CLIL for TTO teachers 18 March 2014 Peter Sansom
Who am I? …and why is CLIL important to me?
What are we going to do today? Talk about practical examples of CLIL Come up with some ideas for specific lesson situations
But first….. Think of a lesson that you were giving yesterday and summarize it in a seven word sentence Write the sentence down
What is CLIL? CLIL is a dual-focussed educational approach with an __________ (1) focus on language for the learning and teaching of content, which ________ (2) supports language learning. (De Graaff, 2013)
Those seven words.... Now try a seven word sentence where every word begins with the same letter. The sentence must still make sense
…are all TTO lessons CLIL lessons? Consider the following questions … Is language in your lesson simply a sort of transparent transport system for the content? Do you do anything to develop language skills? ......beyond talking in English and reading from an English text book. Can you integrate language skills and content better?
Write down three examples of language that pupils need to know and be able to use in your subject Then compare them to the person sitting next to you My own particular favourite: descriptive vocabulary http://www.visuwords.com/
Content versus CLIL Does CLIL threaten content?
Is CLIL is extra work for teachers? …well yes, And that is of course bad news. But it doesn’t have to be alot, And there is actually quite a bit of good news too
GOOD NEWS More activating lessons and more active pupils Teachers thinking harder about their lessons Stimulates creativity all round A good CLIL teacher isn’t necessarily a language expert You’ll hear more English in the classroom
An example……. CSI C hronological S orting of I mages
A variation on CSI……. Which image is the most violent?
How could you integrate a ordering variation into your own lesson? Share your ideas What works in your lesson might well work in someone else’s
Make use of the resources that are out there Websites too! There is no one fantastic CLIL idea, it is about variety. The pupils will soon tell you if everyone is doing the same thing!
CLIL in many ways is about looking again at what you already do Teachers need to take a critical look at: • their lesson material…………... • the structure of their lessons. and ask themselves how they can apply a CLIL perspective to lessons in an activating way Coordinators have to be asking: • Do I understand what my teams needs are? • How can I stimulate and facilitate the team? • How can I participate?
CLIL doesn’t have to be overly complex……
Encourage teachers to start with easy examples (directly out of the CLIL resource books) The painting shows us a 1 . Through the middle of the landscape runs a 2 road. The painting is not really very realistically painted although quite a lot of detail can be clearly picked out. For instance we can see 3 fields on either side of the road. The fields are painted all sorts of different colours, some you might expect, such as a green 4 field. ………… . several, landscape, winding, grassy
Encourage teachers to start with easy examples (directly out of the CLIL resource books) The painting shows us a landscape . Through the middle of the landscape runs a winding road. The painting is not really very realistically painted although quite a lot of detail can be clearly picked out. For instance we can see several fields on either side of the road. The fields are painted all sorts of different colours, some you might expect, such as a green grassy field. ………… . several, landscape, winding, grassy
Summary of perspective assignment (was, perspective, during, Renaissance, the discovered) Perspective was discovered during the Renaissance (used, artists, Renaissance, perspective) Renaissance artists used perspective (creates, depth, perspective, paintings, in) Perspective creates depth in paintings (three-dimensional, gives, it, a, effect) It gives a three-dimensional effect (is, vanishing-point, position, the, the, of, important) The position of the vanishing-point is important
All the following mixed up words have something to do with the way a paper aeroplane moves through the air when we throw it across the room
The rules of the game You will see: • a picture • a starting letter • a number of words Use the starting letter to think of a word that you see in the picture. It might be an object, an emotion, a person, etc. Then you must think of a second word that begins with the last letter of the first word Continue to make a chain of words in this way until you have the number of words that you were required to have in your chain. Remember: ALL the words must be connected in some way with the picture.
An Example Your number of words 5 words Your picture The first letter of the first word The letter R A possible chain…… raft terrified desperate emotional lost For an extra challenge try putting the five words into a series of sentences about the picture in the same order.
Now it is your turn……..
Your number of words 5 words The first letter of the first word The letter W
Your number of words 6 words The first letter of the first word The letter F flow water river residue egypt tributary
Why is this CLIL?
Some speaking games……. 1. Taboo game 2. Word smuggling 3. Forced words and participation
Search for five key words to think about when planning a good layout for a poster
CLIL can effect all areas of the classroom…. Let the punishment fit the crime! • The wandering pupil assignment • The running story assignment • The mobile phone assignment
The very best CLIL activities are ones that truely integrate subject and content completely. An example…….
Limited looking and describing • You get 15 seconds to look at an image • Followed by 60 seconds to describe to your artist what he or she has to draw • Then the following group member looks
The Exchange Project
The Rules: • A maximum of 250 words may be used in the description you write • You must try and write in a way that helps your partner at the other school/class produce a good picture • NO art historical descriptions or remarks in your description • The idea is not to make a copy of the original, but a translation of it through the filter of language
This is a picture of someone sitting in a throne like chair wearing a purple hat, and purple cloak with a white bottom and arms. He has no legs. It is unclear around him and subtly sharpens up towards the centre. It has definite streaks going in towards the centre. The chair is golden and the person's arms are resting on the armrests. It also has a deep, black background and the streaks are grey. It looks as if he is screaming out of some kind of pain and is clenching the armrests. It also gives the feeling you are zooming into the centre. It has a kind of horror feeling or mood.
Variations on the Exchange Project….. Describing the view from your bedroom window before a school exchange week Describing different examples of WW2 propaganda posters Could also be carried out with simpler images in French or German lessons
Obliteration Poetry Searching for a new story line or simple poetic form
Obliteration Poetry Searching for a new story line or simple poetic form
Variations on Obliteration Poetry • Provide key words yourself that you want pupils to understand and use • Writing summaries • Script or poetry writing
Back to the exchange project, have a go for yourself….. The painting itself (so the border) is shaped a rectangle, and the image is a scenery of land next to the sea. The sea starts at the left bottom of the painting and ends at about ¼ from the right side. The sea is surrounded by one straight line of small, wooden poles. The colour of the sea is grey with bits of blue. The ground consists of nothing but earth, so NO grass of flowers. The colour is dark (black) and you cannot see any specific shapes in the darkness. At the middle right of the picture you can see a house, or at least the roof (which is shaped a triangle and is orange) because the rest is covered with poles and darkness. The roof has two chimneys on it. The roof is drawn quite small because it must give the impression it’s far away. Then, close to the house but a bit more to the left, is a mill. It’s on the same line as the house though you can see the whole mill and it’s bigger. The mill is light grey with bits of dark grey. Then the sky, it’s covered with clouds. Stormy, dark grey clouds. Only very small clouds are light grey and even smaller bits of white are at the back, which represent that the nice weather is far away and storm is coming.
CLIL for TTO teachers 18 March 2014 Peter Sansom
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