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Using CLIL
  Planning and using




 Empowerment program
A CLIL LESSON
• Content: knowledge,skills and
  undestanding
• Communication: using language to
  learn whilst learning to use language
• Cognition: thinking skills
• Culture: alternative perspectives and
  shared understandings.
• Productive and receptive skills


          jsp 2010-2011
LESSON PLANNING
• Language and content
• Language difficulties
• Supportive strategies
   – Talking in groups
   – Write sentences
   – Reading the textbook
   – Graphs
   – Visuals
   – Frames
Unit:
    Unit:                                                                                              Le sson:
                                                                                                       Le sson:
                                                                                                      
                                                                Le a rni ng Outcom e s                
                                                                 Le a rni ng Outcom e s
                                                                                                     

                                                                                                     
              Conte nt
              Conte nt                           Com m uni c ti on
                                                 Com m uni ca ti on
                                                            a                        Cogni ti on
                                                                                     Cogni ti on                            Cul ture
                                                                                                                            Cul ture
                                                                                                                    
                                                                                                                 
                                                                                                                     
                                                                                                                     



                                     
        Introduction/
          Rev ision
          Rev ision



                                     
         Warm up
         Activ ities



                                         




               M ain
               M ain
             Activ itie s
             Activ itie s




                                     
Want to know/
 Want to know/
Re inforce me nt/
Re inforce me nt/
    Exte nsion
    Exte nsion

                                     
        Asse ssme nt/
        Asse ssme nt/
         Re fle ction
         Re fle ction


                                     
         M ate rials/
         M ate rials/
         Re source s
         Re source s                                             jsp 2010-2011
                Material crea i adaptat de diverso
                             t                    s autors pel Servici d’Ensenyaments en V alencià - Conselleria d’Educació.
U nit:                                                  Área:
                                                        Áre a:                                Lesson s:
                                                                                              Le ss n s:
                                                                                                   o                   Ed. Level:
                                                                                                                       Ed . Le vel:
                                                                                             
                                                                                             
                                                                                             
                                                                                             

                    
                    
                                                                                                     
                    
                    
    Teaching
    Objectives                                                             Final Task




                 Assessment
                   C riteria

                                                                                       
                                                                                       
                                                                                      
                                                                    K ey
                                                                C ompetences






                                                                                       
                                                                                       
                                                                                       
                                                                   Materials
                                                                  R esources




                                            
                                            
                                            
                                            
                                            




                                                                                                         
                                                            Conte nt                                     
                                                             Conte nt
                                                                                                         
                                                                                                         
                                                                                                         
                                                             S tudent
                                      Cognition
                                      Cognition             Learning
                                                                 rn                 Culture
                                                                                    Culture
                                                            Outcomes                  es
                                                                                      es
                                                                                
                                                                                
                                                        Communication
                                                        Communication           
                                                                                



                               Language for the topic
                                                        jsp 2010-2011
                               Language for th topic
                                              e                                                           Language for interaction
                                                                                                          Language for int raction
                                                                                                                          e
                                                                                                 
                                                                                                 
                                                                                                 
A successful CLIL lesson should
combine elements of the following
            (the 4Cs):
• Content - Progression in knowledge, skills
  and understanding related to specific elements
  of a defined curriculum. (It should not repeat
  the content learnt in other lessons!)
• Communication – Using language to learn
  and learning to use language. Language does
  not follow the grammatical progression found
  in language-learning settings
• Cognition-Developing thinking skills which link
  concept formation (abstract and concrete),
  understanding and language
• Culture- understanding of otherness and self,
  deepened feelings of community and global
  citizenship
                            (David Marsh)
Conceptual map for understanding
   CLIL: holistic, symbiotic view
    (developed by Do Coyle)
          context




                                          context
                    cognition
context




                     culture

                                context
Language Triptych
Three interrelated types of
               language
• L of learning – content obligatory
  language related to the subject theme
  or topic
• L for learning – language needed to
  operate in foreign language
  environment (for pair/ group work,
  asking questions, debating, etc.)
• L through learning- new language that
  cannot be planned. This emerging
  language needs to be captured,
  recycled and developed so that it
  becomes a part of a learner’s repertoire
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7
Session 7

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Session 7

  • 1. Using CLIL Planning and using Empowerment program
  • 2. A CLIL LESSON • Content: knowledge,skills and undestanding • Communication: using language to learn whilst learning to use language • Cognition: thinking skills • Culture: alternative perspectives and shared understandings. • Productive and receptive skills jsp 2010-2011
  • 3. LESSON PLANNING • Language and content • Language difficulties • Supportive strategies – Talking in groups – Write sentences – Reading the textbook – Graphs – Visuals – Frames
  • 4. Unit: Unit: Le sson: Le sson:    Le a rni ng Outcom e s  Le a rni ng Outcom e s       Conte nt Conte nt Com m uni c ti on Com m uni ca ti on a Cogni ti on Cogni ti on Cul ture Cul ture                       Introduction/ Rev ision Rev ision  Warm up Activ ities  M ain M ain Activ itie s Activ itie s  Want to know/ Want to know/ Re inforce me nt/ Re inforce me nt/ Exte nsion Exte nsion  Asse ssme nt/ Asse ssme nt/ Re fle ction Re fle ction  M ate rials/ M ate rials/ Re source s Re source s jsp 2010-2011 Material crea i adaptat de diverso t s autors pel Servici d’Ensenyaments en V alencià - Conselleria d’Educació.
  • 5. U nit: Área: Áre a: Lesson s: Le ss n s: o Ed. Level: Ed . Le vel:               Teaching Objectives Final Task Assessment C riteria      K ey  C ompetences      Materials R esources         Conte nt  Conte nt       S tudent Cognition Cognition Learning rn Culture Culture Outcomes es es   Communication Communication   Language for the topic jsp 2010-2011 Language for th topic e Language for interaction Language for int raction e      
  • 6. A successful CLIL lesson should combine elements of the following (the 4Cs): • Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!) • Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings • Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language • Culture- understanding of otherness and self, deepened feelings of community and global citizenship (David Marsh)
  • 7. Conceptual map for understanding CLIL: holistic, symbiotic view (developed by Do Coyle) context context cognition context culture context
  • 9. Three interrelated types of language • L of learning – content obligatory language related to the subject theme or topic • L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) • L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire