First steps in applying clil
•Download as PPT, PDF•
0 likes•999 views
The document summarizes an attempt to teach geography content about the solar system to 6th grade students through English using Content and Language Integrated Learning (CLIL). The teacher considered factors like language level and prepared materials incorporating activities to develop the four skills and vocabulary through topics like planets, adjectives, and grammar. Students engaged with content through games, presentations, role-plays and used English to learn. Most students found it motivating and remembered information, though preparation was time-consuming and some struggled with comprehension.
Report
Share
Report
Share
![What is CLIL? ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Teacher development presentation by George Vassilakis
Teacher development is a never-ending process that involves continuous learning, reflection, and improvement. It is important for both novice and highly experienced teachers. For novice teachers, development includes completing qualifications like CELTA and focusing on practical methodology and collaboration. For more experienced teachers, development involves doubt, reflection on practice, ongoing study, and pursuing additional qualifications. Effective teacher development combines practice, study, reflection, evaluation, and collaboration over the course of a teacher's career. It is important for developing subject matter expertise, pedagogical skills, self-awareness, and understanding of learners. Development can occur through personal study, getting learner feedback, peer observations, workshops, action research, and networking with other teachers.
CLIL - Content and Language Integrated Learning
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
My portfolio
The document discusses the benefits of using portfolios for language learning and assessment. It defines a portfolio as a collection of student work that shows their progress and achievements. Portfolios have several benefits, including allowing students to reflect on their learning and growth, take ownership of their work, and demonstrate different skills and types of intelligence. They can also serve as an assessment tool and language passport.
JALT2015 CLIL presentation Laura MacGregor
Poster presentation presented at the JALT2015 International Conference on Language Teaching and Learning, Laura MacGregor 2015.11.23
CLIL
CLIL (Content and Language Integrated Learning) is an approach that integrates teaching academic content with the teaching of a non-native language. It has 4 guiding principles and involves 5 stages: building a shared vision, reflecting the context, focusing on content, communication, cognition and culture, providing resources, and monitoring/evaluating. The methodology creates a safe environment for active, peer-cooperative learning with scaffolding. Teachers act as facilitators and provide authentic input while students use their background knowledge to participate and apply new content knowledge.
ESOL Differentiated Instruction Presentation
This document discusses strategies for differentiating instruction for English language learners (ELLs). It defines differentiated instruction as modifying lesson delivery and materials based on students' backgrounds, readiness, and learning preferences. The document recommends that teachers create a supportive learning environment, differentiate instruction, encourage flexible grouping, use student diversity as a resource, and develop alternative assessments for ELLs. It provides specific strategies in each of these areas, such as simplifying language, using visuals, focusing on key vocabulary, and allowing ELLs additional time and translation resources on assessments.
Implementing Content-Based Language Instruction in your Classroom
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
CLIL activities General Arts Rosa Fernandez
The document provides examples of art activities that can be used to teach English as a second language in bilingual schools, including activities to develop vocabulary, reading, writing, listening, and speaking skills through techniques like think-pair-share, mixed pairs, and expert groups. The activities make use of interaction patterns between students to promote both content learning and language acquisition in a collaborative way. Clear instructions, support materials, and guidance from the teacher are emphasized to ensure students are actively using English.
Recommended
Teacher development presentation by George Vassilakis
Teacher development is a never-ending process that involves continuous learning, reflection, and improvement. It is important for both novice and highly experienced teachers. For novice teachers, development includes completing qualifications like CELTA and focusing on practical methodology and collaboration. For more experienced teachers, development involves doubt, reflection on practice, ongoing study, and pursuing additional qualifications. Effective teacher development combines practice, study, reflection, evaluation, and collaboration over the course of a teacher's career. It is important for developing subject matter expertise, pedagogical skills, self-awareness, and understanding of learners. Development can occur through personal study, getting learner feedback, peer observations, workshops, action research, and networking with other teachers.
CLIL - Content and Language Integrated Learning
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
My portfolio
The document discusses the benefits of using portfolios for language learning and assessment. It defines a portfolio as a collection of student work that shows their progress and achievements. Portfolios have several benefits, including allowing students to reflect on their learning and growth, take ownership of their work, and demonstrate different skills and types of intelligence. They can also serve as an assessment tool and language passport.
