Considerations when planning a CLIL science lesson

Include what learners already know

Brainstorm ideas

let ss translate from their first language

Input: planning and deliveryof the class

Output: production of ss

Give ss support to develop their thinking skills in a non-native language.

Scaffolding : give a simplified version of assignment and then gradually increase complexity

Develop subject-specific vocabulary

meaningful pair of group work activities

Time TT wait for ss to answer a question

longer time is needed to process info in new language

Ask questions to encourage low order thinking skills : what, when, where and which

Ask questions that demand higher order thinking skills why and how

Requiere use of complex language