Unit 8 clil supportive strategies

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Unit 8 clil supportive strategies

  1. 1. UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES. VOCABULARY BUILDING jsp 2010-2011
  2. 2. AIMS OF THE SESSION <ul><li>Analysing CLIL methodology </li></ul><ul><li>Helping teachers to provide scaffolding </li></ul><ul><li>Maximising vocabulary building. </li></ul>jsp 2010-2011
  3. 3. LISTENING <ul><li> Mina Patel </li></ul>jsp 2010-2011
  4. 4. PRINCIPLES OF CLIL <ul><li>All teachers are teachers of language </li></ul><ul><li>Dual-focused educational approach </li></ul><ul><li>Language is used to learn as well as to communicate </li></ul><ul><li>The subject determines the language needed </li></ul><ul><li>Teaching in a different way </li></ul><ul><li>Prediction of problems </li></ul>jsp 2010-2011
  5. 5. BENEFITS OF CLIL <ul><li>Buids intercultural knowledge and understanding </li></ul><ul><li>Develops intercultural communication skills </li></ul><ul><li>Improves language competence and oral communication skills </li></ul><ul><li>Develops multilingual interests and attitudes </li></ul><ul><li>Provides opportunities to study content through different perspectives </li></ul><ul><li>Allows learners more contact with the target language </li></ul><ul><li>Does not require extra teaching hours </li></ul><ul><li>Complements other subjects </li></ul><ul><li>Diversifies methodsand forms of classroom practice </li></ul><ul><li>Increases learner’s motivation and confidence </li></ul>jsp 2010-2011
  6. 6. A CLIL LESSON <ul><li>Content: knowledge,skills and undestanding </li></ul><ul><li>Communication: using language to learn whilst learning to use language </li></ul><ul><li>Cognition: thinking skills </li></ul><ul><li>Culture: alternative perspectives and shared understandings. </li></ul><ul><li>Productive and receptive skills </li></ul>jsp 2010-2011
  7. 7. LESSON PLANNING <ul><li>Language and content </li></ul><ul><li>Language difficulties </li></ul><ul><li>Supportive strategies </li></ul><ul><ul><li>Talking in groups </li></ul></ul><ul><ul><li>Write sentences </li></ul></ul><ul><ul><li>Reading the textbook </li></ul></ul><ul><ul><li>Graphs </li></ul></ul><ul><ul><li>Visuals </li></ul></ul><ul><ul><li>Frames </li></ul></ul>jsp 2010-2011
  8. 8. jsp 2010-2011
  9. 9. jsp 2010-2011
  10. 10. TEACHING GRAMMAR <ul><li>What is grammar? </li></ul><ul><ul><li>A system of rules </li></ul></ul><ul><ul><li>The engine of language </li></ul></ul>jsp 2010-2011
  11. 11. Explicit learning of grammar <ul><li>Rule-based </li></ul><ul><li>Deliberate </li></ul><ul><li>Declarative learning </li></ul><ul><li>More fluent and automatized </li></ul><ul><li>Facilitates learning of L2 </li></ul><ul><li>Speeds up the process </li></ul><ul><li>Improves the final outcome </li></ul><ul><li>The more difficult the rule is the more important explicit teaching is. </li></ul>jsp 2010-2011
  12. 12. Explicit learning of grammar <ul><li>Two approaches: </li></ul><ul><ul><li>Deductive: </li></ul></ul><ul><ul><ul><li>Rules and introduced and practiced </li></ul></ul></ul><ul><ul><ul><li>Full transfer of the rule </li></ul></ul></ul><ul><ul><ul><li>Abstract thinking skills </li></ul></ul></ul><ul><ul><li>Inductive: </li></ul></ul><ul><ul><ul><li>Problem solving and discovery </li></ul></ul></ul><ul><ul><ul><li>Scaffolding </li></ul></ul></ul>jsp 2010-2011
