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UNIT 10. CLIL LESSON PLANNING

UNIT 10. CLIL LESSON PLANNING. Aims of the unit. Describe instructional indicators and strategies for classroom organization and elivery on instruction. INTRODUCTION TO CLIL LESSON PLANNING. Specific needs : First language Educational background Literacy levels Living situation

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UNIT 10. CLIL LESSON PLANNING

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  1. UNIT 10. CLIL LESSON PLANNING JSP 2010-2011

  2. Aims of theunit • Describe instructionalindicators and strategiesforclassroomorganization and eliveryoninstruction. JSP 2010-2011

  3. INTRODUCTION TO CLIL LESSON PLANNING • Specificneeds: • Firstlanguage • Educationalbackground • Literacylevels • Living situation • Culture • Socioeconomic status • Expectations • Lifeexperiences JSP 2010-2011

  4. SHELTERED INSTRUCTION • http://mediateca.educa.madrid.org/reproducir.php?id_video=vkxzo27wv5dea9ev • Listen and take notes (15 min.) JSP 2010-2011

  5. SHELTERED INSTRUCTION • Providingmeaningfulinstruction in contentareasfortransitioningLimitedEnglishProficientstudents (LEP) tohigheracademicachievementwhilereachingEnglishfluency. • Thecontentisequaltothat of nativeEnglishspeakers • Variedmethods of instruction • Doesnotfocusentirelyonlanguagedevelopment, butonmethodsthroughwhichEnglishisachieved. JSP 2010-2011

  6. STRATEGIES • Set format of instruction • Define clearlylanguage and content • Maketheactivitymeaningful • Classroomconcepts: • Hands-on • Controlledvocabulary • Scaffolding • Authenticassessment • Heterogeneousgrouping JSP 2010-2011

  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 2010-2011

  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 2010-2011

  9. TYPES OF SHELTERED PROGRAMMEES • Content-based ESL: focusonlanguagedevelopment. • Shelteredinstruction: focusoncontentcurricula. JSP 2010-2011

  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 2010-2011

  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 2010-2011

  12. TEACHING READING PROCESS • Survey • Question • Predict • Read • Respond • Summarize JSP 2010-2011

  13. EXAMPLES JSP 2010-2011

  14. examples • www.isabelperez.com/clil.htm • www.clilcompendium.com • www.clil-axis.net • www.cilt.org.uk/faqs/clil.htm • www.xtec.cat/crle/05/aicle.htm • www.factworld.info • www.diposit.ub.edu./dspace/handle/2445/1641 • www.scribd.com/doc/3273805/Published-Material-for-CLIL-Classes-Spain JSP 2010-2011

  15. Task: Design a lessonplanningaccordingtothetechniquespresentedduringthelesson. Use thewebsitesforhelp. • http://cefire.edu.gva.es/sfp/index.php?seccion=convocatoria&id=27&edicion=2CAS01-ANGLB&clave=1b73a2394c1d12d0c49de03453213e23 JSP 2010-2011

  16. SEE YOU ON MAY, 3rd JSP 2010-2011 THANK YOU

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