CLIL Lesson 31/03/2025

CLIL Methodology Course

Lesson 2

Dr. Sabrina ValentiICS Padre Pino Puglisi Buccinasco (MI)

March 31st 2025

sabrinavalenti55@gmail.com

Brainstormig time

How do you feel about CLIL?

Mark your position on the scale 1- 5 1= Strongly disagree 5= Strongly agree

Let's have fun together with The 5 Cs

Brainstorming time

Let’s get going with CLIL !

‘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’

DAVID MARSH

‘In other words...

STUDENTS DEVELOP KNOWLEDGE ABOUT A SUBJECT

‘at the same time

STUDENTS DEVELOP THEIR LINGUISTIC ABILITY IN THE SECOND LANGUAGE

Next

Types of CLIL

SOFT (Language-led)

MODULAR (Subject-led)

HARD (Subject-led)

Curricular topics taught during language courses, typically once a week.

Selected parts of subject syllabus taught in the target language, about 15 hours per term.

Around 50% of the curriculum is delivered in the target language.

CLIL in ….. Subjects

Explore the possibilities of CLIL across diverse subjects:

Science

Maths

Geography

History

Conduct hands-on experiments in biology, chemistry, and physics to deepen understanding of scientific concepts.

Explore numbers, equations, and calculations through real-world problems and applications.

Uncover past events and civilizations, fostering critical thinking and historical analysis.

Study the earth's landscapes and cultures, examining environmental issues and global connections.

P.E.

Art

Music

Technology and Computer Science

Express creativity through various mediums, encouraging self-expression and appreciation for artistic techniques.

Promote physical fitness and teamwork through engaging activities and sports, emphasizing health and sportsmanship.

Explore melodies, rhythms, and harmonies, fostering a deeper appreciation for musical expression and cultural traditions.

Innovate with code and digital solutions, developing problem-solving skills and preparing for future technological advancements.

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?

The regulatory framework of CLIL in Italy and Europe

Next

What teacher qualifications in Italy?

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

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

BREAK TIME

15 MINUTES

Authentic Materials in CLIL: Bridging the Gap Between Theory and Reality

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.

Text-Based Authentic Materials for CLIL

Newspaper and Magazine Articles

Specialized Textbooks

Websites and Online Resources

Instructions and Manuals

Audiovisual Authentic Materials in CLIL

Videos and Documentaries

Films and TV Series

Podcasts and Audio Recordings

Real-world context for language use.

Cultural insights and colloquial language.

Develop listening skills in diverse contexts.

Visual Authentic Materials in CLIL

Images and Photographs

Charts and Tables

Visual illustrations support comprehension and vocabulary development

Visual data displays help students analyze complex concepts across disciplines

CLIL MODULE PLAN

Progettazione di un percorso CLIL

Progettazione di una CLIL lesson

From WHAT to HOW

What is the best way to introduce a topic?

How do we start?STEP 1: ACTIVATION

How will you get the students’ attention and motivate them?

From WHAT to HOW

HOW DO WE START A CLIL LESSON? 1 STEP: ACTIVATION

1. INPUT

2. BRAINSTORMING ACTIVITY (Use Wordart)

to activate prior knowledge

3. KWL CHART

INPUT

CLIL SCIENCE

" What comes to your mind?"

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”.

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.

KWL CHART Climate Change

What We Know

What We Learned

What We Want to Know

• Earth is warming rapidly

• Main climate change causes

• Greenhouse gases trap heat

• Polar ice caps melting

• Impact on wildlife

• Animals losing habitats

• Pollution varies by region

• Effective solutions

• Renewable energy helps

Next

Our Carbon Footprint

School Subject: SCIENCE - technology

LEVEL: LOWER SECONDARY SCHOOL (third class)

Content

Language

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

• 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

INPUT

" What comes to your mind?"

ACTIVITIES

Warm up Activity: Watching videos about Carbon Footprint and Brainstorming activity for the keywords.

ACTIVITIES

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 2: DISCUSSION in Plenum/Circle time: (15 minutes) Students take notes of their results and share them with the teacher and classmates.

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.

ASSESSMENT

CHECKING LEARNING

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).

Ending the lesson

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.

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

See you soon!

Thanks!

for your attention

sabrinavalenti55@gmail.com