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

AssessingEnglishlanguagesince1938

•  HowdidyoufeelaboutCLIL/bilingüebeforewestartedthecourseyesterday?

•  DoyoufeelanydifferentlyaboutCLILnow?AnybeCer?

•  Thinkoftwothingsyoulearnedyesterday.

•  Wasthereanythingthatsurprisedyou?

LessonplanningforCLIL



RobinWalkerTrainer

TrinityCollegeLondon,Spain

[email protected]



Sessionoutline

1.  Lessonplanningfornon–CLIL/CLILclasses

2.  Coyle,the4Cs,alessonplanningprotocol

Break

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

Break

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

Break

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

[email protected]

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