JALT2015 CLIL presentation Laura MacGregor
Poster presentation presented at the JALT2015 International Conference on Language Teaching and Learning, Laura MacGregor 2015.11.23
CLIL
CLIL (Content and Language Integrated Learning) is an approach that integrates teaching academic content with the teaching of a non-native language. It has 4 guiding principles and involves 5 stages: building a shared vision, reflecting the context, focusing on content, communication, cognition and culture, providing resources, and monitoring/evaluating. The methodology creates a safe environment for active, peer-cooperative learning with scaffolding. Teachers act as facilitators and provide authentic input while students use their background knowledge to participate and apply new content knowledge.
ESOL Differentiated Instruction Presentation
This document discusses strategies for differentiating instruction for English language learners (ELLs). It defines differentiated instruction as modifying lesson delivery and materials based on students' backgrounds, readiness, and learning preferences. The document recommends that teachers create a supportive learning environment, differentiate instruction, encourage flexible grouping, use student diversity as a resource, and develop alternative assessments for ELLs. It provides specific strategies in each of these areas, such as simplifying language, using visuals, focusing on key vocabulary, and allowing ELLs additional time and translation resources on assessments.
Implementing Content-Based Language Instruction in your Classroom
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
CLIL activities General Arts Rosa Fernandez
The document provides examples of art activities that can be used to teach English as a second language in bilingual schools, including activities to develop vocabulary, reading, writing, listening, and speaking skills through techniques like think-pair-share, mixed pairs, and expert groups. The activities make use of interaction patterns between students to promote both content learning and language acquisition in a collaborative way. Clear instructions, support materials, and guidance from the teacher are emphasized to ensure students are actively using English.
3 core elements clil
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.
Project Work and CLIL
Brief presentation which looks at how project work can be used in CLIL classes. Practical suggestions and list of useful resources included.
Core features of clil
The document outlines the core features of Content and Language Integrated Learning (CLIL), which include having a multiple focus on both language learning and content learning, creating a safe and enriching learning environment, using authentic materials, promoting active learning among students, providing scaffolding to support students, and encouraging cooperation between teachers, students, parents, and the local community. Some key aspects are focusing on both content and language, accepting errors as part of the learning process, letting students communicate more than the teacher, and building on students' existing knowledge through scaffolding techniques.
CBI and CLIL
This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.
Licence to clil
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
Lesson plans CBI
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Developing learner autonomy 8.18
I developed this presentation for teacher training. The audiences have been varied but mostly to teachers for whom the ideas of learner autonomy are either new or seem unrealistic.
The aim is to give them some background and then show how to start at ground zero. Every little helps.
Short CLIL presentation-Cindy DePoy
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
CLIL methodology
This document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach used to teach content and language simultaneously to promote mastery of both. The document outlines several aims of CLIL, including introducing new concepts, improving performance in content areas and the target language, and increasing cultural awareness. It also discusses literacy, the "4Cs" framework of culture, content, communication and cognition, and Bloom's taxonomy of cognitive skills. Assessment strategies for CLIL like formative and summative assessments are presented. Finally, the document provides examples of online and digital resources that can be used to support CLIL.
Assessment in CLIL
This document discusses assessment in Content and Language Integrated Learning (CLIL). It states that assessment should be an integral part of every CLIL lesson, with clear learning outcomes and success criteria established and shared with students. Students should be involved in self- and peer-assessment, and receive feedback on their performance. When assessing, one must consider whether to assess content or language first, as well as cognition and culture. The document outlines some key principles for CLIL assessment, including having clear objectives, a mixture of formal and informal assessments, and involving students in the assessment process.
An introduction to content and language integrated learning
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as an educational approach that teaches content and language simultaneously. The document discusses the benefits of CLIL, including that it helps students develop skills for using language in academic contexts. It also notes challenges for teachers in using CLIL, such as needing competence in both the content area and language. Examples of how to structure CLIL lessons and support student learning are provided.
Teaching Science Through English. Clil Approach
This document discusses teaching science through English using the CLIL (Content and Language Integrated Learning) approach. It defines CLIL as teaching curricular subjects through the medium of a non-native language. Key considerations for CLIL science lessons include activating prior knowledge, providing appropriate input and opportunities for output, allowing sufficient wait time for processing in a non-native language, and including collaborative tasks. Challenges for both teachers and learners in CLIL are discussed, as well as strategies for overcoming these challenges such as differentiation of support. The document provides an example of planning a CLIL science lesson on the human skeleton.
