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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 ...

  1. Look at the board
  2. Be quiet, please
  3. Raise your hand
  4. Open your book, close your book
  5. Pay attention
  6. Line up, please

Send your evidence to: handsonclil2022@gmail.com