This document provides tips for elaborating a simple CLIL (Content and Language Integrated Learning) lesson plan. It recommends choosing a subject, topic, objectives and language levels. A lesson plan template with key elements is presented, along with examples for secondary and primary levels. The final step is to enjoy and celebrate. Useful links and references are also included.

1. Tips to elaborate a simple CLIL lesson plan:
what to add and what to avoid
Dr. Concha Julián-de-Vega
University of Huelva/ University Pablo de Olavide

4. So stay calm and let’s
start small!

5. First steps and tips …
Sasin Tipchai

6. Six steps
1. Choose a possible subject
2. Choose a topic
3. Choose objectives and
contents
4. Choose level of languages
Sasin Tipchai
5. Make a plan

7. Some tips for the plan…

9. CLIL LESSON TEMPLATE with
KEY ELEMENTS

10. CLIL LESSON TEMPLATE with
KEY ELEMENTS

11. CLIL LESSON TEMPLATE with
KEY ELEMENTS

12. CLIL LESSON TEMPLATE with
KEY ELEMENTS

13. CLIL LESSON TEMPLATE with
KEY ELEMENTS

14. An example for secondary level …
Source: Hackney Learning Trust

17. An example for primary level …
Authors: Inmaculada Peñarrocha & Bernadette
Clinton. Hackney Learning Trust

20. And the 6th final step …
6. Enjoy and celebrate!
Artturi Mäntysaari

21. Some interesting links
https://learningthroughlanguages.org.uk/resources/
https://www.all-languages.org.uk/research-practice/clil-zone/
https://resources.ncelp.org/
https://www.clilmedia.com/
http://http://www.juntadeandalucia.es/educacion/webportal/web/aicle/secuencias-aicle
http://www.isabelperez.com/clil/clicl_m_7.htm

22. References
— Anderson, L.W., & Krathwohl (Eds.) (2001). ATaxonomy forLearning,Teaching, and Assessing:A Revision of Bloom'sTaxonomy of
Educational Objectives. NewYork: Longman.
— Bruner, J. S. (1975).The ontogenesis of speech acts. Journal of Child Language, 2:1-19.
— Bonals, J. (1997). El trabajo en equipo del profesorado. Barcelona: Graó.
— Coyle, D., Hood, Ph. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press
— Cummins, J. (2000a). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevendon: Mulitlingual matters.Traducción
al español: Lenguaje , poder y pedagogía (2002). Madrid: Ministerio de Educación, Cultura y Deporte y Ediciones Morata
— Estaire, S. y Zanón, J (1994). Planning Classwork: a task-based approach. Oxford: Heinemann.
— García, O. (2009). Bilingual Education in the 21st. Century. A Global Perspective. Oxford:Wiley-Blackwell
— Julián-de-Vega, C. y Fonseca-Mora, M.C. (2017). Language policy and teacher team coordination practices in secondary CLIL
schools. European Journal of Language Policy 2:183-202.
— Järvinen, H-M. (Ed.) (2009). Handbook: Language in Content Instruction. Finland: University of Turku. Recuperado el 4 de Junio de
2018, de: http://lici.utu.fi/materials/LICI_Handbook_EN.pdf
— Instituto Cervantes (2002). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid:
Instituto Cervantes,Anaya, Secretaría General Técnica del Ministerio de Educación, Cultura y Deporte.

23. Dr. Concha Julian-de-Vega
University of Huelva/University Pablo de Olavide
cjulve@upo.es
Twitter: @Conchjulian Ka Young Seo
Time for questions…