Planning a clil lesson

What we should  consider when we approach a CLIL lesson depends very much on a number of factors: context we operate in, level of English, material and resources available as well as length of time.  One thing is however true and that is successful Content and Language Integrated Learning requires teachers to engage in alternative ways of planning their teaching for effective learning. It involves changes in curricular development.   What we should bear in mind is the fact that CLIL is definitely not  content teaching translated into a different language. There will instead be elements of both language and subject teaching and learning. Language and subject area content here have complementary value. 

 Personally I would suggest considering the following  planning steps:

Duration: max 15 minutes : How much time is available a) for work in the classroom; b) as homework? 

Content Objective(s) : What do learners need to know by the end of this “learning moment” ? By the end of this unit learners should be able to ….

Language Objective(s) : What language have you  considered to include

Materials: What material were you thinking of using?

Anticipated problems:  What problems do you envisage in the classroom? E.g. are you afraid a) there may be too much technical vocabulary; b) the learners may not be interested in the topic; c) you may run out of time before the unit is really completed?

Lesson Sequence :First, second, finally

Will the lesson be entirely in English?

Warm-up exercises:  In English or in Italian?

Reading passages: completely authentic? Simplified and adapted by you but still essentially authentic? Written entirely by you? Question and answer format?

Comprehension questions, but what sort? Easily doable to give learners confidence? Or more complex requiring learners also to express their opinions (‘How’ and ‘Why’ questions)?

References
Bloom's taxonomy writing questions
Observation tool for measuring CLIL classrooms
Planning tools for teachers 
LOCIT tool