How did you feel about CLIL/bilingüe before we started the course yesterday? Do you … ·...

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AssessingEnglishlanguagesince1938

•  HowdidyoufeelaboutCLIL/bilingüebeforewestartedthecourseyesterday?

•  DoyoufeelanydifferentlyaboutCLILnow?AnybeCer?

•  Thinkoftwothingsyoulearnedyesterday.

•  Wasthereanythingthatsurprisedyou?

LessonplanningforCLIL

RobinWalkerTrainer

TrinityCollegeLondon,Spain

www.englishglobalcom.comrobin@englishglobalcom.com

Sessionoutline

1.  Lessonplanningfornon–CLIL/CLILclasses

2.  Coyle,the4Cs,alessonplanningprotocol

3.  Lessonplanexercise

4.  A.O.B

1. Areas to be covered in non-CLIL subject lesson plans

1. Group / Level 2. Topic 3. … etc

1. Aims & objectives 2. Assessment 3. Contents (knowledge, concepts, skills) 4. Cross-curricular possibilities 5. Group / Level 6. Materials & resources 7. Previous knowledge & skills 8. Teaching plan (type & timing of activities) 9. Topic

1. Level / Group 2. Topic 3. Aims & objectives 4. Previous knowledge & skills 5. Contents (knowledge, concepts, skills) 6. Teaching plan (type, timing & sequence

of activities) 7. Materials & resources 8. Assessment 9. Cross-curricular possibilities

1. Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic 3. Aims & objectives 4. …etc PLUS 5.  language of the topic (especially vocab) 6.  language for learning (planning, discussions, etc) 7.  skills needed for dealing with input language

(skimming, listening for gist, note-taking, etc.) 8.  research & presentation skills

Sessionoutline

2.   Coyle,the4Cs,alessonplanningprotocol

3.  Lessonplanexercise

4.  A.O.B

LessonplanningforCLIL–Doyle,the4Csandplanning

Content:whatweteach/theylearn

hCp://www.unifg.it/sites/default/files/allegaUparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf

Cogni>on:howwegetthemthinking

Culture:other(andself)awareness

Communica>on:thelanguageusedwhilelearning

2. Coyle, the 4Cs, a lesson planning protocol

1. Topic 2. Aims & objectives 3. …etc

Teachingobjec>ves(whatIplantodo)

Learningoutcomes=whatlearnerswillknow(knowledge)willunderstand(concepts)willbeabletodo(skills)willbeawareof(a[tudes)bytheendofthelesson/unit

Teachingobjec>ves:whatteacherintendstodo–theknowledge,concepts&skillsthataregoingtobetaught

Learneroutcomes:whatwewantlearnerstoknow,tounderstandortobeabletodoa]erthelesson

1. Topic 2. Aims (overall / T objectives / learner outcomes) 3. Contents (knowledge, concepts, skills)

Subject(topic)

Language

LessonplanningforCLIL–the4Csandunitplanning

…itisthe[subject]contentwhichdeterminesthelearningroute.Ifitwerethelanguage,imaginehowlimiUngthiswouldbe...…[t]rytohaveaconversaUon

withsomeoneusingonlythepresenttense…

Ifthecontentrequirestheuseofthepasttense,andlearnershavenotstudiedthis,thenCLILlessonswill

[haveto]enablelearnerstoaccessthelanguageneededinadefinedcontextindifferentways.

Content•  whatis/aretheaim(s)ofthisunit/lesson?•  whataremyteachingobjecUves?•  whatarethelearneroutcomes?

Cogni>on(thinkingskills/thewayswegetthemtothink)

Content:subjectknowledge,concepts,&skills

Cogni>on: acUviUesthatavoidexcessiverelianceonLOTSandacUvateandchallengeHOTS

Bloom’staxonomy

LessonplanningforCLIL–Bloom’staxonomy

Content•  whatis/aretheaim(s)ofthisunit/lesson?•  whataremyteachingobjecUves?•  whatarethelearneroutcomes?

Cogni>on(thinkingskills)•  whatkindofQsmustIasktoavoid‘display’Qs?•  whichtasksandclassroomacUviUeswilltakelearners

intoHOTS?•  whichthinkingskillswillbeappropriatetothesubject

content

Content:thesubjectknowledge,concepts&skills

Cogni>on:acUviUesthatacUvateandchallengeHOTSandavoidexcessiverelianceonLOTS

Communica>on:languagetobeusedwhilelearning

Communica>on•  whatspecialisedvocabulary(terms/phrases)isthere?•  whatkeystructuresarethere(e.g.comparaUves)?

=languageoflearning

•  whatlanguage/languageskillswilltheyneedtooperateinEnglishinclass(e.g.staUnginformaUon,askingQs,givingopinions,makingsuggesUons,listeningforgist,readingfordetailedunderstanding/specificinformaUon,etc.)?

=languageforlearning

Culture•  doesthecontentcarryany(subject-specific)cultural

implicaUons?•  doesthelessonallowlearnerstothinkaboutthemselves

(andtheirrelaUontoothers)?

Communica>on•  whatspecialisedvocabulary(terms/phrases)isthere?•  whatkeystructuresarethere(e.g.comparaUves)?•  whatlanguage(skills)willtheyneedtooperateintheCLIL

classroom(e.g.makingsuggesUons,readingforgist,etc.)?

Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic – aims, teaching objectives, learning outcomes 3. Cognition (LOTS & HOTS)

4. Communication: •  language of learning (especially topic vocab) •  language for learning (discussions) •  skills needed for dealing with input (e.g listening for

gist, reading & note-taking, etc.) •  research skills (using the internet, etc) •  presentation skills (using Word, speaking in public, etc)

¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938

LessonplanningforCLIL–samplelessonplans

Sessionoutline

2.  Coyle,the4Cs,alessonplanningprotocol

3.   Lessonplanexercise

4.  A.O.B

hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2

hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària

Step1mayseemobvious,butpracUceshowsthatamajorityofnoviceCLILteachersspendatremendousamountofUmesearchingforgoodmaterialsfromdifferentsourceswithouthavingaclearideaofwhattoteach.Writeyourideasonascrappaperbeforebeginningtosearch.BesureofwhatyouwanttoincludeandwhattorejectfromthetopicyouhaveselectedforyourCLILclasses.

Thefocusofstep2isthatitiseasiertotransformready-to-usematerialsthantostartthemfromzero.BearinmindthatbooksusuallycontainbeCermaterialsthanwebsites.TheselecUonofacUviUesproposedinstep3impliesthatyoualreadyhavearangeoftasksatdifferentlevelsofBloom'sTaxonomy.Proposingdifferentkindsoftasksisusuallyasourceofengagementforlearnersandpromotesastudentcenteredapproachtoyourteaching.

Oncethecontentisclearandthetaskshavebeenchosen,youmustadaptallthematerialstothelanguagelevelofyourstudents.ProvidinglanguagescaffoldinginallyouracUviUesisthemainpointofstep4.

RobinWalkerTrainer

TrinityCollegeLondon,Spain

www.englishglobalcom.comrobin@englishglobalcom.com

How did you feel about CLIL/bilingüe before we started the course yesterday? Do you … ·...

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