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Overseas Teachers’ Course 03 – Theory & Practice of CLIL Alpha College in Dublin Erasmus plus – August 2015 Ioanna Ziaka – Varvara Koutalakidou
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Overseas Teachers Course 03 Theory & Practice of CLILAlpha College in DublinErasmus plus August 2015Ioanna Ziaka Varvara Koutalakidou

Review of theory and methodology.Discussion on our language learning and teaching experiences.Emerging methodologies and the future of teaching.

CLIL - DefiniceCLIL involves students learning subjects such as science or geography through the medium of a foreign language. Other related terms include Content-based instruction', English across the curriculum', and Bilingual education'. CLIL is sometimes referred to as dual-focused education as lessons have two main aims, one related to a particular subject or topic and one linked to language.'

George Pickering @ http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/clil

What do they meeeeaaann?LOTS

HOTS

BICS

CALPS

The CLIL History Lesson:

Activation of schematic knowledgeGuiding understandingFocus on speakingFocus on writing Assessment/review/ feedback

A: Activation of Schematic KnowledgeLook at these 3 pictures and discuss the questions below.

What country/countries do you think these pictures represent? Why?Which period of history do they come from? Why?Which picture do you think is most interesting? Why?

B: Vocabulary and Text

Student AActivity 2: Match the vocabulary to the correct definition and read the text.1. weapons (n)a) to overcome someone by force or by strength.2. tools (n)b) a thing you use to do a particular job (e.g. a hammer/an axe/a saw)3.oats (n)c)a cereal from which we make porridge and other foods. 4. to overcome (v)c) to turn over the soil.5.to overpower (v)d) to get control over someone/something. 6. to plough (v)e) a thing used to hurt someone (like a gun or a knife)

Text A: Who were the Celts?

The Celts arrived in Ireland about 600 years before the birth of Christ, approximately 2600 years ago. They came from Central Europe in particular areas around The Rhine and The Danube. The Celts knew how to make strong weapons from iron. The people living in Ireland before the Celts came did not know about iron. They only used bronze to make their weapons. Bronze is not as strong as iron and so the Celts could overcome and overpower people easily. From iron, the Celts also made tools which they used for farming. With these tools, they cleared the land of trees. They used iron ploughs to plough the land, then they sowed crops of oats, wheat and barley. They grew grass for feeding their cattle and sheep. They also kept pigs. They were well known as excellent farmers.

Activity 3: Complete the chart with the information from your text.The Celts.

Where did the Celts come from?

When did they live?

What weapons did they use?

What did they look like?

What did they wear?

Activity 5: Presenting the Celts.Work in a group. Read your section of the text again and write notes in the frame below to prepare a presentation.

Text structure Notes

Who were the important people in Celtic Ireland?

The chieftain

The farmer

The craftsperson

The druid

The brehon

The file

Ogham

There are a lot of important people to remember when we talk about Celtic Ireland. The chieftain controlled _____________________________________.

The farmer was responsible for ______________________________________.

Iron was very important in Celtic Ireland and the craftsperson __________________________________________.

The priests in Celtic Ireland were called ______________. They were very intelligent men who ____________________________.

The poet was called the _____________. He wrote poems and _____________________________. Writing was carved in stone and was called ___________________. This writing was __________________________.

The Brehon _____________________________________________. He was an intelligent man who ____________________________.

Activity 7: Vocabulary Sorting- The Celts

Put the words in the box in its correct category.

cranng. torque/torc druidcloak file robe chieftain ring trousershillfort brooch shirt

JewelleryClothes PeopleDwelling Places

Learner AutonomyLearning Contracts:What am I going to learn? (Objectives)How am I going to learn?(Resources and Strategies)How am I going to know that Ive learned it?(My evidence)How am I going to prove that I have learned it? (Verification by teachers and peers)(adapted from Schwartzer, Kahn and Smart 2000)

Listening and CLILWhat makes CLIL different? Learning in L2 Cognitive as well as linguistic features involved Can provide a rich variety of listening texts Can develop listening skills in an integrated fashion T input, L input, information sources Bottom-up and top-down strategies used Involves metacognitive, cognitive and socio affective strategies

Listening Resources http://www.ted.com/ Speech and text resource on a variety of topics ed.ted.com Ready-to-go lessons www.librophile.com/ Audio books with links to text http://www.englishcentral.com/en/videos Listening speaking and pronunciation www.openculture.com Free everything! https://sites.google.com/site/englishforclilteachers/skillscommunicative-activities-strategies/-listening Links to a range of listening materials

www.tuneintoenglish.com/ Ready-to-use lessons for songs in the classroom http://www.lyricstraining.com Songs, lyrics and online activities www.vocaroo.com Simple online recorder www.techsmith.com/jing.html Screensaver with multiple uses http://audacity.sourceforge.net/ Quality recording software http://text-to-speech.imtranslator.net/ Converts written to spoken word

Why use art? It provides a useful change to text It can be used to encourage a variety of language skills in an integrated fashion It can be motivating It develops creative and critical thinking skills and encourages learners to use abstract language It can lead to a variety of activities and promote language analysis

Strategies for integrating art

Ask open-ended questions to engage learners Draw on personal experience and prior knowledge Encourage a thematic understanding Allow for personal reactions and interpretations Provide background information where necessary

Developing the Writing SkillWhat type of activities could be included in the stages of the writing process?

PrewritingWritingRespondingRevisingEditingPublishing

Useful linksreadwritethink.org/professional-development/strategy-guides/implementing-writing-process-30386.html

freetech4teachers.com/2013/05/5-great-activities-from-read-write-think.html#.U6njQFzablc

unplag.com/blog/writing-activities-sources/

plot-generator.org.uk/story/

Film in the CLIL ClassroomActivities developed by Mark McKinnon for onestopenglish.com Pearl Harbor Attack Scene

Tour of the InternetSchools: UK and Ireland

scoilnet.ieteachingenglish.org.uk/clilbbc.co.uk/schools/teachersbbc.co.uk/schoolreport/teacher_resources/teacherstvschoolscience.co.uk/home

Schools - USreadwritethinkbrendenisteachingteachingchannel.orgteachers.net

ESL onestopenglish

teachingenglish

lessonstream

eslflow

breakingnewsenglish

famouspeoplelessons

Internet Toolsted.com/

ed.ted.com/

glean.co/

Khan academy

padlet

Animaps

Interactive Concept Maps

quizlet.com/

Google Maps Game

vocaroo

englishcentral

lyricstraining

fodey.com

cloze generator

puzzlemaker

crossword puzzle

easydefine.com

Young LearnersStorytelling

anglomaniacy.pl/

Creating worksheets

Irish history

Useful Resources

factworld.info

CLIL Cascade Network

CLIL Research Journal