Page 4 - CLIL MAGAZINE JESSICA TOBON GARCIA

Considerations When
Planning a CLIL Science
Lesson

Activation of Prior Knowledge: It is important to start the
lesson by discovering what students already know about
the scientific topic.
Input and Output: Plan how information will be presented
(orally, in writing, etc.) and how students will communicate
the content and language learned.
Collaborative Tasks: Include tasks that involve the use of
vocabulary and specific structures of the topic in pair or
group work activities.
Wait Time: Need for a longer wait time after asking
questions so that students can process concepts in a new
Challenges language.
in CLIL
For Teachers: Feel confident about their level of English, especially if they haven't
used it for some time. Need to present and explain concepts clearly and to use
appropriate language in the classroom.
For Students: They require considerable support to develop thinking skills in a
non-native language and to communicate both the everyday functional language
and the cognitive academic language of school subjects.
Lack of Materials: Difficulties in finding appropriate materials that complement
work in the L1 curriculum or adapting materials from native speakers.