Ideational Frameworks Flow diagrams –Sequenced thinking Historical events, timelines Instructions Processes Tabular diagrams –Characterisation Soils, their situations and descriptions Types of cells, structure, function and location Tree diagrams –Categorisation Holinotropic medical substances Typical Englishmen starbursts – combinations –Ethnic groups and their descriptions The grammar is in the diagram Burgess @ man.ac.uk
Types of listening activitiy Listen and label a diagram/picture/map/graph/chart Listen and fill in a table Listen and make notes on specific information (dates, figures, times, teachers lecture on a topic) Listen and rearrange information/reorder information Listen and identify location/speakers/places Listen and label the stages of a process/instructions/sequences of a text Listen and fill in the gaps in a text The semi-script Geddes, 78
Types of Speaking Activities Question loops – questions and answers, terms and definitions, halves of sentences, can be exploited to create a question loop. Info gap – students must speak to each other to fill in the missing information from their diagram with questions sheet to support. Trivia search – three things you know and three things you want to know with support for making questions. Word guessing games – Teams have one minute to guess as many words as possible and get one point for each correct guess. Class surveys – use questionnaires to guide pupils in asking set questions of their classmates. 20 Questions – provide language support frame for questions. Speaker can only say yes or no in answer and pupils only get 20 questions to get the answer right. Making presentations/talking from a prompt – instruct pupils to present information from a visual using language support handout. Support sheets are key
School conditions Management support CLIL school space, storage Use the walls Be informed about what you need and ask for it! –Spanish Bilingual Project –Council of Europe and CLIL
Teacher Conditions Willingness to learn Think small and manageable Language level Develop skills in materials design –ELT advantage –collaborate Take a peek Get wired up!
Learner conditions Working at the learners level –Language Instruments for guidance and support –Content not too easy Creating a positive environment –Reaction speed
Material conditions None available – adaptation Happy marriage SYCD – www.sycd.co.ukwww.sycd.co.uk FACTWorld - Ethical English, Share Your World (and yahoogroups) Science Across the World www.scienceacross.orgwww.scienceacross.org Language Support Units in the UK Enchanted Learning www.enchantedlearning.com (for visuals)www.enchantedlearning.com BBC Learning www.bbc.co.ukwww.bbc.co.uk –History, Maths … …and dont forget the Basques!
1.Acid rain (12/16) 2.Biodiversity around us (12/15) 3.Chemistry in our lives (12/15) 4.Domestic waste (12/16) 5.Drinking water (12/15) 6.Eating and drinking (8/12) 7.Global warming (14/17) 8.Keeping healthy (12/15) 9.Renewable energy (12/15) 10.Road safety (12/16) 11.Talking about Genetics (12/16) 12.What do you eat? Topics
Chemistry in Our LivesChemistry in Our Lives topic, students prepare their own chemical product and share their methodology with others. Bright pink nail polish made from gumamela flowers in the Philippines and laundry soap from vegetable oil and banana stalks in Singapore. Practical work
Training conditions Share and discuss with peers Contact experienced colleagues –Bulgaria CLIL TT project Access to other expertise –www.euroclic.net UK providers – NILE (Comenius funding) –www.nile-elt.com If its not there – DIY!
LAC @ NILE Integrating content and language – what is CLIL? CLIL contexts around the world Curriculum demands of CLIL Identifying core subject language The language of thinking CLIL task design Providing language support Teaching vocabulary in CLIL Developing listening in CLIL Working with texts and words Teaching subject-specific writing Speaking and CLIL PD for the CLIL teacher Drama and music Classroom language Error correction Peer observation – watching teachers teach CLIL CLIL lesson planning Assessment in CLIL ICT Project work Classroom presentations Learning strategies School policy, administration and management in CLIL Networks and resources
Expectations Assessment –Dont test what you havent taught –Basque samples Be ready to answer the question why?
The future Extreme measures Potential for disaster –Children suffer Think small Keep a healthy professional attitude to a new trend –ELT has a wealth to offer and a lot to gain Keep in touch! Keith Kelly firstname.lastname@example.org
PS… The Learning Phrasebook –Identifying the language of learning Unit 1: Cells, Tissues, Organs, Systems –1.1Naming / Identifying –1.2Location –1.3Structure / appearance –1.4Function –1.5Processes –1.6Simarity and Difference / Comparison …theres a lot to do!
Unit 1: Cells, Tissues, Organs, Systems 1 – Identifying Language 1.1Naming / Identifying This is a/the … That is a … Thats the … This is called a/the … The … … are called …. Together, the … and the … are called the …. It comes from a … Its from a … The … structure is called the … At the top of the … there is a (adjective) part called the …. 1.2Location It is found in the … of the … The … are found at the base of the …. They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. The … is found in the centre of the …, The … is attached to the bottom of the … by a …. They are inside the …. 1.3Structure / appearance It looks like … Its got/hasnt got … It has/doesnt have … All … have …, a …, and …. The … are the often highly (adjective) parts which … (function verb). They are (adjective) and are attached to the …. The … are arranged in a ring around the centre of the …. They consist of a … with a … shape at the end. … and is shaped rather like a …. … and is divided into two parts. The top of the … is called the …. The … is attached to the bottom of the … by a …. A long tube grows out of the …, this is the …. 1.4Function The … is the part which … The … is where … is carried out The … is used for …-ing The … has the role of …-ing The carries out the function of …-ing The … has a …-ing role The … is a … The …s job is to … It does … the …-ing 1.5Processes First, Second, Third, Fourth, The first thing that happens is The first thing to happen is Firstly, Lastly, Additionally, Subsequently, Additionally, Finally, Last but not least, When … happens, … happens When you do …, … happens While … does/is doing …, … does/is doing … During the … stage, the … are done … As … happens, … happens Then … happens, making … happen. This often happens, doing this at the same time As a consequence, As a result, After … minutes/hours/days, the … does this Four or five minutes/hours/days later, the … has done this By …, … will have – ed … This is done after … minutes/hours/days This happens, meanwhile … happens.