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CLIL
Content and Language Integrated
Learning
SURYA PRAKASH.SUSARLA
Surya Prakash
Surya Prakash
Todays presentation
What is CLIL?
How to CLIL (a very quick example!)
Benefits and challenges
Questions?
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What is CLIL?
Content and Language Integrated Learning
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Key Features
Conventional FL
teaching
Topic/contentbased language
teaching (soft
CLIL?)
Subject teaching in L2
(hard CLIL?)
Subject teaching
through L2 immersion
Priority in
planning:
Language
Language
Subject
Subject
Taught by:
Language or class
teacher
Language teacher
Subject teacher
Assessment of:
Language
Language
Teaching focus:
Language
teaching
Language
teaching
Subject teaching
Materials:
Language
Language/subject
Subject
Syllabus:
Language
syllabus: general
purposes
SL methodologies
Language
syllabus: CALP
Subject
SL methodologies
Language-supported
subject-teaching
Subject teaching
Methodology:
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Subject
The knowledge, concepts, and skills of the discipline (e.g. Science, IT, Arts).
Communication
The communication of meaning about the knowledge, concepts, and skills being learned (e.g.
stating facts in science, giving instructions on using software, describing emotions in response to
music).
Cognition
The thinking skills which make sense of knowledge, experience, and the world around us (e.g.
remembering, understanding, evaluating, critiquing, reflecting, creating LOT & HOT).
Culture
pedagogical
disciplinary
A Sample CLIL
lesson
States of matter
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Lesson stages
1) Warmer setting the stage
2) Connecting to students thoughts, feelings or
3)
4)
5)
6)
7)
8)
prior knowledge
Sharing learning outcomes
Introducing new vocabulary
Introducing new content
Reinforcement and reflection on new content
Applying new knowledge
Evaluation
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1.Warmer
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liquid
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gas
3. Learning outcomes
By the end of this lesson, you will be able to:
Use a particle model to explain the behaviour of
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4. Introducing key
vocabulary
Pair work matching
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Vocabulary matching
kinetic (adj.)
having movement
theory (n.)
to behave (v.)
particle (n.)
force (n.)
physical energy
to vary (v.)
to be different
to vibrate (v.)
fixed (adj.)
to roll (v.)
to turn smoothly
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table:
solid
Example
Distance
between
particles
Forces between
particles
Movement of
particles
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liquid
gas
Example
Distance
between
particles
Forces between
particles
Movement of
particles
solid
liquid
gas
desk
water
air
very small /
very close
together
small/ /close
together
strong
less strong
weak
vibrate in fixed
place
move freely
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6. Reflection and
reinforcement
Deconstructing genre: The
Information Report
Purpose and social function
Participants, processes and tense
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6. Reflection and
reinforcement
Make groups of six to eight.
At the teachers instruction, work
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7. Applying new
knowledge
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Language support
-nominalisation
Noun
Verb (active)
evaporation
sublimation
condensation
freezing
melting
adding
removing
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Verb (passive)
Scaffold
Substance
State
Heat/cool
Distance
between
particles
New state
Name of
change of
state
Coconut oil
solid
heat
increases
liquid
melting
Water
heat
Coconut oil
cool
Steam
cool
Naphthalene
solid
heat
Naphthalene
gas
cool
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8.Evaluation
Ask students to read some of their sentences
aloud.
Review of homework in the following lesson
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Why CLIL?
in formal educational settings, second
to content
the language needed to interact and
communicate understanding in the classroom
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new language
that emerges through learning
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Challenges
Teacher competencies content AND
language
Cognitive demands on students may cause
anxiety and demotivation stemming from fear
of failure >
emphasis on short-term learning goals to build
student confidence;
provision of support within their ZPD (Vygotsky,
1978); pair and group work;
role of teacher as facilitator rather than knower
modification and scaffolding of authentic
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So why bother?
I found using
CLIL made my
students more
active and
interested. They
think now that
learning English
has a real
purpose.
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