Content Language Integrated Learning course in Cork
CLIL
Introduction:
Content and language integrated learning, or CLIL, is based on the teaching of subjects through the medium of a second language. This characteristic implies the development of specific strategies to achieve the goals intended. The mixture of learning both a second language and the contents of the subjects can undergo a series of problems and difficulties if every aspect of the learning process is not perfectly designed, structured and studied.
July 31 Ellie
Learner background
Warmer hand shake line-up
6 statement to make presentation
1º the most
important person in your life
2º the most
important difficult about teaching
3º what do
you like most of teaching?
4º something
about you, some facts
5º what do
you want to do in the future
6º the
favourite part of the day
7 What is
the town where you have born?
8 A plan
for the future
Main goals of the course
During a
CLIL course we focused only in the content, try to reduce the teacher talking
time, increasing the peer learning focus in the different kinds of types of
learning, making corrections only empathising the right way and improving
pronunciation. Checking instructions of every task asking to repeat what we are
going to do”What is the next task?”The mistakes and errors are our friends to
improve our confidence and fluency. Praising is absolutely perfect technique to engage and motivate the learning
process.
July 31 Ankie
Presentation question
Warmer
Course aims of each pupil
Terminology: What I know and what I don’t know?
Prompting,
conveying meaning, eliciting, praising, pacing (step by step), grading speech,
setting up an activity, conveying meaning, varying interaction patterns,
narrating, asking for clarification, monitoring, nominating, personalisation,
sequencing instruction, recycling, using gestures, predicting.
Narrating:
speaking, storytelling, small story and short part of the story. T-ss. Ss-ss-T
Predicting
give clue pictures (Papua new Guinea) Teacher has to predict what the ss find
difficult or adapt the material what will be difficult than others.
Correcting
errors between pupils. Ss-ss.
Praising:
well done, motivate.
Recycling
them: the improvement for the class content can involve teacher’s cooperation,
repeats in order to consolidate the concepts.
Prompting
is helping your students to get the correct answer.
Pacing
depends of your learners.
Peer
teaching, if you have different levels in your class, the stronger one helps to
the weaker one.
Personalising:
explain about our experience with has something to do with the topic.
Establishing
rapport, create more relationship empathise.
Monitoring:
Walk around and check that everybody is doing the work.
Checking
understanding: testing you gives some instructions and someone says again the
instructions to the others. If the teacher notices that it’s not clear enough
you can ask to another and then another till complete comprehension of the
activity by the all group.
Asking for
clarification: Why are someone agree o disagree? T-s, ss-ss-T
Eliciting:
encourage somebody to provoke, place photographs, songs, some let me know what
you have.
Setting up
an activity: pacification and organization what you need.
Nominating:
with roles to assign roles and task.
Conveying
meaning: transferring the information to make understandable
Sequencing
instructions: clear precise instruction order.
Drilling:
repeat again and again in order to remind some key new concepts.
Grading
speech: to adapt the level of your audience. Level of intonation.
Varying
interaction patterns
Echoing:
repeat exactly what student says, never repeat a mistake o a literal bad answer
of a pupil, reformulation in a better order or correct structure.
Presenting
language in a context role playing.
Teacher talking time
The main aim in the CLIL class is to reduce the teacher talking time.
July 31 Adam
Tour of
Cork City wandering around the centre.
August 1 Ellie
Learner styles
Multiple intelligences
The 10 commandments.
5 most
important things to plan our lessons
1º the objectives
and contents
2º Level of
our students
3ºMetodologies
explanation, those are adapted to our pupil
4º
Exercises
5º
Evaluation
Try to
activate, to motivate, everybody singing or talking each other, prepare groups
with five minutes to work. TPR Total Physical Response
No is a forbidden Word, you can change for: not quite, it might be a little
different, try again; well… sometimes… it could…. Of course, It’s depending on…
almost perfect!!!
Beating
around the bush
Staple:
Clapping Exercise
Write a
sentence true or false that we can use in our classroom. Hydrogen has two
protons and two electrons. Auditory and kinaesthetic learning method
1 Clap
agree
2 Claps
disagree.
The teacher
asks to every class, and then asks only one again, who knows right answer. And
everybody knows the correct answer, by auditory and kinaesthetic method.
Geography exercise
1º
Introduction The UK England, Northern Ireland, Scotland, Wales.
