1.3. Extending the topic

How to plan theoretically a successful CLIL lesson ?[1]

In order to plan a (1)  Cloze (1): JXUwMDJiJXUwMDA2JXUwMDE2JXUwMDAwJXUwMDA2JXUwMDE2JXUwMDAwJXUwMDE1JXUwMDEzJXUw MDE5 CLIL lesson, the 3As framework provides useful guidance. This framework is based on three fundamental (2) Cloze (2): JXUwMDI4JXUwMDAyJXUwMDFiJXUwMDA3JXUwMDBkJXUwMDBhJXUwMDE5JXUwMDFjJXUwMDA5JXUw MDE2 : Analyse, Add and Apply. In the first place the (3)  Cloze (3): JXUwMDNiJXUwMDBjJXUwMDAxJXUwMDFhJXUwMDExJXUwMDBiJXUwMDFhJXUwMDA3 of a lesson need to be clearly defined. Once the content has been defined, it has to be analysed for (4)  Cloze (4): JXUwMDJiJXUwMDAzJXUwMDE1JXUwMDA2JXUwMDBhJXUwMDBmJXUwMDBmJXUwMDBh language needs (specific vocabulary and grammar structures). This is known as the language of learning. The next step is of crucial importance if the content and the language have to be fully integrated into a successful lesson: this step includes what is known as (5)  Cloze (5): JXUwMDJiJXUwMDEwJXUwMDAyJXUwMDA3JXUwMDAwJXUwMDA5JXUwMDAzJXUwMDA4JXUwMDBkJXUw MDA3JXUwMDA5 It is fundamental that the language difficulties do not interfere in the process of understanding content. In this aspect the role of the teacher is crucial: the teacher needs to add and provide the necessary strategies to make the most of a CLIL lesson. This stage includes metalanguage, language strategies, classroom talk and an analysis of task demands. The third stage is the (6)  Cloze (6): JXUwMDM5JXUwMDExJXUwMDAwJXUwMDFjJXUwMDA1JXUwMDBhJXUwMDAyJXUwMDE1JXUwMDFkJXUw MDA2JXUwMDAx stage: the thinking skills need to be incorporated into the lesson through different tasks  to (7)  Cloze (7): JXUwMDNkJXUwMDBiJXUwMDFkJXUwMDA2JXUwMDA3JXUwMDE3 that the language which emerges through learning is built on and that there is progression in the learners’ knowledge.