Programming a clil unit
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This document provides a template for planning programming Content and Language Integrated Learning (CLIL) units. The template includes sections for defining the learning outcomes, subject content, language content and skills, cognitive processes, activities, methodology, and evaluation. The language content section specifies vocabulary, grammar structures, language skills, and discourse types to be practiced. The methodology section addresses class organization, timing, resources, and basic competences. Examples of CLIL units and lessons are also provided.
Programming a clil unit
- 1. TEACHER’S GUIDE FOR PROGRAMMING CLIL UNITS By Cristiana Vasiluta Costea
- 2. 1. LEARNING OUTCOMES / EVALUATION CRITERIA Objectives or goals that the students will achieve in the unit we are planning.
- 3. 2. SUBJECT CONTENT Specific content/topics that will be covered in English during this unit or part of the unit.
- 4. 3. LANGUAGE CONTENT / COMMUNICATION What language content and communication skills will we pay attention to. 3.1 Vocabulary Fundamental vocabulary that will appear in the unit that the student should learn. The English teacher should agree with the vocabulary so that he/she may revise it in the English class if convenient. 3.2 Structures / Functions Grammar and discourse structures that are expected to appear and that agree with the review in the English class. 3.3 Language skills / Discourse type Communicative language skills that will be practised throughout the unit (e.g. Listening, speaking) and in what type of activity. Also the type of discourse that will be more relevant throughout the unit (descriptive, dialogues, etc.).
- 5. 4. COGNITIVE PROCESSES Cognitive skills that the students should execute in order to complete the activities and homework ( Critical thinking, analysis, synthesis, evaluation, etc).
- 6. 5. ACTIVITIES Activities that the student will complete throughout the course of the unit as part of the final project or as part of their learning process.
- 7. 6. METHODOLOGY •Organization and class distribution / timing Temporalization: number of session that each activity will take. The type of work the students will be doing with each activity should be specified: group work, individual work, pair work, whole class activity, etc. Spaces we are going to use: computer lab, classroom, laboratory,etc. Resources / Materials Resources and materials that we are going to use along throughout the unit and links to the place we can find them. The ICT tools use in the classroom and their link to the unit’s objectives. Basic Competences Specific basic competences that will be practiced: linguistic, mathematic, social, digital, cultural, learn to learn, autonomy, etc.
- 8. 8. EVALUATION (CRITERIA AND INSTRUMENTS) Instruments and criteria for evaluating , including self and teacher evaluation.
- 9. EXAMPLES OF CLIL UNITS OR LESSONS CLIl lesson MacMIllan CLIL Lessons Cambridge CLIL Lessons
- 10. More information about CLIL in Madrid Community: Legislation Madrid Examples of Good Practice based on CLIL Cristiana Vasiluta Costea