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FINDING AND
ADAPTING MATERIALS
FOR CLIL
Patricia Arenal Meneses
Sandra Carbón Ruiz
Beatriz Fernández Fernández
Raquel López Cagigal
Marion
Chunking and repaching knowledge
The best way to teach
12 24 78 48 12
(416)-577-3472
1-800-FAB-PIZZA
Not giving too much
information to time
Chunking and repaching knowledge
As soon as learners have worked one chunk of text or materials
you can ask questions
Tool for chunking graphic organizers
Webs
Tables
Charts
Diagrams
Mind maps
Pictures
Expanding the expander
Memorize techniques
Thirty days had September,
April, June and November;
All the rest have thirty-one,
Excepting Februaly alone:
Which hat but twenty-eight, in fine,
Till leap year gives it twenty-nine.
In fourteen-hundred and ninety-two, Columbus sailed the ocean blue.
CHUNKING AND REPACKAGING
• ACCESSING PRIOR KNOWLEDGE AND CONNECTING WITH PERSONAL
INTERESTS.
- the lesson takes into account the following aspects of anchoring into previous
knowledge providing scaffolding and chunking information:
1. It starts with students explaining their own preferences.
2. It includes a human interest story
3. It provides explanations for difficult vocabulary
4. It helps students to organize information
5. It build s a bridge to individual work through pairwork
6. It provides an additional framework for the most difficult part of the assignment
EXAMPLE – OLYMPIC GAMES- PYTHAGORAS
• As a first step, a few minutes are devoted to asking students:
- What are your favourite competitions?
• Have the students read the following text about an Olympic athlete. Afterwards, discuss
it briefly
• As a third step:
- have students look pictures Pythagoras.
- tell students they will be creating a poster about Pythagoras.
- have students read a text individually to find facts about Pythagoras.
- have the students scan the text for unfamiliar words.
- Have the students work individually to search for facts in the text.
- Students form groups and compare facts.
- The students continute to work together to group the ideas into categories.
-The facts are glued onto the sheet of poster paper according the scheme below:
Discoveries
NAME OF
CATEGORY
NAME OF
CATEGORY
Irrational
numbers
FACTS
-Each group gives the text a tittle.
-Finally, students develop a summary statement.
(This may seem very difficult for some students)
How to choose and what kind of materials ?
How to choose :
- by the subject context
- by the language level
What kind of material :
→ A source in a second language : course book
→ A source from internet
→ A document made by the teacher
How to adapt a document ?
- Using word in boxes, CAPITAL LETTERS ,
diagram, organizer, colours
- Varying the size
« CLIL stands for Content and Language Integrated Learning. It refers to teaching
subjects such as science, history and geography to students through a foreign
language. This can be by the English teacher using crosscurricular content or the
subject teacher using English as the language of instruction. Both methods result
in the simultaneous learning of content and English. »
http://www.onestopenglish.com/clil/what-is-clil/
- Reordering language :
Describe how the population is distributed with references to the areas on
the world map opposite
→ Look at the world map opposite. Describe how the population is
distributed in the areas on the map
– Paraphrasing :
Explain why the south-east is more prone to flooding
→ Explain why the south-east is more likely to flood
-Removing unnecessary details
When experimenting with media, get into the spirit of it and don't be afraid to try new
ideas
→ When experimenting with media, don't be afraid to try new ideas
- Reducing length sentences
The advantage of word processing is that you can make changes without retyping the
whole document and if you make mistake, you can easily correct it
→ The advantage of word processing is that you can make changes. You don't have to
retype the whole document. If you make a mistake, you can easily correct it
Exemples from : The TKT Teaching knowledge test Course CLIL
Module ; Kay Bentley
Test
1. The best way to teach students is by giving them too much information at
a time.
A) True
B) False
Test
2. The order of concept expander is: Term  Related words  Summary
statement  Consequences  Summary statement
A) True
B) False
Test
3. Is it important that students connect their new knowledge with personal
interests?
A) True
A) False
Test
4. Sounds easy for students to make a summary statement of the text
worked ?
A) True
B) False
Test
5. There are two reasons the teacher choose a document for CLIL : for the
language level and for the beauty of the spelling?
A) True
A) False
Test
6. Using colours, diagram, removing unnecessary details in a text are some
of the keys to adapt a document in a CLIL context?
A) True
A) False
Music activity
 https://www.youtube.com/watch?v=ZanHgPprl-0
Crossword body parts
Logical series with the human body.
Bibliography
 The TKT course. CLIL Module Content and Lenguage Integrated. Kay
Bentley. Combridge.
