Workshop

3. • Objectives
• The use of non subject-specific
materials demonstrating standard and
effective TEFL techniques to give
participants general and specific
language practice.
• The use of more subject-specific
materials to demonstrate the
transfer value of TEFL techniques.
• Development of exercises and
activities by participants working in
their own disciplines in a workshop,
culminating in a plenary presentation.

5. Here’s David Marsh explaining his methodology, distinct from language immersion
and content-based instruction.
It has been identified as very important by the European Commission because: "It
can provide effective opportunities for pupils to use their new language skills now,
rather than learn them now for use later. It nurturs self-confidence in young and
adult learners.

10. • Improve the competence of the Target
language
• Develop communicative oral skills
• Increase the awareness of L 2 and L 1

11. • Provide opportunities to study content
through different perspectives
• Access subject-specific target language
terminology
• Prepare for future studies and/or
working life
• Develop plurilinguistic interests and
attitudes

12. • Provide individual learning strategies
• Diversify methods & forms of
classroom practice
• Increase learner motivation

15. .

16. .

23. • Teaching of the subject
• The language and non-subject
teachers provide scaffolding
• Assessment of the subject
learning

29. • Subject teacher’s lack of English
knowledge
• Lack of CLIL training for teachers
• Good History students may under-
perform in English
• Integrating CLIL into the school
timetable

31. • students start ‘thinking’ in English,
French,Spanish and using the
language naturally
• increases motivation – appeals to
students who prefer other
subjects
• provides an aim for the language
• provides useful opportunities for
revision and recycling

32. *ZPD: Zone of Proximal Development. Difference between what stds can
do without help and with help.

36. • Use of visuals, lab
• Clear instructions, short activities
• Interesting contents
• Good class management
• Cooperative learning
• Occasion for working together

38. • Should
• have a good command of L 2 and
resort to the learners’ mother tongue
with care.
• allow Code switching as it is a natural
communication strategy.
• use a variety of techniques,
paralinguistic language like gestures,
mime or actions, visuals, realia…

39. • Should
• speak clearly, break tasks down into
their component parts and
contextualise new content language
• teach thinking skills
• use technology
• Encourage knowledge building in both
content and language
• Encourage cooperative learning and
peer education

40. • Content is delivered in small
‘chunks’.
• Content and language work go hand
in hand.
• Difficult language is better if
simplified

41. We should recreate the L1 environment
Children learn L1..
• In context
• Learn new words when they need
them
• Have lots of opportunities in a
natural environment.

42. • Assess language or content?
• Error tolerance
• Good at science, but poor at English?

43. • Besides listening, speaking, reading and
writing
• Critical Thinking is proposed as a 5th area
of language competence
• Thinking involves the use of words and
notions, speech is a tool to develop
thinking

44. .

45. .

46. .

48. a. Lava : hot liquid rock that comes out of a
volcano
b. Geyser: a place where hot water comes out
of the ground
c. Crater: the hole in the top of a volcano
d. Vent: an opening that allows air to come in,
and smoke, steam to go out
e. Magma: very hot liquid rock found below the
earth’s surface

50. The water cycle is the
process by which
water travels from the
Earth's surface to the
atmosphere and then
back to the ground
again. It is a constant
process with the
same water
going through the
cycle over and over
again.

54. Describe the characters.
‘The secret of England’s Greatness’ (1863) by Thomas Jones Barker is one of the most
powerful paintings celebrating the British Empire. It portrays Queen Victoria giving a
Bible to an excessively respectful African chief at Windsor. It represents the dominance
of the British Empire over its colonies

55. Skinny questions( lower order thinking skills, short
answers)
Fat questions (higher-order thinking skills, longer
answer)
What is the image of? What are the people doing?
What is the relationship between the people in the
image? What do you think the message of the image
is?
As you look at the painting, try to imagine what it
might suggest to someone living in Victorian
Britain about the British Empire. Do you think it
possible for a Victorian to imagine switching the
position of the two central figures—in other
words, Queen Victoria kneeling to an African
chief?
Where is the image taken? What might it suggest to someone living in
Victorian Britain about the British Empire?
When was the image taken? When did the people
meet each other?
Queen Victoria is presenting The Bible to the
man kneeling in front of her. What does this
simbolise?
Who is in the image? Who or for what event was the
image taken for?
Who do you think the four onlookers are?
Why do you think the image was created?

