<ul><li>UNCOVERING CLIL </li></ul>CHAPTER 3 :STARTING CLIL IN THE CLASSROOM
<ul><li>How does the CLIL methodology translate into the classroom? </li></ul><ul><li>A week in the life of a primary scho...
<ul><li>To take into account:   </li></ul><ul><li>The majority of students entering school have very little or no prior kn...
<ul><li>LANGUAGE  </li></ul><ul><li>Answer questions or instructions given in the CLIL language.  </li></ul><ul><li>Respon...
Week one learning outcomes for students <ul><li>CONTENT  </li></ul><ul><li>Identify key areas of the school.  </li></ul><u...
<ul><li>First contact  </li></ul><ul><li>Setting the stage: the morning circle  </li></ul><ul><li>Names and first phrases ...
<ul><li>Art  </li></ul><ul><li>Lunch  </li></ul><ul><li>Playtime </li></ul><ul><li>Language arts  </li></ul><ul><li>Maths ...
Core CLIL focused on during week one in primary school <ul><li>Multiple focus: </li></ul><ul><li>Language learning in non-...
Core CLIL focused on during week one in primary school <ul><li>Safe and enriching environment: </li></ul><ul><li>Using rou...
Core CLIL focused on during week one in primary school <ul><li>Authenticity: </li></ul><ul><li>Sts indicating language nee...
A week in the life of a secondary school CLIL teacher- getting started
Guiding principles focused on during week one. <ul><li>COGNITION: </li></ul><ul><li>Content, language and learning skills ...
Guiding principles focused on during week one. <ul><li>Community: </li></ul><ul><li>Sts feel that being members of a learn...
Guiding principles focused on during week one. <ul><li>Communication: </li></ul><ul><li>Sts participate in activities and ...
<ul><li>To take into account: </li></ul><ul><li>Sts are likely to have a strong basis in the CLIL language, but could not ...
Getting to know one another <ul><li>Name game #1. </li></ul><ul><li>Name game #2. </li></ul><ul><li>Mixer activity #1: Fin...
Getting to the content <ul><li>Day 1: </li></ul><ul><li>Activity 1: Warm up/Setting the stage.  </li></ul><ul><li>(3 min) ...
Getting to the content <ul><li>Activity 5 & 6: Reading text about volcanoes and related assignments. (20 min) </li></ul><u...
Core CLIL focused on during week one in seondary school <ul><li>Multiple focus: </li></ul><ul><li>Language learning in non...
Core CLIL focused on during week one in secondary school <ul><li>Active learning: </li></ul><ul><li>Favouring peer co-oper...
Core CLIL focused on during week one in secondary school <ul><li>Safe and enriching environment: </li></ul><ul><li>Using r...
Core CLIL focused on during week one in secondary school <ul><li>Scaffolding: </li></ul><ul><li>Building on Sts’ existing ...
Core CLIL focused on during week one in secondary school <ul><li>Authenticity: </li></ul><ul><li>Sts indicating language n...
A week in the life of a vocational educational CLIL teacher - getting started
Guiding principles focused on during week one. <ul><li>Are similar to the principles stated in secondary school </li></ul>
Getting to know one another <ul><li>- The same framework of the secondary students plan, but with some considerations: </l...
Getting to the content <ul><li>Day 1: </li></ul><ul><li>Welcome Sts individually.  </li></ul><ul><li>Activity 1: Warm up/S...
Getting to the content <ul><li>Activity 5 : Reading and analysing charts/ Writing and presentng summaries. (27 min) </li><...
