CLIL Lesson Planning

• Planning Considerations
• Learning Outcomes
• Lesson Plans in Action
Jermaine S. McDougald
[email protected]
 Know what teachers need to consider when
planning for CLIL
 Be able to identify and plan different learning
outcomes for content and language learning
 Be able to identify the components of a CLIL lesson
plan
 Know why teachers need to adapt lesson plans
when teaching
 Write answers to these questions about planning
for CLIL (Discuss with a partner)
1 What kind of lesson plan do you use?

2 Which part of a lesson do you plan first?
3 Which parts of the plan do you consider to be
most important?
Task 1
Match these lesson aims with the teachers' comments about their lesson planning.
REFLECT AND SHARE:
‘Planning for CLIL is more complex than planning an L1 subject

1 lesson or an ELT lesson.’ Do you agree with this statement? Why
/ Why not?
What are the advantages of taking time to plan for content and
2
language learning?
If you are a subject teacher, what are the benefits of planning
3
with a colleague who teaches English?
If you are a language teacher, what are the benefits of planning
4
with a colleague who teaches a school subject?
 Planning for CLIL is essential because teaching CLIL is more complex than teaching
language or subject lessons separately. To provide a meaningful learning experience,
we need to know how to plan, deliver and also how to adapt CLIL lessons.
 Before planning individual lessons, we need to consider many factors.
 First, we need to start with the learners themselves,
 then consider what they know, and then what we’re going to teach them. The factors we need
to think about are:
 learners’ ages and levels for subject and language learning
 subject and topic
 content of the L1 subject curriculum **
 teaching aim – what will learners know and be able to do by the end of the lesson or
series of lessons?
 language demands of the subject topic
 the communicative and cognitive skills developed
 cultural focus
** In language-led CLIL courses, teachers don’t usually

need to consider the content of the L1 curriculum.
However, it’s sometimes useful to know what learners have
been taught in subject lessons to take into account any
prior subject knowledge.
Task 2
Match factors that teachers need to consider when planning with the examples
from a CLIL maths lesson.
Task 2
Match factors that teachers need to consider when planning with the examples from a
CLIL maths lesson.
In order to deliver a CLIL lesson effectively, teachers also
need to consider:
How to present content

 Is the content new or familiar to the learners?
 Is the level of content and language suitable?
 How will you present the content (realia, visuals, audio, text,
a demonstration)?
 Will you use digital or paper materials? Do the materials
have to be adapted or supplemented?
Which tasks to include and in which order
 Are the tasks at the right level of cognitive demand for the
age of the learners?
 Will learners do them alone, in pairs or in groups?
 Do the tasks get progressively more demanding? Will
learners revisit new content?
 Are the tasks communicative? Will they encourage active
learning?
How to support subject input and learner output
 What support will you include? At what stage of the
lesson will you provide it?
 Will you provide additional support for less able
learners?
 Will you provide extension tasks for more able
learners?
How to assess content and language learning
 Will you include formative assessment?
 What evidence of progress will you look for during
the lesson?
 Will you do any summative assessment at the end of
the lesson?
Task 3
Read the examples of what teachers say about parts of a lesson plan. Which planning category
do they belong to?
 Learning outcomes are the statements about what most
learners can achieve at the end of a learning experience. They
focus on the experience of the learner rather than the teaching
objective, though they are linked. Look at this example from a
maths lesson:
 Teaching objective (for teachers): to develop learners’
understanding of fractions.
 Learning outcome (for learners): to be able to order fractions
between 0 and 1 from smallest to greatest.
 There are five important things to remember about learning
outcomes in CLIL:
1. They should always be achievable.
2. They are likely to be achieved over several lessons or a longer
period of study rather than in one lesson.
3. They can be simple (e.g. to be able to measure objects in
centimetres and millimetres) or more complex (e.g. to be able to
measure angles in different types of triangles, and label and define
them).
4. CLIL teachers need to plan learning outcomes for both subject
content and language.
5. CLIL teachers should also consider outcomes for learning skills
(e.g. to be able to organize work systematically) and for learners’
attitudes towards learning (e.g. to be able to comment positively and
critically on a partner’s work).
 Now you have seen how learning outcomes can relate to
content, language, learning skills and attitude.
 It’s important we tell learners what they are expected to
achieve during each lesson or over a series of lessons.
 Of course, you may decide to concentrate on only two or
three types of learning outcome in each lesson. What’s
important is that learners know the outcomes and can
reflect on them.
 Before you do the task below, think of one way learners
can show how far they’ve achieved a learning outcome.
1. Tools needed - 4C’s
2. Mind Map
3. Lesson Plan Template
4. Blooms Taxonomy in Action
30
A 4Cs Approach to Integrated Curriculum
Planning
Communication
CLIL
Culture
Content Cognition
Teaching and Learning through a foreign language (English)

31
The term “triptych” is used to
identify an image consisting of
three linked parts.
It is advisable to familiarize the
CLIL planning team with these
elements before planning
J. S. McDougald CLIL WORKSHOP 32

Colegio CAFAM
J. S. McDougald CLIL WORKSHOP Colegio CAFAM 33
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(Churches, A. 2009)
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What are the main factors teachers need to consider when planning CLIL lessons?

What are the different types of learning outcomes teachers should plan for in CLIL?

• Planning Considerations

1 What kind of lesson plan do you use?

‘Planning for CLIL is more complex than planning an L1 subject

** In language-led CLIL courses, teachers don’t usually

How to present content

Teaching and Learning through a foreign language (English)

J. S. McDougald CLIL WORKSHOP 32

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