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UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION

UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION. Aims of the unit. Reviewing CLIL lesson elements Knowing Sheltered Instruction methodology Knowing different examples of CLIL lessons . CLIL LESSON PLANNING. Specific needs : First language Educational background

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UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION

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  1. UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION JSP 2011-2012

  2. Aims of theunit • Reviewing CLIL lessonelements • KnowingShelteredInstructionmethodology • Knowingdifferentexamples of CLIL lessons. JSP 2011-2012

  3. CLIL LESSON PLANNING • Specificneeds: • Firstlanguage • Educationalbackground • Literacylevels • Living situation • Culture • Socioeconomic status • Expectations • Lifeexperiences • Difficulties: • Secondlanguageacquisitiontheories • Lack of materials JSP 2011-2012

  4. A clillesson • Content: knowledge, skills and undestanding • Communication: usinglanguagetolearnwhilstlearningto use language • Cognition: thinkingskills • Culture: alternativeperspectives and sharedunderstandings. • Productive and receptiveskills • Language and content • Languagedifficulties • Supportivestrategies JSP 2011-2012

  5. SHELTERED INSTRUCTION • Providingmeaningfulinstruction in contentareasfortransitioningLimitedEnglishProficientstudents (LEP) tohigheracademicachievementwhilereachingEnglishfluency. • Thecontentisequaltothat of nativeEnglishspeakers • Variedmethods of instruction • Doesnotfocusentirelyonlanguagedevelopment, butonmethodsthroughwhichEnglishisachieved. JSP 2011-2012

  6. STRATEGIES • Set format of instruction • Define clearlylanguage and content • Maketheactivitymeaningful • Classroomconcepts: • Controlledvocabulary • Scaffolding • Authenticassessment • Heterogeneousgrouping JSP 2011-2012

  7. SHELTERED INSTRUCTION PROTOCOL • www.siopinstitute.net • Modelforlessonplanning • Meansfor • makingcontent more accessible • PromotingEnglishlanguagedevelopment • Practice of highlightingkeylanguagefeatures and incorporatingstrategies • Developedbythe Centre forResearchonEducation, Diversity and Excellence (CREDE) JSP 2011-2012

  8. CREDE’S PHILOSOPHY • Allchildren can learn • Childrenlearnbestwhenchallengedbyhighstandards • Englishproficiencyisattainablebyeverybody • Bilingualproficiencyisdesirable • Language and cultural diversity • Teaching and learningmustaccomodateindividuals • Schools can mitigateriskfactorsbyteaching social and learningskills • Solutionstoriskfactorsmustbegrounded in a valid general theory of development, teaching and schoolingprocesses. JSP 2011-2012

  9. TYPES OF SHELTERED PROGRAMMEES • Content-based ESL: • focusonlanguagedevelopment. • Shelteredinstruction: • focusoncontentcurricula. JSP 2011-2012

  10. THE EIGHT STEPS • Lessonpreparation • Clearly define contentobjectives • Clearly define languageobjectives • Buildingbackground • Student’sexperience • Old and new • Key vocabulary • Comprehensible input • Speaking • Stepbystep • Variety of techniques • Strategylearning • Strategies • Explicitinstruction • Use • Scaffoldingtechniques • Social-affectivestrategies • Cooperativelearning: think – pair – share • Affectivefilter (Krashen) JSP 2011-2012

  11. THE EIGHT STEPS • Interaction • Frequent • Grouping • Time • Clarification • Practice / Application • Hands-onmaterials • Activitiesforapplyingknowledge • Languageskillsintegrated • Lessondelivery • Supportcontentobjectives • Supportlanguageobjectives • Engagestudents • Appropriatetiming • Review/ Assessment • Vocabulary: mnemonics • Content wordwall • Content concepts • Feedback • Studentcomprehension and learning JSP 2011-2012

  12. TEACHING READING PROCESS • Survey • Question • Predict • Read • Respond • Summarize JSP 2011-2012

  13. EXAMPLES JSP 2011-2012

  14. Anexample of a CLIL activity • CONTENT: Chemistry • TOPIC: Acid-basetitration • LANGUAGE: English • ACTIVITY TYPE: Experiment in thechemistrylab • STUDENTS: Uppersecondaryschool, thirdyear (16-17 yearsold) • TEACHERS: Chemistry and Englishteachers • AIMS: • Studentsbecome familiar with a method of volumetricanalysis; • theyunderstandacid-basetitration and molarityrelations and • use a procedure to find out the pH of a solution • TIME: 3-4 hours. JSP 2011-2012

