CLIL in language learning CLIL in language learning (workshop) (workshop) SALVADOR RODRÍGUEZ ALMENDROS II Jornada sobre innovació i bones pràctiques educatives a l’aula d’anglès: transversalitat i educació Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna - Universitat Ramon Llull 28th April 2015
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CLIL in language learning CLIL in language learning
(workshop)(workshop)
SALVADOR RODRÍGUEZ ALMENDROS
II Jornada sobre innovació i bones pràctiques educatives a l’aula d’anglès: transversalitat i educació
Facultat de Psicologia, Ciències de l’Educaciói de l’Esport Blanquerna - Universitat Ramon Llull
28th April 2015
The lartey frimpskrolacked blinfly in the
detchy shilborRead the sentence above and answer the following:
1. What kind of frimps were they?
2.What did the frimps do? How?
3.In what kind of shilbor did they krolack?
4.Which is the subject in this sentence?
5.Which is the verb?
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimpskrolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimpskrolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.
2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?
The lartey frimpskrolacked blinfly in the
detchy shilbor
What kind of visuals can we use to introduce a topic to primary age children?
-- Learning how to learnLearning how to learn-- Language for pair groupLanguage for pair group-- Understanding instructionsUnderstanding instructions-- How to deal with not understandingHow to deal with not understanding
Language Language throughthrough learninglearning
-- ‘‘Dictionary useDictionary use’’ for vocabulary extensionfor vocabulary extension
COMMUNICATIONCOMMUNICATION
Language OF learning:Language OF learning:* * Key vocabularyKey vocabulary: : fish, octopus, fish, octopus,
dolphin, starfish, jellyfish, shark, dolphin, starfish, jellyfish, shark, angelfish, living/nonangelfish, living/non--living things, living things, sunlit, twilight and midnight, eat/ sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ live in/live up to/weigh/jump/ swim up to. swim up to.
* * Key structuresKey structures: : under the sea, in the under the sea, in the water, are the main enemies of..., water, are the main enemies of..., can it breathe/move/excrete/ can it breathe/move/excrete/ get food/reproduce?get food/reproduce?
Language FOR learning: Language FOR learning: I can see, We can find, there is/are. I can see, We can find, there is/are. I would like to know more about... I would like to know more about...
Language THROUGH learning:Language THROUGH learning:-- Language needed to express previousLanguage needed to express previousknowledge and experiences related toknowledge and experiences related tothe sea depthsthe sea depths
High cognitive demands
Low cognitive demands
High linguistic demands
Low linguistic demands
12
43(LIFE UNDER (LIFE UNDER THE SEA)THE SEA)
Cummin’s Matrix
High order
Low order
Bloom’s Taxonomy
Scaffolding
the language
the content
Vygotsky’s socio-cultural theory
Gardner’s multiple intelligences(learning styles: teaching notes, lesson plans and
resources)
And remember...
‘Teachers open the doors but students enter themselves. Do not underestimate them since they are not empty bags. They are full of ideas to exploit and no-one better than pupils to help you see what they really need and can cope with.’
Success is up to you, so bear this in mind when planning a CLIL unit.