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A CLIL introduction
for teachers:
‘from theory to practice’
Content and Language Integrated Learning, but...
contentlanguage
CLIL? What is it?
contentlanguage
SOME DOUBTS:
- Do we have to plan all the language we use?
- How do we explain the activities?
- Do we need to use a lot of visual support?
or
?
The lartey frimps krolacked blinfly in the detchy shilbor
Read the sentence above and answer the following:
1.What kind of frimps were they?
2.What did the frimps do?
3.How?
4.In what kind of shilbor did they krolack?
5.Which is the subject in this sentence?
6.Which is the verb?
The lartey frimps krolacked blinfly in the detchy shilbor
Read the sentence above and answer the following:
1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimps krolacked blinfly in the detchy shilbor
Read the sentence above and answer the following:
1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimps krolacked blinfly in the detchy shilbor
Read the sentence above and answer the following:
1.Explain why the frimps were krolacking in the detchy shilbor. Be prepared to justify your claims with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
What kind of visuals can we use to introduce a topic to primary age children?
Sample topic: Science - food chain
Visual to show process
Set of visuals to start discussion
Visual to develop cognition
Teacher’s Tools in CLIL
4Cs framework – a guide for subject matter/project/theme
3As lesson planning tool
Cummins’ matrix – an audit tool for task and materials design
The 4Cs conceptual framework for CLIL
(Coyle & Hood)
• Analyse: language of
• Add: language for
• Apply: language through
The 3As lesson planning tool
(Coyle)
The 3As lesson planning tool
CUMMINS’ MATRIX
High cognitive demands
Low cognitive demands
High linguistic demands
Low linguistic demands
12
43X
(CLIL)
4 Cs framework:4 Cs framework: content, communication, cognition & culture
3 As for lesson planning:3 As for lesson planning: analyse, add, apply
Cummins’ matrix:Cummins’ matrix: cognitive and linguistic demands
Bloom’s taxonomy:Bloom’s taxonomy: for task and activity design
Scaffolding:Scaffolding: both language and content
Vygotsky’s socio-cultural theory:Vygotsky’s socio-cultural theory: collaborative learning
Gardner’s multiple intelligences:Gardner’s multiple intelligences: learning styles
Tools used for designing a unit:
4Cs framework : the mindmapFishing,
preserving and trading
methods
Nutritional value of
fish
Catalan fish
markets and
auctions
Types of existing
life: living & non-living
things
Real facts and data on sea natural
FLORA & FAUNA
Basic parts and characteristics
of fish
Food chains
Sea life dangers
Analysing sea
damage
Discussing about fish
usage
Constructing a sea
environment
Identifying elements in a food
chain
Comparing fishing
methods
Describing different
species of fish
Listing types of fish sold in a fish market
Planning a dissection
CONTENTFish for
eating and fish for
decoration
COMMUNICATION
Language THROUGH learning
Language coming out within the
development of the lessons
Language OF learning
Key vocabulary on marine
ecosystems
Language FOR
learning
Key structures to enable speech
(language patterns)
COGNITION CULTURE
Awareness of caring
about the sea environment
The importance of fish in the
Mediterranean diet
Classifying sea
elements
jellyfish
dolphin
starfish
crab
clam
fish
stingray
seahorse
shark
lobster
octopus
Consciousness of not buying
small fish
LIFE UNDER
THE SEA
3 As lesson planning tool (communication process)
Language of learning
- Key phrases needed- Key vocabulary
Language for learning
- Learning how to learn- Language for pair group- Understanding instructions- How to deal with not understanding
Language through learning
- ‘Dictionary use’ for vocabulary extension
COMMUNICATION
Language OF learning: * Key vocabulary: fish, octopus,
dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to.
* Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce?
Language FOR learning: I can see, We can find, there is/are. I would like to know more about...
Language THROUGH learning:- Language needed to express
previousknowledge and experiences related
tothe sea depths
High cognitive demands
Low cognitive demands
High linguistic demands
Low linguistic demands
12
43(LIFE (LIFE
UNDER THE UNDER THE SEA)SEA)
Cummin’s Matrix
Hig
h o
rder
Low
ord
er
Bloom’s Taxonomy
Scaffoldingthe
language
the content
Vygotsky’s socio-cultural theory
Gardner’s multiple intelligences (learning styles: variety of
resources)