Fundamentals of CLIL
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
CLIL
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
Learner Autonomy
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
Module 3: Academic Language in the Classroom
This document discusses strategies for supporting academic language acquisition in the classroom. It begins by outlining the objectives of developing an understanding of designated and integrated instruction models. It then contrasts designated vs integrated instruction and provides examples of each. The document also discusses scaffolding, differentiation, and modification strategies and provides examples. It emphasizes the importance of explicitly teaching academic vocabulary and using strategies like visuals, partner work, and modeling thinking to support English language learners.
CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Clil course
This document summarizes a CLIL (Content and Language Integrated Learning) course that took place in Scarborough, UK from August 1-12, 2016. The objectives of the course were to collect teaching resources for CLIL, improve foreign language skills, share ideas and experiences, and create a network of European teaching contacts. The course methodology provided active participation and ideas/resources to implement in classrooms. Participants were teachers of various nationalities and levels. Lessons covered both English language instruction and using English as the medium for non-language content like art, food, books and more. Key aspects of CLIL like activating prior knowledge, scaffolding understanding, and focusing on language, speaking, writing and assessment were also addressed.
Theoretical CLIL Framework
This document provides an overview of three planning tools for Content and Language Integrated Learning (CLIL): the 4Cs curriculum guidance, 3As lesson planning tool, and matrix audit tool for tasks and materials.
The 4Cs curriculum guidance uses the principles of content, communication, cognition, and culture to plan CLIL units. The 3As lesson planning tool involves analyzing content language, adding language for learning, and applying language through learning. The matrix audit tool evaluates tasks and materials on dimensions of cognitive and linguistic demands.
These tools are meant to guide CLIL planning, teaching, and reflection, not as rigid formulas. Their goal is to support professional development and ensure content and language are well integrated in CLIL class
Clil didactic unit
This document outlines a unit plan for a visual merchandising course taught in both Spanish and English. The unit aims to teach students about window displays, materials, colors and layouts. Students will learn vocabulary, compare three companies, work in groups to design a window display, and present and write a report on their project. The unit employs group work, videos, readings and other activities over three weeks to develop students' language skills and understanding of visual merchandising.
Clil series 2010 11 session 1 r hawkes 061010
The first in 5 sessions looking at models for CLIL (Content and Language Integrated Learning) in secondary schools.
Language learning resources
A presentation with relevant information about the nature, design, and use of language learning resources.
More Related Content
What's hot
3 core elements clil
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.
Project Work and CLIL
Brief presentation which looks at how project work can be used in CLIL classes. Practical suggestions and list of useful resources included.
Core features of clil
The document outlines the core features of Content and Language Integrated Learning (CLIL), which include having a multiple focus on both language learning and content learning, creating a safe and enriching learning environment, using authentic materials, promoting active learning among students, providing scaffolding to support students, and encouraging cooperation between teachers, students, parents, and the local community. Some key aspects are focusing on both content and language, accepting errors as part of the learning process, letting students communicate more than the teacher, and building on students' existing knowledge through scaffolding techniques.
CBI and CLIL
This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.
Licence to clil
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
Lesson plans CBI
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Developing learner autonomy 8.18
I developed this presentation for teacher training. The audiences have been varied but mostly to teachers for whom the ideas of learner autonomy are either new or seem unrealistic.
The aim is to give them some background and then show how to start at ground zero. Every little helps.
Short CLIL presentation-Cindy DePoy
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
CLIL methodology
This document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach used to teach content and language simultaneously to promote mastery of both. The document outlines several aims of CLIL, including introducing new concepts, improving performance in content areas and the target language, and increasing cultural awareness. It also discusses literacy, the "4Cs" framework of culture, content, communication and cognition, and Bloom's taxonomy of cognitive skills. Assessment strategies for CLIL like formative and summative assessments are presented. Finally, the document provides examples of online and digital resources that can be used to support CLIL.
Assessment in CLIL
This document discusses assessment in Content and Language Integrated Learning (CLIL). It states that assessment should be an integral part of every CLIL lesson, with clear learning outcomes and success criteria established and shared with students. Students should be involved in self- and peer-assessment, and receive feedback on their performance. When assessing, one must consider whether to assess content or language first, as well as cognition and culture. The document outlines some key principles for CLIL assessment, including having clear objectives, a mixture of formal and informal assessments, and involving students in the assessment process.
