-

Learners need progressively challenging tasks so they can develop

thinking skills
Language rich classes help them to think and learn well (posters with
key words questions on them)
Learners need wait time to think and process language and new
concepts
Challenge of developing learning skills in a non-native language
Learning skills across the curriculum: Need of support and
encouragement that the knowledge will be used in different contexts,
need of planning among teachers so learners consolidate, plan
opportunities for autonomous learning and encourage an enquiry
approach.

Teaching Language is part of CLIL but the main purpose is the learners
understanding of the content. The teaching of the language may be aid by:
-

Highlighting vocabulary used in CLIL subjects

Modeling sentences so that students see the language they should
use
Allow learners to be more relaxed when speaking on the L2 language
because the main focus is on the content
Correcting learners just after making the mistake
Analyzing errors to identify difficulties learners may have (Normally
transfers from L1-L2)

Important to increase student talking time and to reduce teachers

-

To start or finish brainstorming can be used to involve students in the

learning (what we know, what we want to know and what we learnt).
To develop communication it is better to ask open questions (multiple
answers) rather that closed ones so that: students cooperate
becoming response partners, students revisit previously taught
language and content
Make group activities to answer questions, debates, preparing
presentations and ending the lesson with feedback.

Communicative tasks:
-

Before starting: Make the purpose and outcomes clear, identify

ground rules and timing and assigning each member of the group a
role.
After finishing: give reflection time after the talk (How did we do and
improve?) and be aware of progression (from closed to explanatory
talk)

To develop learners cognitive skills we have to make appropriate tasks and

effective questioning (by making associations and thinking more deeply with
challenging questions) Use L1 when children are very young. Some
questions that develop thinking are (page 22)
EJERCICIO PGINA 25 INTERESANTE

Materials:
-

Need to adapt carefully so students understand the subject content.

To do this:
o Include animation, and other visuals. Make sure the layout is
clear
o Include definitions and short explanations
o Highlight key vocabulary by using capital letters or bold font

Materials may be adapted by means of rubric, paraphrases,

shortening and removing unnecessary materials.
ELT materials may be adapted into CLIL lessons

Classroom language
-

Choosing the right questions to develop dialogue with learners

Use only closed questions to revise contents already seen so that
students may only need to use lower thinking skills
Make learners think about the answers they give (with wait time the
quality of the answers improve
Encourage learners to ask questions during the whole class, groups or
pair work (they need to think the questions and consider the answers)
Type of exercise: Peer teaching (responses about peer work), write
questions they would like to ask and change them among them
dialogue, make a question game for other groups as homework and
prepare a questionnaire before internet search

To develop learning strategies

-

Learners must use the strategy that is best for them, therefore they
must know them. First we have to find out the ones our learners
already use. Then we must teach others and discuss the most
effective ones
Students must become independent learners. In CLIL is double work
because they have to knows about new strategies in content but also
in language

Consolidating learning and differentiation

-

Students need opportunities to consolidate learning. The content

must be personalized by the teacher. MIRAR EJEMPLOS PAG. 81
Needs analysis

Assessment
-

Assessment sheet to see if the learners are meeting the estimated

criteria.
Communication skills, cognitive skills and attitudes towards learning
may be assessed.

Planning a lesson:

First identify the content and aims what they should be able to do
and know as a result
Learning outcomes are used (learner centred)
Learners give peer feedback
When planning a lesson we need to consider
o Aims
o What will they know at the end of the lesson
o What content is part of their previous knowledge and what new
o Thinking and learning skills that will be developed
o Tasks that they will do
o Language support needed for communication of content,
thinking and learning
o Materials and resourced provided
o Cross curricular internet links?
o Evaluation.
Competences also have an important role as they have to be
developed as well as the content. TABLA PAG. 31
Brain storming activity to warm up activating prior knowledge
(students may use L1 for this and the translate)
Do a plenary at the end (ask questions about what they have learnt
(say 3 new things learnt today, what would you like to find out..?
PONER TABLA DE PAG. 32-33

Delivering a CLIL lesson (34):

-

Before: examine content material/ put lesson objectives, key

vocabulary and activities on board/give language-rich environment/
meaningful tasks/ plane a plenary at the end

Resource used in CLIL:

-

Realia
Posters, flash cards, dictionaries
Printed supplementary materials
ICT- multi-media materials interactive whiteboards, CD,

Equipment: audio, video, graphics, text and animation. When these

are presented, students may explore at their own speed
Organising information visual or graphic organisers to connect
knowledge and ideas presented, understand and recall info, think
creatively produce oral and written language. These may be
presented in charts, binary keys PAGINA 44-45
Uses of multi-media: content becomes alive, understand abstract
content, students collaborating with eachother with blogs and
podcasts, developing autonomy

ACTIVITY TYPES PAGINA 57