JSP 2011-2012

UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION

JSP 2011-2012AIMS OF THE UNIT Reviewing CLIL lesson elements

Knowing Sheltered Instruction methodology

Knowing different examples of CLIL lessons.

JSP 2011-2012CLIL LESSON PLANNING Specific needs:

First language Educational background Literacy levels Living situation Culture Socioeconomic status Expectations Life experiences

Difficulties: Second language acquisition theories Lack of materials

JSP 2011-2012A CLIL LESSON Content: knowledge, skills and undestanding Communication: using language to learn

whilst learning to use language Cognition: thinking skills Culture: alternative perspectives and shared

understandings. Productive and receptive skills Language and content Language difficulties Supportive strategies

JSP 2011-2012SHELTERED INSTRUCTION Providing meaningful instruction in content

areas for transitioning Limited English Proficient students (LEP) to higher academic achievement while reaching English fluency.

The content is equal to that of native English speakers

Varied methods of instruction

Does not focus entirely on language development, but on methods through which English is achieved.

JSP 2011-2012STRATEGIES

Set format of instruction

Define clearly language and content

Make the activity meaningful

Classroom concepts: Controlled vocabulary Scaffolding Authentic assessment Heterogeneous grouping

JSP 2011-2012

SHELTERED INSTRUCTION PROTOCOL www.siopinstitute.net Model for lesson planning Means for

making content more accessible Promoting English language development

Practice of highlighting key language features and incorporating strategies

Developed by the Centre for Research on Education, Diversity and Excellence (CREDE)

JSP 2011-2012CREDE’S PHILOSOPHY All children can learn Children learn best when challenged by high

standards English proficiency is attainable by everybody Bilingual proficiency is desirable Language and cultural diversity Teaching and learning must accomodate

individuals Schools can mitigate risk factors by teaching

social and learning skills Solutions to risk factors must be grounded in a

valid general theory of development, teaching and schooling processes.

JSP 2011-2012

TYPES OF SHELTERED PROGRAMMEES Content-based ESL:

focus on language development.

Sheltered instruction:

focus on content curricula.

JSP 2011-2012THE EIGHT STEPS Lesson preparation

Clearly define content objectives Clearly define language objectives

Building background Student’s experience Old and new Key vocabulary

Comprehensible input Speaking Step by step Variety of techniques Strategy learning

Strategies Explicit instruction Use Scaffolding techniques Social-affective strategies

Cooperative learning: think – pair – share Affective filter (Krashen)

JSP 2011-2012THE EIGHT STEPS Interaction

Frequent Grouping Time Clarification

Practice / Application Hands-on materials Activities for applying knowledge Language skills integrated

Lesson delivery Support content objectives Support language objectives Engage students Appropriate timing

Review/ Assessment Vocabulary: mnemonics Content word wall Content concepts Feedback Student comprehension and learning

JSP 2011-2012TEACHING READING PROCESS

Survey

Question

Predict

Read

Respond

Summarize

JSP 2011-2012

EXAMPLES

JSP 2011-2012

AN EXAMPLE OF A CLIL ACTIVITY

CONTENT: Chemistry TOPIC: Acid-base titration LANGUAGE: English ACTIVITY TYPE: Experiment in the chemistry lab STUDENTS: Upper secondary school, third year (16-

17 years old) TEACHERS: Chemistry and English teachers AIMS: Students become familiar with a method of

volumetric analysis; they understand acid-base titration and molarity

relations and use a procedure to find out the pH of a solution

TIME: 3-4 hours. 

JSP 2011-2012AN EXAMPLE OF A CLIL ACTIVITY

STAGE 1 “Preparation” teacher introduces all the specific words for the

equipment necessary to carry out the titration experiment.

points at specific equipment, saying the different names (funnel, pipettes, titration clamp, etc.) and students repeat the names;

shows on a transparency the drawings and names of equipment and students take notes;

gives out a handout with drawings of the equipment and students write down the names;

shows on a transparency a list of verbs and expressions to be used during the experiment (set up, add, place, shut off the stopcock, mix, etc.);

shows the meaning of different actions whilst students repeat and take notes.

JSP 2011-2012

AN EXAMPLE OF A CLIL ACTIVITY STAGE 2 “The experiment” The chemistry teacher sets out the different stages of the

titration experiment. Shows the equipment available and sets up the groups; gives out

a handout and introduces its content: introduction and aim, procedure and calculation; answers students’ questions.

Students carry out the titration experiment in groups of three. They go through the instructions in the handout carefully,

following the procedure step by step; take notes of the results of their experiment; work out the calculation using the results from their experiments.

STAGE 3 “Final report” Students prepare an oral report about the experiment in groups

and present it to the class and teachers. They discuss their results and answer questions from the teacher

and from the other groups.

JSP 2011-2012 SPEAK UP ON CLIMATE Activity 2 – The Greenhouse Effect TASK 1 l Warm up (5 mins)

Ask the class what they know about the greenhouse effect. Ask for volunteers to explain to the class. Accept two or three students and repeat what they say, paraphrasing what they say

to the class as it’s said. l DIY reading (10 mins)

Hand out the copies of the reading with the sheet faced down on the desk and tell the students not to look until you say so.

When you’ve handed out the sheets, tell the students that when you say ‘go’ they must turn over the sheet and scan the text as quickly as they can for key words and that they will only have 10 seconds to do this so they shouldn’t try and read every word. Tell the students that when you say stop they have to turn the sheet back over again and shout out to you any words they can remember and write them on the board.

Do the speed read and stop the students after 10 seconds. Write down the words they shout out on the board. Explain that the words don’t mean much in isolation at the moment. Ask the students to make questions from isolated words and write them on the board. For example with the word ‘trapping’, a question might be ‘What is trapping?’ When you have 10 questions or so on the board tell the students to find answers to their questions. Have volunteers read out their answers.

JSP 2011-2012SPEAK UP ON CLIMATE l Diagram (10 mins)

Hand out the diagram of the greenhouse effect and the cut up text cards, and if you can, show the diagram on a projector or OHT. This would be a good pair reading task so that the students can discuss and agree/disagree on where the texts should go.

Ask for a volunteer pair to describe their diagram filled in. If you can, do this with the diagram showing on a screen.

Now remove the text cards from the diagram and tell the students to turn over their text cards.

Ask for a volunteer to try to describe the diagram without the text cards. Now tell the student in their pairs to talk to each other about the diagram

without using their text cards trying to describe what is happening. Walk around, listen and take notes.

TASK 2 l Effects (15 mins)

Group students in fours and ask them to discuss what they think the effects of the greenhouse will be and tell them to make rough notes of their ideas.

Hand out the table briefly explaining the column headings and tell the groups to try to arrange their ideas in the table.

Ask for volunteers to feedback their ideas to the class showing the table on a screen if possible. Make suggestions for any areas they haven’t filled in or you think they have not understood.

JSP 2011-2012

EXAMPLES www.isabelperez.com/clil.htm www.clilcompendium.com www.clil-axis.net www.factworld.info www.scribd.com/doc/3273805/Published Mat

erial-for-CLIL-Classes-Spain

JSP 2011-2012

TASK• Design a lesson planning according to the

techniques presented during the lesson. Use the websites.

JSP 2011-2012

THANK YOU