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UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES.

UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES. VOCABULARY BUILDING. AIMS OF THE SESSION. Analysing CLIL methodology Helping teachers to provide scaffolding Maximising vocabulary building. LISTENING. Mina Patel. PRINCIPLES OF CLIL. All teachers are teachers of language

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UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES.

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  1. UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES. VOCABULARY BUILDING jsp 2011-2012

  2. AIMS OF THE SESSION • Analysing CLIL methodology • Helping teachers to provide scaffolding • Maximising vocabulary building. jsp 2011-2012

  3. LISTENING • Mina Patel jsp 2011-2012

  4. PRINCIPLES OF CLIL • All teachers are teachers of language • Dual-focused educational approach • Language is used to learn as well as to communicate • The subject determines the language needed • Teaching in a different way • Prediction of problems jsp 2011-2012

  5. BENEFITS OF CLIL • Buids intercultural knowledge and understanding • Develops intercultural communication skills • Improves language competence and oral communication skills • Develops multilingual interests and attitudes • Provides opportunities to study content through different perspectives • Allows learners more contact with the target language • Does not require extra teaching hours • Complements other subjects • Diversifies methods and forms of classroom practice • Increases learner’s motivation and confidence jsp 2011-2012

  6. 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 2011-2012

  7. LESSON PLANNING • Language and content • Language difficulties • Supportive strategies • Talking in groups • Writing sentences • Reading the textbook • Graphs • Visuals • Frames jsp 2011-2012

  8. Unit: Área: Lessons: Ed. Level: • The Unit has to include four kinds of objectives: • Disciplinary • Linguistic • Cognitive • Cultural • Task related with contents and skills that the student has to do at the end of the unit • The task has to be pertinent, relevant, inserted in social behaviour, interesting and motivating. Teaching Objectives Final Task • The unit has to state clearly which of the key competences are to be worked on: • Language communication competence • Artistic and cultural competence • Information processing and digital competence • Mathematical competence • Learning to learn • Personal initiative and autonomy • Knowledge and interaction with the physical world • Social and citizenship competence Assessment Criteria Key Competences • Assessment has to be: • At the beginning • Continuous • Final • Assessment has to include: • Language skills • Language competence • Cognitive skills development • Culture elements Materials Resources • Diverse and complementary materials • Different formats (videos, listening, Internet…) • Matching the students comprehensive possibilities jsp 2011-2012

  9. Unit: Área: Ed. Level: Lessons: • Non-linguistic areas curricular contents: • Facts and concepts • Processes • Attitudes, values, rules • Cognitive skills: identification, enumeration, classification, relation, analysis, synthesis, deduction, making predictions, checking hypothesis, solving problems, giving examples, • Information processing skills: joining information (locating, selecting and giving value to the information), processing (organizing, reformulating) and communicating • Learning strategies: asking questions, applying rules, focusing the attention on a given element (a word, an idea,…), establish and review the contents, using learning resources (dictionaries, internet…), taking notes, group working, learning to organize) • Curricular cultural contents related to the student’s sociocultural context. • Social and geographical environment • history • cultural symbols • cultural products (art, music, traditional culture, literature…) • cultural practices Content Student Learning Outcomes Cognition Culture Communication Language for the topic Language for interaction • Language to learn: collaborative talking, reading skills (topic identification, main parts and secondary parts distinction, recognizing facts and opinions…), writing skills (planning, documentation, reviewing), linguistic and cognitive skills (description, defining summarising, explaining…) • Language used by the teacher to manage the class Vocabulary Structures • Specific vocabulary of the subject, necessary to learn the contents • Kinds of texts and text genres to be used in the unit • Kinds of linguistic structures to be used in the unit jsp 2011-2012 Material creat i adaptat de diversos autors pel Servici d’Ensenyaments en Valencià - Conselleria d’Educació. (2010)

  10. Lesson: Unit: Learning Outcomes Content Communication Cognition Culture • Specific contents to work during the lesson (see “Content” in the Unit) • Specific contents to work during the lesson (see “Communication” in the Unit) • Specific contents to work during the lesson (see “Cognitiont” in the Unit) • Specific contents to work during the lesson (see “Culture” in the Unit) Warm up Activities • Activities to introduce basic learning outcomes and vocabulary of the lesson • Activities to motívate the students and raise their interest • Activities to remind and remember the learning outcomes worked in previous lessons Introduction/ Revision • Activities to: • Build and elaborate important knowledge • Acquire linguistic elements (vocabulary, structures,…) • Acquire cognitive strategies and skills • Develop critical thinking • Kinds of grouping to carry the activities on: • Groups • Pair-work • Single-work Main Activities Want to know/ Reinforcements / Extension • Activities to • Apply and increase the learning outcomes • Transfer these outcomes to other fields Assessment/ Reflection • Activities to • Reflect on what has been learnt and how it has been learnt • Assess what has been learnt • Materials and resources that will be used during the lesson (see “Materials/Resources” in the Unit) Materials/ Resources jsp 2011-2012

  11. TEACHING GRAMMAR • What is grammar? • A system of rules • The engine of language • An integral part of language learning jsp 2011-2012

