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Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
Unit 8   clil supportive strategies
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Unit 8 clil supportive strategies

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English training course for teachers who need a Certification to teach through English

English training course for teachers who need a Certification to teach through English

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  • 1. UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES. VOCABULARY BUILDING jsp 2010-2011
  • 2. AIMS OF THE SESSION
    • Analysing CLIL methodology
    • Helping teachers to provide scaffolding
    • Maximising vocabulary building.
    jsp 2010-2011
  • 3. LISTENING
    • Mina Patel
    jsp 2010-2011
  • 4. 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
    jsp 2010-2011
  • 5. 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 methodsand forms of classroom practice
    • Increases learner’s motivation and confidence
    jsp 2010-2011
  • 6. 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
    jsp 2010-2011
  • 7. LESSON PLANNING
    • Language and content
    • Language difficulties
    • Supportive strategies
      • Talking in groups
      • Write sentences
      • Reading the textbook
      • Graphs
      • Visuals
      • Frames
    jsp 2010-2011
  • 8. jsp 2010-2011
  • 9. jsp 2010-2011
  • 10. TEACHING GRAMMAR
    • What is grammar?
      • A system of rules
      • The engine of language
    jsp 2010-2011
  • 11. 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.
    jsp 2010-2011
  • 12. 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
    jsp 2010-2011
  • 13. Implicit learning of grammar
    • Automatical
    • Subconscious
    • Natural
    • Slow
    • Massive inputs of language
    • Incidental acquisition of rules
    • Meaning-oriented context
    • Immediate practice and use
    jsp 2010-2011
  • 14. 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
    jsp 2010-2011
  • 15. 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
    jsp 2010-2011
  • 16. STRATEGIES
    • Metacognitive strategies: direct the process
    • 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
    jsp 2010-2011
  • 17. 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.
    jsp 2010-2011
  • 18. 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
    jsp 2010-2011
  • 19. 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
    jsp 2010-2011
  • 20. 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…
    jsp 2010-2011
  • 21. VOCABULARY LEARNING STRATEGIES
    • What is vocabulary?
      • Single words
      • Polywords
      • Collocations or word partnerships
      • Institutionalized utterances
    • Kinds of vocabulary
      • Receptive vocabulary: meaning in context
      • Productive vocabulary: encoded in memory
    jsp 2010-2011
  • 22. 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
    jsp 2010-2011
  • 23. 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)
    • Word cards and word logs
    • Elaboration
    jsp 2010-2011
  • 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. 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
    jsp 2010-2011
  • 26. OTHER TOOLS
    • ENCYCLOPEDIAS
      • www.britannica.com
      • www.encyclopedia.com
      • www.encarta.msn.com
    • OTHER USEFUL SITES
      • www.englishforuniversity.com
      • www.owll.massey.ac.nz
    jsp 2010-2011
  • 27. WORD MAPS
    • wordmap 1.pdf
    • wordmap2.pdf
    • wordmap2maths.pdf
    • wordmap2social.pdf
    jsp 2010-2011
  • 28. WORD MAPS jsp 2010-2011
  • 29. WORD MAPS jsp 2010-2011
  • 30. WORD MAPS jsp 2010-2011
  • 31. REMARKS
    • pfltdtv.wikispaces.com
    • clil-castello.blogspot.com
    jsp 2010-2011
  • 32. THANK YOU SEE YOU NEXT WEEK jsp 2010-2011

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