How to make the most out of

your CLIL lesson

Silvia Rettaroli
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Practical activities for PROVIDING LESSON INPUT in CLIL lesson

It is vitally important that teachers provide lesson input at the appropriate

content and language level for their learners, and that they guide them to
understand the lesson input. The input can be provided in different ways, and
that they guide them to understand the lesson input. The input can be provided in
different ways, such as using visual, auditory or written media. The CEFR and
online readability instruments are useful evaluation tools to ensure that learners
are likely to understand the various types and different levels of lesson input.
When providing lesson input, CLIL teachers can:
● Offer multimodal input through various channels: reading and listening
texts, videos, photos, hands-on activities and objects;
● Select or adapt input so that the textual and visual input support each
other;
● Use different kinds of input for different purposes;
● Use Cummins’ Quadrans to help estimate whether the input is at the
appropriate academic and language level;
● Offer comprehensible input;
● Help learners recognise, understand and eventually use vocabulary actively;
● Help learners make and refer to glossaries in English;
● Divide long pieces of input into shorter pieces;
● Support learners in NOTICING and understanding language features of
different texts;
● Choose and use written texts which do not contain more than 10-15
unknown words per page;
● Simplify difficult texts for detailed work;
● Visualise a text;
● Create opportunities for students to receive input outside the classroom,
for example via the Internet, TV, film, newspapers, personal experiences
and social exchanges;
● Use the CEFR to evaluate the language level of input; make input easier or
more difficult by shifting one level up or down; design tasks with the CEFR
in mind;
● Formulate language aims as well as content aims for lessons.

Dale, van der Es and Tanner (2010, p. 61)

Activity:

Analyse the texts in the unit on ANIMALS

(​http://online.fliphtml5.com/qupd/jhjt/#p=9​)

Which new words will Which new words will Which words can
learners need to use learners need to learners ignore?
actively? understand but not really
use?

The name of animal’s

group