Post on 20-Apr-2018
CLIL in language learning CLIL in language learning
(workshop)(workshop)
SALVADOR RODRÍGUEZ ALMENDROS
II Jornada sobre innovació i bones pràctiques educatives a l’aula d’anglès: transversalitat i educació
Facultat de Psicologia, Ciències de l’Educaciói de l’Esport Blanquerna - Universitat Ramon Llull
28th April 2015
The lartey frimpskrolacked blinfly in the
detchy shilborRead the sentence above and answer the following:
1. What kind of frimps were they?
2.What did the frimps do? How?
3.In what kind of shilbor did they krolack?
4.Which is the subject in this sentence?
5.Which is the verb?
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimpskrolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimpskrolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimpskrolacked blinfly in the
detchy shilbor
What kind of visuals can we use to introduce a topic to primary age children?
Sample topic: Science - food chain/heat transfer
Visual to show process
Set of visuals to start discussion
Visual to develop cognition
AWAPSEAWAPSE
AAvoidingvoidingWaWaterterPPollution ollution SSavingavingEEnergynergy
Simple worksheets and stories
Funny games
Who wants to be Who wants to be a millionaire?a millionaire?
AWAPSE’S
Edition
PLANTSPLANTS
PowerPoint presentationsPowerPoint presentations
Plants only grow well Plants only grow well in the right in the right conditions.conditions.
Temperatures that Temperatures that are too cold or too are too cold or too hot may affect how hot may affect how the plant grows.the plant grows.
Observation gridsObservation grids
ExperimentingExperimenting
Displays creationDisplays creation
M
A
GS
C
U
H
WY
I
F
D
B
LK
J
T
R
QP
ON
EV
Z
WORD BYWORD
(Growing plants)
LIFE UNDER THE SEA
Unit contents� LESSON 1: types of marine life
� LESSON 2: real facts on sea flora & fauna
� LESSON 3: food chains
� LESSON 4: species of fish and their characteristics
� LESSON 5: the art of fishing
� LESSON 6: fishing technique and methods
� LESSON 7: the impact of fishing
� LESSON 8: fish for eating
� LESSON 9: the dissection of a sardine
� LESSON 10: having fun in the sea depths (assessment)
4 Cs framework: 4 Cs framework: content, communication, cognition & culture
3 As for lesson planning:3 As for lesson planning: analyse, add, apply
CumminsCummins’’ matrix:matrix: cognitive and linguistic demands
BloomBloom’’s taxonomy:s taxonomy: for task and activity design
Scaffolding:Scaffolding: both language and content
VygotskyVygotsky’’ss sociosocio--cultural theory:cultural theory: collaborative learning
GardnerGardner’’s multiple intelligences:s multiple intelligences: learning styles
Tools used for designing the unit:
4Cs framework : the mindmapFishing,
preserving and trading
methods
Nutritional value of
fish
Catalan fish
markets and
auctions
Types of existing
life: living & non-living
things
Real facts and data on sea natural
FLORA & FAUNA
Basic parts and characteristics
of fish
Food chains
Sea life dangers
Analysing sea
damage
Discussing about fish
usage
Constructing a sea
environment
Identifying elements in a food
chain
Comparing fishing
methods
Describing different
species of fish
Listing types of fish sold in a fish market
Planning a dissection
CONTENTFish for
eating and fish for
decoration
COMMUNICATION
Language THROUGH learning
Language coming out within the
development of the lessons
Language OF learning
Key vocabulary on marine
ecosystems
Language FOR
learning
Key structures to enable speech
(language patterns)
COGNITION CULTURE
Awareness of caring
about the sea environment
The importance of fish in the
Mediterranean diet
Classifying sea
elements
jellyfish
dolphin
starfish
crab
clam
fish
stingray
seahorse
shark
lobster
octopus
Consciousness of not buying
small fish
LIFE UNDER
THE SEA
33 As lesson planning toolAs lesson planning tool(communication process)(communication process)
Language Language ofof learninglearning
-- Key phrases neededKey phrases needed-- Key vocabularyKey vocabulary
Language Language for for learninglearning
-- Learning how to learnLearning how to learn-- Language for pair groupLanguage for pair group-- Understanding instructionsUnderstanding instructions-- How to deal with not understandingHow to deal with not understanding
Language Language throughthrough learninglearning
-- ‘‘Dictionary useDictionary use’’ for vocabulary extensionfor vocabulary extension
COMMUNICATIONCOMMUNICATION
Language OF learning:Language OF learning:* * Key vocabularyKey vocabulary: : fish, octopus, fish, octopus,
dolphin, starfish, jellyfish, shark, dolphin, starfish, jellyfish, shark, angelfish, living/nonangelfish, living/non--living things, living things, sunlit, twilight and midnight, eat/ sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ live in/live up to/weigh/jump/ swim up to. swim up to.
* * Key structuresKey structures: : under the sea, in the under the sea, in the water, are the main enemies of..., water, are the main enemies of..., can it breathe/move/excrete/ can it breathe/move/excrete/ get food/reproduce?get food/reproduce?
Language FOR learning: Language FOR learning: I can see, We can find, there is/are. I can see, We can find, there is/are. I would like to know more about... I would like to know more about...
Language THROUGH learning:Language THROUGH learning:-- Language needed to express previousLanguage needed to express previousknowledge and experiences related toknowledge and experiences related tothe sea depthsthe sea depths
High cognitive demands
Low cognitive demands
High linguistic demands
Low linguistic demands
12
43(LIFE UNDER (LIFE UNDER THE SEA)THE SEA)
Cummin’s Matrix
High order
Low order
Bloom’s Taxonomy
Scaffolding
the language
the content
Vygotsky’s socio-cultural theory
Gardner’s multiple intelligences(learning styles: teaching notes, lesson plans and
resources)
And remember...
‘Teachers open the doors but students enter themselves. Do not underestimate them since they are not empty bags. They are full of ideas to exploit and no-one better than pupils to help you see what they really need and can cope with.’
Success is up to you, so bear this in mind when planning a CLIL unit.