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Chapter 3

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Starting Clil in the classroom based on the book Uncovering Clil

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Transcript of "Chapter 3"

  1. 1. <ul><li>UNCOVERING CLIL </li></ul>CHAPTER 3 :STARTING CLIL IN THE CLASSROOM
  2. 2. <ul><li>How does the CLIL methodology translate into the classroom? </li></ul><ul><li>A week in the life of a primary school CLIL teacher- getting started </li></ul>
  3. 3. <ul><li>To take into account: </li></ul><ul><li>The majority of students entering school have very little or no prior knowledge of the CLIL language. </li></ul><ul><li>They will often answer questions in their first language. This should not be discouraged. </li></ul><ul><li>At the start of a CLIL programme, students’ attention span may be limited. </li></ul>
  4. 4. <ul><li>LANGUAGE </li></ul><ul><li>Answer questions or instructions given in the CLIL language. </li></ul><ul><li>Respond to questions or instructions by matching. </li></ul><ul><li>Greet one another. </li></ul><ul><li>Create their own book. </li></ul>Week one learning outcomes for students
  5. 5. Week one learning outcomes for students <ul><li>CONTENT </li></ul><ul><li>Identify key areas of the school. </li></ul><ul><li>Students conduct themselves politely. </li></ul><ul><li>Use a calendar. </li></ul><ul><li>Students create their own books. </li></ul><ul><li>LEARNING SKILLS </li></ul><ul><li>Students can predict expectations based on classroom rules. </li></ul>
  6. 6. <ul><li>First contact </li></ul><ul><li>Setting the stage: the morning circle </li></ul><ul><li>Names and first phrases (morning circle </li></ul><ul><li>continued) </li></ul><ul><li>Calendar (morning circle continued) </li></ul><ul><li>The weather </li></ul><ul><li>Weather and clothing </li></ul><ul><li>Breaks </li></ul><ul><li>Reading </li></ul><ul><li>School tour </li></ul>
  7. 7. <ul><li>Art </li></ul><ul><li>Lunch </li></ul><ul><li>Playtime </li></ul><ul><li>Language arts </li></ul><ul><li>Maths </li></ul><ul><li>Class rules and </li></ul><ul><li>language use </li></ul><ul><li>The world around us </li></ul><ul><li>Ending the day </li></ul>
  8. 8. Core CLIL focused on during week one in primary school <ul><li>Multiple focus: </li></ul><ul><li>Language learning in non-language classes. </li></ul><ul><li>Content learning in language classes. </li></ul><ul><li>Integrating several subjects. </li></ul><ul><li>Cross-curricular themes and projects. </li></ul><ul><li>Active learning: </li></ul><ul><li>Favouring peer co-operative work. </li></ul>
  9. 9. Core CLIL focused on during week one in primary school <ul><li>Safe and enriching environment: </li></ul><ul><li>Using routine activities. </li></ul><ul><li>Building St’s confidence. </li></ul><ul><li>Accessing authentic materials. </li></ul><ul><li>Sts awareness of and growth in language. </li></ul><ul><li>Scaffolding: </li></ul><ul><li>building on St’s existing knowledge, skills and experience. </li></ul>
  10. 10. Core CLIL focused on during week one in primary school <ul><li>Authenticity: </li></ul><ul><li>Sts indicating language needs. </li></ul><ul><li>Accomodating Sts’ interests. </li></ul><ul><li>Connecting learning and the Sts’ lives. </li></ul>
  11. 11. A week in the life of a secondary school CLIL teacher- getting started
  12. 12. Guiding principles focused on during week one. <ul><li>COGNITION: </li></ul><ul><li>Content, language and learning skills outcomes in cooperation with Sts. </li></ul><ul><li>Learning builds on Sts’ existing knowledge. </li></ul><ul><li>Analysis of outcomes. </li></ul>
  13. 13. Guiding principles focused on during week one. <ul><li>Community: </li></ul><ul><li>Sts feel that being members of a learning community is enriching. </li></ul><ul><li>Sts have self confidence and skills to work in groups. </li></ul><ul><li>Parents, teachers and Sts are partners in education. </li></ul><ul><li>Sts have a role in the classroom and in the community. </li></ul>
  14. 14. Guiding principles focused on during week one. <ul><li>Communication: </li></ul><ul><li>Sts participate in activities and communication. </li></ul><ul><li>Sts and teachers construct and negotiate meaning. </li></ul><ul><li>Language/communication skills are developed in all subjects. </li></ul>
