This document discusses the five dimensions of CLIL (Content Language Integrated Learning): culture, environment, language, content, and learning. It explains that the dimensions are interrelated and impact each other. The document then provides details on each dimension and discusses their role in CLIL. It also discusses the benefits of CLIL for young learners, how CLIL key terms interact in a lesson, how visual organizers can scaffold learning, and how to incorporate higher-order thinking skills at the primary level through Bloom's Taxonomy. Finally, it includes an example CLIL lesson plan template for a primary school class.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. Además, nuestra idea era la de servir como fuente de recursos para otros maestros que estén impartiendo AICLE. Pretèn ser una eina útil per al professorat, com a banc de recursos i idees que fan referència a la impartició de l’àrea de Medi Natural en anglès al cicle mitjà i superior d’educació primària. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una àrea o una part d’aquesta s’ensenya mitjançant una llengua estrangera amb l’objectiu doble d’estudiar els continguts propis de l’àrea i l’aprenentatge simultani de la llengua estrangera.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation.
It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
1. Which are the five dimensions of CLIL? Do they act in isolation?
The five dimensions of CLIL are: culture, environment, language, content and
learning. They do not act in isolation since they are interrelated once they are
put into practice.
2. Explain each of them in detail.
The Culture dimension promotes intercultural knowledge and the
understanding that can derive from it. It contributes to learn about
neighbouring countries, regions and minority groups thus not only does
it introduces wider cultural contexts but also develops intercultural
communication skills.
The environment dimension prepares for internationalization. This
means that the students are instructed in different languages and
environmental needs that the institution considers necessary for the
students’ prospect, allowing them to be well prepared to access to
international certification by assessing them. This helps students to
acquire Basic Interpersonal Communication Skills (BICS) and
Cognitive Academic Language Proficiency (CALP). Moreover, this
dimension enhances school profile.
The language dimension improves general target language competence,
focusing in the four macro skills (speaking, listening writing and
reading). This dimension develops oral communication skills, fostering
interaction. The teacher needs to be ready to interact and transmit
knowledge by means of the target language. Furthermore, it deepens
awareness of mother tongue and target language, developing
multilingual interests.
The content dimension provides opportunities to study content through
different perspectives. This allows students to be more acquainted with
specific terminology about the target language. It can help students to
2. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
increase and develop their critical thinking, preparing them for future
studies and work.
The learning dimension focuses the attention on the personal students’
needs thus this dimension complements with individual learning
strategies by providing students with a variety of methods. The learning
dimension can increase learner motivation.
3. What are the advantages for acquisition/learning in young children?
When young children are constantly exposed to their target language are
likely to acquire it more quickly. Thus the capacity to learn a language
resides more in the opportunities to be in contact with it rather than
being innate. In other words, it is the naturalness of the environment
around young children which promotes the picking up of the language.
CLIL can offer a natural use of language which builds on other forms of
learning in such a way that young learners forget about the target
language and focus on the subject matter. This situation leads to the
naturalization of the language and being considered as a tool for real-
life situations.
4. How do you think the following CLIL key terms interact in a CLIL
lesson? Target language, exposure, ICT, Intercultural knowledge and
understanding, language awareness, learning styles and learning
strategies?
The use of CLIL in a lesson allows to teach the target language through
another subject such us maths, history, natural sciences among others.
In this way the students’ exposure to the language becomes more
natural and promotes real-life communication as David Marsh states
(2000, p. 4) “…learn by doing…” ICT (Information and
Communication Technologies) can benefit CLIL widely since it
provides students with resources to use the language in authentic
situations such as doing a project work through the WEB about a
3. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
subject that can be connected with a group of students who are from
another country and therefore have another culture to whom they can
communicate and share what they have produced. Moreover, CLIL and
also ICT promote intercultural knowledge since students can be
encouraged to learn about different cultures thus increasing their
understanding and expanding different perspectives about the world.
The use of CLIL in the classroom makes available for the students the
possibility to deepen language awareness of both mother tongue and
target language. Each student has different learning styles. Although
schools need to standardize them in order to organize what and how to
teach subjects, CLIL can help to broaden the options for students since
it offers an extra support experience. Moreover students have learning
strategies that suit them according to their learning styles; they can be
focused on visual, auditory and kinesthetic preferences. Teachers can
provide students with different strategies to help them study and learn,
they can be through scaffolding, chunking and repackaging knowledge,
fostering creative and critical thinking and challenging them to be aside
their zone of comfort.
