get to the end and click the 'send' button, it informs me of a problem... something like 'the page doesn't exist'. What's happening? Thanks a lot. Álvaro.

  • Ana María Lobo - 4/2/20

    Good morning Álvaro. Thank you very much for sharing your thoughts, we really appreciate it! If you have any question do not hesitate and let us know. All the best, Ana

  • Alvaro Márquez Barba - 4/2/20

    Good Morning! Well, I've thinking about what I said yesterday and, there is a true and real fact: If we have a look at the bilingual and non bilingual text books we use in schools and high schools, there's a obvoius difference between the contents in them. In fact, it's cearly seen contents in bilingual books are 'simplified'... Obviously we're tachers and we have to be sure we fulfill the curricula of the different subject we teach, so, at leats in the beginning, we shouldn't sacrifice content in benefit of the language. Relating to the part 2 and 3 of the course. In part 2 I've found quite interesting the way of comparing English books, focused on language, and books of other subjects in English (those we use in our classrooms). However, as I'm also a teacher in a language academy, I'm goint to focus on something I do: although it's real that language books focus on the language and not in the context, I explain my students all they read, or they listen to (because these two are the ways of incoming information) is completely real... They aren't inventions to support the linguistical content. In this way I consider they could learn a little bit more of the surrounding world. About part three (planning classes), I've found quite useful the way of focusing on the different stages in order to create a lesson (key concepts, key vocabulary and key language)... it's interesting to see in theory something that, more or less, we do in practice. However, I find a difference between the examples given and my expertise area: I'm a music teacher in a secondary school (I don't understand why there aren't any couse addressed to us. Thhere is one about Music in primary school, but not in Secondary), and although the use of diagrams, outlines, chunks of the content... etc. are quite useful to know what they know, to relate with the new contents, to assess and reinforce what the students have learnt... I find a problem with the use of visuals. In Music we work with time and sound. All of our concepts are abtract but they are the theoretical expression of something 'physical' that it's the sound, so in every thing we work, we need the support of audition to demonstrate what we have explained... But listening to something is much more complicated that looking at it, and we need much more time. Finally, and about communication. I consider students don't have to use a perfetc English to communicate the acquired contents or to show them... However, I consider students have to be able to communicate their understanding of the lesson, and its different topics or doubts about it, by using a minimum and enforceable language structures (vocabulary and basic sentence construction). So, light mistakes shouldn’t be taken into account, and they tend to use their own resources to explain their ideas with their own words. However, if they aren’t able to do it, there’s a problem. No problems or doubts with part 4. Bye for now. All the best. Álvaro.

  • Ana María Lobo - 3/2/20

    Good afternoon and welcome to Plexus, Álvaro! What a great start you have made. The course has hardly begun and you are already on Part 2. As regards your doubts, I agree it is hard to find a balance between content learning and language learning. I think if the main content subject is being taught through English we can’t really simplify the content because then we risk not covering the curriculum. This is why the methodology is so important. We can apply the techniques we learn to make the access to the content easier, given that we are using a second language. You will see some ideas in the following parts of the course. Also, there are different opinions on this, but I think it isn’t necessary in a monolingual context to be too purist in terms of language use. It is pretty natural to use all the linguistic resources we have. I hope you enjoy the rest of the course and that it will give you real support in your day to day classroom activity, which will then impact on your pupils. If you have any queries do not hesitate to leave a message here, I’ll be delighted to help you. Best wishes, Ana

  • Alvaro Márquez Barba - 3/2/20

    First lesson of the course done. Everything is clear. However I have a some questions: • How can we avoid the loss of content in the different subjects that in many cases happens because we’re focused on the language itself? • Should the contents be simplified because our learners are using a second language to get them? • If so, is it fair for those students who don’t study in a second language?