View
218
Download
2
Category
Preview:
Citation preview
Assessing English language since 1938
Lesson planning for CLIL
Robin Walker Trainer
Trinity College London, Spain
www.englishglobalcom.com robin@englishglobalcom.com
Assessing English language since 1938
Lesson planning for CLIL
CLIL
Subj
ect k
now
ledg
e Language com
petence
CLIL methodology
Assessing English language since 1938
Lesson planning for CLIL
Session outline
1. Lesson planning for non–CLIL / CLIL classes
2. Coyle, the 4Cs, a lesson planning protocol
Break
3. Lesson plan exercise
4. A.O.B
Areas to be covered in non-CLIL subject lesson plans
1. Topic 2. Aims & objectives 3. … etc
Assessing English language since 1938
Lesson planning for CLIL
Areas to be covered in non-CLIL subject lesson plans
1. Level 2. Topic 3. Previous knowledge & skills 4. Aims & objectives 5. Contents (knowledge, concepts, skills) 6. Teaching plan (type, timing & sequence
of activities) 7. Materials & resources 8. Assessment 9. Cross-curricular possibilities
Assessing English language since 1938
Lesson planning for CLIL
Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic 3. Aims & objectives 4. …etc PLUS 5. language of the topic (especially vocab) 6. language needed for learning (discussions) 7. skills needed for dealing with input language
(skimming, listening for gist, note-taking, etc.) 8. research & presentation skills
Assessing English language since 1938
Lesson planning for CLIL
Assessing English language since 1938
Lesson planning for CLIL
Session outline
1. Lesson planning for non–CLIL / CLIL classes
2. Coyle, the 4Cs, a lesson planning protocol
Break
3. Lesson plan exercise
4. A.O.B
2. Coyle, the 4Cs, a lesson planning protocol
1. Topic 2. Aims & objectives 3. …etc
Assessing English language since 1938
Lesson planning for CLIL
Teaching objectives (what I plan to do)
Learning outcomes (what the learners will know / understand / be able to do by the end of the lesson / unit)
Assessing English language since 1938
Lesson planning for CLIL
Teaching objectives: what teacher intends to do – the knowledge, concepts & skills that are going to be taught
Learner outcomes: what we want learners to understand & be able to do after lesson
http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
2. Coyle, the 4Cs, a lesson planning protocol
1. Topic 2. Aims (overall, T objectives, learner outcomes) 3. Contents (knowledge, concepts, skills)
Assessing English language since 1938
Lesson planning for CLIL
subject language
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – the 4Cs and unit planning
http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
… it is the [subject] content which determines the learning route. If it were the language, imagine how
limiting this would be ... … [t]ry to have a conversation with someone using only the present tense …
If the content requires the use of the past tense, and learners have not studied this, then CLIL lessons will enable learners to access the language needed in a
defined context in different ways.
Assessing English language since 1938
Lesson planning for CLIL – Doyle, the 4Cs and planning
http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
Content: the subject knowledge, concepts & skills
Communication: language to be used while learning
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – Doyle, the 4Cs and planning
Content: the subject knowledge, concepts & skills
Communication: language to be used while learning
Cognition: activities that avoid excessive reliance on LOTS and activate and challenge HOTS
Bloom’s taxonomy
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – Bloom’s taxonomy
Assessing English language since 1938
Lesson planning for CLIL – Doyle, the 4Cs and planning
Content: the subject knowledge, concepts & skills
http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
Cognition: activities that activate and challenge HOTS and avoid excessive reliance on LOTS
Culture: other (and self) awareness
Communication: language to be used while learning
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – Doyle, the 4Cs and planning
Content • what is/are the aim(s) of this unit/lesson? • what are my teaching objectives? • what are the learner outcomes?
Cognition (thinking skills) • what kind of Qs must I ask to avoid ‘display’ Qs? • which tasks and classroom activities will take
learners into HOTS? • which thinking skills will be appropriate to the
subject content
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – Doyle, the 4Cs and planning
Communication • what language do they need to work with the content? • what specialised vocabulary (terms/phrases) is there? • what key structures are there (e.g. comparatives)?
= language of learning
• what task language will they need (e.g. giving opinions, suggesting, discussing, presenting, etc.)
= language for learning
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – BICS and CALP
BICS describes the development of conversational fluency (Basic Interpersonal
Communicative Skills) in the second language, whereas CALP describes the
use of language in decontextualized academic situations (Cognitive Academic
Language Proficiency ).
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/bics%20calp.html
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – BICS and CALP
BICS describes the development of conversational fluency (Basic Interpersonal
Communicative Skills) in the second language, whereas CALP describes the
use of language in decontextualized academic situations (Cognitive Academic
Language Proficiency ).
BICS is said to occur when there are contextual supports and props for
language delivery. Face-to-face context embedded situations provide, for
example, non-verbal support to secure understanding. Actions with eyes and
hands, instant feedback, cues and clues support verbal language.
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/bics%20calp.html
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL – BICS and CALP
BICS describes the development of conversational fluency (Basic Interpersonal
Communicative Skills) in the second language, whereas CALP describes the
use of language in decontextualized academic situations (Cognitive Academic
Language Proficiency ).
BICS is said to occur when there are contextual supports and props for
language delivery. Face-to-face context embedded situations provide, for
example, non-verbal support to secure understanding. Actions with eyes and
hands, instant feedback, cues and clues support verbal language.
CALP, on the other hand, is said to occur in context reduced academic situations. Where
higher order thinking skills (e.g. analysis, synthesis, evaluation) are required in the
curriculum, language is disembedded from a meaningful, supportive context. Where language is disembedded the situation is often referred to
as context reduced.
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/bics%20calp.html
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL
http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
Culture • are there any cultural implications with the content? • does the lesson allow learners to think about
themselves in relation to others?
Communication • what language do they need to work with the content? • what specialised vocabulary (terms/phrases) is there? • what key structures are there (e.g. comparatives)? • what task language will they need (e.g. suggesting)?
2. Coyle, the 4Cs, a lesson planning protocol
Assessing English language since 1938
Lesson planning for CLIL
Session outline
1. Lesson planning for non–CLIL / CLIL classes
2. Coyle, the 4Cs, a lesson planning protocol
Break
3. Lesson plan exercise
4. A.O.B
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2 Ateneu - Materials i recursos per a la formació - Departament d'Ensen…dària
Step 1 may seem obvious, but practice shows that a majority of novice CLIL teachers spend a tremendous amount of time searching for good materials from different sources without having a clear idea of what to teach. Write your ideas on a scrap paper before beginning to search. Be sure of what you want to include and what to reject from the topic you have selected for your CLIL classes.
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2 Ateneu - Materials i recursos per a la formació - Departament d'Ensen…dària
The focus of step 2 is that it is easier to transform ready-to-use materials than to start them from zero. Bear in mind that books usually contain better materials than web sites. The selection of activities proposed in step 3 implies that you already have a range of tasks at different levels of Bloom's Taxonomy. Proposing different kinds of tasks is usually a source of engagement for learners and promotes a student centered approach to your teaching.
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2 Ateneu - Materials i recursos per a la formació - Departament d'Ensen…dària
Once the content is clear and the tasks have been chosen, you must adapt all the materials to the language level of your students. Providing language scaffolding in all your activities is the main point of step 4.
¿Cómo se aprende una lengua? Assessing English language since 1938
Lesson planning for CLIL – sample lesson plans
Plan your work
and avoid mistakes!
Assessing English language since 1938
Lesson planning for CLIL
Robin Walker Trainer
Trinity College London, Spain
www.englishglobalcom.com robin@englishglobalcom.com
Recommended