2º Anagram
play Paddington, Cardiff, Plymouth, and Birmingham
Then
continue the next day.
August 1 Ankie
Teacher talking time table
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Good practice
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Bad Practice
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Corrections:
compare answer before you give the correct answer to the teacher
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Echoing,
don’t echo learners mistakes neither doubts or hesitates.
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Reformulation:
say the same thing in a different way, reformulate to each other T-ss SS-SS
SS-T
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Modelling
pronunciation: anytime you are talking to the students T-SS SS-SS SS-T
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Clarifying:
to check if they are understanding
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Eliciting:
encourage the pupil, to provoke them
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Explaining:
T-SS SS-SS SS-T
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Modelling
language T-SS SS-SS
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Conducting
feedback T-SS SS-SS
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Commentating:
depends the comment you make ss-ss
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Reading
aloud: T-SS is good for modelling language. SS-SS
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Checking
instructions: ask to repeat what we are going to do. What is the next task?
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Asking
concept: checking question, quiz, competition, kahoot
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Authentic
communication: How about your weekend, your holidays, How do you feel?
Establishing rapport. Giving examples: ask to them for examples for your own
life.
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Presenting
language: in a context, who uses the Language making role playing?
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Exercise that exactly I don’t remember in that moment (it seems that we must to create the best, shorter and witty instructions in order to explain a different sentences of a paper that Ankie explain to us)
1º Jorge, answer the question please.
2º we’ll work in pairs of different countries, swap.
3º Adapt the task: Read the first task and give me your ideas.
4º Read and answer the question carefully
5º Put papers into envelopes
6º Pens up hands down.
7º getting on with everything ok? Are you ok?
Exercise Twinkie Twinkle
I don’t
remember exactly, I only remember singing the song
Twinkie,
twinkle little star
How I
wonder what you are
Up above
the world so high
Like a diamond
in the sky.
Storytelling
and guessing with pictures.
August 1 Linda
Music
class, pop/ rock and traditional
Guitar
ulleann pipes, smelly goat bow rawn, bones, spoons, tin whistle, mandolin,
bouzouki, banjo, flute, guitar.
On Thursday
3 we went to the Linda’s concert.
August 2 Ellie (Wednesday)
Listening sample
Skills lesson
Planning
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STAGE
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LEARNER
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AIM
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1º Today we are
going to talk about UK
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Visual
Impulsive
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Previous knowledge
Activate schemata
Motivate
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2º Personal story
from
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Auditory
Reflective
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To personalise
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3º walk around
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Kinaesthetic
Interpersonal
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Varying interaction
patterns
Establishing rapport
Peer
learning/teaching
Reduce teacher
talking time
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4º Built the anagram
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Individual
Logical
Writing
Visual
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Improve our writing
Reduce teacher
talking time
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5º walk around
exchange info
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Kinaesthetic
Interaction
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Peer teaching
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6º Choose one city link
together listen where are our station
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Auditory
Interaction
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Improve our listening
Engagement
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7º Listen an move
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Auditory
Kinaesthetic
Interaction
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Main task
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8º Checking actual
listening
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Drilling
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Eliminated doubts
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9º Checking actual
writing
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Drilling
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Consolidated
learning
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Adapting Bingo to volcano class
1º we must divide
in group of 4 and choose some word related to volcano
2ºA and B
cooperative learning writing and listening (I don`t remember this exactly)
3º Then we
listen a dictation matching all the words to get the bingo game.
August 2 Ankie (Wednesday)
Classroom management
Lesson plan
Warmer
Terminology
Discussion
Preactivitiy (comic story)
1ºPersonalising
2ºWarmer
lead in activating schemata
3ºGave
instructions
4ºCheking
instructions
5º
questions. Concept checking question
6º Activity
(in chronological order)
7º Present
the story
8ºVerb
tense storytelling and retell with different point of view, past, present,
future... Using more adjectives and linking word, connective speech...
9º Post
activity writing i.e. write the story drama
Phonology and pronunciation schwa, weak sounds and other vocal and consonant.
August 2 Stephen (Wednesday)
Irish
Education system
Examinations
papers (in the middle)
I accept
Exam papers
With answer: Marking schemes.
August 3 Ellie (Thursday)
Why L1 is more successful than L2 (L1 learn mother tongue, L2 learn another language in academic mode)
Natural way
of learning is more effective you has no need to correct grammar and don’t
break the confidence.
