Clil course

19
CLIL COURSE 1-12 AUGUST 2016 SCARBOROUG (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

Transcript of Clil course

Page 1: Clil course

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

Page 2: Clil course

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

Page 3: Clil course

METHODOLOGYAn active and participative methodology provided us a lot of ideas and resources to implement in the classroom

Page 4: Clil course

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

Page 5: Clil course

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

Page 6: Clil course

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.

Page 7: Clil course

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.

Page 8: Clil course

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

Page 9: Clil course

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

Page 10: Clil course
Page 11: Clil course
Page 12: Clil course

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

Page 13: Clil course

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

Page 14: Clil course

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

Page 16: Clil course

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

Page 17: Clil course

VOCAB GAMES

Page 18: Clil course

CULTURAL ACTIVITIES

Weekends/ afternoons• Guided visits. Scarborough, York, Natural places

• Cinema• Theather• Jazz concerts

Page 19: Clil course

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?