B1-C1(CEFR)

CLIL

Cognition

Communication

Content

Community

Taken from uncovering CLIL

Mehisto. Marsh, Frigols

(2008)

So what does critical thinking involve?

Critical thinkers have to become rational by providing

evidence and logical argument by:

•questioning assumptions

•being cautious about generalizations

•noticing contexts

•exploring alternatives

•and forming our own informed points of view.

(Leicester, 2010: 96)

Leicester, M.: 2010, Teaching Critical Thinking Skills.

Continuum International Publishing Group, New York.

Furthermore, Leicester (2010) discusses the importance of

rational reflection involving the following elements:

• respecting and seeking worthwhile knowledge and understanding,

• understanding the primary and secondary sources of knowledge,

• seeking evidence for one’s belief,

• recognising valid and invalid arguments,

• and becoming lifelong learners

(Leicester, 2010: 96)

Thinking takes place in a situated way,

and critical thinkers have to understand the contexts in

which assumptions are made, and without making

generalizations in an impulsive and irrational way,

they need to think what the alternatives

could be to form their thinking.

Furthermore, meta-reflection, the capacity to

be able to think about one’s thinking through

research, conceptual analysis, categories and

comparisons is mentioned as an important

factor in becoming a critical thinker

(Leicester, 2010). So there are steps to be

taken to enable the learner to become a

critical thinker who can become more

autonomous in their learning processes.

(Hemmi, 2013 DRAFT)

Capacity to take control over one’s own learning (Benson, 2001)

Benson, P. (2001). Teaching and researching autonomy in

language learning. Harlow: Longman.

Greek stems for ‘self’ ‘law’ and ‘rule.

‘The having or making of one’s laws’

(Feinberg, 1989)

Feinberg, J. (1989) Autonomy. In

Christman, J. (Ed.). The Inner Citadel.

New York: Oxford University Press.

1.What did you do in today’s lesson?

2.What new things did you learn?

3.Was there anything that you found

difficult to understand?

4.In future, what kind of things do

you want to learn, and how are you

going to do it?

Advantages Disadvantages

YES NO

1. I love _____because it’s such an

international university.

2. My favourite place at _____is _________.

3. I think that the book shop is nice but they

should___________________________.

4. My favourite cafeteria is_______________.

5. The thing I enjoy the best about being at

university is……………

Well, although there is much

provision in terms of __________, I think

there is more room for _____________.

The reason why I think________is

because________________.

But on the other hand, one could

say that__________________.

However, I believe that____________

Err, sorry but…

Sorry to interrupt you but…

Can I interrupt you?

Can I come in here?

Sorry?

Pardon?

What did you say?

What was that?

Can you say that again?

Could I just make a point….?

I’d like to add something here.

I agree with …. But I’d just like to say….

Could I say something here?

Yes, but….

Could you hold on?

Could I just finish?

Well, let me just explain.

Sorry but I’d just like to finish by

saying…

What does everyone else think?

Does everyone agree?

What do you think?

Would you like to comment?

Advantages Disadvantages

The aim of today’s lesson is to:

learn how to express your

thinking on:

A famous character

A character in a comic book

Often very strong

Possesses superpowers

Listen to the interviews with four teachers

who teach at Sophia University and find

out which superhero they like and why.

Which one do you like? Why do you like him/her?

Which one do you like? Why do you like him?

Little but brave

Always arrived in time

Courageous and loyal

1. Which superhero do you like?

2. Why do you like him/her?

Take notes as you listen. You will be able to listen

to the recording when you finish the interview.

For example,

1. Is it a he/she?

2. Is he/she tall?

3. Is it an animal?

4. Is it a mouse?

5. Can it fly?

Why are Superheroes so important to us?

Discuss in pairs. 3 mins.

You have got 4-5 minutes to find an

appropriate word which would fit

logically into the gaps.

You may use a dictionary if you wish.

Discuss in pairs and compare and

contrast the differences between a

Superhero and a hero/heroine who

existed or is now alive.

Superhero/heroine Real hero/heroine (human

being)

We know they are not real but they

provide a kind of dream for us.

We know they are real so we are

much inspired by the real things

they do.

It is important to think about where the

students are in expressing their thinking

The cultural aspect of critical reflection is

particularly important to be considered

Students may not find it appropriate to

challenge their peers or their teachers

Scaffolding situations where they feel the

agency to become autonomous in

expressing their own opinions is key.

I need to think about the steps that are taken in scaffolding critical thinking

I need to develop materials to teach different ways of expressing student thinking

I need to grade what kind of critical thinking should be taught at the three levels I am teaching (ElementaryA1-A2, Intermediate B1 and AdvancedB1-B2)