Clil teachers project erasmus + 2017 hungary

• Objectives• The use of non subject-specific

materials demonstrating standard and effective TEFL techniques to give participants general and specific language practice.

• The use of more subject-specific materials to demonstrate the transfer value of TEFL techniques.

• Development of exercises and activities by participants working in their own disciplines in a workshop, culminating in a plenary presentation.

Here’s David Marsh explaining his methodology, distinct from language immersion and content-based instruction.

It has been identified as very important by the European Commission because: "It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for use later. It nurturs self-confidence in young and

adult learners.

• Improve the competence of the Target language

• Develop communicative oral skills

• Increase the awareness of L 2 and L 1

• Provide opportunities to study content through different perspectives

• Access subject-specific target language terminology

• Prepare for future studies and/or working life

• Develop plurilinguistic interests and attitudes

• Provide individual learning strategies

• Diversify methods & forms of classroom practice

• Increase learner motivation

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• Teaching of the subject

• The language and non-subjectteachers provide scaffolding

• Assessment of the subjectlearning

• Subject teacher’s lack of English knowledge

• Lack of CLIL training for teachers

• Good History students may under-perform in English

• Integrating CLIL into the school timetable

• students start ‘thinking’ in English, French,Spanish and using the language naturally

• increases motivation – appeals to students who prefer other subjects

• provides an aim for the language• provides useful opportunities for revision and recycling

*ZPD: Zone of Proximal Development. Difference between what stds can do without help and with help.

• Use of visuals, lab

• Clear instructions, short activities

• Interesting contents

• Good class management

• Cooperative learning

• Occasion for working together

• Should

• have a good command of L 2 and resort to the learners’ mother tongue with care.

• allow Code switching as it is a natural communication strategy.

• use a variety of techniques, paralinguistic language like gestures, mime or actions, visuals, realia…

• Should

• speak clearly, break tasks down into their component parts and contextualise new content language

• teach thinking skills

• use technology

• Encourage knowledge building in both content and language

• Encourage cooperative learning and peer education

• Content is delivered in small ‘chunks’.

• Content and language work go handin hand.

• Difficult language is better ifsimplified

We should recreate the L1 environment

Children learn L1..

• In context

• Learn new words when they need them

• Have lots of opportunities in a natural environment.

• Assess language or content?• Error tolerance• Good at science, but poor at English?

• Besides listening, speaking, reading and writing

• Critical Thinking is proposed as a 5th area of language competence

• Thinking involves the use of words and notions, speech is a tool to develop thinking

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a. Lava : hot liquid rock that comes out of a volcano

b. Geyser: a place where hot water comes out of the ground

c. Crater: the hole in the top of a volcano

d. Vent: an opening that allows air to come in, and smoke, steam to go out

e. Magma: very hot liquid rock found below the earth’s surface

The water cycle is the

process by which

water travels from the

Earth's surface to the

atmosphere and then

back to the ground

again. It is a constant

process with the

same water going through the

cycle over and over

again.

Describe the characters.‘The secret of England’s Greatness’ (1863) by Thomas Jones Barker is one of the most powerful paintings celebrating the British Empire. It portrays Queen Victoria giving a

Bible to an excessively respectful African chief at Windsor. It represents the dominance of the British Empire over its colonies

Skinny questions( lower order thinking skills, short answers)

Fat questions (higher-order thinking skills, longer answer)

What is the image of? What are the people doing? What is the relationship between the people in the image? What do you think the message of the image is?

As you look at the painting, try to imagine what it

might suggest to someone living in Victorian

Britain about the British Empire. Do you think it

possible for a Victorian to imagine switching the

position of the two central figures—in other

words, Queen Victoria kneeling to an African

chief?

Where is the image taken? What might it suggest to someone living in

Victorian Britain about the British Empire?

When was the image taken? When did the people meet each other?

Queen Victoria is presenting The Bible to the

man kneeling in front of her. What does this

simbolise?

Who is in the image? Who or for what event was the image taken for?

Who do you think the four onlookers are?

Why do you think the image was created?

