Clil course
- 1. CLIL COURSE 1-12 AUGUST 2016 SCARBOROUG (UK) Main objectives: • Collected a portfolio of teaching resources appropriate to CLIL teaching • Improved the foreign language skills • Shared ideas and experiences • Created a network of teaching contacts within Europe Academy: Anglolang
- 2. PARTICIPANTS • Teachers of different nationalities and educational levels (Primary, Secondary, Vocational training, etc). • Different classrooms depending on the English level and the topics of the course
- 3. METHODOLOGY An active and participative methodology provided us a lot of ideas and resources to implement in the classroom
- 4. 2 different parts: 1. English lessons: 09.00-13.00 h Differents topics: education, art, food and drinks, books Collocations : public support, desperate measures New words: photobombing, hoody, bridezilla Phrasal verbs Idioms How the English language is going to change in the future Vocab
- 5. 2. CLIL lessons: 14.00-16.00h All the material is in Dropbox: https://www.dropbox.com/home/jenny%20b/CLIL%20August%202016 • Definition Clil : dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content. • Facts – Students make more cognitive effort – There aren’t enough resources – Its a natural way of learning a language – There is a lot of ICT potential – Not all pupils feel motivated to learn a foreign language – Lack of linguistic competence/confidence in English – Use of a wider range of tasks to make sure students understand – It creates a more international mindset – It promotes thinking skills
- 6. Research • It takes 5-7 years for students in a quality bilingual programme to be come academically proficient in English. • Language acquisitionis not a linear process; it is cyclical and recursive. • When learners are interested in a topic, they will be motivated to acquire language to communicate. • Semantic fluency precedes grammatical accuracy and errors area natural part of language learning. • Learners develop fluency in English by using English to communicate for a variety of purposes.
- 7. Principles • CONTENT :Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. • COMMUNICATION: Using language to learn - whilst learning to use language. • COGNITION:Developing thinking skills which link concept formation, understanding and language • CULTURE :Exposure to alternative perspectives and shared understandings.
- 8. FEATURES OF CLIL • Activating what they know: – brainstorming – visual or graphics organisers ( photos, tables, diagramas, films, songs etc) – famous saying – guessing the lesson – etc • Guiding the understanding: how can I help the students to understand the input? – scaffolding ( pre/while reading/ listenning activities) – key words – develop thinking skills ( questions LOTS and HOTS) • Focussing on Language: how can I teach vocab? What can I do to help the students to remember it? – Match the key word with the definition – Glosary – Recycle the vocab
- 9. FEATURES OF CLIL • Focussing on speaking – Encourage them to speak – Wait time – Role plays, interviews • Focusing on writing • Variety of formats: email, blog, article, etc • Writing with the beginers: – Filling the gaps – Words lists – Writing frames • Assessing
- 12. IMPORTANT THINGS ABOUT CLIL • Use visuals ( photos, graphics, drawings) • Graphics organisers : tables, rankings • Scaffolding: give them support ( maps, key words, modeling) • Different kinds of activities • Develop thinking skills • Mixes languages abilities – Weak: expousure to English – Strong: • more practise • Paraphrase: HOTS
- 13. ASSESSMENT • Formative assessment: : during the learning with ongoing feedback • Peer assessment: student on their peers mark their work based on a teacher’s bechmarks. The practise is employed to save teachers time and improve students’ undertanding as well as metacognitive skills • Self- assessment: student assessment themselves • Assesment for learning: at the end of a topics
- 14. Main issues of assessment • First the contents, then the languague • It should be planned • Learning intention should be shared with the students • Learners should be involved into self- and peer- assessment • Important of the feed-back • Language is assessed: • In a real context • For a real purpose • “Wait time” is crucial
- 15. Example lessons different topics • Arts https://www.dropbox.com/home/jenny%20b/CLIL%20August%202016/Art?p review=art+lesson+1.pdf • Teeth https://www.dropbox.com/home/Jenny%20B/CLIL%20August%202016?pre view=CLIL+_Teeth.ppt • Diferents topics https://www.dropbox.com/home/jenny%20b/CLIL%20August%202016/sampl e%20lessons • PE https://www.dropbox.com/home/Jenny%20B/CLIL%20August%202016?previ ew=Subject+specific+CLIL+PRIMARY.pptx
- 16. VOCAB GAMES • Long sentence • Crosses and noughts • Stop the bus • Pictionary: draw and guess • Writting on the back • Taboo • I went to the market and I bought… • Write a word with the last letter of the previuos one • Word chain
- 17. VOCAB GAMES
- 18. CULTURAL ACTIVITIES Weekends/ afternoons • Guided visits. Scarborough, York, Natural places • Cinema • Theather • Jazz concerts
- 19. PROS AND CONS Achivements • to improve my language skills • acquire new ideas to teach subjects in English • increase my motivation for teaching a second language • establish a network of contacts with other schools in Europe Weak points • Course not specifically for pre primary • All the teachers of the others countries can speak English perfectly so “Food for thought”: What are happening in Spain with the second language?