Exemplary Danish Units

CLIL Open Online Learning

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Each of the units below indicates a particular learner level (A1-C2). A summary of the unit’s content is provided, along with a description of how the unit addresses the 5 main areas of CLIL (Content, Communication, Cognition, Competences, and Community). Learn more about CLIL: http://www.languages.dk/clil4u/index.html

Christmas traditions in Denmark

Learner level

A2-B1

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Description

A Danish family celebrates yule (Christmas). We follow the preparations for the yuletide and meet Danish traditions and links to history. The home has been decorated for Christmas with "nisser" (pixies or gnomes), the family decorates the Christmas tree on December 23rd, we also meet the family on Christmas Eve, which is the main Christmas event in Denmark. After the Christmas Eve the family and friends celebrate Christmas with lunches on the first two days of Christmas.

The Clilstore unit has links to linguistic tasks (crosswords, mixed sentences and find the right half of a sentence)

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Content

How Christmas is celebrated in a typical Danish family with presentations of the traditions that have roots starting from the Norse gods up to present times with the Christmas lunch.

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Communication

Students will learn vocabulary dealing with the Christmas season; e.g. nisser, julekalender, kravlenisser, and solhverv

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Cognition

Students will be using various cognitive skills and will develop both HOTS and LOTS. The students will be able to compare the seasonal tradions from around year 1000 to present days traditions, e.g. bringing in tree branches to celebrate the turning of the sun wheel and to celebrate Odin (number one Norse god)

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Competences

The unit is mainly made for reading and listening competences, the content will give the students a historical understanding of the Christmas tradititions, thus bringing in history and culture with CLIL scaffolding suitable for different learning situations

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Community

.From the beginning of November the supermarkeds start displaying Christmas decorations and already in the last week of November every city accross Denmark lits its Christmas tree. Many Danes may not really understand the traditions involved in the celebrations so the unit targets both the Danish population as well as the immigrants. In Denmark some of the Christmas traditions have been taken up by people from other religious communities (especially the gifts and some decorations)

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Go to the unit: http://multidict.net/cs/8112

Statsministerens nytårstale 1. januar 2020

Learner level

B1-B2

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Description

In Denmark, there is a tradition that the Prime Minister will hold a New Year's speech on 1 January. This unit uses the Prime Minister's speech from 2020. After the transscribed speech, there is a small linguistic exercise (a fill-in the blanks exercise made with https://learningapps.org/).

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Content

Video and text from the Prime Minister's New Year's speech. After the text, there is a little fill-in the blanks exercise and suggestions for group work on the content

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Communication

The first part of the task is to decode (listen and understand) the prime minister's speech, this can be followed by group work in which the participants present the main topics that the prime minister has chosen to include in her speech. It is also possible in groups to debate which topics that were not included in the speech - and why.

In conclusion, each group can prepare an alternative New Year speech that will be presented to the class.

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Cognition

The task after the work of decoding the speech proposes an analysis of the speech content which involves both lower and higher order thinking LOTS and HOTS.

There are two objectives with the task:
1. Understanding the speech content and being able to reproduce it (LOTS)
2. Being able to decode the messages and relate critically to the content (HOTS)

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Competences

Participants are able to decode political messages in a New Year's speech and to be able to relate critically to the topics of the speech.

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Community

.In Denmark, it is a tradition for the Prime Minister to hold a New Year's speech in connection with the New Year, which is transmitted on radio and television.

It was Prime Minister Thorvald Stauning who held the very first New Year's speech in 1940. However, it was not until 1946 that it became a permanent task for the Prime Minister to hold New Year's speech.

Until 1959, the speeches were broadcast exclusively on the radio. From 1961 (in 1960 there was no New Year's speech due to illness) the speakers were broadcast both on radio and television.

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Go to the unit: http://multidict.net/cs/8108

Guidance for risk assessment for electrical work on live switchboards

Learner level

B2-C1

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Description

This unit is based on a video "Guidance for risk assessment of electricity work on live switchboards", prepared by the Danish Safety Agency and TEKNIQ in collaboration with the Danish Electricity Association. The video shows considerations to be done before working on a live switchboard.

