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Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
Chapter 3
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Chapter 3

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Starting Clil in the classroom based on the book Uncovering Clil

Starting Clil in the classroom based on the book Uncovering Clil

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

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