Transcript unit 10 - CLIL LESSON PLANNING - clil
UNIT 10. CLIL LESSON PLANNING AND SHELTERED INSTRUCTION
A IMS 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 Literacy levels Living situation Culture Socioeconomic status Expectations Life experiences Difficulties: Second language acquisition theories Lack of materials
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 Language and content Language difficulties Supportive strategies
SHELTERED INSTRUCTION
Providing meaningful instruction in content areas for transitioning Limited English Proficient students (LEP) to higher academic achievement while reaching English fluency.
The content is equal to that of native English speakers Varied methods of instruction Does not focus English is achieved.
entirely on language development, but on methods through which
STRATEGIES
Set format of instruction Define clearly language and content Make the activity meaningful Classroom concepts: Controlled vocabulary Scaffolding Authentic assessment Heterogeneous grouping
SHELTERED INSTRUCTION PROTOCOL
www.siopinstitute.net
Model for lesson planning Means for making content more accessible Promoting English language development Practice of highlighting key language features and incorporating strategies Developed by the Centre for Research on Education, Diversity and Excellence (CREDE)
CREDE’S PHILOSOPHY
All children can learn Children learn best when challenged by high standards English proficiency is attainable by everybody Bilingual proficiency is desirable Language and cultural diversity Teaching and learning must accomodate individuals Schools can mitigate risk factors by teaching social and learning skills Solutions to risk factors must be grounded in a valid general theory of development, teaching and schooling processes.
TYPES OF SHELTERED PROGRAMMEES
Content-based ESL: focus on language development.
Sheltered instruction: focus on content curricula.
THE EIGHT STEPS
Lesson preparation Clearly define content objectives Clearly define language objectives Building background Student’s experience Old and new Key vocabulary Comprehensible input Speaking Step by step Variety of techniques Strategy learning Strategies Explicit instruction Use Scaffolding techniques Social-affective strategies Cooperative learning: think – pair – share Affective filter (Krashen)
THE EIGHT STEPS
Interaction Frequent Grouping Time Clarification Practice / Application Hands-on materials Activities for applying knowledge Language skills integrated Lesson delivery Support content objectives Support language objectives Engage students Appropriate timing Review/ Assessment Vocabulary: mnemonics Content word wall Content concepts Feedback Student comprehension and learning
TEACHING READING PROCESS
Survey Question Predict Read Respond Summarize
EXAMPLES
A N EXAMPLE OF A CLIL ACTIVITY
CONTENT: Chemistry TOPIC: Acid-base titration LANGUAGE: English ACTIVITY TYPE: Experiment in the chemistry lab STUDENTS: Upper secondary school, third year (16-17 years old) TEACHERS: Chemistry and English teachers AIMS: Students become familiar with a method of volumetric analysis; they understand acid-base titration and molarity relations and use a procedure to find out the pH of a solution TIME: 3-4 hours.
A N EXAMPLE OF A CLIL ACTIVITY
STAGE 1 “Preparation”
teacher introduces all the specific words for the equipment necessary to carry out the titration experiment.
points at specific equipment, saying the different names (funnel, pipettes, titration clamp, etc.) and students repeat the names; shows on a transparency the drawings and names of equipment and students take notes; gives out a handout with drawings of the equipment and students write down the names; shows on a transparency a list of verbs and expressions to be used during the experiment (set up, add, place, shut off the stopcock, mix, etc.); shows the meaning of different actions whilst students repeat and take notes.
A N EXAMPLE OF A CLIL ACTIVITY STAGE 2 “The experiment”
The chemistry teacher sets out the different stages of the titration experiment.
Shows the equipment available and sets up the groups; gives out a handout and introduces its content: introduction and aim, procedure and calculation; answers students’ questions.
Students carry out the titration experiment in groups of three.
They go through the instructions in the handout carefully, following the procedure step by step; take notes of the results of their experiment; work out the calculation using the results from their experiments.
STAGE 3 “Final report”
Students prepare an oral report about the experiment in groups and present it to the class and teachers.
They discuss their results and answer questions from the teacher and from the other groups.
S PEAK U P ON C LIMATE
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.
S PEAK U P ON C LIMATE
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.
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
TASK
• Design a lesson planning according to the techniques presented during the lesson. Use the websites.