  13. 13. Implicit learning of grammar <ul><li>Automatical </li></ul><ul><li>Subconscious </li></ul><ul><li>Natural </li></ul><ul><li>Slow </li></ul><ul><li>Massive inputs of language </li></ul><ul><li>Incidental acquisition of rules </li></ul><ul><li>Meaning-oriented context </li></ul><ul><li>Immediate practice and use </li></ul>jsp 2010-2011
  14. 14. Implicit learning of grammar <ul><li>FORM-FOCUSED INSTRUCTION: Focuses on the language form in the context of meaningful communication. </li></ul><ul><li>Provides: </li></ul><ul><ul><li>opportunities to “notice” the form of the input </li></ul></ul><ul><ul><li>Perception of the difference </li></ul></ul><ul><ul><li>Learning of the target-like use of the form </li></ul></ul>jsp 2010-2011
  15. 15. TEACHING GRAMMAR (summary) <ul><li>Meaning-based </li></ul><ul><li>Form-focused </li></ul><ul><li>Knowledge of language as a system </li></ul><ul><li>Practical principles: </li></ul><ul><ul><li>Select typical subject-specific texts </li></ul></ul><ul><ul><li>Clear meaning </li></ul></ul><ul><ul><li>Highlight the structure </li></ul></ul><ul><ul><li>Let the students: </li></ul></ul><ul><ul><ul><li>Find the regularities </li></ul></ul></ul><ul><ul><ul><li>Infer the rule </li></ul></ul></ul><ul><ul><ul><li>Practice the rule </li></ul></ul></ul><ul><ul><ul><li>Create examples </li></ul></ul></ul><ul><ul><li>Generalize the use of the structure to other contexts </li></ul></ul>jsp 2010-2011
  16. 16. STRATEGIES <ul><li>Metacognitive strategies: direct the process </li></ul><ul><li>Cognitive strategies: manipulate the material to be learned or apply a specific technique </li></ul><ul><li>Socio-affective strategies: techniques to collaborate with others, to verify understanding or lower anxiety </li></ul>jsp 2010-2011
  17. 17. STRATEGIES <ul><li>Skilled learners: more metacognitive strategies, use appropriate strategies. </li></ul><ul><li>Less-skilled learners: have few strategies or choose inappropriate strategies. </li></ul><ul><li>Consistent, long-term strategy instruction is able to improve learner’s strategic activity and lead to better learning outcomes. </li></ul>jsp 2010-2011
  18. 18. STRATEGY INSTRUCTION IN CLASS <ul><li>Texts and tasks used normally </li></ul><ul><li>Anticipate difficulties </li></ul><ul><li>Over-emphasize the use of context or common sense to work out the meaning </li></ul><ul><li>Remind learners to try the strategy in other tasks </li></ul>jsp 2010-2011
  19. 19. SUPPORT STRATEGIES FOR LISTENING / SPEAKING <ul><li>Listening is a top-down and bottom-up interactive process. </li></ul><ul><li>Top-down: </li></ul><ul><ul><li>Prior knowledge </li></ul></ul><ul><ul><li>Hypothesis </li></ul></ul><ul><li>Bottom-up: </li></ul><ul><ul><li>From lower level upwards </li></ul></ul>jsp 2010-2011
  20. 20. SUPPORT STRATEGIES FOR LISTENING / SPEAKING <ul><li>Teacher talk </li></ul><ul><li>Authentic content-related listening materials: </li></ul><ul><ul><li>Up-to-date information </li></ul></ul><ul><ul><li>Different speaking styles </li></ul></ul><ul><ul><li>Linguistic features typical of the register </li></ul></ul><ul><ul><li>Models of the academic register </li></ul></ul><ul><li>Adapted materials, pre-, during and post-listening activities </li></ul><ul><li>Pre-teaching of core vocabulary </li></ul><ul><li>Visuals, enumeration, examples, summaries… </li></ul>jsp 2010-2011
