Outline of a typical CLIL course
As a taster, here is a sample CLIL course. The course can be longer, or shorter, and the topics can be altered to suit your wishes:
Day and topic
A few details
1. How CLIL are you? What is CLIL? (morning)
“How CLIL are you?” Questionnaire and general introduction to CLIL. The Common European Framework of Reference for Languages (CEFR) for subject teachers and its relevance to CLIL
1. Activating language and content
Why is activating content and language important? Activating prior knowledge. CLIL activities for activating.
2. Guiding understanding in CLIL (whole day)
Working with (multimodal) input: helping learners understand spoken and written input; texts and reading skills; scaffolding learning; graphic organizers. Lots of CLIL activities for guiding understanding.
3. Thinking skills and CLIL (morning)
Questioning and thinking skills: LOTS and HOTS (lower order thinking skills and higher order thinking skills)
3. The language of your subject (afternoon)
What is typical about the language in your subject (science, history, PE, ICT)? The language in texts. Formulating language aims as subject teachers.
4. Working with vocabulary (morning)
Glossaries or PIFS (personal idiom files); vocabulary tasks for CLIL
4. Output: speaking (afternoon)
Encouraging English in the lessons: getting learners involved. Information gaps, communicative speaking, speaking tasks.
5. Output: writing (morning)
Communicative writing; different kinds of writing texts.
5. Feedback (afternoon) and course evaluation
Recognizing errors, giving feedback to learners on content, spoken and written language.