1. CLIL – What is in it for the language teachers? IH World DOS Conference HMS Belfast Jan 8th, 2009 Keith Kelly keithpkelly@yahoo.co.ukkeithpkelly@yahoo.co.uk

2. The plan for today… Definition of CLIL Methodology Curriculum focus Resources Language Skills Concepts Follow up – networks (factworld@yahoogroups.com)

3. Home

4. English-German School, Plovdiv

5. Zh Class

6. Speed reaction test

7. CLIL – defining what we mean CLIL for ELT is just a repackaging of a task- based, topic-focused approach to language learning. Forum for Across the Curriculum Teaching factworld@yahoogroups.comfactworld@yahoogroups.com Young learners and teens group younglearners@yahoogroups.comyounglearners@yahoogroups.com onestopclil discussion forum www.onestopclil.comwww.onestopclil.com

8. Ongoing CLIL debate CLIL: Complementing or Compromising English Language Teaching?

9. CLIL - The Methodology Content methodology plus language Lab report / practical work Scaffolding and language support Identify language Decide what to do with it

10. CLIL - A Curriculum Focus Content areas Concepts (abstract/concrete) Skills (procedures) Language (3 areas of language)

11. CLIL – The Curriculum Locate the curriculum guidelines for subjects you are interested in UK National Curriculum: Guidelines, resources, samples of work What goes on in Science?

12. Exploring content resources

13. Your own GM person Create … … and present

14. The language of heredity Describing facial features S/He has / has got Her/His … is/are … (brown, green, blue, blond, red, grey) (round, thin, fat, long, short, flat, curly, straight, spiky, wavy) Naming parts of the face Eyes, nose, ears, earlobes, eyebrows, hair, chin, cheeks Describing inherited characteristics He gets his … from his … She gets her … from her … He looks like his … She looks like her … He takes after his … with his She takes after her … with her He has inherited his mothers … She has inherited her mothers …

15. Curriculum area?

17. CLIL - The Resources Science Across the World a) a bank of resources for general Science projects b) a database of contacts for carrying out a curriculum exchange project with a school in another country, c) an internet-based and ICT focus to learning. Example – What did you eat?

18. Ice Cream Consumption in Europe Who eats the most?

19. Food and drink diary

20. CLIL – The Skills - research work - dealing with data (gathering, presenting) - presentation work Example - Heredity Hair colour, eye colour, skin colour, height, ear lobes, mid finger hair, tongue rolling

21. CLIL – The language Three broad areas of language in content: i) subject-specific language ii) general academic language iii) peripheral language Knowing what this language is, and what to do with it, i.e., how to scaffold or support it, is what CLIL is all about. Example - discourse analysis 1 cells and tissues 2 diet and disease

22. 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.

23. Structure, function and location Verb phrasesAdverbial phrases Structure: … are made up of … … organized in … … is a self-contained unit … contains … … feels/looks like … … are separated from … by … … are small … … tend to be … … can take other shapes … … it includes … … have … … is a part that contains … … consist of … … are joined together … (to … ) Types: … there are … … have various shapes … … are divided into … … are arranged in … … resembles … Location: … is found in … … surrounded by … … form … … form one or several … … includes … … is located under/around … … is most abundant under … … is common in … … is found mainly in … … along … runs … Function: … have parts which … … builds up … … lines … … exhibits … … release … … connects … … has the function of … … provides … … builds up … … amidst … … often … … very often … … usually … … likely to be … … just …

24. Linear content input

25. Organizing content input

26. Diet and disease - text

27. Diet and disease - structure

28. Diet and disease – core content

29. Embedded language

30. CLIL for ELT - Conclusions 1) Explore the content curriculum: - resources - skills - the language 2) Identify an appealing aspect of this context for you and students - a skill - PPTs - a grammar area - passive voice - general academic language for the content curriculum - economy 3) Offer a focus in your language lesson.

31. Discount

32. References Forum for Across the Curriculum Teaching www.factworld.info factworld@yahoogroups.com Young learners and teens group younglearners@yahoogroups.com,younglearners@yahoogroups.com onestopclil discussion forum http://www.onestopclil.com/forum_board.asp?catid=80 http://www.onestopclil.com/forum_board.asp?catid=80 Gibbons, P (2002) Scaffolding Language, Scaffolding Learning, Heinemann Science across the world www.scienceacross.orgwww.scienceacross.org Biotechnology and Biological Sciences Research Council, www.bbsrc.ac.uk www.bbsrc.ac.uk UK National Curriculum Website http://curriculum.qca.org.uk/http://curriculum.qca.org.uk/