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UNIT 8. UNIT 8. TEACHING AND TEACHING AND
LEARNING SUPPORTIVE LEARNING SUPPORTIVE STRATEGIES.STRATEGIES.
UNIT 8. UNIT 8. TEACHING AND TEACHING AND
LEARNING SUPPORTIVE LEARNING SUPPORTIVE STRATEGIES.STRATEGIES.
VOCABULARY BUILDINGVOCABULARY BUILDING
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AIMS OF THE SESSION• Analysing CLIL methodology• Helping teachers to provide
scaffolding• Maximising vocabulary building.
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LISTENING
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• Mina Patel
PRINCIPLES OF CLIL• All teachers are teachers of language• Dual-focused educational approach• Language is used to learn as well as to
communicate• The subject determines the language
needed• Teaching in a different way• Prediction of problems
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BENEFITS OF CLIL• Buids intercultural knowledge and understanding• Develops intercultural communication skills• Improves language competence and oral
communication skills• Develops multilingual interests and attitudes• Provides opportunities to study content through
different perspectives• Allows learners more contact with the target language• Does not require extra teaching hours• Complements other subjects• Diversifies methods and forms of classroom practice• Increases learner’s motivation and confidence
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A 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
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LESSON PLANNING• Language and content• Language difficulties• Supportive strategies
– Talking in groups– Writing sentences– Reading the textbook– Graphs– Visuals– Frames
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TeachingTeachingObjectivesObjectives
Unit: Unit:
The Unit has to include four kinds of objectives:•Disciplinary•Linguistic•Cognitive•Cultural
ÁÁrea: rea: Lessons:Lessons: Ed. Level:Ed. Level:
Final TaskFinal Task
•Task related with contents and skills that the student has to do at the end of the unit•The task has to be pertinent, relevant, inserted in social behaviour, interesting and motivating.
AssessmentAssessmentCriteriaCriteria
•Assessment has to be:•At the beginning•Continuous•Final
•Assessment has to include:•Language skills•Language competence•Cognitive skills development•Culture elements
MaterialsMaterialsResources
KeyKeyCompetencesCompetences
•The unit has to state clearly which of the key competences are to be worked on:•Language communication competence•Artistic and cultural competence•Information processing and digital competence•Mathematical competence•Learning to learn•Personal initiative and autonomy•Knowledge and interaction with the physical world•Social and citizenship competence
• Diverse and complementary materials •Different formats (videos, listening, Internet…)•Matching the students comprehensive possibilities
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Non-linguistic areas curricular contents:•Facts and concepts•Processes•Attitudes, values, rules
CommunicationCommunication
CultureCulture
Curricular cultural contents related to the student’s sociocultural context.•Social and geographical environment•history •cultural symbols•cultural products (art, music, traditional culture, literature…)•cultural practices
StructuresStructuresVocabularyVocabulary
Language for interactionLanguage for interaction
•Kinds of texts and text genres to be used in the unit•Kinds of linguistic structures to be used in the unit
•Language to learn: collaborative talking, reading skills (topic identification, main parts and secondary parts distinction, recognizing facts and opinions…), writing skills (planning, documentation, reviewing), linguistic and cognitive skills (description, defining summarising, explaining…)•Language used by the teacher to manage the class
StudentStudentLearningLearning
OutcomesOutcomes
Cognition Cognition
ContentContent
•Cognitive skills: identification, enumeration, classification, relation, analysis, synthesis, deduction, making predictions, checking hypothesis, solving problems, giving examples, •Information processing skills: joining information (locating, selecting and giving value to the information), processing (organizing, reformulating) and communicating•Learning strategies: asking questions, applying rules, focusing the attention on a given element (a word, an idea,…), establish and review the contents, using learning resources (dictionaries, internet…), taking notes, group working, learning to organize)
Language for the topicLanguage for the topic
•Specific vocabulary of the subject, necessary to learn the contents
Unit: Unit: ÁÁrea:rea: Lessons:Lessons:Ed. Level:Ed. Level:
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Unit: Unit:
Assessment/Assessment/ReflectionReflection
Want to know/Want to know/Reinforcements / Reinforcements /
ExtensionExtension
MainMainActivitiesActivities
Introduction/RevisionRevision
Warm upActivities
•Activities to introduce basic learning outcomes and vocabulary of the lesson
•Activities to motívate the students and raise their interest•Activities to remind and remember the learning outcomes worked in previous lessons
•Activities to:•Build and elaborate important knowledge•Acquire linguistic elements (vocabulary, structures,…)•Acquire cognitive strategies and skills•Develop critical thinking
•Kinds of grouping to carry the activities on:•Groups•Pair-work•Single-work
•Activities to•Apply and increase the learning outcomes•Transfer these outcomes to other fields
•Activities to•Reflect on what has been learnt and how it has been learnt•Assess what has been learnt
Learning OutcomesLearning Outcomes
•Specific contents to work during the lesson (see “Culture” in the Unit)
•Specific contents to work during the lesson (see “Communication” in the Unit)
•Specific contents to work during the lesson (see “Content” in the Unit)
•Specific contents to work during the lesson (see “Cognitiont” in the Unit)
CommunicationCommunicationCognitionCognition
CultureCultureContentContent
•Materials and resources that will be used during the lesson (see “Materials/Resources” in the Unit)Materials/Materials/
ResourcesResources
Lesson:Lesson:
TEACHING GRAMMAR• What is grammar?
