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1 TRAINING THE CLIL TEACHER: an inservice model John and Liz McMahon +

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Presentation on theme: "1 TRAINING THE CLIL TEACHER: an inservice model John and Liz McMahon +"— Presentation transcript:

1 1 TRAINING THE CLIL TEACHER: an inservice model John and Liz McMahon +

2 2 Objective of this presentation To describe a 3 phase inservice CLIL training course for Maths and Science teachers To describe a 3 phase inservice CLIL training course for Maths and Science teachers

3 3 Objectives of the training course To provide inservice CLIL training for state school teachers of Science and Maths, with the long term objective of To provide inservice CLIL training for state school teachers of Science and Maths, with the long term objective of developing their learners English developing their learners English to enable them to operate in a global work/study environment. to enable them to operate in a global work/study environment.

4 4 Course Structure Inservice CLIL training Course for Maths and Science Teachers Phase 1 General Language Improvement Phase 2 Classroom Language Course Phase 3 CLIL

5 5 Phase 1 – General English Objectives: To help the teachers improve their language to CEF B1 To help the teachers improve their language to CEF B1 Content: Content: Mainstream GE course with the addition of a lexical and skills syllabus oriented towards Maths + Science Mainstream GE course with the addition of a lexical and skills syllabus oriented towards Maths + Science Use of loop input techniques to raise awareness of good language teaching practice. Use of loop input techniques to raise awareness of good language teaching practice.

6 6 Phase Two – Classroom Language Course Objectives: Objectives: To increase the teachers confidence in using English to manage and run their classes and interact with their students. To increase the teachers confidence in using English to manage and run their classes and interact with their students.

7 To raise the teachers awareness of the value of maximising their students exposure to English. To raise the teachers awareness of the value of maximising their students exposure to English.

8 To further develop the teachers confidence in using Maths/Science vocabulary as outlined in the Curriculum. To further develop the teachers confidence in using Maths/Science vocabulary as outlined in the Curriculum.

9 9 Language layers

10 10 CL course: Syllabus English for Personal Interaction English for Personal Interaction English for Classroom Routines English for Classroom Routines English for Giving Instructions English for Giving Instructions Asking Questions and Eliciting Asking Questions and Eliciting English for Monitoring and Feedback English for Monitoring and Feedback Developing Content Vocabulary Developing Content Vocabulary Creating a Language rich Environment Creating a Language rich Environment Use of L1 Use of L1

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13 13 Phase 3 Objectives: To raise teachers awareness of the linguistic & methodological implications of CLIL. To raise teachers awareness of the linguistic & methodological implications of CLIL. To observe teaching and evaluate how well teachers assimilate and use CLIL methodology. To observe teaching and evaluate how well teachers assimilate and use CLIL methodology.

14 14 Phase 3: CLIL Overall thread: identifying language demands and providing language support Overall thread: identifying language demands and providing language support CALP CALP Input content derived from national curriculum Input content derived from national curriculum Phase 3: CLIL

15 15 CLIL: Module Structure Session 1: demonstration lesson with focus on skill/task design/group work/vocabulary Session 1: demonstration lesson with focus on skill/task design/group work/vocabulary Session 2 : analysis of LD & LS in the lesson Session 2 : analysis of LD & LS in the lesson Sessions 3 + 4: Application and practice. Sessions 3 + 4: Application and practice.

16 16 Assessment Reflective tasks Reflective tasks Microteaching Microteaching Classroom-based observations Classroom-based observations 16 Assessment

17 17 Contextual Variables Pedagogic & linguistic competence Pedagogic & linguistic competence Sociocultural constraints Sociocultural constraints Modes of delivery Modes of delivery Joint vision of stakeholders Joint vision of stakeholders 17

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