An introduction to content and language integrated learning
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as an educational approach that teaches content and language simultaneously. The document discusses the benefits of CLIL, including that it helps students develop skills for using language in academic contexts. It also notes challenges for teachers in using CLIL, such as needing competence in both the content area and language. Examples of how to structure CLIL lessons and support student learning are provided.
Teaching Science Through English. Clil Approach
This document discusses teaching science through English using the CLIL (Content and Language Integrated Learning) approach. It defines CLIL as teaching curricular subjects through the medium of a non-native language. Key considerations for CLIL science lessons include activating prior knowledge, providing appropriate input and opportunities for output, allowing sufficient wait time for processing in a non-native language, and including collaborative tasks. Challenges for both teachers and learners in CLIL are discussed, as well as strategies for overcoming these challenges such as differentiation of support. The document provides an example of planning a CLIL science lesson on the human skeleton.
Fundamentals of CLIL
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
CLIL
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
Learner Autonomy
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
Module 3: Academic Language in the Classroom
This document discusses strategies for supporting academic language acquisition in the classroom. It begins by outlining the objectives of developing an understanding of designated and integrated instruction models. It then contrasts designated vs integrated instruction and provides examples of each. The document also discusses scaffolding, differentiation, and modification strategies and provides examples. It emphasizes the importance of explicitly teaching academic vocabulary and using strategies like visuals, partner work, and modeling thinking to support English language learners.
CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Clil course
This document summarizes a CLIL (Content and Language Integrated Learning) course that took place in Scarborough, UK from August 1-12, 2016. The objectives of the course were to collect teaching resources for CLIL, improve foreign language skills, share ideas and experiences, and create a network of European teaching contacts. The course methodology provided active participation and ideas/resources to implement in classrooms. Participants were teachers of various nationalities and levels. Lessons covered both English language instruction and using English as the medium for non-language content like art, food, books and more. Key aspects of CLIL like activating prior knowledge, scaffolding understanding, and focusing on language, speaking, writing and assessment were also addressed.
Theoretical CLIL Framework
This document provides an overview of three planning tools for Content and Language Integrated Learning (CLIL): the 4Cs curriculum guidance, 3As lesson planning tool, and matrix audit tool for tasks and materials.
The 4Cs curriculum guidance uses the principles of content, communication, cognition, and culture to plan CLIL units. The 3As lesson planning tool involves analyzing content language, adding language for learning, and applying language through learning. The matrix audit tool evaluates tasks and materials on dimensions of cognitive and linguistic demands.
These tools are meant to guide CLIL planning, teaching, and reflection, not as rigid formulas. Their goal is to support professional development and ensure content and language are well integrated in CLIL class
Clil didactic unit
This document outlines a unit plan for a visual merchandising course taught in both Spanish and English. The unit aims to teach students about window displays, materials, colors and layouts. Students will learn vocabulary, compare three companies, work in groups to design a window display, and present and write a report on their project. The unit employs group work, videos, readings and other activities over three weeks to develop students' language skills and understanding of visual merchandising.
What's hot (20)
An introduction to content and language integrated learning
An introduction to content and language integrated learning
Similar to First steps in applying clil
Clil series 2010 11 session 1 r hawkes 061010
The first in 5 sessions looking at models for CLIL (Content and Language Integrated Learning) in secondary schools.
Language learning resources
A presentation with relevant information about the nature, design, and use of language learning resources.
Parte 2
The document describes methodologies and strategies for teaching English as a second language, including communicative language teaching, natural approach, whole language, and experiential learning. It then provides details on seven key strategies: using comprehensible input, making lessons visual, linking new information to prior knowledge, setting clear language and content objectives, modifying vocabulary instruction, using cooperative learning, and modifying testing and homework for English language learners. Finally, it outlines a sample four-unit program on the topics of eating well, personality/arts, computers, and ethics/values.
FINAL PPT ANNA,MEL,ELIZABETH,JACQUELINE TEACHING STRATEGIES
This document discusses strategies for teaching English language learners literacy skills such as fluency, vocabulary, and comprehension. It provides explanations for why each skill is important and recommends instructional strategies. Some highlighted strategies include pre-teaching vocabulary, using graphic organizers, partner reading, and choosing culturally relevant texts. The document also covers topics like phonological awareness, integrated language instruction, and developing oral language skills.