  15. Anexample of a CLIL activity • STAGE 1 “Preparation” • teacherintroducesall thespecificwords for theequipmentnecessary to carry out thetitration experiment. • pointsat specificequipment, sayingthedifferentnames (funnel, pipettes, titration clamp, etc.) and studentsrepeatthenames; • shows on a transparencythedrawings and names of equipment and studentstake notes; • gives out a handoutwithdrawings of theequipment and studentswritedownthenames; • shows on a transparency a list of verbs and expressions to be usedduringthe experiment (set up, add, place, shutoffthestopcock, mix, etc.); • shows themeaning of differentactionswhilststudentsrepeat and take notes. JSP 2011-2012

  16. Anexample of a CLIL activity • STAGE 2 “The experiment” • The chemistryteacher sets out thedifferentstages of thetitration experiment. • Shows theequipmentavailable and sets up thegroups; gives out a handout and introducesits content: • introduction and aim, • procedure and calculation; • answersstudents’ questions. • Studentscarry out thetitration experiment in groups of three. • Theygothroughtheinstructions in thehandoutcarefully, followingtheprocedurestepbystep; • take notes of theresults of their experiment; • work out thecalculationusingtheresultsfromtheir experiments. • STAGE 3 “Final report” • Studentspreparean oral report aboutthe experiment in groups and present it to theclass and teachers. • Theydiscusstheirresults and answerquestionsfromtheteacher and fromtheothergroups. JSP 2011-2012

  17. Speak Up on Climate • Activity 2 – The Greenhouse Effect • TASK 1 • l Warm up (5 mins) • Ask the class what they know about the greenhouse effect. • Ask for volunteers to explain to the class. • Accept two or three students and repeat what they say, paraphrasing what they say to the class as it’s said. • l DIY reading (10 mins) • Hand out the copies of the reading with the sheet faced down on the desk and tell the students not to look until you say so. • When you’ve handed out the sheets, tell the students that when you say ‘go’ they must turn over the sheet and scan the text as quickly as they can for key words and that they will only have 10 seconds to do this so they shouldn’t try and read every word. Tell the students that when you say stop they have to turn the sheet back over again and shout out to you any words they can remember and write them on the board. • Do the speed read and stop the students after 10 seconds. Write down the words they shout out on the board. Explain that the words don’t mean much in isolation at the moment. Ask the students to make questions from isolated words and write them on the board. For example with the word ‘trapping’, a question might be ‘What is trapping?’ When you have 10 questions or so on the board tell the students to find answers to their questions. Have volunteers read out their answers. JSP 2011-2012

  18. Speak Up on Climate • l Diagram (10 mins) • Hand out the diagram of the greenhouse effect and the cut up text cards, and if you can, show the diagram on a projector or OHT. This would be a good pair reading task so that the students can discuss and agree/disagree on where the texts should go. • Ask for a volunteer pair to describe their diagram filled in. If you can, do this with the diagram showing on a screen. • Now remove the text cards from the diagram and tell the students to turn over their text cards. • Ask for a volunteer to try to describe the diagram without the text cards. • Now tell the student in their pairs to talk to each other about the diagram without using their text cards trying to describe what is happening. Walk around, listen and take notes. • TASK 2 • l Effects (15 mins) • Group students in fours and ask them to discuss what they think the effects of the greenhouse will be and tell them to make rough notes of their ideas. • Hand out the table briefly explaining the column headings and tell the groups to try to arrange their ideas in the table. • Ask for volunteers to feedback their ideas to the class showing the table on a screen if possible. Make suggestions for any areas they haven’t filled in or you think they have not understood. JSP 2011-2012

  19. examples • www.isabelperez.com/clil.htm • www.clilcompendium.com • www.clil-axis.net • www.factworld.info • www.scribd.com/doc/3273805/Published Material-for-CLIL-Classes-Spain JSP 2011-2012

  20. TASK • Design a lessonplanningaccordingtothetechniquespresentedduringthelesson. Use thewebsites. JSP 2011-2012

  21. JSP 2011-2012 THANK YOU

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