  12. Explicit learning of grammar • Rule-based • Deliberate • Declarative learning • More fluent and automatized • Facilitates learning of L2 • Speeds up the process • Improves the final outcome • The more difficult the rule is the more important explicit teaching is. jsp 2011-2012

  13. Explicit learning of grammar • Two approaches: • Deductive: • Rules and introduced and practiced • Full transfer of the rule • Abstract thinking skills • Inductive: • Problem solving and discovery • Scaffolding jsp 2011-2012

  14. Implicit learning of grammar • Automatical • Subconscious • Natural way • Slower • Massive inputs of language • Incidental acquisition of rules • Meaning-oriented context • Immediate practice and use jsp 2011-2012

  15. Implicit learning of grammar • FORM-FOCUSED INSTRUCTION: Focuses on the language form in the context of meaningful communication. • Provides: • opportunities to “notice” the form of the input • Perception of the difference • Learning of the target-like use of the form jsp 2011-2012

  16. TEACHING GRAMMAR(summary) • Meaning-based • Form-focused • Knowledge of language as a system • Practical principles: • Select typical subject-specific texts • Clear meaning • Highlight the structure • Let the students: • Find the regularities • Infer the rule • Practice the rule • Create examples • Generalize the use of the structure to other contexts jsp 2011-2012

  17. STRATEGIES • Metacognitive strategies: direct the process. Divided into three categories: • Person knowledge • Task knowledge • Strategy knowledge • Cognitive strategies: manipulate the material to be learned or apply a specific technique • Socio-affective strategies: techniques to collaborate with others, to verify understanding or lower anxiety jsp 2011-2012

  18. STRATEGIES • Skilled learners: more metacognitive strategies, use appropriate strategies. • Less-skilled learners: have few strategies or choose inappropriate strategies. • Consistent, long-term strategy instruction is able to improve learner’s strategic activity and lead to better learning outcomes. jsp 2011-2012

  19. STRATEGY INSTRUCTION IN CLASS • Texts and tasks used normally • Anticipate difficulties • Over-emphasize the use of context or common sense to work out the meaning • Remind learners to try the strategy in other tasks • Start with simple strategies jsp 2011-2012

  20. SUPPORT STRATEGIES FOR LISTENING / SPEAKING • Listening is a top-down and bottom-up interactive process. • Top-down: • Prior knowledge • Hypothesis • Bottom-up: • From lower level upwards jsp 2011-2012

  21. SUPPORT STRATEGIES FOR LISTENING / SPEAKING • Teacher talk • Authentic content-related listening materials: • Up-to-date information • Different speaking styles • Linguistic features typical of the register • Models of the academic register • Adapted materials, pre-, during and post-listening activities • Pre-teaching of core vocabulary • Visuals, enumeration, examples, summaries… jsp 2011-2012

  22. VOCABULARY LEARNING STRATEGIES • What is vocabulary? (Lewis) • Single words • Polywords • Collocations or word partnerships • Institutionalized utterances • Sentence frames and text frames • Kinds of vocabulary • Receptive vocabulary: meaning in context • Productive vocabulary: encoded in memory jsp 2011-2012

  23. VOCABULARY LEARNING STRATEGIES • Importance: • Lexis is more important than grammar • Relates with reading comprehension and intelligence • Deficiences in vocabulary are cause of academic failure • Teaching of content vocabulary improves academic success • L2 learners need about 5000 words jsp 2011-2012

  24. VOCABULARY LEARNING STRATEGIES • Input: authentic content texts • Noticing: deliberate attention to vocabulary • Dictionaries and other tools • Practicing • Production • Word inferencing • Word grouping • Concept maps (www.wordsift.com): advance organizers, overview and introduction to a new topic, support for speaking or writing, gap-filling, reviewing at the end of the unit • Word cards and word logs • Elaboration: oral elaborations, adaptations, written elaborations jsp 2011-2012

  25. VOCABULARY LEARNING ACTIVITIES jsp 2011-2012

  26. DICTIONARIES • GENERAL DICTIONARIES • http://en.wiktionary.org/wiki/Wiktionary • www.thefreedictionary.com • www.wordnet.princeton.edu/perl/webwn • www.answers.com • www.dictionary.reference.com • www.yourdictionary.com • www.merriam-webster.com jsp 2011-2012

  27. OTHER TOOLS • ENCYCLOPEDIAS • www.britannica.com • www.encyclopedia.com • www.encarta.msn.com • OTHER USEFUL SITES • www.englishforuniversity.com • www.owll.massey.ac.nz jsp 2011-2012

  28. WORD MAPS • wordmap 1.pdf • wordmap2.pdf • wordmap2maths.pdf • wordmap2social.pdf jsp 2011-2012

  29. WORD MAPS jsp 2011-2012

  30. WORD MAPS jsp 2011-2012

  31. WORD MAPS jsp 2011-2012

  32. REFERENCES AND WEBSITES • www.onestopenglish.com • www.tl2l.nl • www.cilt.org.uk/clip • www.teachingenglish.org.uk • www.nile-elt.com • Handbook. Language in content instruction. (ISBN: 978-951-29-4074-5) Heini-Marja Järvinen. University of Turku jsp 2011-2012

  33. ENJOY MAGDALENA!!! SEE YOU IN TWO WEEKS www.clil-castello.wikispaces.com jordiseriols@hotmail.es jsp 2011-2012

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