CLIL Prompt Library

Class context:
Subject: [SUBJECT]

Create a [LESSON LENGTH]-minute CLIL lesson on [TOPIC] for [AGE OR COURSE] working at approximately [CEFR LEVEL] English. Keep this curriculum content goal central: [CONTENT OBJECTIVE]. Use the 4Cs to align content, communication, cognition and culture. State one observable content objective and two observable language objectives. Identify the language of learning, language for learning and likely language through learning. Include 6 to 8 essential technical terms, a concise source-grounded input, a purposeful task that requires subject thinking, visible language support, a realistic learner product and a five-minute content check. Keep the subject challenge intact. Give a minute-by-minute sequence that includes instructions, grouping, transitions and feedback. End with a short teacher verification list covering facts, source fidelity, links, timing, accessibility and class fit.

Do not request or include personal learner information. Treat the suggested CEFR level as an approximate planning reference, not an exact classification. Mark uncertain facts, technical details, cultural assumptions and sources that need checking. The teacher must verify subject accuracy, preservation of important meaning, bias, privacy, copyright, accessibility, timing and suitability for the actual learners before use.

Convert my existing [SUBJECT] lesson on [TOPIC] into a CLIL lesson for [AGE OR COURSE] working at approximately [CEFR LEVEL] English. Preserve the original curriculum outcome and technical accuracy: [CONTENT OBJECTIVE]. First identify what already works. Then identify the language of learning, language for learning and likely language through learning. Add only the scaffolds learners need to understand the input, complete the main task and explain their reasoning. Include one purposeful communication task and one content-focused exit check. Do not replace sound subject teaching with extra activities. Show exactly what you changed and why.

Existing lesson to convert:
[SOURCE TEXT]

Do not request or include personal learner information. Treat the suggested CEFR level as an approximate planning reference, not an exact classification. Mark uncertain facts, technical details, cultural assumptions and sources that need checking. The teacher must verify subject accuracy, preservation of important meaning, bias, privacy, copyright, accessibility, timing and suitability for the actual learners before use.

Class context:
Learners: [AGE OR COURSE]
Approximate English level: [CEFR LEVEL]

Review only the language objectives for this [SUBJECT] lesson on [TOPIC]. The content goal is [CONTENT OBJECTIVE] and the main task asks learners to [OUTPUT NEEDED]. Replace vague wording such as 'learn vocabulary' or 'use English' with two observable objectives. For each objective, name the technical language or communicative function learners need, the task where they will use it, and the evidence the teacher can observe. Include language of learning, such as key terms; language for learning, such as asking for clarification or justifying a choice; and likely language through learning that may emerge. Do not change the content objective or regenerate the lesson.

Current objectives and main task:
[SOURCE TEXT]

Do not request or include personal learner information. Treat the suggested CEFR level as an approximate planning reference, not an exact classification. Mark uncertain facts, technical details, cultural assumptions and sources that need checking. The teacher must verify subject accuracy, preservation of important meaning, bias, privacy, copyright, accessibility, timing and suitability for the actual learners before use.