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CLIL Lesson 31/03/2025
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March 31st 2025
Dr. Sabrina ValentiICS Padre Pino Puglisi Buccinasco (MI)
Lesson 2
CLIL Methodology Course
Mark your position on the scale 1- 5 1= Strongly disagree 5= Strongly agree
How do you feel about CLIL?
Brainstormig time
Brainstorming time
Let's have fun together with The 5 Cs
Let’s get going with CLIL !
DAVID MARSH
‘CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual focused aims, namely the learning of content and the simultaneous learning of a foreign language’
STUDENTS DEVELOP THEIR LINGUISTIC ABILITY IN THE SECOND LANGUAGE
‘at the same time
STUDENTS DEVELOP KNOWLEDGE ABOUT A SUBJECT
‘In other words...
Next
Around 50% of the curriculum is delivered in the target language.
HARD (Subject-led)
Selected parts of subject syllabus taught in the target language, about 15 hours per term.
MODULAR (Subject-led)
Curricular topics taught during language courses, typically once a week.
SOFT (Language-led)
Types of CLIL
Innovate with code and digital solutions, developing problem-solving skills and preparing for future technological advancements.
Technology and Computer Science
Promote physical fitness and teamwork through engaging activities and sports, emphasizing health and sportsmanship.
P.E.
Explore melodies, rhythms, and harmonies, fostering a deeper appreciation for musical expression and cultural traditions.
Music
Express creativity through various mediums, encouraging self-expression and appreciation for artistic techniques.
Art
Study the earth's landscapes and cultures, examining environmental issues and global connections.
Geography
Uncover past events and civilizations, fostering critical thinking and historical analysis.
History
Explore numbers, equations, and calculations through real-world problems and applications.
Maths
Conduct hands-on experiments in biology, chemistry, and physics to deepen understanding of scientific concepts.
Science
Explore the possibilities of CLIL across diverse subjects:
CLIL in ….. Subjects
WHY CLIL?
I wonder if there is a better way to prepare our students to use "21st Century Skills"
What is the 21st century education?
Next
The regulatory framework of CLIL in Italy and Europe
CLIL teachers can be subject teachers or language teachers. Language Teacher = DL (Docente di Lingua) Content Teacher o Subject Teacher = DNL → (Docente Non Lingua)
Next
What teacher qualifications in Italy?
The Profile of a CLIL Teacher
A CLIL teacher will have:
- Knowledge of the subject.
- Possession of linguisic- communicative skills in a C1 ( B2 accettable) level.
- Methodological-teaching skills acquired after a specialistic university course.
- Skills in adapting teaching materials.
Remember....CLIL is an opportunity
15 MINUTES
BREAK TIME
The use of authentic materials is one of the key aspects of CLIL because it allows students to learn a language through real and contextualized content, making learning more meaningful, motivating, and applicable to everyday life.
Authentic Materials in CLIL: Bridging the Gap Between Theory and Reality
Instructions and Manuals
Websites and Online Resources
Specialized Textbooks
Newspaper and Magazine Articles
Text-Based Authentic Materials for CLIL
Develop listening skills in diverse contexts.
Cultural insights and colloquial language.
Real-world context for language use.
Podcasts and Audio Recordings
Films and TV Series
Videos and Documentaries
Audiovisual Authentic Materials in CLIL
Visual illustrations support comprehension and vocabulary development
Visual data displays help students analyze complex concepts across disciplines
Images and Photographs
Charts and Tables
Visual Authentic Materials in CLIL
Progettazione di un percorso CLIL
CLIL MODULE PLAN
Progettazione di una CLIL lesson
What is the best way to introduce a topic?
How will you get the students’ attention and motivate them?
From WHAT to HOW
How do we start?STEP 1: ACTIVATION
to activate prior knowledge
3. KWL CHART
2. BRAINSTORMING ACTIVITY (Use Wordart)
1. INPUT
From WHAT to HOW
HOW DO WE START A CLIL LESSON? 1 STEP: ACTIVATION
CLIL SCIENCE
Teacher enters and shows students the picture of a green footprint and invites the class to guess its meaning. Therefore S/he will ask: “Do you know what are we going to talk about today?..” After checking any possible answer, s/he will introduce the topic: “Today we are learning about our Carbon Footprint”.
" What comes to your mind?"
INPUT
CLIL LITERATURE
The English teacher enters wearing Juliet’s costume and holding a red rose. Brainstorming activity: S/He will invite the class to answer to this question: “WHAT COMES TO YOUR MIND BY LOOKING AT ME?” The teacher will write a spidergram on the WB with the information from the students.
INPUT
Next
- Renewable energy helps
- Animals losing habitats
- Greenhouse gases trap heat
What We Learned
- Effective solutions
- Impact on wildlife
- Main climate change causes
What We Want to Know
- Pollution varies by region
- Polar ice caps melting
- Earth is warming rapidly
What We Know
KWL CHART Climate Change
Our Carbon Footprint
School Subject: SCIENCE - technology
LEVEL: LOWER SECONDARY SCHOOL (third class)
Language
Content
• will be able to produce sentences in English related to Topic language • will learn key language ( carbon footprint,sustainability, recycle, reuse, save energy, save water) • will be able to express their opinions and give suggestions
After this lesson students
- will become aware of the impact of human beings on the environment
- will be able to list several ways to reduce CO2 emissions
- will know the role of CO2 emissions on the environment
- will be able to define Carbon Footprint
- will be able to make and edit a video
" What comes to your mind?"
INPUT
ACTIVITIES
Warm up Activity: Watching videos about Carbon Footprint and Brainstorming activity for the keywords.
Activity 1: Question Time: (individual work). Students answer to a series of questions about their lifestyle (transport, food, home, use of electricity, water and waste) on an onlie questionnaire.
ACTIVITIES
Activity 3: Active Class:(GROUP WORK) (35 minutes): Then class is divided into groups and discusses ideas on how to reduce CO2 emissions on our daily routines.
Activity 2: DISCUSSION in Plenum/Circle time: (15 minutes) Students take notes of their results and share them with the teacher and classmates.
ACTIVITIES
Formative assessment during the lesson: participation, motivation, engagement , collaborative work Summative assessment at the end of the activities Self assessment (by the students) Evaluation of the activities (by the students).
CHECKING LEARNING
ASSESSMENT
Flipped Classroom Each group has to prepare a video to promote the best practise for a sustainable lifestyle. Videos are shown to the other classes through a sort of TV News Programme.
Ending the lesson
IPOTESI DI LAVORO
Pensate a un argomento da sviluppare in modalità CLILIndividuate:
- classe e docenti coinvolti
- argomento
- obiettivi disciplinari e linguistici
- lessico chiave e specifico
- tempi
- metodologia
- attività proposte (tasks)
- strumenti digitali
- Verifica e Valutazione