1. UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION
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2. Aims of the unit Reviewing CLIL lesson elements
Knowing Sheltered Instruction methodology
Knowing different examples of CLIL lessons.
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3. CLIL LESSON PLANNING Specific needs: Difficulties: First language
Educational background
Literacy levels
Living situation
Culture
Socioeconomic status
Expectations
Life experiences
Difficulties:
Second language acquisition theories
Lack of materials
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4. A clil lesson Content: knowledge, skills and undestanding
Communication: using language to learn whilst learning to use language
Cognition: thinking skills
Culture: alternative perspectives and shared understandings.
Productive and receptive skills
Language and content
Language difficulties
Supportive strategies
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5. SHELTERED INSTRUCTION
Providing meaningful instruction in content areas for transitioning Limited English Proficient students (LEP) to higher academic achievement while reaching English fluency.
The content is equal to that of native English speakers
Varied methods of instruction
Does not focus entirely on language development, but on methods through which English is achieved.
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6. STRATEGIES Set format of instruction
Define clearly language and content
Make the activity meaningful
Classroom concepts:
Controlled vocabulary
Scaffolding
Authentic assessment
Heterogeneous grouping
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7. SHELTERED INSTRUCTION PROTOCOL
Model for lesson planning
Means for
making content more accessible
Promoting English language development
Practice of highlighting key language features and incorporating strategies
Developed by the Centre for Research on Education, Diversity and Excellence (CREDE)
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8. CREDE’S PHILOSOPHY All children can learn
Children learn best when challenged by high standards
English proficiency is attainable by everybody
Bilingual proficiency is desirable
Language and cultural diversity
Teaching and learning must accomodate individuals
Schools can mitigate risk factors by teaching social and learning skills
Solutions to risk factors must be grounded in a valid general theory of development, teaching and schooling processes.
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9. TYPES OF SHELTERED PROGRAMMEES
Content-based ESL:
focus on language development.
Sheltered instruction:
focus on content curricula.
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10. THE EIGHT STEPS Lesson preparation Building background
Clearly define content objectives
Clearly define language objectives
Building background
Student’s experience
Old and new
Key vocabulary
Comprehensible input
Speaking
Step by step
Variety of techniques
Strategy learning
Strategies
Explicit instruction
Use
Scaffolding techniques
Social-affective strategies
Cooperative learning: think – pair – share
Affective filter (Krashen)
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11. THE EIGHT STEPS Interaction Practice / Application Lesson delivery
Frequent
Grouping
Time
Clarification
Practice / Application
Hands-on materials
Activities for applying knowledge
Language skills integrated
Lesson delivery
Support content objectives
Support language objectives
Engage students
Appropriate timing
Review/ Assessment
Vocabulary: mnemonics
Content word wall
Content concepts
Feedback
Student comprehension and learning
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12. TEACHING READING PROCESS
Survey
Question
Predict
Read
Respond
Summarize
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13. EXAMPLES
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14. An example of a CLIL activity
CONTENT: Chemistry
TOPIC: Acid-base titration
LANGUAGE: English
ACTIVITY TYPE: Experiment in the chemistry lab
STUDENTS: Upper secondary school, third year ( years old)
TEACHERS: Chemistry and English teachers
AIMS:
Students become familiar with a method of volumetric analysis;
they understand acid-base titration and molarity relations and
use a procedure to find out the pH of a solution
TIME: 3-4 hours. 
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15. An example of a CLIL activity
STAGE 1 “Preparation”
teacher introduces all the specific words for the equipment necessary to carry out the titration experiment.
points at specific equipment, saying the different names (funnel, pipettes, titration clamp, etc.) and students repeat the names;
shows on a transparency the drawings and names of equipment and students take notes;
gives out a handout with drawings of the equipment and students write down the names;
shows on a transparency a list of verbs and expressions to be used during the experiment (set up, add, place, shut off the stopcock, mix, etc.);
shows the meaning of different actions whilst students repeat and take notes.
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16. An example of a CLIL activity
STAGE 2 “The experiment”
The chemistry teacher sets out the different stages of the titration experiment.
Shows the equipment available and sets up the groups; gives out a handout and introduces its content:
introduction and aim,
procedure and calculation;
answers students’ questions.
Students carry out the titration experiment in groups of three.
They go through the instructions in the handout carefully, following the procedure step by step;
take notes of the results of their experiment;
work out the calculation using the results from their experiments.
STAGE 3 “Final report”
Students prepare an oral report about the experiment in groups and present it to the class and teachers.
They discuss their results and answer questions from the teacher and from the other groups.
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17. Speak Up on Climate Activity 2 – The Greenhouse Effect TASK 1
l Warm up (5 mins)
Ask the class what they know about the greenhouse effect.
Ask for volunteers to explain to the class.
Accept two or three students and repeat what they say, paraphrasing what they say to the class as it’s said.
l DIY reading (10 mins)
Hand out the copies of the reading with the sheet faced down on the desk and tell the students not to look until you say so.
When you’ve handed out the sheets, tell the students that when you say ‘go’ they must turn over the sheet and scan the text as quickly as they can for key words and that they will only have 10 seconds to do this so they shouldn’t try and read every word. Tell the students that when you say stop they have to turn the sheet back over again and shout out to you any words they can remember and write them on the board.
Do the speed read and stop the students after 10 seconds. Write down the words they shout out on the board. Explain that the words don’t mean much in isolation at the moment. Ask the students to make questions from isolated words and write them on the board. For example with the word ‘trapping’, a question might be ‘What is trapping?’ When you have 10 questions or so on the board tell the students to find answers to their questions. Have volunteers read out their answers.
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18. Speak Up on Climate l Diagram (10 mins) TASK 2 l Effects (15 mins)
Hand out the diagram of the greenhouse effect and the cut up text cards, and if you can, show the diagram on a projector or OHT. This would be a good pair reading task so that the students can discuss and agree/disagree on where the texts should go.
Ask for a volunteer pair to describe their diagram filled in. If you can, do this with the diagram showing on a screen.
Now remove the text cards from the diagram and tell the students to turn over their text cards.
Ask for a volunteer to try to describe the diagram without the text cards.
Now tell the student in their pairs to talk to each other about the diagram without using their text cards trying to describe what is happening. Walk around, listen and take notes.
TASK 2
l Effects (15 mins)
Group students in fours and ask them to discuss what they think the effects of the greenhouse will be and tell them to make rough notes of their ideas.
Hand out the table briefly explaining the column headings and tell the groups to try to arrange their ideas in the table.
Ask for volunteers to feedback their ideas to the class showing the table on a screen if possible. Make suggestions for any areas they haven’t filled in or you think they have not understood.
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19. examples www.isabelperez.com/clil.htm www.clilcompendium.com
Material- for-CLIL-Classes-Spain
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20. TASK
Design a lesson planning according to the techniques presented during the lesson. Use the websites.
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21. JSP
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