JSP 2011-2012
UNIT 10.
CLIL LESSON PLANNING
AND SHELTERED
INSTRUCTION
AIMS OF THE UNIT
Reviewing CLIL lesson elements
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Knowing Sheltered Instruction methodology
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Knowing different examples of CLIL lessons.
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CLIL LESSON PLANNING
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Specific needs:
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Difficulties:
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Second language acquisition theories
Lack of materials
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First language
Educational background
Literacy levels
Living situation
Culture
Socioeconomic status
Expectations
Life experiences
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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SHELTERED INSTRUCTION
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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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Providing meaningful instruction in content
areas for transitioning Limited English Proficient
students (LEP) to higher academic achievement
while reaching English fluency.
STRATEGIES
Set format of instruction
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Define clearly language and content
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Make the activity meaningful
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Classroom concepts:
Controlled vocabulary
 Scaffolding
 Authentic assessment
 Heterogeneous grouping
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SHELTERED INSTRUCTION
PROTOCOL
www.siopinstitute.net
 Model for lesson planning
 Means for
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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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JSP 2011-2012
making content more accessible
 Promoting English language development
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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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JSP 2011-2012
TYPES OF SHELTERED
PROGRAMMEES
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Content-based ESL:
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focus on language development.
Sheltered instruction:
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focus on content curricula.
JSP 2011-2012
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THE EIGHT STEPS
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Lesson preparation
Clearly define content objectives
 Clearly define language objectives
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Building background
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Comprehensible input
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Speaking
Step by step
Variety of techniques
Strategy learning
Strategies
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Explicit instruction
Use
Scaffolding techniques
Social-affective strategies
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Cooperative learning: think – pair – share
Affective filter (Krashen)
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Student’s experience
Old and new
 Key vocabulary
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THE EIGHT STEPS
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Interaction
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Practice / Application
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Hands-on materials
Activities for applying knowledge
Language skills integrated
Lesson delivery
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Frequent
Grouping
Time
Clarification
Support content objectives
Support language objectives
Engage students
Appropriate timing
Review/ Assessment
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Vocabulary: mnemonics
Content word wall
Content concepts
Feedback
Student comprehension and learning
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TEACHING READING PROCESS
Survey
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Question
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Predict
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Read
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Respond
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Summarize
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EXAMPLES
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AN EXAMPLE OF A CLIL ACTIVITY
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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
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TIME: 3-4 hours.
JSP 2011-2012
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CONTENT: Chemistry
TOPIC: Acid-base titration
LANGUAGE: English
ACTIVITY TYPE: Experiment in the chemistry lab
STUDENTS: Upper secondary school, third year (16-17
years old)
TEACHERS: Chemistry and English teachers
AIMS:
AN EXAMPLE OF A CLIL ACTIVITY
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STAGE 1 “Preparation”
 teacher introduces all the specific words for the
equipment necessary to carry out the titration
experiment.
JSP 2011-2012
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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AN EXAMPLE OF A CLIL ACTIVITY
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STAGE 2 “The experiment”
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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:
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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”
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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.
JSP 2011-2012
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SPEAK UP ON CLIMATE
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Activity 2 – The Greenhouse Effect
TASK 1
l Warm up (5 mins)
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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)
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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.
JSP 2011-2012
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SPEAK UP ON CLIMATE
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l Diagram (10 mins)
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TASK 2
l Effects (15 mins)
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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.
JSP 2011-2012
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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.
EXAMPLES
www.isabelperez.com/clil.htm
 www.clilcompendium.com
 www.clil-axis.net
 www.factworld.info
 www.scribd.com/doc/3273805/Published Materialfor-CLIL-Classes-Spain
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JSP 2011-2012
TASK
•
JSP 2011-2012
Design a lesson planning according to the
techniques presented during the lesson. Use the
websites.
JSP 2011-2012
THANK YOU