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CLIL in the class room: vocabulary and reading skills.

CLIL in the class room: vocabulary and reading skills. How can Content and Language Integrated Learning (CLIL) be utilised in bilingual education to enhance vocabulary and reading skills assignments as well as making them more interesting ? Janie McCloughin & Robert Smit.

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CLIL in the class room: vocabulary and reading skills.

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  1. CLIL in the class room: vocabulary and reading skills. How canContent and Language Integrated Learning (CLIL) beutilised in bilingualeducationtoenhancevocabularyand reading skills assignments as well as making them more interesting? JanieMcCloughin& Robert Smit

  2. Energy Facts: True or false? • Hold up your red paper if you think the statement is false, green if you think it is true. (Keep track of your choices in your booklet on page 9) • If we could convert 2 to 3 percent of the radiation of the sun, we would generate enough power to cover a 100 percent of our energy consumption. • America will fully run on solar power in 2050. • America will pull out of the Middle East if they are no longer reliant on fossil fuels. • The number of square metres needed for a solar power plant is considerably more than the space needed for a conventional power plant even when you include the land used for mining as well. • The efficiency of a solar panel only needs to be 20 percent in order to make it economically viable to use.

  3. Photovoltaic farms are so sensitive that they work at night by the light of the moon as well. • Hot salt is a key ingredient in storing solar energy. • CO2 levels could be reduced by more than 90 percent if a country switches from fossil to solar fuel. • America’s politicians have recognised the need to convert to solar power and have passed all the necessary legislation. • The greatest obstacle to implementing solar energy on a national scale in America is funding.

  4. Energy Facts: • If we could convert 2 to 3 percent of the radiation of the sun, we would generate enough power to cover a 100 percent of our energy consumption. True. • America will fully run on solar power in 2050. False. (At best America will generate about 35 percent of its total energy need in 2050). • America will pull out of the Middle East if they are no longer reliant on fossil fuels. Very likely true. • The number of square metres needed for a solar power plant is considerably more than the space needed for a conventional power plant even when you include the land used for mining as well.False. (Theywouldneedabout the samenumber of square metres). • The efficiency of a solar panel only needs to be 20 percent in order to make it economically viable to use. False.(The efficiency only needs to be 14 percent).

  5. Photovoltaic farms are so sensitive that they work at night by the light of the moon as well. False. (Energy needs to be stored in hot salt containers or in pressurised underground caverns). • Hot salt is a key ingredient in storing solar energy. True. • CO2 levels could be reduced by more than 90 percent if a country switches from fossil to solar fuel. True. • America’s politicians have recognised the need to convert to solar power and have passed all the necessary legislation. False.(Much needs to be done in terms of legislation to clear the way). • The greatest obstacle to implementing solar energy on a national scale in America is funding. False.(The main obstacle is public awareness).

  6. Alternative Energy: How will we produce electrical energy in 2025? An example lesson on the basis of Content & Language Integrated Learning

  7. Purpose Audience Structure Text-type Multi modal thinking skills (multiple intelligences) HOTS (Bloom’s Taxonomy) Integration (pre-teach concepts and vocab) Interesting links to real life clil Engagement and validation (Affective filter) The language of your subject: from BICS to CALP - general - subject - academic • Scaffolding • receptive • contingent • transformational Feedback

  8. Alternative Energy: How will we produce electrical energy in 2025? • A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 • A Solar Grand Plan (Scientific American 2008) • Groups of five. • Each student reads his or her part. • Select all the words you think are important (familiar and unfamiliar) • Write your words down and make a Personal Idiom File. • When you are done, talk to your group and derive a top ten. • Finally, a class vocabulary list will be drawn up. • Student 3 (p15) Student 5 (p19) • Student 1 (p12) • Student 2 (p13) Student 4 (p17)

  9. Alternative Energy: How will we produce electrical energy in 2025? Classvocabulary & idiom file File willbeposted on ManageBac

  10. HOTS Purpose Audience Structure Text-type Multi modal thinking skills (multiple intelligences) Integration (pre-teach concepts and vocab) Interesting links to real life clil Engagement and validation The language of your subject: from BICS to CALP - general - subject - academic Feedback • Scaffolding • receptive • contingent • transformational

  11. Wordlink: Based on the following ten words, writeanencyclopaedia entry aboutsolarenergy. Useno more than 100 words. renewable competitive emissions efficiency conventional photovoltaic dependence environment depleted caverns

