I have chosen the methodology CLIL because it is an approach where students learn a subject

and a second language at the same time. A science course, for example, can be taught to
students in English and they will not only learn about science, but they will also gain relevant
vocabulary and language skills. For this reason I think that CLIL is great pedagogical
methodology.

One of the challenges that we can anticipate for learners in EFL could be the learners'
shyness, which prevents them from speaking English in fear of making mistakes, lack of
motivation, and the influence of class size and crowdedness…

The main topic is focused in Science, in specific animals (including their parts). This activity
will be developed in a primary school with 9-10 years old students with an A1 level of
English.

Activity: “Create your curious animal”

After the previous research in the last session, in groups of 4 people due to the fact that we
are in a classroom of 28 students, of reliable information about their respective animals using
reliable sources such as (National Geographic Kids, Google scholar...) and their ways of
surviving in their habitats. The children will design an animal adapted to a specific
environment, explaining the body parts of their animal and how they help it to survive.

They will use pictures of animals such as a giraffe, a fish or a polar bear and explain how
their body parts are adapted to their environment to help them survive. One example is in the
case of bears, their fur protects them from the cold. Using the previous information they have
already searched on internet, where they will also use key vocabulary such as: tail, wings,
fins, fur, claws, beak, and basic verbs such as to fly, to swim, to protect.

Students will be given the following instructions to carry out the activity:

It's time to use your creativity and what we learned about animals and their adaptations!
Follow these steps to complete your digital poster in the next 30 minutes:

1. Choose an animal
- Choose an animal from the ones we saw in class (giraffe, fish, polar bear or any
other animal you like).
- Think about its environment: where does it live, what does it need to survive?

2. Find images and create your design

 - Use a digital tool like Canva to make your poster.
- Search for safe and appropriate images on the internet based on the safe information
you searched for in the previous session (remember to use the websites we
recommended in the previous session, such as National Geographic Kids).
- Add one or more images of your animal to the poster.

3. Write the body parts and their functions

- Name of the animal (e.g. Polar Bear).
- Body parts (e.g. fur, claws, fins, wings).
- A simple description for each body part:‘The polar bear has thick fur to protect it
from the cold.’‘The fish uses fins to swim in the water.’
To do this third part we should use the key vocabulary and also use the words we learnt in
other lessons such as: tail, wings, fins, fur, claws, beak, etc. Also, write sentences with
basic verbs: to fly, to swim, to protect.

4. Decorate and organise your poster

- Make sure your poster is easy to read.
- You can use colours, labels and arrows to highlight body parts and their functions.

Objectives:

The Linguistic and Communicative Objectives are focused on making use of vocabulary
related to body parts and functions of animals such as wings, fins, to protect, to fly. In
addition to practising simple structures such as ‘It has... to...’ and basic comparisons such as
‘Its tail is longer than...’.

On the other hand the Cognitive Objectives are focused on relating the body parts of
animals with their functions in a specific environment and analyse and create connections
between the needs of the environment and the animal's adaptations based on their features.

Finally the use of Digital Literacy Skills, based on using basic digital tools to create a
poster, search for images responsibly (using free digital sources) and organise information
visually.

Beside this, I will create a differentiation plan for students of different levels among:

For low level learners of English:A list of basic words and phrases is provided with visual
examples using phrases such as ‘My animal has a long tail to protect itself’. They can also
work in pairs to receive mutual support and reinforcement of knowledge.

For advanced learners of English: They can include comparisons with real animals including
the vowel sounds they already know by making sentences such as ‘My animal's claws are
sharper than a tiger's’. They can even write an additional paragraph where they can state the
possible predators of their animal or how it might evolve.
 Assesment

Language Use

- Review written descriptions to assess grammar and vocabulary.

- Observe fluency and pronunciation during presentations.

Communicative skills

- Assess how students ask questions and respond to each other about their classmates'
animals.
- Measure clarity in explaining functions and adaptations of animals to their
environme

Digital Literacy

- Check if they have used the tools correctly (clean poster, organised, and with
appropriate images and information).

Reflection

This activity uses the CLIL method by integrating science and language in a meaningful
context for 9-10 year olds. Designing an animal promotes creativity while reinforcing the
connection between adaptations and environments. Beside this, the posterior presentations in
the next sesion improves communication skills by practising descriptions and answering
questions, also the use of digital tools strengthens digital literacy, an essential skill for their
academic future.

This method make the activity suitable for young learners by combining both subjects. By
focusing on animals, a familiar and engaging topic for children, the activity provides a
meaningful context for language use.The task builds communicative competence by
encouraging children to describe, ask, and answer questions about animal body parts and
their functions. Simple language structures and vocabulary allow for accessible interaction,
while group activities promote collaboration and conversational skills.
To support cognitive development, the activity involves classifying animals and analyzing
their adaptations in relation to their environments. This fosters curiosity and critical thinking
in their own appropriate level.

Digital literacy is also incorporated, as students use child-friendly tools like google slides or
canva to create visual projects, in which they will develop their practice searching for
information responsibly, inserting visuals, and organizing their work effectively. Furthermore
the differentiation plan included in this method ensures inclusivity by the use of resources
and expectations to various proficiency levels and learning styles. Visual aids and structured
sentence starters scaffold learning for lower-proficiency students, while higher-proficiency
learners are challenged with additional language tasks like comparisons.

The activity aligns with 21st Century learning goals by integrating science content, language
skills, and digital tool usage, preparing children to communicate effectively and ethically in
this society.