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Content

This unit is prepared for use in technical schools or for individual safety training. The assignment shows some important assessments that must be taken before working on live electrical panels. After working with video and text, there are optional tasks and tests from the Safety4El project.

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Communication

The first part of the assignment is to decode (listen and understand) safety aspects in the work with live electrical switchboards, this can be followed by a small task doing learning apps and a group work presentation where the results are presented to the whole class.

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Cognition

The task after decoding the content in text and video proposes an analysis of the risks of work with live installations, which involves both lower and higher order thinking LOTS and HOTS.

There are two objectives with the task:
1. Understanding the content of the text and reproducing it (LOTS)
2. Being able to transfer the situation under review to personal experience and to realize the need for a thorough risk assessment before commencing work (HOTS)

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Competences

Participants gain skills in making safety assessments at work with live installations. Linguistic competences are strengthened with subject related vocabulary and conversations about safety.

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Community

It is mandatory for electricians to receive guidance and instruction on safety when working with live installations. In Denmark, until 2018-2019 there has been a law stipolating this "L-AUS" which has now been replaced by international regulations, to ensure that an electrician has the necessary skills and is instructed when new work situations occur.

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Go to the unit: http://multidict.net/cs/8199

Montering af et stik (Wiring a plug)

Learner level

A1-A2

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Description

This unit ,akes use of an older video showing how to wire a British plug. The British plug looks different from a Danish one, but the process is the same. Although the practical task is quite simple, about 20 professional words are included, so at first glance the text is difficult, but the structure is quite simple and based on instructions / imperative

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Content

This task can with advantage be part of a "task based" process where text, video, and the tasks act as a pre-task followed by pair work where the students alternately instruct one other to assemble a plug.

The tasks for text and video are done with https://learningapps.org/ and pasted into Clilstore by selecting "paste / correct media" and then insert / "embed" the code with "embed" see below:

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Communication

The linguistic part of the assignment is based on giving and receiving instruction (imperative / bid form) and is quite simple. There are about 20 professional glosses (for example, wire cutter, fuses, strap), these are new to many students regardless of their origin.

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Cognition

The task after decoding the content in text and video proposes an analysis of the risks of working on live installations, which primarily involves lower order thinking LOTS.

There are two objectives with the task:
1. Understanding the content of the text and being able to reproduce it.
2. To be able to transfer the situation, to actively wire a plug according to one instruction and then to instruct another to install a plug.

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Competences

There are important electrical engineering skills built into this unit, on the surface it is a simple exercise, but the vast majority of people will during the course of life be installing connectors (and extension joints) - and it is important to do this correctly, so that the wires cannot be pulled out and there are no possible short circuits when using the plug.

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Community

Many people will buy extension cords in a supermarket, but in most cases they are too long and need to be shortened, doing this in a proper way is a necessary skill for everyone in the community. Many fires are caused by poor installations and plugs where the wires are not properly attached and at risk of short circuits between the conductors are part of these statistics.

A terrible example of a wired plug, which can set the house on fire

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Go to the unit: http://multidict.net/cs/8201

Experiments with sinking and floating

Learner level

A1

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Description

In this unit, we will work with nature and technology with experiments about sinking or floating objects. Students will learn through experiments what materials are flowing and which ones are sinking.

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Content

Throughout the experiment, students will learn about the materials that flow and which ones sink. They must guess and subsequently test whether they have guessed correctly.

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Communication

Students will learn new concepts about materials and gain a better understanding of the concepts of floating and sinking.

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Cognition

Students should be able to draw conclusions about which materials can float and which ones sink and find the rules for this.

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Competences

Students become better at being able to conduct experiments based on a short description and can explain the concepts flow and sink. They learn to draw conclusions from their observations in the experiments and make generalizations.

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Community

We work with this topic to give students a better understanding of the materials that surround them and learn about their characteristics in relation to water. It is important that students have an understanding of which materials are good for building things that need to float on water.

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Go to the unit: http://multidict.net/cs/8227

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