56. Do you think it possible for a Victorian to imagine switching the position of the two
central figures—in other words, Queen Victoria kneeling to an African chief?
No I don’t think so, British people could not imagine switching the position of the two
central figures, black people were considered inferior to the white people, it was God
who had decided that and the Bible symbolically sealed it.
What is the relationship between the people in the image?
We can see that, although Queen Victoria is presenting a gift to
the African chief, the one who is standing is ruling and
commanding, while the respectful chief is dominated and shows
he is servile and obsequious.

57. What is Queen Victoria doing?
She is presenting a Bible to the African chief,
showing her dominant attitude of wanting to
colonise other countries through religion
What does it simbolise?
The Greatness of the British Empire, as the title of
the painting remarks and underlines.

58. .

59. .
As you can see the British colonizers are
carried on the shoulders of the African or
Indian people showing the imperialist
power crushing its colonies.
Look at the image and discuss about the role of the British
colonisers and its colonies

60. https://www.youtube.com/watch?v=lAWrEZ6T0Xw&t

61. .

62. .

63. .

64. .

65. Day in the Life of a Slave
History, Facts and Information about Day in the Life of a Slave
In the late Roman Empire it is estimated that slaves outnumbered
citizens 5 to 3. Romans were dependent on slaves for their comfort
and their status. There were slaves for nearly every type of job
in the Roman Empire.
A day in the life of the slave was dependent on
where the slave originated, how he became a slave and what level
of skills or education he possessed.

68. “Roman Slavery”
YOUR GOAL: Accurately IDENTIFY the MAIN IDEA of the entire reading, PROVE that your answer
is correct, and ASSESS YOURSELF to see how you’ve grown as a thinker.
After you read the passage, you will create a one-statement summary of the “Main Idea.”
(1) Some Roman people were owned by other people as slaves if they didn't own their own
land or businesses.
(2) Many of these men and women worked in the fields on big farms
(3) Other slaves were forced to work in the mines, getting gold, silver, for the Roman
government. Traders kept slaves to row ships, often chained to their oars
(4) Other slaves were house servants as nannies, nurses, cooks, house-cleaners, stable-boys,
tutors for children, accountants.
They might also be weavers, or dyers, or potters, or mosaicists.
(5) Many of these slaves were freed when they got older and became Roman citizens. They
were known as freedmen and freedwomen. If a slave was born from a woman owned by the
master, he might free that child when they came of age.

69. PART 1: IDENTIFY THE MAIN IDEA
REMEMBER: MAIN IDEAS REPRESENT THE ENTIRETY OF A PASSAGE, NOT MERELY SECTIONS
OR SPECIFIC EXAMPLES.
PART3: DIRECTIONS: Create a main idea statement that represents the entirety of
this passage.
PART 2: PROVE YOUR ANSWER
DIRECTIONS: Explain why you wrote this answer. Provide supporting details from
the passage that led you to this choice.
PART 4: METACOGNITION (“Thinking About Your Thinking”)
DIRECTIONS: Describe the most important aspect you learned from this
activity. What will you do differently the next time we complete an activity like this
one ?

71. Servus and serva were the words used for people of slave status under
Roman law.
There were two main kinds of things the more important things that were
acquired by a solemn rite in ancient law called "mancipatio".And those things
were called "res mancipii" and the less important things called "res nec
mancipii". A slave was a res mancipii, that means that it was considered a
valuable thing and having slaves was considered prestigious.
… homo est, non persona; homo naturae, persona iuris civilis
vocabulum
a slave ... is a man (human being), not a person; man (human being) is a word
of nature, person (is a word) of civil law. It means that a slave is a human being,
but not a person, in the sense that a "person", legally speaking, is a human
being with civil rights and duties (and, of course, a slave cannot have civil
rights).

72. https://en.wikisource.org/wiki/Moral_letters_to_Lucil
ius/Letter_47

76. http://penelope.uchicago.edu/Thayer/L/Roman/Text
s/Cato/De_Agricultura/A*.html

83. • Cambridge has included CLIL TKT tests to help
teachers assess their CLIL COMPETENCE
• Here’s a sample paper to put yourself to the test

84. http://www.pearltrees.com/smberdaxagar/clil-evo-2016-
17-resources/id15306700