Download Elaboración de unidades didácticas AICLE

CLIL materials
development
Antonia Domínguez Miguela
Planning a didactic sequence

People involved:
 Content
area teacher
 English teacher
 Language assistants
 Other language teachers (optional, for CIL)
Planning a didactic sequence
Didactic unit or didactic sequence?

What contents?

Types of students and
school
Non-linguistic contents
Competences

How?
Methodology
For who?

When? Timing and
integration
Organizing contents
 Estructuring
contents
 Integration:
between L1-L2-L3 (CIL)
 with bilingual project (DNL)
 Integrating competences

 Format:
models 1, 2
Considering the school and students






Level of L2 competence
Necessary adaptations
Group characteristics
Non-linguistic areas involved
Language assistants
Proyects (ICTs, Coeducation, school as a
space for peace, etc.)
Integration
CIL- Language Integrated curriculum
 Content areas projects: multidisciplinary
projects, cross-curricular topics
 Integrated competences: linguistics,
maths, learning to learn, relation to the
environment, etc.

Lesson planning



CLIL: A lesson Framework by Steve Darn
CLIL module planning by Robert Quinn
A framework for CLIL lesson planning by Carmen P. Vidal
Recommendations for CLIL materials
development
Types of activities:
•
Reading comprehension of adapted/authentic texts (lecturas,
verdadero/falso, elije la correcta, responde a las preguntas,
relaciona idea principal/secundarias, ordenar, secuenciar, resumir,
etc.)
•
Oral comprehension (preguntas/gestos, listenings, informationgap)
•
Translation , use of L1 if necessary

Use of repetition in first stages

Traditional activities like warming-ups, consolidation, revision,
extension, etc
Recommendations for CLIL materials
development














Comprehensible input
Visual contents, visuals in the classroom
Check students understanding
Use enough classroom language
Adapt to the student’s level of language competence
Unstress mistakes and error, reward communicative effort
Enphasis on communication
Promote cooperative group (+ oral) and evaluation
More pair work (communicative tasks)
Less teacher talk, more student’s talking time progressively
(increase oral presentations, video-recordings)
More communicative games
Isolate and present the new vocabulary for the lesson
(beginning)
Introduce activities for vocabulary revision and consolidation
More authentic material (realia, Internet, posters, visuals)
Types of material
1.
2.
3.
4.
5.
6.
Templates
ICTs: presentations, Hot potatoes, Jclic, word worksheets (fillins), Webquests, treasure hunts.
Audiovisual Material : listenings (language assistants), video
(personal, youtube, etc)
Research projects: Internet (Wikipedia, Encarta, online
dictionaries)
Plataforma Helvia
Communication and social networks: Blogs, chats, forums, wikis,
facebook
Textbooks
Publishing houses
 Authentic textbooks?
 Adapted textbooks/translated into English?
 Supplementary booklets?
 Richmond publishing

CLIL MATERIALS (INTERNET)

Internet (Externos):
 Educación
Bilingüe en secundaria (Google
group by Manuel F. Lara)
 Bilingual
Education Platform
 Tools for creating CLIL materials
 Clil lesson Planning
 Isabel
Pérez’s resources on CLIL
EXAMPLES OF ONLINE MATERIALS
IES
 IES
 IES
 IES
 IES

“Los Remedios” (Ubrique)
“Sierra Nevada” (Almería)
Gonzalo Nazareno (Maths)
“LLanes”
“Pedro de Valdivia”
CLIL MATERIALS: Resources

Compendio de recursos en:

“Bilingual Estuaria”
 CC
Naturales y CC Sociales
 Web
para 1º de ESO
 Web para 2º de ESO
 Web conjunta “Energy”

Tecnología y Matematicas:
 Web
para 1º de ESO
CLIL MATERIALS @ IES “Estuaria”

Tecnología y Matematicas:
Material impreso
 Web para 1º de ESO

Practice

Evaluate CLIL materials
 Go
to “CLIL Materials” webpage