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Principles of CLIL Materials Design Kantonsschule Olten March 29 th, 2011 Keith Kelly

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Principles of CLIL Materials Design Kantonsschule Olten March 29 th, 2011 Keith Kelly

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1 Principles of CLIL Materials Design Kantonsschule Olten March 29 th, 2011 Keith Kelly

2 Principles in designing CLIL materials We need to inform our principles (Information about our learners) cognitive skills procedural skills linguistic skills We need to make materials design decisions (materials which) guide input content language (heard, seen) support output content language (spoken, written) organize language (terminology, concepts)

3 Defining CLIL Bilingual Education (assumes dual language development) Immersion (assumes monolingual development) sheltered, late, early versions CLIL 1. Analysis of curriculum discourse 2. Language supportive methodology and materials

4 Analyzing curriculum learning skills Conceptual skills Knowing the topic Understanding the ideas Procedural skills Learning how to do things Practical, experiential skills Linguistic skills Having the L2

5 1 Analysis of curriculum discourse Subject-specific language Words you cant really do without General academic language Language of learning Peripheral language Classroom chat (management, scripting)

6 1 Curriculum discourse analysis Infections

7 1 Organising words Plant Reproduction: asexual sexual cuttings vegetative tissue culture natural artificial corm bulb germination sepals pistil receptacle flower pollination spores stamen style budding grafting fertilization dispersal rhizome stem tuber taproots runners filament anther ovary stigma

8 1.2 General academic language The language of learning 2 Classifying Statements There arethree kinds types forms classes categories of ……… …….. fall intothree kinds types classes categories can bedivided classified We/you/one can classify … according to …criteria This class has…characteristics/features Teacher questions How would you classify…? How many kinds of …are there? Who can classify…?

9 1.2 What are living things made of? The Structure of Simple Cells Today, scientists using powerful microscopes are able to observe what makes up cells. They have discovered that every cell is a self-contained unit and that all cells are made up of a substance called protoplasm. Protoplasm is the basic living material. It is always made up of carbon (C), oxygen (02), hydrogen (H), nitrogen (N) and very often sulphur (S) and phosphorus (P). Protoplasm is usually colourless and contains a large amount of water. It feels and looks like jelly. Only living things can make new proto­ plasm or repair damaged protoplasm. Cells are made up of two kinds of proto­plasm: the nucleus and the cytoplasm. They are separated from their environment by an outer cell membrane, which restricts the passage of materials in and out of the cell. TaskFind and underline all of the verbs in the text which are used for talking about structure, function and location of cells and tissues.

10 Q and As (individuals) Gapped single responses (whole class) Gapped multiple responses (pairs) Information searches (whole class - example) Definitions (whole class) Surveys (groups or whole class) Quizzes (individuals to class - countries) Presentation work (example) 2 Speaking FL content

11 2 Reading content in FL Comprehension questions Skimming / scanning Contextual guessing Cloze exercises / Passage completion Outlining / summarising Paraphrasing Scrambled texts / sorting (example) Information transfer Note taking (example) Making inferences Intensive / extensive reading

12 2 Listening to FL content label a diagram/picture/map/graph/chart (example) fill in a table make notes on specific information (dates, figures, times, teachers lecture on a topic) rearrange information/reorder information identify location/speakers/places label the stages of a process/instructions/sequences of a text fill in the gaps in a text

13 2 Writing about content in FL Offer sentence starters Give gapped / split sentences Provide topic / themed word lists Prepare substitution tables Incorporate language focus boxes List useful phrase chunks Provide genre blueprints Use templates of text structures Use writing frames

14 Nobody knows exactly how our climate will change. Some places may get drier and have year-round temperatures up to 4°C hotter. Other places may become several degrees cooler. Stormy weather may become more common. Glaciers and icebergs may start to melt and never form again. Whatever happens, climate change will affect people as well as the natural world. But there are things that we can do to slow down the changes and to minimize any ill- effects. Start with a text 2 Writing - substitution tables

15 2 Organizing learning Vocabulary Word / concept maps Poster displays Get students teaching and testing each other (German gp) Word learning habits (links online, vocab books, mobile) Grammar A grammar for content subjects (Your CLIL) Sub-topic specific grammar handouts

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