 Uncovering CLIL. Peter Mehisto, David Marsh y María Jesús Frigols.
Macmillan Books for teachers. Series editor: AdriÁn Underhill

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Power point clil

  • 1. FINDING AND ADAPTING MATERIALS FOR CLIL Patricia Arenal Meneses Sandra Carbón Ruiz Beatriz Fernández Fernández Raquel López Cagigal Marion
  • 2. Chunking and repaching knowledge The best way to teach 12 24 78 48 12 (416)-577-3472 1-800-FAB-PIZZA Not giving too much information to time
  • 3. Chunking and repaching knowledge As soon as learners have worked one chunk of text or materials you can ask questions Tool for chunking graphic organizers Webs Tables Charts Diagrams Mind maps Pictures
  • 5. Memorize techniques Thirty days had September, April, June and November; All the rest have thirty-one, Excepting Februaly alone: Which hat but twenty-eight, in fine, Till leap year gives it twenty-nine. In fourteen-hundred and ninety-two, Columbus sailed the ocean blue.
  • 6. CHUNKING AND REPACKAGING • ACCESSING PRIOR KNOWLEDGE AND CONNECTING WITH PERSONAL INTERESTS. - the lesson takes into account the following aspects of anchoring into previous knowledge providing scaffolding and chunking information: 1. It starts with students explaining their own preferences. 2. It includes a human interest story 3. It provides explanations for difficult vocabulary 4. It helps students to organize information 5. It build s a bridge to individual work through pairwork 6. It provides an additional framework for the most difficult part of the assignment
  • 7. EXAMPLE – OLYMPIC GAMES- PYTHAGORAS • As a first step, a few minutes are devoted to asking students: - What are your favourite competitions? • Have the students read the following text about an Olympic athlete. Afterwards, discuss it briefly • As a third step: - have students look pictures Pythagoras. - tell students they will be creating a poster about Pythagoras. - have students read a text individually to find facts about Pythagoras. - have the students scan the text for unfamiliar words.
  • 8. - Have the students work individually to search for facts in the text. - Students form groups and compare facts. - The students continute to work together to group the ideas into categories. -The facts are glued onto the sheet of poster paper according the scheme below:
  • 10. -Each group gives the text a tittle. -Finally, students develop a summary statement. (This may seem very difficult for some students)
  • 11. How to choose and what kind of materials ? How to choose : - by the subject context - by the language level What kind of material : → A source in a second language : course book → A source from internet → A document made by the teacher
  • 12. How to adapt a document ? - Using word in boxes, CAPITAL LETTERS , diagram, organizer, colours - Varying the size « CLIL stands for Content and Language Integrated Learning. It refers to teaching subjects such as science, history and geography to students through a foreign language. This can be by the English teacher using crosscurricular content or the subject teacher using English as the language of instruction. Both methods result in the simultaneous learning of content and English. » http://www.onestopenglish.com/clil/what-is-clil/
  • 13. - Reordering language : Describe how the population is distributed with references to the areas on the world map opposite → Look at the world map opposite. Describe how the population is distributed in the areas on the map – Paraphrasing : Explain why the south-east is more prone to flooding → Explain why the south-east is more likely to flood
  • 14. -Removing unnecessary details When experimenting with media, get into the spirit of it and don't be afraid to try new ideas → When experimenting with media, don't be afraid to try new ideas - Reducing length sentences The advantage of word processing is that you can make changes without retyping the whole document and if you make mistake, you can easily correct it → The advantage of word processing is that you can make changes. You don't have to retype the whole document. If you make a mistake, you can easily correct it Exemples from : The TKT Teaching knowledge test Course CLIL Module ; Kay Bentley
  • 15. Test 1. The best way to teach students is by giving them too much information at a time. A) True B) False
  • 16. Test 2. The order of concept expander is: Term  Related words  Summary statement  Consequences  Summary statement A) True B) False
  • 17. Test 3. Is it important that students connect their new knowledge with personal interests? A) True A) False
  • 18. Test 4. Sounds easy for students to make a summary statement of the text worked ? A) True B) False
  • 19. Test 5. There are two reasons the teacher choose a document for CLIL : for the language level and for the beauty of the spelling? A) True A) False
  • 20. Test 6. Using colours, diagram, removing unnecessary details in a text are some of the keys to adapt a document in a CLIL context? A) True A) False
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  • 24. Logical series with the human body.
  • 25. Bibliography  The TKT course. CLIL Module Content and Lenguage Integrated. Kay Bentley. Combridge.  Uncovering CLIL. Peter Mehisto, David Marsh y María Jesús Frigols. Macmillan Books for teachers. Series editor: AdriÁn Underhill