5. How do visual organizers help to scaffold students’ learning? Provide
graphic examples.
Visual organizers help to scaffold students’ learning because guide
them to what is relevant to know and learn. Many times students do not
know what the main ideas of a text are or how to organize them. Thus
teachers can serve as guidance, giving students some clues to begin
with. For instance when summarizing a topic or doing a brainstorming
teacher can make:
A web in which the topic is in the middle inside a circle and the
following circles can help to brainstorm a new category; this can
be useful when teaching how to organize an outline for an essay.
4. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
A diamond framework with the main topic inside of it and
different subheadings on each side; this can be very useful when
teaching how to organize a report.
A partially completed fishbone in which the topic is put in the
centre and then students are provided with all or most of the
subheading; this can be helpful to summarize main ideas and to
classify them according to different categories.
6. Explain the impact of Bloom’s taxonomy to help students reach higher
order thinking. How can we achieve this at Primary school level?
Bloom’s taxonomy presents six levels of difficulty, each of them
focusing on a specific activity or strategy for example understand. The
pyramid begins in its base with lower order thinking skills and move
upwards to more abstract and complex higher order skills. We can
achieve this at Primary school level by providing students with
activities which can develop higher order thinking in a gradual and
more autonomous way. The list below shows some of the activities we
can propose:
Appreciating (understanding other and themselves).
Assigning (setting items apart for a particular purpose).
Associating (connecting items together).
Classifying (putting items into categories).
Combining (putting items into a singles whole).
Committing (understanding and accepting responsibility).
Comparing (identifying similarities and differences).
Condensing (distilling the essence of a text).
Converting (changing the features of an item or information).
All of them and many others bring out facts and support the
development of thinking skills to create new knowledge for the learner.
5. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
II) Design a CLIL lesson plan for Primary School Level. Follow this
format to design the class: Aims, content, language (lexis, grammar,
functions, macroskills); preparation, procedure, students’ production,
extension.
Lesson plan: PERSONALINFORMATION
School: Remedios de Escalada Nº2
Teacher in charge: Victoria García:
Coordinator: Estela Braun and Liliana Monserrat
Course: Sixth year
Level: Elementary
Class description:
There are twenty-five students in this group between 10 and 11 years-old.
They have English classes twice a week, for 40 minutes on Wednesdays and
35 minutes on Fridays. They have started studying English in 5th year. They
come to classes after the break both times, usually with lots of energy but
when they are assigned tasks they calm down and work effectively.
Main aim:
To integrate the content of ethics 'global citizenship' related to the value of
peace to the topic they have seen regarding professions.
Subsidiary aim:
• To revise the verb “to be” as well as the verbs in the present simple
form.
• To revise vocabulary they have already learnt.
• To activate and reinforce previous knowledge.
Content:
6. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
Citizenship: Jobs
Language:
Lexis related to the professions, the places as well as all the lexis for
describing them.
Skills --Reading, speaking, listening and writing
Preparation:
Prepare the reading comprehension and the flashcards.
Procedures:
Stage/stage aim Description Interaction Timing
Warm-up/Have
the students
discover the
theme of the unit
(citizenship)
• Ask students what
professions they
remember.
• I will write such
professions on the board
and attempt to elicit more.
• We will include flashcards
with images
T- SS 10 mins.
Lead in/ Get the
students involved
in the topic
• Students will be
provided with a full
description of some
professions so as to do a
reading comprehension
activity.
• According to the
reading they do,
students will have to
write about the function
of those professions
within society.
T-SS 15 mins.
7. PRACTICEII
PRACTICALNº14 CLIL
Baldomé Daiana
HuivanSabina
Follow-up/
Speaking
• We will prompt the
students to talk about what
they want to be in the
future.
• We will bring in a
flaschard the sentence:
"When I grow up, I want to
be..." for them to complete.
• We will make each of them
to say which profession
they aim at being in the
future.
T-SS 15 mins.
Students'
production
• They will have to do a
project based on write on
their folders a description
of that profession they
want to be when they grow
up.
• Students will have the
description of the reading
comphension as a model to
write.
• Their description will have
to include: name - place -
function - reason why they
like it -
T-SS 0 mins.
Students' production:
Students will have to ponderon and say aloud the professionthey aspire for
the future.