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CLIL COURSE1-12 AUGUST 2016SCARBOROUG (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
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
METHODOLOGYAn active and participative methodology provided us a lot of ideas and resources to implement in the classroom
2 different parts:
1. English lessons: 09.00-13.00 h Differents topics: education, art, food and drinks, books
Collocations : public support, desperate measuresNew words: photobombing, hoody, bridezillaPhrasal verbsIdiomsHow the English language is going to change in the futureVocab
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
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.
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.
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
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
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
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
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
Example lessons different topics
• Artshttps://www.dropbox.com/home/jenny%20b/CLIL%20August%202016/Art?preview=art+lesson+1.pdf
• Teethhttps://www.dropbox.com/home/Jenny%20B/CLIL%20August%202016?preview=CLIL+_Teeth.ppt
• Diferents topicshttps://www.dropbox.com/home/jenny%20b/CLIL%20August%202016/sample%20lessons• PE https://www.dropbox.com/home/Jenny%20B/CLIL%20August%202016?preview=Subject+specific+CLIL+PRIMARY.pptx
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
VOCAB GAMES
CULTURAL ACTIVITIES
Weekends/ afternoons• Guided visits. Scarborough, York, Natural places
• Cinema• Theather• Jazz concerts
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?