  21. 21. VOCABULARY LEARNING STRATEGIES <ul><li>What is vocabulary? </li></ul><ul><ul><li>Single words </li></ul></ul><ul><ul><li>Polywords </li></ul></ul><ul><ul><li>Collocations or word partnerships </li></ul></ul><ul><ul><li>Institutionalized utterances </li></ul></ul><ul><li>Kinds of vocabulary </li></ul><ul><ul><li>Receptive vocabulary: meaning in context </li></ul></ul><ul><ul><li>Productive vocabulary: encoded in memory </li></ul></ul>jsp 2010-2011
  22. 22. VOCABULARY LEARNING STRATEGIES <ul><li>Importance: </li></ul><ul><ul><li>Lexis is more important than grammar </li></ul></ul><ul><ul><li>Relates with reading comprehension and intelligence </li></ul></ul><ul><ul><li>Deficiences in vocabulary are cause of academic failure </li></ul></ul><ul><ul><li>Teaching of content vocabulary improves academic success </li></ul></ul><ul><ul><li>L2 learners need about 5000 words </li></ul></ul>jsp 2010-2011
  23. 23. VOCABULARY LEARNING STRATEGIES <ul><li>Input: authentic content texts </li></ul><ul><li>Noticing: deliberate attention to vocabulary </li></ul><ul><li>Dictionaries and other tools </li></ul><ul><li>Practicing </li></ul><ul><li>Production </li></ul><ul><li>Word inferencing </li></ul><ul><li>Word grouping </li></ul><ul><li>Concept maps (www.wordsift.com) </li></ul><ul><li>Word cards and word logs </li></ul><ul><li>Elaboration </li></ul>jsp 2010-2011
  24. 24. VOCABULARY LEARNING ACTIVITIES jsp 2010-2011 LEARNING ACTIVITY TASKS FOR VOCABULARY PRACTICE NOTICING THE WORD FLASHCARDS, WORD CARDS PICTURES RECOGNIZING AND NAMING THE WORD CLASSIFICATION TRUE/FALSE MATCHING MULTIPLE CHOICE DRAWING THE WORD BINGO GAMES CIRCLE THE WORD YOU HEAR PRODUCING WORDS DICTATION ANSWERING QUESTIONS PICTURE DESCRIPTION GUESSING GAMES
  25. 25. DICTIONARIES <ul><li>GENERAL DICTIONARIES </li></ul><ul><ul><li>http://en.wiktionary.org/wiki/Wiktionary </li></ul></ul><ul><ul><li>www.thefreedictionary.com </li></ul></ul><ul><ul><li>www.wordnet.princeton.edu/perl/webwn </li></ul></ul><ul><ul><li>www.answers.com </li></ul></ul><ul><ul><li>www.dictionary.reference.com </li></ul></ul><ul><ul><li>www.yourdictionary.com </li></ul></ul><ul><ul><li>www.merriam-webster.com </li></ul></ul>jsp 2010-2011
  26. 26. OTHER TOOLS <ul><li>ENCYCLOPEDIAS </li></ul><ul><ul><li>www.britannica.com </li></ul></ul><ul><ul><li>www.encyclopedia.com </li></ul></ul><ul><ul><li>www.encarta.msn.com </li></ul></ul><ul><li>OTHER USEFUL SITES </li></ul><ul><ul><li>www.englishforuniversity.com </li></ul></ul><ul><ul><li>www.owll.massey.ac.nz </li></ul></ul>jsp 2010-2011
  27. 27. WORD MAPS <ul><li>wordmap 1.pdf </li></ul><ul><li>wordmap2.pdf </li></ul><ul><li>wordmap2maths.pdf </li></ul><ul><li>wordmap2social.pdf </li></ul>jsp 2010-2011
  28. 28. WORD MAPS jsp 2010-2011
  29. 29. WORD MAPS jsp 2010-2011
  30. 30. WORD MAPS jsp 2010-2011
  31. 31. REMARKS <ul><li>pfltdtv.wikispaces.com </li></ul><ul><li>clil-castello.blogspot.com </li></ul>jsp 2010-2011
  32. 32. THANK YOU SEE YOU NEXT WEEK jsp 2010-2011
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