CLIL COURSE
Juan David Hernandez
Created on October 26, 2022
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Transcript
Content and langauge integrated learning
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CLIL
Juan Hernández
3
4
5
1
2
Subject LED CLIL
Language LED CLIL
Identidy learning outcomes for CLIL subjects
4CS of CLIL
UNIT 1
Subject LED CLIL
Language LED CLIL
Identidy learning outcomes for CLIL subjects
4CS of CLIL
Subject content: Develop understanding of the work of a social worker.Language learning: Develop understanding of the structure of the verb to be.
Content: learning subject concepts and developing subject skills about having tact.Communication: listening to the teacher and following instructions, possibly asking questionsContent: applying subject knowledge Cognition: identifying and reasoningCulture: Showing a Tik-tok video about and specific situation of tact and how an american person could react
BICS(Basic Interpersonal Communicative Skills)
CALP(Cognitive Academic Language Proficiency)
Subject-specific vocabulary and general academic English
Communicative functions of language
UNIT 2
BICS(Basic Interpersonal Communicative Skills)
CALP(Cognitive Academic Language Proficiency)
Subject-specific vocabulary and general academic English
Communicative functions of language
S.S.L: Know what trustworthiness is accoridng to the program to work with the yarn.G.A.L: Analyse, describe and explain how it helped to build abilities to have work-skills.
Receptive language: Make students know that for explaining they can use past simple tense. (Listening, reading)Productive language - next slide
Communicative functions of language
Productive language The way I present the language students need to produce. (Orally, writing)
Purposes of different communicative activities
Develop learner output using a range of activities and strategies
Encourage the use of English when learners use L1
UNIT 3
Purposes of different communicative activities
A. Witness - Similar to testimonyB. Listen to their experiences.C. Make students tell stories to others while we listen.D. Listen their friends and check out pronunciation.
Develop learner output using a range of activities and strategies
1. Give students a period of "wait time" before answering or telling their own witness experiences in life.
Encourage the use of English when learners use L1
1. Code- switching: Ask their classmates or teacher to say the word they can't use then talking, giving reasons or explaining their ideas. Or ask them to look for synonym.
2. To develop written output of subject-specific language I play Kahoot with them.
2. Apart of Kahoot, the next table was taken to work in class.
Lower-order and higher-order thinking skills
Thinking skills activities demand of learners
Select questions to develop lower-order and higher-order thinking skills
Relationship between communicative and cognitive skills
UNIT 4
Lower-order and higher-order thinking skills
LOTSLower-order thinking skills
A. Recalling B. Reasoning C. Classigying D. Evaluating
A. Recalling B. Identifying C. Comparing and contrasting
HOTSHigher-order thinking skills
Analyse, find a hypothesis about the virtues the others have, reasoning and creating a poster about what the've found out through previous hypothesis.
Relationship between communicative and cognitive skills
Students need to compare and contrast (a cognition skill) I should make sure they can use comparative forms (a communication skill).
Setudents need to predict what might happen (a cognition skill) I should make sure they can use ‘will’ and ‘could’ (a communication skill).
The 4Cs in CLIL materials and use the 4Cs framework to analyse your own CLIL materials
Purpose of different features of subject-led and language-led CLIL materials
Adapt materials for use in CLIL
Techniques for adapting listening and reading materials for use in CLIL
UNIT 5
1. Are the materials and activities suitable for the age group of your learners? 2. Is the content of the materials suitable for the stage of subject and language learning? 3. Is the language comprehensible? 4. Are the materials clearly presented and motivating?
Identify if the focuss objective is A. Language-led CLILB. Subject-led CLIL
Techniques for adapting listening and reading materials for use in CLIL
They paraphrased the story of the prophet Samuel to create a Comic of the story with the support of the audio.
Support strategies (scaffolding) for teacher input and learner output
Identify different types of scaffolding in a CLIL lesson
Ways to differentiate content and language learning for learners who need more/less support.
UNIT 6
Support strategies (scaffolding) for teacher input and learner output
Identify different types of scaffolding in a CLIL lesson
Ways to differentiate content and language learning for learners who need more/less support.
UNIT 7
CONCEPTUALIZACIÓN
CONTENT
Según Sócrates “ese recurso es ilegítimo, entiende que la honestidad es un valor o cualidad propia de los seres humanos, relacionado con los principios de verdad y justicia y con la integridad moral”
REFERENCIA: https://www.diarioconcepcion.cl/editorial/2016/07/27/la-honestidad-segun-socrates.html
LET'S LEARN MORE EXPRESSIONS!!!
Activities!
LET'S PRACTICE YOUR PRONUNCIATION!!!RECORD A VIDEO OR AN AUDIO AND SEND YOU EVIDENCE ...
- Look at the board
- Be quiet, please
- Raise your hand
- Open your book, close your book
- Pay attention
- Line up, please
Send your evidence to: handsonclil2022@gmail.com