  12. Purpose Audience Structure Text-type HOTS Multi modal thinking skills (multiple intelligences) Integration (pre-teach concepts and vocab) Interesting links to real life clil Engagement and validation The language of your subject: from BICS to CALP - general - subject - academic Feedback • Scaffolding • receptive • contingent • transformational

  13. Alternative Energy: How will we produce electrical energy in 2025? A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 pollutants caverns photovoltaic massive switch policies cadmium telluride infrastructure arrays power grid subsidies environmentally sensitive direct current backbone consumption greenhouse gases metropolitan areas capacity fossil fuels compressed air energy storage heat efficiency foreign oil interest

  14. Alternative Energy: How will we produce electrical energy in 2025? A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 decreased cost geologic formations solar radiation oil dependence concentrated solar power autonomy supply scheme global tensions massive trade deficit annually domestic jobs increased cadmium sulfide semiconductor Molten salt major technical advances HVDC market incentives 10GW Scale up Austerity plan

  15. Alternative Energy: How will we produce electrical energy in 2025? A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 Scrambled sentence: put it back together! could gas systems, There are like no too. fuel hydrogen or pollution-control that coal, or power, costs and a slight biofuels for for natural in compressed-air oil nuclear although or those displace, annual only cost There are no annual fuel or pollution-control costs like those for coal, oil or nuclear power, and only a slight cost for natural gas in compressed-air systems, although hydrogen or biofuels could displace that, too.

  16. Alternative Energy: How will we produce electrical energy in 2025? Example introduction (from A Solar Grand Plan, Scientific American 2008).

  17. Alternative Energy: How will we produce electrical energy in 2025? Example introduction (from A Solar Grand Plan, Scientific American 2008). Economical point Environ- mental point Political point Environ- mental point Alternate short and long sentences for style Indentation Environmental, possibly ethical point

  18. Purpose Audience Structure Text-type HOTS Multi modal thinking skills (multiple intelligences) Integration (pre-teach concepts and vocab) Interesting links to real life clil Engagement and validation The language of your subject: from BICS to CALP - general - subject - academic Feedback • Scaffolding • receptive • contingent • transformational

  19. Alternative Energy: How will we produce electrical energy in 2025? A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 Complete three words by adding one. Solar……….… ………….boost Nuclear……… storage Underground………………………… …………………………………facility Compressed-air energy……………. energy Key……………. Trace…………….. Periodic ………… ……………plants Terra ……………. ………..shortages elements power

  20. Alternative Energy: How will we produce electrical energy in 2025? A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 • Transitional Devices. • We need to push innovative developments • Solar energy needs to be cheaper • CO2 level drop • Making it available to wider public • Creating a healthier environment • We have to switch to solar energy In sum Therefore In addition to Subsequently As a result of which Solar energy needs to be cheaper, therefore we need to push innovative developments subsequently making it available to a wider public. In sum, we have to switch to solar energy, as a result of which CO2 levels will drop in addition to creating a healthier environment.

  21. Alternative Energy: How will we produce electrical energy in 2025? A joint lesson series of Physics & English A | TTO 4 Maartens College, Haren | January 2013 • Style • Grammatical correctness and spelling • Vocabulary • Balance: short / long sentences • Efficiency: Are you getting to the point? • Use your booklet as reference for essay organisation, descriptors and transitional devices. • Good Luck!

  22. Why implement CLIL at Maartens? • A two way holistic approach. Content subject teachers are active language teachers and vice versa. • CLIL techniques should be specifically adopted and actively developed as an activating methodology throughout the bilingual stream. • Defining language goals: How does English facilitate learning in content subjects? language A teachers (Dutch and English) should be involved in teaching language requirements in such a way that languages enhance each other’s teaching of general language (learning) skills and knowledge. • Proper diagnostics (Dialang). • There is a need for raised awareness of content subject teacher L2 levels and their perception of students’ L2 levels in terms of BICS vs. CALP. • Implement CLIL in TTO 1. • From the previous points follow that curricula need to be co-developed and facilitated by the school.

  23. Integratie van taal-en vakonderwijs in TTO • Maaike de Graaf • Rick de Graaff • GerritJan Koopman • Annelet Lukles • Rosie Tanner • CLIL Skills + CLIL Activities • Liz Dale • Wibo van der Es • Rosie Tanner

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