Evaluating and creating materials and tasks for CLIL classroom. (ABSTRACT Lesson 2).

In CLIL classroom, we have to consider content and language integrated. Following that aspect, we as CLIL teachers have to use a planning framework based around the four Cs approach and consider language in three categories: the language of learning, the language for learning and the language through learning. In addition, as CLIL teachers we have know appropiate methods to create CLIL lessons. That is important in order achieve success in learning outputs. We have also to focus on students and teachers roles in order to reach an improvement in our student learnings. So we need to keep in mind more recent development of brain research and acknowledge the influence of affective aspects for learner motivation. And finally, as CLIL teachers, we have to consider the cognition that requires focal attention and it is in this point where we have to design a plan to process inputs and to produce a response from learners. It is in that point where CLIL teachers create appropiate materials and tasks, overall 'from scratch' because there are not specific materials for CLIL lessons, nowadays. And then, it is just time to work in design of CLIL task for each specific subject. Firstly, tasks should be able to help students to understand the content and that they should be able to express suitably through the language. Secondly, tasks should allow the collaboration between learners and involve the discussion in order to work metacognition and high order of thinking skills. To sum up, we could design tasks based on posters, writing blogs, diagrams and worksheet with progressive questions with scaffolding knowledge, for instance, and we will help them and walk next to our learnes in their path in learning process.