– A system of rules– The engine of language– An integral part of language learning
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Explicit learning of grammar
• Rule-based• Deliberate• Declarative learning• More fluent and automatized• Facilitates learning of L2
– Speeds up the process– Improves the final outcome
• The more difficult the rule is the more important explicit teaching is.
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Explicit learning of grammar
• Two approaches:– Deductive:
• Rules and introduced and practiced• Full transfer of the rule• Abstract thinking skills
– Inductive:• Problem solving and discovery• Scaffolding
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Implicit learning of grammar
• Automatical• Subconscious• Natural way• Slower• Massive inputs of language• Incidental acquisition of rules• Meaning-oriented context• Immediate practice and use
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Implicit learning of grammar
• FORM-FOCUSED INSTRUCTION: Focuses on the language form in the context of meaningful communication.
• Provides:– opportunities to “notice” the form of the
input– Perception of the difference– Learning of the target-like use of the form
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TEACHING GRAMMAR(summary)
• Meaning-based• Form-focused• Knowledge of language as a system• Practical principles:
– Select typical subject-specific texts– Clear meaning– Highlight the structure– Let the students:
• Find the regularities• Infer the rule• Practice the rule• Create examples
– Generalize the use of the structure to other contexts
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STRATEGIES• Metacognitive strategies: direct the
process. Divided into three categories: – Person knowledge– Task knowledge– Strategy knowledge
• Cognitive strategies: manipulate the material to be learned or apply a specific technique
• Socio-affective strategies: techniques to collaborate with others, to verify understanding or lower anxiety
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STRATEGIES• Skilled learners: more metacognitive
strategies, use appropriate strategies.• Less-skilled learners: have few
strategies or choose inappropriate strategies.
• Consistent, long-term strategy instruction is able to improve learner’s strategic activity and lead to better learning outcomes.
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STRATEGY INSTRUCTION IN CLASS
• Texts and tasks used normally• Anticipate difficulties• Over-emphasize the use of context or
common sense to work out the meaning
• Remind learners to try the strategy in other tasks
• Start with simple strategies
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SUPPORT STRATEGIES FOR LISTENING / SPEAKING
• Listening is a top-down and bottom-up interactive process.
• Top-down: – Prior knowledge– Hypothesis
• Bottom-up:– From lower level upwards
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SUPPORT STRATEGIES FOR LISTENING / SPEAKING
• Teacher talk• Authentic content-related listening materials:
– Up-to-date information– Different speaking styles– Linguistic features typical of the register– Models of the academic register
• Adapted materials, pre-, during and post-listening activities
• Pre-teaching of core vocabulary• Visuals, enumeration, examples, summaries…
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VOCABULARY LEARNING STRATEGIES
• What is vocabulary? (Lewis)– Single words– Polywords– Collocations or word partnerships– Institutionalized utterances– Sentence frames and text frames
• Kinds of vocabulary– Receptive vocabulary: meaning in context– Productive vocabulary: encoded in memory
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VOCABULARY LEARNING STRATEGIES
• Importance:– Lexis is more important than grammar– Relates with reading comprehension and
intelligence– Deficiences in vocabulary are cause of
academic failure– Teaching of content vocabulary improves
academic success– L2 learners need about 5000 words
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VOCABULARY LEARNING STRATEGIES
• Input: authentic content texts• Noticing: deliberate attention to vocabulary• Dictionaries and other tools• Practicing• Production• Word inferencing• Word grouping• Concept maps (www.wordsift.com): advance organizers,
overview and introduction to a new topic, support for speaking or writing, gap-filling, reviewing at the end of the unit
• Word cards and word logs• Elaboration: oral elaborations, adaptations, written
elaborations
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VOCABULARY LEARNING ACTIVITIES
LEARNING ACTIVITY TASKS FOR VOCABULARY PRACTICE
NOTICING THE WORD FLASHCARDS, WORD CARDSPICTURES
RECOGNIZING AND NAMING THE WORD CLASSIFICATIONTRUE/FALSEMATCHINGMULTIPLE CHOICEDRAWING THE WORDBINGO GAMESCIRCLE THE WORD YOU HEAR
PRODUCING WORDS DICTATIONANSWERING QUESTIONSPICTURE DESCRIPTIONGUESSING GAMES
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DICTIONARIES • GENERAL DICTIONARIES
– http://en.wiktionary.org/wiki/Wiktionary– www.thefreedictionary.com– www.wordnet.princeton.edu/perl/webwn– www.answers.com– www.dictionary.reference.com– www.yourdictionary.com– www.merriam-webster.com
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OTHER TOOLS• ENCYCLOPEDIAS
– www.britannica.com– www.encyclopedia.com– www.encarta.msn.com
• OTHER USEFUL SITES– www.englishforuniversity.com– www.owll.massey.ac.nz
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WORD MAPS• wordmap 1.pdf• wordmap2.pdf• wordmap2maths.pdf• wordmap2social.pdf
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WORD MAPS
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WORD MAPS
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WORD MAPS
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REFERENCES AND WEBSITES
• www.onestopenglish.com• www.tl2l.nl• www.cilt.org.uk/clip• www.teachingenglish.org.uk• www.nile-elt.com• Handbook. Language in content
instruction. (ISBN: 978-951-29-4074-5) Heini-Marja Järvinen. University of Turku
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