Do you think it possible for a Victorian to imagine switching the position of the two central figures—in other words, Queen Victoria kneeling to an African chief?

No I don’t think so, British people could not imagine switching the position of the two central figures, black people were considered inferior to the white people, it was God

who had decided that and the Bible symbolically sealed it.

What is the relationship between the people in the image?

We can see that, although Queen Victoria is presenting a gift to the African chief, the one who is standing is ruling and

commanding, while the respectful chief is dominated and shows he is servile and obsequious.

What is Queen Victoria doing?She is presenting a Bible to the African chief, showing her dominant attitude of wanting to

colonise other countries through religion

What does it simbolise?The Greatness of the British Empire, as the title of

the painting remarks and underlines.

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As you can see the British colonizers are carried on the shoulders of the African or

Indian people showing the imperialist power crushing its colonies.

Look at the image and discuss about the role of the British

colonisers and its colonies

https://www.youtube.com/watch?v=lAWrEZ6T0Xw&t

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Day in the Life of a Slave

History, Facts and Information about Day in the Life of a Slave

In the late Roman Empire it is estimated that slaves outnumbered

citizens 5 to 3. Romans were dependent on slaves for their comfort

and their status. There were slaves for nearly every type of job

in the Roman Empire.

A day in the life of the slave was dependent on

where the slave originated, how he became a slave and what level

of skills or education he possessed.

“Roman Slavery”YOUR GOAL: Accurately IDENTIFY the MAIN IDEA of the entire reading, PROVE that your answer

is correct, and ASSESS YOURSELF to see how you’ve grown as a thinker. After you read the passage, you will create a one-statement summary of the “Main Idea.”

(1) Some Roman people were owned by other people as slaves if they didn't own their own land or businesses.

(2) Many of these men and women worked in the fields on big farms

(3) Other slaves were forced to work in the mines, getting gold, silver, for the Roman government. Traders kept slaves to row ships, often chained to their oars

(4) Other slaves were house servants as nannies, nurses, cooks, house-cleaners, stable-boys, tutors for children, accountants.

They might also be weavers, or dyers, or potters, or mosaicists.

(5) Many of these slaves were freed when they got older and became Roman citizens. They were known as freedmen and freedwomen. If a slave was born from a woman owned by the

master, he might free that child when they came of age.

PART 1: IDENTIFY THE MAIN IDEAREMEMBER: MAIN IDEAS REPRESENT THE ENTIRETY OF A PASSAGE, NOT MERELY SECTIONS OR SPECIFIC EXAMPLES.

PART3: DIRECTIONS: Create a main idea statement that represents the entirety of this passage.

PART 2: PROVE YOUR ANSWERDIRECTIONS: Explain why you wrote this answer. Provide supporting details from the passage that led you to this choice.

PART 4: METACOGNITION (“Thinking About Your Thinking”)DIRECTIONS: Describe the most important aspect you learned from this activity. What will you do differently the next time we complete an activity like this one ?

Servus and serva were the words used for people of slave status under

Roman law.

There were two main kinds of things the more important things that were

acquired by a solemn rite in ancient law called "mancipatio".And those things

were called "res mancipii" and the less important things called "res nec

mancipii". A slave was a res mancipii, that means that it was considered a

valuable thing and having slaves was considered prestigious.

… homo est, non persona; homo naturae, persona iuris civilis

vocabulum

a slave ... is a man (human being), not a person; man (human being) is a word

of nature, person (is a word) of civil law. It means that a slave is a human being,

but not a person, in the sense that a "person", legally speaking, is a human

being with civil rights and duties (and, of course, a slave cannot have civil

rights).

https://en.wikisource.org/wiki/Moral_letters_to_Lucilius/Letter_47

http://penelope.uchicago.edu/Thayer/L/Roman/Texts/Cato/De_Agricultura/A*.html

• Cambridge has included CLIL TKT tests to help teachers assess their CLIL COMPETENCE

• Here’s a sample paper to put yourself to the test

http://www.pearltrees.com/smberdaxagar/clil-evo-2016-17-resources/id15306700