Teacher Training Seminar on TEYL
This document provides guidance and best practices for teaching English to primary school students. It discusses using a communicative, analytic approach focused on the learner. Key recommendations include supplementing lessons with visuals and movement; teaching vocabulary directly and indirectly; gradually introducing simplified grammar patterns; using a process approach to writing; and establishing classroom routines in English. Effective strategies for young learners are to incorporate their interests, use familiar themes, check for comprehension often, and allow opportunities for personalization. The document emphasizes creating a supportive, structured learning environment.
Week iv teachingvocabulary
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
Making Math Meaningful
This document discusses strategies for teaching math to English language learners. It notes that academic language is difficult for ELLs to acquire when they are still developing conversational skills. It recommends pre-teaching vocabulary, using multiple representations like word walls and dictionaries, and incorporating the first language. For written problems, it suggests using reading comprehension strategies and modeling the problem-solving process. Teachers should learn students' prior math knowledge, use high-interest topics, and allow sharing in the first language. Scaffolds like sentence frames can help students produce academic language.
Early Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary YearsCenter for Global Education at Asia Society
This document discusses best practices for early language learning based on research. It outlines 10 key concepts for success, including that learners are active constructors of meaning, instruction is conducted consistently in the target language, lessons have a thematic focus, and activities provide opportunities for students to use the language. It also discusses models of language programs and anticipated proficiency outcomes based on program intensity and time. The overarching goals are for students to learn language and culture, develop respect for others, and work towards peace.Hang Out! - Walkthrough
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSR
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
Incidental factors of the learning process in the phonetics class
This document summarizes the results of a study analyzing factors that influence student achievement and learning in a phonetics class. The author categorizes students into four groups based on their linguistic abilities - "Value Pack", "Happy Meal", "Super Size Me Me Me", and "Full Combo". Positive factors identified include student enthusiasm and motivation. Negative factors included linguistic interference from students' native languages and difficulty distinguishing certain sounds. Overall, most students reported improvement and satisfaction with the course despite finding it challenging. The role of the teacher in creating an effective learning environment and addressing student needs is emphasized.
FLES Program Implementation
The document discusses starting an elementary world language program in a school district. It outlines Waunakee Community School District's process of implementing a French and Spanish program for students in 1st through 6th grades. This included forming a committee to research other programs, conducting a parent survey, developing curriculum and budget proposals, and gaining support from parents, teachers and school board members. The key steps outlined are assessing needs, planning implementation over several years, gaining input from stakeholders, and evaluating the program annually.
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Australian values unit
This document outlines a unit plan for an English as a Second Language class focusing on Australian values. Over four weeks, students will explore how narratives, films, and other texts portray Australian values through conventions like structure, language, and visual techniques. They will closely analyze the film "Australia" and short story "The Rabbits" to identify values presented and how composers use techniques to convey meaning. Assessment will include tasks analyzing how a value is portrayed in a text, a viewing representation, and reflection on learning. The unit aims to improve students' English skills while learning about Australian culture and values.
CLIL
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
universityofcaldas-languagelearningresources-131106095614-phpapp02.pptx
The document discusses various perspectives on language learning resources and approaches. It covers John Amos Comenius's opposition to memorization-focused teaching and support for matching instruction to student development. It also summarizes communicative language teaching's focus on using language communicatively rather than just for accuracy, and the shift toward viewing competence as appropriate language use in context rather than just linguistic mastery. Finally, it discusses debates around the role of materials in the classroom and whether they can help teachers or reduce their role.
Speech And Language Disabilies
This document discusses speech and language disabilities, including definitions, types, prevalence, causes, assessment tools, instructional practices, and current issues. It defines speech and language impairments and notes that 1 in 5 children identified for special education have primary needs in these areas. Common types are discussed such as expressive versus receptive language disorders, speech impairments, language disorders including aphasia and dysphasia. Assessment tools and a variety of instructional models are outlined. Current issues highlighted include the importance of early language development and incorporating technology such as augmentative communication devices to enhance participation and learning.