The human CD player Dictation Volcanoes
We can
adapt the bingo game to teach our subjects with a cooperative learning
Dictation peer to peer (Local authorities in Ireland Local council are some times... etc)
Reading
Saying
Writing
Pupil are
in queue one is reading and pass the information to another that have to pass
the information to other one who is writing.
Aim: focus
on content
Half pictures exercise (snow man and snow woman)
Absolutely
beautiful exercise, but how can we adapt this to our aims?
What happen when we are focus?
The first step
in the Papua New Guinea exercise is showing the nine pictures and then tries to
remind, as much they remind the teacher is showing the pictures one by one.
August 3 Ankie (Thursday)
Intonation to convey feelings and emotions
Questions
Dictation for advanced learning class
Sentences to be agree or disagree
1º there
should be separate lessons for pronunciation (agree or disagree)
2º Stress
an rhythm because there is more important than correct pronunciation (agree or
disagree)
3º Students
don’t need to know the terminology for pronunciation but teachers do (agree or disagree)
4º Students
can’t learn pronunciation for each other, only from teacher (agree or disagree)
August 3 Ellie Top Class (Thursday)
Concentration: number with key words
Spelling
Question loop
Illiterate:
some one that can’t read or write because he doesn’t learnt yet
What does
luxury mean? Is referring to a wealthy thing, situation or context.
What are
the meaning of agrarian, riot and peasant?
Head Dictation
Adjectives of personality
Bingo Bango Bongo
Shopping list
Change places if
August 4 Ellie (Friday)
Papua exercise
1ºVolcano exploiting
2º Dog
singing volcano
3º Flag red
and black
4ºtwo
children with Queen Alexandra butterfly
5º Airplane
with 5 people
6º Palm
tree fruits, seed coconuts
7º Bird
with several colours
8ºBear with
the strange nose
9º big wave
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STAGE
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LEARNER
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AIM
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1ºEverybody stand up
and come together to look the pics
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Visual
Kinaesthetic
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To create
interactions
To engage the ss
To activate schemata
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2ºSit down and share
info with your group
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Interpersonal
Auditory
Impulsive
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Learning vocabulary
Peer teaching /
learning
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3ºChoos one picture
that you like and describe it and the teacher put it on the table
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Reflective
Auditory
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Peer teaching
Sharing the
knowledge
Recycling
Vocabulary learning
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4ºClose your eyes
and look for which one is missing. Play taken out or hiding one pic. The
pupil have to guess what is the hidden picture
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Visual
Intrapersonal
Logical
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Recycling
Competitive
Drilling
Create interest
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5º Read the questions
and find out new words and the teacher explains any doubts
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Visual
Intrapersonal
Linguistic
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Each one has to
understand the question
Eliminate doubts
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6ºWalk around and
look for the answer of the previous question
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Logical
visual
kinaesthetic
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Activate pupils body
and brain
Comprehension the
content
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7ºGet together in
groups to share all the questions
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Interpersonal
Auditory
visual
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Varying pattern
Reclining content
Make sure everyone
has all the content
Peer teaching
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8ºGive the answer to
teacher who leads correction
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Auditory
Interpersonal
Linguistic
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Check the results
Content
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9ºThe final anagram
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To engage learning
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10º last flag
picture
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Recycling
Drilling
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To encourage
discovery approach
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August 4 Ankie (Friday)
CLIL pronunciation
Limericks
Writing activity (The postman activity, everybody writes to everyone, Stephan was the postman)
Everyday
letter, spontaneous writing, easy ss don’t need to think so long, engaging,
fluency writing. Maybe a few students may not get any letter and other gets a
lot.
You can
give roles for history, or interchange questions, or maths problems.
Warmer
Writing vs. speaking
Methodology
Discussion
August 4 Blarney Castle trip (Friday)
The
eloquence stone kiss.
August 7 Ring of Kerry (Monday)
Killarney
waterfall. National Park
August 8 Ellie (Tuesday)
Dice activity (for fluency and impulsive speaking)
Depend on
the number of the dice you have to talk about:
1ºdifferent
types of learner
2º free
time
3ºPapua New
Guinea
4ºSport
5ºMusic
6ºFood
Play taboo
Photosynthesis
(green plant, chlorophyll)
Each one
has to choose one word and taboo words related to their own subjects.
