CLIL Lesson Planning : CLIL Lesson Planning BY: Karen Bell & Rebecca Evered
CONTENTS : CONTENTS Quiz
9 steps to creating a CLIL Lesson
Lesson Frameworks
Example Lesson
Bibliography
Using languages to learn, and learning to use languages
CLIL QUIZ : CLIL QUIZ CLIL QUIZ
What is CLIL?
Content and Language Integrated Learning
What is it also called?
Bilingual education, English across the curriculum, CBI
What are some of the advantages?
Learning is improved through increased motivation and the study of natural language seen in context.
Improved overall and specific language competence
Preparation for both study and working life
Allows a diversity of methods and forms of classroom teaching and learning
LESSON PLANNING : GREENSPEAK LESSON PLANNING
9 Steps
Work backwards
Work together LESSON PLANNING
Step 1 : STEP 1: Decide on theme and location
Example: Bush ecology
Introduction to Australian Environments
Introduction to Australian history and culture (including indigenous Australia)
Hands on experience with a variety of Australian animals
Human impacts on Australian environments
Introduction to conservation Step 1
STEP 2 : STEP 2: Source Accommodation STEP 2
STEP 3 : STEP 3: Create an activity plan for the excursions
Think about:
aims
activities
assumed knowledge:
Concepts
Procedures or skills
Language STEP 3
EXAMPLE: activities : Activity Plan: Kuringai National Park Excursion
Level: Junior (8-12 years old)
Kalkari Visitors Centre – Introduction to National Parks
Animals in National Parks
Senses and their uses
Introduction to Aboriginal Culture EXAMPLE: activities
EXAMPLE: assumed knowledge : Animals in National Parks
Concepts
Types of animals (mammals, reptiles, birds etc)
Procedures or Skills
Describing animals
Categorising animals
Defining types of animals
Language
Language for description, definition, assumption
It is…, It has…, A mammal is…, I think it is a…
Winged, skin, bones, species, inhabit EXAMPLE: assumed knowledge
STEP 4 : STEP 4: High Level Lesson Plan
Create a high level lesson plan in Excel
Include classroom lessons and excursions STEP 4
EXAMPLE: High level lesson plan : EXAMPLE: High level lesson plan
Putting lessons in place : Putting lessons in place
Step 5 : STEP 5: Finalise the Itinerary Step 5
Step 6 : STEP 6: Create excursion worksheets and notes for teachers Step 6
Step 7 : STEP 7: Create a detailed lesson plan
Think CLIL
Lessons are often based on reading or listening texts / passages
The language focus in a lesson does not consider structural grading
Language is functional and dictated by the context of the subject
Language is approached lexically rather than grammatically
Learner styles are taken into account in task types.
Teach techniques for exploiting reading or listening texts and structures for supporting spoken or written language. Step 7
Listening and reading: lesson frameworks : Lesson Framework
The task is more important than the text level
Processing the text
Identification and organisation of knowledge
Language identification
Tasks for students Listening and reading: lesson frameworks
Processing the text : 1. Processing the text
Get the students familiarized with the text
Illustrations
Structural markers
titles, headings, sub-headings
diagrams
Pre-reading task: prediction, skimming/gist reading Processing the text
Identification and organisation of knowledge : 2. Categorising the Text
‘Ideational frameworks' or 'diagrams of thinking‘
Help learners categorise the information in a text
Diagrams: Tree, flow, tabular Identification and organisation of knowledge
Language identification : 3. Language Identification
Highlight useful information in the text
Categorise it – put it in a table or box (depending on level)
Check understanding - use comprehension and concept questions
Matching exercises or sentence completion tasks Language identification
Tasks for students : 4. Tasks for Students
Now use the language to complete a task
CLIL and skills
Listening - a normal input activity, important for language learning
Reading - the main source of input
Speaking - the focus is on fluency
Writing - to recycle language
Provide support Tasks for students
Lesson plans : Finalising the Lesson Plan
We have:
An input activity (reading)
A language production task
Language support
Fill in the gaps
Pre-teaching of vocabulary
Plan the first activity last
Include a warmer or introduction to the topic Lesson plans
The lesson : LESSON PLAN: Types of Animals
Warmer
Vocabulary pre-teaching
Reading task
pre-reading
while-reading
post-reading
Speaking task
Wrap-up The lesson
Variations : Variations
Other task types can also be used to introduce the concept
Listening
Dicatation task
Remember to set tasks for pre-, while- and post- the main task
Include language support and pre-teaching of vocabulary
Variety – check other lessons for a balance of task types Variations
Step 8 : STEP 8: Create Lesson Worksheets Step 8
Step 9 : STEP 9: Check for continuity Step 9
Slide 26 : 9 STEPS FOR DESIGNING A CAMP:
Decide on Theme and Location.
Source Accommodation and Activities, draft itinerary
Create an activity plan for all excursions with aims, activties and assumed knowledge (including pre teaching)
Create a high level lesson plan including classroom lessons and excursions
Finalise itinerary
Create excursion worksheets and teacher's sheets
Create a detailed lesson plan and teacher's instructions
Create classroom lesson worksheets
Check material for continuity
Final quiz : FINAL QUIZ
What is more important, lexis or grammar?
Lexis
In speaking tasks, should we focus on fluency or accuracy?
Fluency
Should lessons be planned alone?
No, keep in constant communication with the other teacher
True or false: students don’t need to be taught support strategies?
False. These are very important for our students Final quiz
bibliography : Bibliography - Articles from:
One Stop English
http://www.onestopenglish.com/index.asp?catid=59495
One Stop CLIL
http://www.onestopclil.com/
The British Council - Teaching English
http://www.teachingenglish.org.uk/
THINK GREEN. THINK CLIL. SPEAK GREEN bibliography