CLIL Lesson

Delivery. How to
Give
Comprehensible
Input. Teaching
Strategies.
Students´Interaction
.
Facultad de Ciencias Sociales y de la Educación.
Titulación Master en Secundaria
Asignatura: AICOLE
Profesora Dra: Nerea Cuenca Orellana (ncuenca@ucjc.edu)
 Comprehensible Input: a
Definition
• Comprehensible input means that students
should be able to understand the gist of
what is being said or presented to them.
• Giving learners this kind of input helps
them acquire language naturally, rather
than learn it consciously.
• The practice with English-speaking peers
is called Comprehensible Output.
 Techniques for
Comprehensible Input
Making teacher talk comprehensible to
students goes beyond the choice of
vocabulary and involves presentation of
background and context, explanation
and rewording of unclear content, and
the use of effective techniques.
It is important to model what you want
students to say before having them
produce language.
 Techniques for
Comprehensible Input
• Paraphrasing, repetition, and
cognates should be used.
• Do not use oversimplification.
• Give clear instructions for
assignments and activities.
• Oral directions should be always
accompanied by written ones (for
example, on the board).
 Techniques for
Comprehensible Input
• Use of gestures, body language, pictures
and objects to accompany speech.
• Provide a model of a process, task or
assignment.
• Allow alternative forms for expressing their
understanding of information and
concepts. (Pictograms, maps, diagrams)
• Use multimedia and other technologies.
 Techniques for
Comprehensible Input
• Use sentence strips.
• Be succinct.
• Use graphic organizers; show the key
points graphically.
• Use audiotaped texts for comprehension.
• Teachers must constantly involve
students, ask many questions, and
encourage them to express their ideas and
thoughts in the new language.
 Sequencing activities
• The sequencing should fit into the LOE
area objectives; it will help to develop the
learners´ competences (something that is
much more likely to occur within an
approach that prioritizes thinking skills and
communication, as it happens with CLIL)
• But above all the sequence of tasks must
be motivating and engaging for the pupils.
 The concept of task and its
use in the CLIL classroom
• Task: a piece of classroom work which
involves learners in comprehending,
manipulating, producing or interacting in
the target language while their attention is
principally focused on meaning rather than
form.
• Tasks provide opportunities for students to
express their individual interests and
involve the natural use of language in
realistic situations.
 Stages in a CLIL Task
• During the pre-task stage, the teacher introduces
and defines the topic. Students engage in
activities that help them to recall or learn content
and the linguistic items that are essential.
• During the task cycle phase, the learners perform
the activities needed to complete the task in pairs
or small groups. They then usually prepare a
report for the whole class on how they did the task
and what were the conclusions that the team
reached.
• Presentational phase: Students present their
findings to the class in spoken or written form, by
using L2.
CLIL activities within tasks. Types of activity.

Activities to enhance peer

1
communication
Activities to help develop
2 reading strategies.
Activities to guide student
3
production, both oral and written
Activities to foster. higher cognitive
4
skills
 Teaching and Learning
Strategies.
• Teaching students good learning
strategies would ensure that they
know how to acquire new knowledge,
which leads to improved learning
outcomes.
• Learning Strategies are the “The
special thoughts or behaviors that
individuals use to help them
comprehend, learn or retain new
information”.
Thinking and Learning Skills
COGNITION
Thinking Skills Learning Skills
Matching Locating information
Comparing Organising information
Sequencing Acquiring information
Classifying Interpreting information
Predicting Skimming and Scanning skills
Making decisions Identifying Key vocabulary
Creating/ Imagining Communication- spoken /written
Hypothesising Explaining
Analysing Rephrasing
Enquiry Drafting
Evaluating Editing
Suggesting improvements Summarising
Planning research
Metacognitive Strategies
• Matching thinking and problem-
solving strategies.
• Clarifying purposes for learning
• Monitoring one´s own comprehension
through self- questioning
• Taking corrective action if
understanding fails.
Cognitive Strategies
These strategies help students
organize the information they are
expected to learn. For example:
previewing a story prior to reading,
taking notes during a lecture, creating a
semantic map…
Social affective strategies
These are the ones that employ
interaction as a way to motivate
students. Social affective strategies
happen when people interact with each
other to clarify a confusing point, for
example, in group discussion or
cooperative learning.
 Tasks that promote higher-
order thinking skills (Related to
Bloom´s Taxonomy)
REMEMBERà Recognizing, Recalling.
UNDERSTANDà Interpreting, Exemplifying,
Classifying, Summarizing, Inferring, Comparing,
Explaining.
APPLYà Executing, Implicating.
ANALYZEà Differentiating, Organizing,
Attributing.
EVALUATEà Checking, Critiquing.
CREATEà Generating, Planning, Producing.
 The SQP2RS Strategy
Surveyà preview and scan the text for about one minute to
determine key concepts that will be learned.
Questionà In groups, students generate questions likely to
be answered by reading the text.
Predict à as a whole class, students come up with three or
four key concepts they think they will learn while reading.
The predications are based on the previously generated
question.
Readà while reading, students search for answers to their
generated questions and confirm or disconfirm their
predictions.
Respondà students answer questions with group
members and formulate new ones.
Summarize à students summarize the texts key concepts.
Scaffolding Techniques
Demonstration; dividing a task into
simpler steps; providing guidelines;
keeping attention focused as well as
providing examples and questioning.
Breaking content into manageable
pieces also seems to be a common
feature of scaffolding.
Types: verbal scaffolding; procedural
scaffolding
 Students´ Interaction and
Cooperative Learning
Classes structured around small groups
that work together in such a way that each
group member's success is dependent on
the group's success. The classroom is
organized in small teams- normally 4
students-. Each team has students of
different levels of ability, who use a variety
of learning activities to improve their
understanding of a subject.
Cooperative Learning
 The principles of
Cooperative Learning

Face to Face
Positive Interaction,
Interdependence Equal
Participation

Interpersonal
Individual and Small
Accountability Group Social
Skills
Some Cooperative Learning Structures
and Techniques

1 Group Investigations

2 Jigsaw

3 Think-pair-share

4 Three-step interview

5 Reciprocal teaching

6 Group grid
Some Cooperative Learning
Structures and Techniques

Sequence chains

Send-a-problem
 Do you have
any questions?