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CALL and CLIL
The document outlines a workshop on using webquests to integrate content and language learning, focusing on alternative energy. It includes a needs analysis, a demonstration of webquest tasks, and a discussion on the effectiveness of CLIL methodologies. Participants are encouraged to use authentic materials and adapt webquests for their classes.
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CALL and CLIL
- 1. ACADEMIC ENGLISH: ALTERNATIVE ENERGYWEBQUESTS Integrating content with language learning tasks Richard Pinner richard.pinner@engnet-education.com
- 2. Overview Needs Analysis WebQuest Task Demonstration Summary and Q & A
- 3. Aims Observe ashort CLIL lesson in practice To look at, observe and demonstrate CALL tasks which utilise authentic materials Ask questions about methodology and approaches to CLIL
- 4. What do weknow and what do we want to know about CALL and CLIL? NEEDS ANALYSIS
- 5. Needs Analysis • Haveyou used CALL in your classes before? • Have you taught Content-Based or CLIL classes before? • Have you used authentic materials in your classes before? • What would you like to learn from this session?
- 6.
- 7. How to useWebQuests to integrate Content & Language with Computers WEB QUEST TASK DEMONSTRATION
- 8. What are WebQuests? “ An inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. (Dodge, 1995) www.webquests.org
- 9. WebQuests • Download • Make your own
- 10. In the students’shoes
- 11.
- 12. 2 3 1 4 6
- 13. Task • 15 minutes •Work in groups • Use the link to research your energy type • You must explain – How it works – The advantages – The disadvantages • Present your information to the rest of the class (select a spokesperson for your group)
- 15. Your chance toask questions about methodology and practice SUMMARY AND Q&A
- 16. Discussion • What didyou find most interesting about the CLIL class? • Will you use WebQuests in your classes in the future?
- 17. Summary WebQuests – expose students to authentic language using structured tasks – are student-centred – are easy to adapt for CLIL
- 18.
- 19. • A resourcefor CLIL in Further Japan www.cliljapan.org • You can download the slides and additional resources at www.engnet- education.com • Please email me! richard.pinner@engnet -education.com
- 20. Thanks for yourattention! See you later, alligator.
- 21. Where to accessready-to-go lesson plans? RESOURCES
- 22.
- 23.
- 24. Dealing with difficulty •Get them used to authentic materials • Coping Strategies – Panacea Method
- 25. Nanotechnology is nota panacea for the solution problems faced by modern medicine, but it can help overcome some of the difficulties. Problems Difficulties ≠ Solutions Answers Cure
Editor's Notes
- #2 Blended Leaning
- #3 After explaining who I am and what I’ve done, go through the overview for the first session and explain how this forms the basis of all 4 sessions. Things to mention about self – written several articles about the subject, one in MET which I will make available online. My eLearning Consultancy and my Teacher Training Credentials plus about to start a PhD in authentic materials. Explain one of our main focuses will be how to make the difficult language of authentic (ie. Unadpted for learners) materials accessible. Dealing with Difficulty and coping strategies.
- #4 2nd point – because authenticity is an important aspect in CLIL methodology and teaching, which we will discuss more later.
- #6 Use chat function (conv menu)ConHave you used CALL in your classes before?Have you taught Content-Based or CLIL classes before?Have you used authentic materials in your classes before?What would you like to learn from this session?http://www.engnet-education.com/resources/webquests/call-clil-workshop/https://docs.google.com/spreadsheet/gform?key=0AtsQWheKJxVrdFdXalVyWGpBZGxNTXkzdl9lWG81OXc&hl=en_GB#chart
- #10 Download goes to webquests.orgMake your own goes to D-Volver – don’t bother clicking as it is in Multimedia section.
- #11 Now we will begin the task demonstration. So, please… put yourself in your students’ shoes. Send the entire room the file and ask them to work in pairs to answer the questions. (explain the merits of working in pairs). Set a time limit of just two minutes.
- #12 Gloss over the intro task and explain that basically we will only do the task on page 3. It will be condensed into 20 mins so they will have to work fast!Give them each a topic and a research area and direct them to the correct pages on Darvil. Have them design ppts too if there is time. Must
- #14 http://www.darvill.clara.net/altenerg/index.htm
- #15 Advantages of this is that we are promoting an important area of content – green and alternative energy.
- #23 Reduce no. of resources. Explain the purpose - giving the students hints about where to download or access materials for their own classes. make sure links are on handout and each pic is a hyperlink + Dvolver and other good resources for HO
- #24 TED is the best thing since sliced bread!
- #25 It is inevitable that when we use authentic texts there will be words and grammar that our students might find difficult. This will decrease the more they are exposed to natural language sourcesIt will also help them to learn coping strategiesOne such method is what I call the panacea method.
- #26 Go through the steps of the animation – 5 click