The document discusses key concepts in Content and Language Integrated Learning (CLIL), including the 4Cs framework of content, cognition, communication, and culture. It outlines vocabulary and grammar objectives for CLIL as well as the importance of functional language skills. Examples of CLIL tasks and activities are provided to integrate content learning with language skills development.
Theoretical and philosophical orientation of secondary level curriculumBishow Raj Joshi
This file presents the theoretical and philosophical analysis of English Curriculum developed by Curriculum Development Center, Ministry of Education, Government of Nepal. It can be used as Teacher Professional Development study material.
Theoretical and philosophical orientation of secondary level curriculumBishow Raj Joshi
This file presents the theoretical and philosophical analysis of English Curriculum developed by Curriculum Development Center, Ministry of Education, Government of Nepal. It can be used as Teacher Professional Development study material.
TESOL Pedagogy: The Communicative Approachryanmccoy2323
Communicative Language Teaching (CLT) Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy
An introduction to the field of Linguistic Landscape and how the languages of public spaces can become a resource for language learning. Presented in Intermediate Spanish II classes, Columbia University, March 29, 2016
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Fay, R. (University of Manchester), The role of the arts in researching multilingually at the borders of language, the body, law and the state. Paper presented at the Language Research, Performance and the Creative Arts scoping event, hosted by the University of Leeds, October 16th, 2015.
This PowerPoint presentation, by Christian Kahler, provides general information and sample questions designed to aid teachers preparing to take the FTCE Subject Area Exam for Elementary Education Grades K-6.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. • What are the students’ needs, i.e.
What is the goal of the CLIL program?
• What should we teach?
• How should we teach it?
3. In fact: the 4Cs in CLIL:
• content
• cognition
• communication &
• culture
Communication & culture = language acquisition
= focus on content (history, geography …) taught through
the medium of a language which is not the mother tongue
8. i.e. adapting one’s language to the CONTEXT
S’s social status, his role in the exchange
H’s social status, his role in the exchange
the social distance between S & H
the situation of the utterance (time & place)
activity type, discourse type …
9. MAK Halliday – Functional grammar
S conveys meaning by every aspect of his utterance: pronunciation,
intonation, word choice, grammatical complexity …
Austin: Speech Acts
Grice: H – must make inferences
S & H negotiate meaning on a case-to-case basis
- clarify ambiguities, explain misunderstandings, ask for more info, …
Grice: Cooperative Principle
Austin: S performs language functions
the functional perspective to language teaching
- to ask for/offer (information), to apologize/praise, to
10. covering/concealing inadequacies (lack of vocabulary or
info)
self-correction, reformulation (monitoring & repair)
catching H’s attention, interest, good will (humor, figurative
speech)
indirectness & politeness (to avoid hurting H’s feelings)
negotiating power positions (getting things done your way)
11. • thinking skills:
- to construct meaning
- to express thinking
• creative skills
• analytical skills
• evaluating skills
CLIL skills
Evaluation
both CEFR & CLIL:
- self-, peer- and group-evaluation rather than testing
12.
13. Situation (close to the learners’ life experience &
interest)
Interlocutor roles
Information gap
Real-world purpose
Authentic material (input & output texts)
You are … and you want to … Unfortunately, your …
cannot …
1. Communicative tasks
14. In CLIL classes
travel in time & space
make research, consult bibliography
select & systematize the material
write the project (hard copy)
make a PowerPoint presentation …
Skills: creative, analytical & evaluating, i.e.
understanding
analyzing
synthesizing
evaluating
communicating about.
15. Instruction: Your teacher of English wants to take you and 9 of your
classmates on a 7-day trip to London. Help him/her to plan the trip.
Task 1: Find 3 ways to get to London. Describe the advantages and disadvantages of
each of them (e.g. price, duration, effort, …).
Task 2: Find 3 types of accommodation. Describe the advantages and disadvantages
of each of them (type, location, price, …).
Tasks 3: Download a map of London and pick 3 sites that you want to visit. Make a
short description of each site (50 words/each).
Tasks 4: Traveling around London: download maps of bus and underground routes
and describe briefly how you can get to a certain place from your residence.
Tasks 5: Get information about other tourist offers: hop-on-hop-off buses, the London
Pass, etc. List advantages and disadvantages for each.
Tasks 6: Entertainment: find information about 3 ways you might want to spend one
of your evenings, e.g. going to the theater (name, place, show, price, …), to a
restaurant/club (name, place, probable cost, …), ….
Tasks 7: You have always dreamed about visiting London, but accomplishing your
dreams will not be easy. Discuss your problems and find solutions to overcome them.
16. http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Relating Language
Examinations to the Common European Framework of Reference for Languages:
Learning, Teaching, Assessment (CEFR), A Manual, Council of Europe,
Language Policy Division, Strasbourg, 2009
http://www.coe.int/t/dg4/linguistic/cadre_en.asp, Common European
Framework of Reference for Languages: Learning, Teaching, Assessment. Case
Studies, Council of Europe Publishing F-67075 Strasbourg Cedex, 2002
https://europass.cedefop.europa.eu/editors/en/cv/compose
http://www.beclil.eu/about-us/
Vizental Adriana, Metodica predării limbii engleze – Strategies of Teaching and
Testing English as a Foreign Language, Ediţia a IV-a revăzută şi adăugită,
Iaşi, Editura Polirom, Seria Collegium, 2014