CLIL for TTO teachers 18 March 2014 Peter Sansom Who am I? and why - - PowerPoint PPT Presentation

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

• n 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

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? …are all TTO lessons CLIL lessons? Consider the following questions…

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 Chronological Sorting of Images

A variation on CSI…….

Which image is the most violent?

Share your ideas

What works in your lesson might well work in someone else’s How could you integrate a ordering variation into your own lesson?

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

• f 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

• f 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

• ut.

For instance we can see several fields on either side

• f 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) (creates, depth, perspective, paintings, in) (three-dimensional, gives, it, a, effect) (is, vanishing-point, position, the, the, of, important)

Renaissance artists used perspective Perspective creates depth in paintings It gives a three-dimensional effect 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 picture Your number of words

5 words

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

• nes 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

• r simple poetic form

Obliteration Poetry

Searching for a new story line

• r 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