Lesson planning for CLIL - · PDF fileLesson planning for CLIL Robin Walker Trinity Trainer, Spain Assessing English language since 1938

Lesson planning for CLIL

Robin Walker Trinity Trainer, Spain

www.englishglobalcom.com

Assessing English language since 1938

Areas to be covered in non-CLIL subject lesson plans

1. Topic 2. Aims 3. Contents 4. … etc




1. Aims 2. Contents 3. Assessment 4. Cross-curricular activities 5. Materials 6. Previous knowledge & skills 7. Teaching plan & activities 8. Topic




1. Topic 2. Aims 3. Contents 4. Previous knowledge & skills 5. Teaching plan (type, timing & sequence

of activities) 6. Materials 7. Assessment 8. Cross-curricular activities



Areas to be covered in CLIL subject lesson plans

1. Topic 2. Aims 3. Contents 4. …etc PLUS 5.  language of the topic (especially vocab) 6.  language needed for learning (discussions) 7.  skills needed for dealing with input language

(skimming, scanning, listening for gist, etc.)



Areas to be covered in CLIL subject lesson plans

1. Topic 2. Aims 3. Contents 4. …etc PLUS 5.  language of the topic (especially vocab) 6.  language needed for learning 7.  skills needed for dealing with input language

(skimming, scanning, listening for gist, etc.)




Lesson planning for CLIL – aims, objectives and outcomes

Aims & objectives: what T intends to do – the knowledge, concepts & skills to be taught

Learner outcomes: what we want learners to understand & be able to do after lesson

http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf


Lesson planning for CLIL – the 4Cs and unit planning


… it is the [subject] content which determines the learning route. If it were the language, imagine how

limiting this would be ... … [t]ry to have a conversation with someone using only the present tense …

If the content requires the use of the past tense, and learners have not studied this, then CLIL lessons will enable learners to access the language needed in a

defined context in different ways.


Lesson planning for CLIL – Doyle, the 4Cs and planning

Content: the subject knowledge, concepts & skills

Communication: language to be used for learning


Cognition: activities that activate and challenge HOTS and avoid excessive realiance on LOTS

Culture: other (and self) awareness



Content •  what is/are the aim(s) of this unit/lesson? •  what are my teaching objectives? •  what are the learner outcomes?


Communication •  what language do they need to work with the content? •  what specialised vocabulary (terms/phrases) is there? •  what key structures are there (e.g. comparatives)? •  what task language will they need (e.g. suggesting)?



Cognition (thinking skills) •  what kind of Qs must I ask to avoid ‘display’ Qs? •  which tasks and classroom activities will take

learners into HOTS? •  which thinking skills will be appropriate to the

subject content


Culture •  are there any cultural implications with the content? •  does the lesson allow learners to think about themselves

in relation to others?


Lesson planning for CLIL – Doyle, the 3As and planning


Stage 1: Analyse (content for the language of learning)

Stage 2: Add (to content the language for learning)

Stage 3: Apply (to content language through learning)


Lesson planning for CLIL – the 3As and lesson planning

Analyse (the language of learning)

•  define content focus

•  analyse language needed for conceptual learning

o  identify key words (including specialised vocabulary, and grammatical functions)





Add (the language for learning)

•  reading and listening skills (e.g identifying main points)

•  classroom talk, discussion language, etc


Lesson planning for CLIL – Bloom’s taxonomy


Lesson planning for CLIL – BICS and CALP

BICS describes the development of conversational fluency (Basic Interpersonal

Communicative Skills) in the second language, whereas CALP describes the

use of language in decontextualized academic situations (Cognitive Academic

Language Proficiency ).

BICS is said to occur when there are contextual supports and props for

language delivery. Face-to-face context embedded situations provide, for

example, non-verbal support to secure understanding. Actions with eyes and

hands, instant feedback, cues and clues support verbal language.

CALP, on the other hand, is said to occur in context reduced academic situations. Where

higher order thinking skills (e.g. analysis, synthesis, evaluation) are required in the

curriculum, language is disembedded from a meaningful, supportive context. Where language is disembedded the situation is often referred to

as context reduced.

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/bics%20calp.html



Apply (the language through learning)

•  build on language that emerges through the learning context.

•  explore how (preferably) HOTS have been built into the lesson


¿Cómo se aprende una lengua? Assessing English language since 1938

Lesson planning for CLIL – sample lesson plans

http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2



http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2 Ateneu - Materials i recursos per a la formació - Departament d'Ensen…dària

Step 1 may seem obvious, but practice shows that a majority of novice CLIL teachers spend a tremendous amount of time searching for good materials from different sources without having a clear idea of what to teach. Write your ideas on a scrap paper before beginning to search. Be sure of what you want to include and what to reject from the topic you have selected for your CLIL classes.







The focus of step 2 is that it is easier to transform ready-to-use materials than to start them from zero. Mind that books usually contain better materials than web sites. The selection of activities proposed in step 3 implies that you already have a range of tasks at different levels of Bloom's Taxonomy. Proposing different kinds of tasks is usually a source of engagement for learners and promotes a student centered approach to your teaching.







Once the content is clear and the tasks have been chosen, you must adapt all the materials to the language level of your students. Providing language scaffolding in all your activities is the main point of step 4.



Plan your work

and avoid mistakes!


Robin Walker Trinity Trainer, Spain

www.englishglobalcom.com


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Lesson planning for CLIL - · PDF fileLesson planning for CLIL Robin Walker Trinity Trainer, Spain Assessing English language since 1938