Kategoria: Erasmus+ journal

We concluded the program by presenting our bilingual lesson plans in peer-review sessions. The feedback and reflections helped us identify both our strengths and the areas we want to keep developing in the future.

As part of the English communication workshops, we focused on simulations and role-plays. These lively activities challenged us to react spontaneously, preparing us for authentic classroom communication.

The day was dedicated to planning and delivering our own CLIL lessons – a chance to put theory into practice. Teaching in front of peers gave us valuable feedback and boosted our confidence to try new methods in school.

We explored the importance of projects in CLIL, especially for teamwork, independence, and communication. Designing small experiments in a foreign language made us realize how powerful project work can be for building both knowledge and skills.

Art-based activities helped us combine listening, speaking, reading, and writing into one engaging project. We saw how creativity encourages students to use language more freely and confidently.

We discovered that even PE can be taught through CLIL using simple, clear instructions. It was eye-opening to see how movement and language can reinforce each other in such a natural way.

The session focused on how films, images, and recordings can develop both language skills and historical knowledge. We were inspired by how multimedia resources can spark curiosity and make lessons more dynamic.

We practiced how to integrate language and mathematics, using scaffolding techniques to support students’ understanding of new concepts. The hands-on activities showed us that even abstract topics can be made accessible through carefully chosen language support.

We explored the foundations of CLIL and realized that the foreign language is not only a goal in itself but also a tool for learning content. This perspective helped us rethink how language can naturally support subject learning in our classrooms.