1. ContextTo begin with, this research was conducted in the Monsenyor Gibert primary school located in Sant Fruitós de Bages (Bages). It is a two-form public school, covering students from pre-school to primary education, aged 3 to 12. Furthermore, there is no CLIL program, but the English teacher uses a book with different topics on all subjects once a week. This way children can acquire some vocabulary about other subjects in the foreign language. The arts and crafts lesson was conceived in a class of 21 students in the 6th grade of primary school. Furthermore, they are used to learn English in three different ways which are as follows: reading a specific text about a city, carrying out the activities and memorizing the text to reproduce it the following week in class (reading, comprehension and writing skills); read the CLIL book and carry out the activities (reading and comprehension skills); and finally, carry out some activities on a website such as watching a video and answering the comprehension questions that the teacher asks them orally (listening, comprehension and speaking skills). As a result, everyone practices the main English language skills, but the interactive ability between students is lacking.2. IntroductionThis document was created in order to increase awareness of teachers' classroom interactive competence (CIC) (Escobar, 2012). In particular, this article aims to emphasize teacher-class interaction in a CLIL lesson. The lesson is designed to be addressed in an arts and crafts subject. The topic was Folding Paper, and it focused on the teacher giving instructions to the pupils, to follow the process of creating an origami, as well as asking questions, to activate the pre...... half of the paper... ...contributions and encourage incorrect ones from the teacher. It is useful for children to be taken into consideration by the teacher, even if their answers may not be the most suitable. Furthermore, teachers must try to increase children's self-esteem to encourage their participation. Furthermore, this aim can be assessed and co-assessed by peers and the teacher. Overall, some of the proposed objectives may not be very specific, but they can be assessed and co-assessed with different tools such as rubrics or written reports. Therefore, these learning tools can help students analyze different aspects of their daily school life. Works cited Escobar Urmeneta, 2012 (unpublished). Teacher interaction in the classroom (CIC). In English: unpublished. Wikipedia. (2014). Setting goals. [online] Retrieved from: http://en.wikipedia.org/wiki/Goal_setting [Accessed: January 6 2014].