Lesson planning for CLIL - · PDF fileAssessing English language since ... ry to have a conversation with someone using only the present tense ... Lesson planning for CLIL – Doyle,

Assessing English language since 1938

Lesson planning for CLIL

Robin Walker Trainer

Trinity College London, Spain

www.englishglobalcom.com [email protected]



CLIL

Subj

ect k

now

ledg

e Language com

petence

CLIL methodology



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



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



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





Session outline


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



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)



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


1. Topic 2. Aims (overall, T objectives, learner outcomes) 3. Contents (knowledge, concepts, skills)



subject language



Lesson planning for CLIL – the 4Cs and unit planning


… 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.


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



Lesson planning for CLIL – Bloom’s taxonomy





Cognition: activities that activate and challenge HOTS and avoid excessive reliance on LOTS

Culture: other (and self) awareness





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




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



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








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.









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.






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)?




Session outline


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



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.







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.







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.



Plan your work

and avoid mistakes!



Robin Walker Trainer

Trinity College London, Spain

www.englishglobalcom.com [email protected]

Documents

Lesson planning for CLIL - · PDF fileAssessing English language since ... ry to have a conversation with someone using only the present tense ... Lesson planning for CLIL – Doyle,