Each group
must define adjectives that describe a person: affectionate, brave, cheerful,
generous, honest, imaginative, and moody. Patience, prejudiced, rude, sensible,
sociable, spoilt, stubborn, sympathetic.
Writing and
explain all of those and everyone has to choose some adjectives to describe
each member of the group.
August 8 Ankie (Tuesday)
Writing vs. speaking
Process writing
Writing activities
Write a
letter to yourself in ten years
How brain
storming letter class can be done? Everyone choose some pictures and in small
groups each one began to write a letter related with the chosen pictures, and
the teacher gives the order to change the paper in the clockwise. Read the
final version
Error correction
Good writing lessons
1º gives
examples, models, lay-out of types of writing/ task
2ºClear
purpose of writing /tasks
3ºInclude a
variety of activities us movement
4º Preteach
essential vocabulary
5º Instructions
writing test
In the
picture1 there is something... whereas in picture two.
August 8 Ellie UCC tour (Tuesday)
We were the
university guides.
August 9 Ellie (Wednesday)
Jeopardy is a kind of quiz where it is said the answer and someone try to guess the right question.
A number which
can be divided only by itself or one: What is a prime number?
A number which
can’t be divided by two: What is an odd number?
A shape
with 4 equal sides and 4 equal angles: what is a square?
A shape
with 3 sides which 2 have the same length: What is an isosceles triangle?
A number which
can be divided by two. What is an even number?
Is a part
of ten after a coma or a doc point? What is a decimal number?
Is a fraction
that has the same value: what is an
equivalent fraction?
August 9 Ankie (Wednesday)
Teachers win lotto
1 How much
money did they win?
2 How much
did the ticket cost?
3 Will they
stop working?
4 Do they
have pay taxes?
5 Are they
going on a trip?
6 What kind
of lotto did they win?
7 Are they
married?
8 Where do
they live?
9 How many
tickets did they buy?
10 Are they
going to give some money to friends or family?
11 Are they
going to donate some money to a charity?
Now each
one choose a title and each member of the group write a question about the
title in clockwise.
Category of errors and mistakes
Error and
mistakes in grammar, register, lexis, pronunciation, misunderstanding what they
hear, spelling.
Mistake:
something students ought to know, but they do wrong.
Error:
something students don’t have the knowledge
August 9 Free afternoon (Wednesday)
We were
ringing the Saint Anne bells.
August 10 Ellie (Thursday)
Hear ... say
Decide how
to read this number, discuss all of the number. Then when the group have the heard
column and everybody pay attention and says the number connect in the same row and
so on so on. We can adapt to our subjects with pictures, objects, concepts...
Pair dictation (Crossword?)
I don’t
remember exactly: You need communicate effectively with answer (definitions and
drawings, capitals, buildings, follow instructions) A and B partners have 50%
of the information: A start reading, B write, a read and B write. Till you
finish everything. Questions extra!
Science
Warmer; go to grab (what time is it now?)
In the wall
there is some information stick and you need to look for the right hour in
order to know what time.
A) 4:10
b) 3:00
C) 5:55
D) 2:20
e) 2:55
Body monster
Mutual dictation
August 10 Ankie (Thursday) I don’t remember so good this hour
Interference with the mother tongue
Development error
Miss learning
Fossilisation
August 10 Peer teaching activity prep Ellie afternoon (Thursday) I don’t remember so good this hour
And the ICT Class with Raleen
August 11 Final presentation. Ellie and Ankie (Friday)
Stephan teaches
us a canon in only 10 minutes
Ester guides
about amazing microscope activity learning
Elisa was
focused on the money and different coins and bills?
Andres prepared
a very funny detective game sitting around the carpet.
José Luis shows
the main characteristics about main metals and non metals elements.
Miguel gave
us a perfect instruction to get healthy good practises, with an interesting use
of personalization.
Thomas
taught us a very especial body rhythm for a famous song.
Loli teaches
about main characteristics of the plants with the swat technique.
Esther
applied a warmer game to engage in an absolutely perfect competition in 3
queues.
Ute prepared
a lovely activity with colours papers and a pink bell, to use peer teaching
about all sport in a kinaesthetic way!
Katjia gave
us beautiful chocolate lollypops. Just absolutely perfect and delicious.
Paco choose
a puzzle activity to teach about important character of XX century.
Bernd
manipulated our brain to get a reflection about RADIATION. Absolutely great
final lesson.
August 11 Cobb and Titanic experience trip (Friday)
School
activity.
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