Unit plan
This unit plan is for a 5th grade English unit called "Going Places". The unit will focus on different places around the world, including Ayers Rock in Australia, famous places in Oman, and other world locations. It includes activities like acting, writing, drawing places, and games. Some activities require teamwork while others focus on skills like deductive reasoning and referencing. The unit goals are for students to learn questioning skills, read complex texts, appreciate teamwork, and write paragraphs. It is designed to be taught over 12 lessons using methods that engage different learning styles like video, music, and group work. The teacher expects some challenges with time management and keeping students interested but plans to address these through competition, trips
Unit plan4
This unit plan is for a 5th grade English unit called "Going Places". The unit will focus on teaching students about different places around the world through activities like acting, writing, drawing, and games. Some activities require teamwork while others focus on individual skills. The unit goals are for students to improve their ability to ask questions in English, read longer texts, appreciate teamwork, and write paragraphs. The teacher plans to use group work and incorporate technology to make the topics interesting for students. They expect some challenges with time management but aim to cover all material in 12 lessons through efficient lesson planning.
LAC approach
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
Similar to First steps in applying clil (20)
FINAL PPT ANNA,MEL,ELIZABETH,JACQUELINE TEACHING STRATEGIES
FINAL PPT ANNA,MEL,ELIZABETH,JACQUELINE TEACHING STRATEGIES
Early Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary Years
Incidental factors of the learning process in the phonetics class
Incidental factors of the learning process in the phonetics class
universityofcaldas-languagelearningresources-131106095614-phpapp02.pptx
universityofcaldas-languagelearningresources-131106095614-phpapp02.pptx
More from doragk
Move2 learn from france to greece 2018
French students from Lycée Michelet in Paris visited Pentapolis Upper Highschool in Northern Greece from February 9-13, 2018. During their cultural exchange, the students explored local heritage sites like museums and monasteries, learned about disability programs at a therapeutic horse riding center, experienced Greek cuisine and sports like canoeing, and presented their work on Greek television and radio. The visit aimed to promote mutual understanding between the schools and was an unforgettable experience for all involved.
Blackoutpoetry
1. The document is a Padlet board containing blackout poems created by numerous contributors from countries like Ireland, the Netherlands, Poland, France, and Greece.
2. The blackout poems were created by extracting words and phrases from passages of text and arranging them in a poetic form.
3. Comments on the poems praise their creativity, artistry, meanings, and ability to convey messages using only selected words.
Open spaces 3 rd issue
This document summarizes the 2nd International Conference on Situating Strategy Use held in Komotini, Greece in September 2017. It provided an opportunity for over 100 educators from 26 countries to share experiences and debate the role of language learning strategies. The conference included keynote speeches, panels and presentations on less researched issues related to strategies. It also allowed participants to interact virtually with pioneers in the field of strategy research like Joan Rubin and Anna Chamot. The organizing committee and student volunteers are commended for hosting this inspiring event.
Creative teaching methods_erasmus+
The document describes a seminar on creative teaching methods held in Barcelona, Spain from October 9-13, 2017. The seminar trained teachers from 5 countries on inquiry-based learning, cooperative learning, and student motivation. It was led by trainer Maja Petrushevska and covered group work, discussions, presentations, games, exploring topics, international teams, and cooperation. The document also outlines the phases of inquiry-based learning including planning, retrieving information, processing data, creating presentations, sharing knowledge, and evaluating the process.
Serres xmasprogramme
This document announces a Christmas workshop and show featuring drama activities and a performance celebrating teaching and Jane Austen. The workshop will demonstrate various drama techniques that can be used in language classrooms to make learning more engaging, help build students' confidence and fluency, and bring textbooks to life. Some techniques include warm-up activities, extended exercises and performances of plays. The show will feature six short sketches inspired by English writers like Austen, Dickens and Wilde, performed by members of an English teachers' association and their theatre group.
Imagine esl group
The document contains a collection of quotes and poems from students around the world expressing visions of equality, unity, peace, and love between all people without borders or discrimination. The quotes envision a world where all people help each other, share ideas and feelings, speak the language of love, and work together for a better future.
More from doragk (20)
δελτιο τυπου χριστουγεννιατικης εκδηλωσης μεκαδεσδ
δελτιο τυπου χριστουγεννιατικης εκδηλωσης μεκαδεσδ
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWalmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
First steps in applying clil
- 1. First steps in applying CLIL: learning Geography through English and English through Geography C ontent and L anguage I ntegrated L earning “ Travelling through our Solar System” by Suzana Drampa and my 27 6 th - grade students of the 25 th Primary School
- 17. Have all students actually learnt about our solar system what they would have learnt in their mother language? What are they going to remember in the future? Is CLIL a method of teaching a subject or just another method of teaching English?
- 18. Did it worth the effort? It certainly did! Thank you for your attention