In previous methodology articles I have outlined the theory behind Content and Language Integrated Learning (CLIL) and provided a framework for CLIL-type lessons, particularly suited to learners studying content-based subjects in English or as part of a bilingual education programme. Here I provide a specific example of a topic covered in a CLIL style.
There is no set format for CLIL lessons, the underlying principles being that language is used to learn as well as to communicate and that it is the subject matter which determines the language that students need to learn. However, this lesson also attempts to follow the 4Cs curriculum in that it includes Content, Communication, Cognition and Culture, and includes elements of all four language skills.
This particular lesson is designed to be part of a regional / economic geography or general studies course and is based on a factual text about Vancouver.
Level – Intermediate and above
Lesson Plan: – guide for teacher on procedure including answers to tasks.
Worksheets: – exercises which can be printed out for use in class. The worksheet contains:
- Lead-in, prediction and text ‘mapping’
- Listening to confirm expectations
- Noticing and analysing language (reading)
- Vocabulary extension (gap-fill)
- Read and do (note-taking, map completion)
- Follow-up activities
A lesson of this type, at this level, could be conducted by a subject teacher, a language teacher, or team-taught by both. All the activities can be adapted for a variety of levels and mixed ability groups. Since CLIL lessons are topic-based the subject matter and tasks could be covered in a single period or spread over a number of class hours, depending on the depth of study.
For more information about this topic you can visit this British Council | BBC site:-
first published 15 May 2006 http://www.teachingenglish.org.uk/try/lesson-plans/