CLIL

=6/7/2010=



INTRODUCTION



Books: "CLIL across Educational levels" Emma Dafouz

Famous people: David Marsh Cumnius

Where? Europe/Canada/Asia, etc What? Science, Art, ICT, Music How? Immersion Support-differenciation Task based activities Meaningful Activate prior knowledge abaut the subject Use of L1 4 Cs: Content/Communication/Cognition/culture

LOTS QUESTIONS/HOSTS QUESTIONS

Make one practical experiment for each topic.

EXPERIMENTS Always predict first 1st: Predict 2nd: Testing / Observing 3rd: Recording results

Useful: Which words are like spanish?

TASK 1: What I learned about CLIL 1. Its origin; 2. Where it has worked; 3. Main researchers; 4. Differences between Language learning and CLIL; 5. What is important when assesing (coordination among teachers); 6. Things to take into account when teaching (teaching word boxes first, sentence boxes, how to express themselves....); 7. the importance of coordination, not only with English teachers, but also with the rest of the teachers.

=**11/7/2010**=

TASK 2: Take a look to one of the following webpages and make a lesson plan with it: Find a science webpage NOT a website for your teaching and sed link to kay_bentley@btinternet.com 1. Comment on the website User friendly (easy to find). - Layout: - Relevant information: 2. Comment on how you would use/adapt the materials for your class. - Class and level - As pre-teaching/as presentation/as follow up - For individuals/ pair groups - What will students do with it? (communication/cognition/culture)



WEBSITE: **PROPERTIES OF THE MATERIALS** []

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LESSON PLANS

Learning outcomes (1-2 per activity): - To know that materials have different properties - To be able to sort materials into differnte groups - To be aware of how to cooperate with others. (attitude) Communicarion Interaction Thinking skills

ACTIVATE PRIOR KNOWLEDGE Compare pictures; chronological order, etc.

SUPPORTING AND REVISITING CONTENT In levels At word level: flashcards, games matching, word map, labaling, crosswords. At sentence level: fill gap, sentence dictation, re-order the sentence; columns dictation (sentence classifying) At text level (model): retelling the story with pictures (storyboard or story maps), summary of the text and deciding the topic; descriptcions prompts