  15. 15. <ul><li>To take into account: </li></ul><ul><li>Sts are likely to have a strong basis in the CLIL language, but could not be fluent. </li></ul><ul><li>First class: -To get to know each other. (Clil language) </li></ul><ul><li> -To give information about the course. (L1) </li></ul><ul><li>The first class could take place outside the classroom. </li></ul>
  16. 16. Getting to know one another <ul><li>Name game #1. </li></ul><ul><li>Name game #2. </li></ul><ul><li>Mixer activity #1: Find someone who… </li></ul><ul><li>Discussion (L1) </li></ul><ul><li>Outcomes. </li></ul><ul><li>Use of CLIL language. </li></ul><ul><li>Challenges Sts will face. </li></ul>
  17. 17. Getting to the content <ul><li>Day 1: </li></ul><ul><li>Activity 1: Warm up/Setting the stage. </li></ul><ul><li>(3 min) </li></ul><ul><li>Activity 2: Free association. (7 min) </li></ul><ul><li>Activity 3: learning outcomes. (5 min) </li></ul><ul><li>Activity 4: Accessing existing knowledge. </li></ul><ul><li>(10 min) </li></ul>
  18. 18. Getting to the content <ul><li>Activity 5 & 6: Reading text about volcanoes and related assignments. (20 min) </li></ul><ul><li>Activity 7: Reflection. (10 min) </li></ul><ul><li>Activity 8: Achievement barometer (3 min). </li></ul>
  19. 19. Core CLIL focused on during week one in seondary school <ul><li>Multiple focus: </li></ul><ul><li>Language learning in non-language classes. </li></ul><ul><li>Content learning in language classes. </li></ul><ul><li>Integrating several subjects. </li></ul><ul><li>Cross-curricular themes and projects. </li></ul><ul><li>Reflection on the learning process. </li></ul>
  20. 20. Core CLIL focused on during week one in secondary school <ul><li>Active learning: </li></ul><ul><li>Favouring peer co-operative work. </li></ul><ul><li>Sts help set learning outcomes. </li></ul><ul><li>Sts evaluate process. </li></ul><ul><li>Favouring peer co-operative work. </li></ul><ul><li>Negotiating meaning. </li></ul><ul><li>Teachers acting as facilitators. </li></ul>
  21. 21. Core CLIL focused on during week one in secondary school <ul><li>Safe and enriching environment: </li></ul><ul><li>Using routine activities. </li></ul><ul><li>Building Sts’ confidence. </li></ul><ul><li>Accessing authentic materials. </li></ul><ul><li>Sts awareness of and growth in language. </li></ul>
  22. 22. Core CLIL focused on during week one in secondary school <ul><li>Scaffolding: </li></ul><ul><li>Building on Sts’ existing knowledge, skills and experience. </li></ul><ul><li>Repackaging information. </li></ul><ul><li>Responding to different learning styles. </li></ul><ul><li>Fostering creative and critical thinking. </li></ul>
  23. 23. Core CLIL focused on during week one in secondary school <ul><li>Authenticity: </li></ul><ul><li>Sts indicating language needs. </li></ul><ul><li>Accomodating Sts’ interests. </li></ul><ul><li>Connecting learning and the Sts’ lives. </li></ul><ul><li>Cooperation: </li></ul><ul><li>Planning lessons in cooperation with CLIL and non-CLIL teachers. </li></ul>
  24. 24. A week in the life of a vocational educational CLIL teacher - getting started
  25. 25. Guiding principles focused on during week one. <ul><li>Are similar to the principles stated in secondary school </li></ul>
  26. 26. Getting to know one another <ul><li>- The same framework of the secondary students plan, but with some considerations: </li></ul><ul><li>Name game adaptation for vocational students. </li></ul><ul><li>Find someone who… </li></ul><ul><li>The name game #2 </li></ul><ul><li>Brainstorming long term benefits. </li></ul><ul><li>One of the main objectives is to instill self-confidence and a hunger to learn language. </li></ul>
  27. 27. Getting to the content <ul><li>Day 1: </li></ul><ul><li>Welcome Sts individually. </li></ul><ul><li>Activity 1: Warm up/Setting the stage. </li></ul><ul><li>(10 min) </li></ul><ul><li>Activity 2: learning outcomes. (7 min) </li></ul><ul><li>Activity 3: Setting the stage relevance(2 min) </li></ul><ul><li>Activity 4: Accessing existing knowledge. </li></ul><ul><li>(15 min) </li></ul>
  28. 28. Getting to the content <ul><li>Activity 5 : Reading and analysing charts/ Writing and presentng summaries. (27 min) </li></ul><ul><li>Activity 6:Tumbometer. (3 min) </li></ul>Core CLIL focused on during week one in secondary school The same as in secondary school.
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