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CLIL is the teaching and learning of a non-linguistic subject through a second language. Integration of language and content is a feature of all school teaching. After centuries of education without CLIL, why is CLIL now considered so important?
CLIL is the teaching and learning of a non-linguistic subject through a second language. Integration of language and content is a feature of all school teaching. After centuries of education without CLIL, why is CLIL now considered so important?
CLIL is the teaching and learning of a non-linguistic subject through a second language. Integration of language and content is a feature of all school teaching. After centuries of education without CLIL, why is CLIL now considered so important?
Section 1: What? Why? How? 1. Definition What is CLIL? We could start by explaining what the letters CLIL stand for: C = Content and L = Language I = Integrated L = Learning. But this in itself does not tell us very much, and it doesnt answer the question. We could say that CLIL is the teaching and learning of a non-linguistic subject through a second language. But this is a simplistic explanation and is slightly misleading: all subjects rely on language and are therefore linguistic. Integration of language and content is a feature of all school teaching. Perhaps a couple of examples would clarify this: Teaching Physics to Spanish students in English is an example of CLIL. Teaching Music to German students in French is an example of CLIL. And we could turn to a recognized authority, David Marsh, for a definition: 'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language'. So now we have a more concrete idea of what CLIL consists of. Next we turn to the question: why CLIL? 2. Rationale After centuries of education without CLIL, why is CLIL now suddenly considered to be so important? We might answer this question by saying that in fact CLIL has been around in one form or another for centuries (for example Latin was used as a lingua franca of international scholarship until as late as the 17th century). In more recent times (since the second half of the 18th century) international schools have provided fee-paying students with one form of bilingual education or another. We can say that now state education systems aim to provide students with the same opportunities, through CLIL. What are the specific benefits of CLIL for students? CLIL is felt to offer students a range of educational and personal benefits: 1. Increasing motivation as language is used to fulfil real purposes. Rather than focus on language itself, students focus on another subject through English this is a far more natural way to learn a second language. First Steps in CLIL Secondary Education
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2. Introducing learners to the wider cultural context. It makes sense for students to use their English language skills to communicate with L2 English speakers from other countries using English. 3. Developing a positive can do' attitude towards learning languages. CLIL helps build confidence in language learners. By not focusing directly on language, students are surprised at how much they can understand because of contextual and situational clues. 4. Preparing students for further studies and work. CLIL offers students a realistic preparation for a wide range of professions in which English is routinely used. So there are a number of convincing arguments for CLIL. Finally we consider the question: how do we set up and teach CLIL programmes? 3. Implementation issues Teachers training to give CLIL programmes have asked the following questions about implementation: a) Are CLIL programmes common in other countries, and do all countries adopt a similar approach to implementation? b) Does the CLIL subject teacher have to teach language? What happens when this teacher encounters a language problem that s/he cant explain? c) What is the balance of the teaching focus between content and language? d) What kind of support does a CLIL teacher need? e) What strategies can the CLIL teacher use to help students understand the subject in L2? f) Is a successful CLIL programme mainly a question of the teacher having a good level of English? g) Is it right or wrong to occasionally explain things in L1? h) What about the English language teacher? Will his/her role change in the English language lessons? i) What is assessed? Language use? Understanding of content? Both? Two documents that provide a comprehensive range of practical tips for teaching CLIL, and thus supplies some of the answers to the above questions, are: Document n 1 Document n 2 First Steps in CLIL Secondary Education
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1.- Will CLIL replace other methods of language and content teaching? 2.- Do teachers have to have certain personality features in order to be involved with CLIL? Other answers are provided in the task section - see below.
Section 2: Models for CLIL - general issues
The strong interest in CLIL in recent times has given rise to various models aiming to identify the parameters of good practice in CLIL education. We will briefly look at two of these further information on both of them is also given. 1. The 4 Cs model According to Do Coyle, an effective CLIL lesson or teaching unit combines elements of: Content: Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. Communication: Using language to learn whilst learning to use language. Cognition: Developing thinking skills which link concept formation (abstract and concrete), understanding and language. Culture: Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self. 2. The SIOP Model The acronym SIOP stands for Sheltered Instruction Observation Protocol it is primarily a very thorough set of indicators for evaluating teacher observation. However these indicators are backed up with a firm underlying theoretical base and a wealth of practical classroom examples, and consequently the Protocol has come to be used as a model. 1. Preparation Planning material taking into account dual teaching objectives. 2. Building Background - linking new input to previous learning. 3. Comprehensible Input modifying and reworking input to facilitate comprehension. 4. Strategies supporting comprehension through different scaffolding strategies. First Steps in CLIL Secondary Education
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5. Interaction providing opportunities for shared and constructed learning through student involvement and participation.
6. Practice/Application relating learning experiences to the real world and developing students thinking skills. 7. Lesson Delivery Engaging students interest through effective use of classroom management strategies in order to fulfill planned lesson objectives. 8. Review / Assessment - ensuring understanding and retention of lesson contents through a range of review and assessment tools. A fuller explanation of the model, as well as suggestions for accompanying classroom activities, can be found at: http://www.misd.net/bilingual/ELL.pdf These are perhaps the two best known models. However, as with most educational initiatives, there is no single, prescribed way to teach CLIL. Even when models are formally adopted by an institution, region or even an entire country, it is generally with a reasonable amount of adaptation. And in the case of CLIL it could not be otherwise CLIL programmes are implemented in schools with student numbers ranging from 40 to 2000, in tiny villages in the mountains and urban areas of major cities, in countries as far apart geographically and culturally as Finland and Mauritius. So flexibility is both desirable and necessary! In the end, schools that decide to run CLIL programme have to design and implement a model that works for their own specific linguistic, social and cultural context. As it helps to work from some kind of blueprint, the next section contains a proposed model with the most essential elements of CLIL. It is an adapted version of the SIOP model (shortened and simplified) and can be adapted further to take into account the particular characteristics of different learning environments. Section 3: Strategies for CLIL
In the example of a CLIL Music lesson we saw the use of a frame. A frame is a tool that can be very useful in CLIL: its a way of highlighting the key language and key content that occurs in a topic or a text. It does this in an integrated way: students need to understand the language in order to express the key content ideas, but understanding only the language of the frame will not help them if they have not grasped the content ideas. Frames also help to focus teaching for teachers as well as focus learning for students. The act of writing a well-constructed frame forces us to summarize the key ideas of the lesson or part of the lesson. First look at the three examples of frames below and notice the different possibilities in terms of their design. What differences in design do you see? First Steps in CLIL Secondary Education
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Musical Instruments
The trumpet violin xylophone clarinet French horn oboe bass drum double bass
is a
stringed
brass
woodwind
percussion
instrument
Climates
A
An Tropical equatorial oceanic continental Mediterranean polar
climate is generally
hot
cold
warm
cool
and rainy stormy foggy dry snowy humid
Invertebrates
A
An octopus spider butterfly centipede snail
is a mollusc and
is an arthropod and an insect an arachnid a myriapod a cephalopod a
because
it has
it is many legs a body moving on one foot eight legs tentacles on its head six legs First Steps in CLIL Secondary Education
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gastropod
Frames a emphasise how one basic language structure can generate a number of different sentences. b can have a basic two sets of variable (Musical Instruments), or more (Climates andInvertebrates). The more there are, the more complicated the task. c can contain sentence beginnings with only one possible ending (Musical Instrumentsand Invertebrates) or several different possibilities (Climates). d contain little or no repetition. Clearly frames have a highly flexible format and can be adapted to suit whatever content and language we want our students to work on.
Section 4. Pre-teaching key vocabulary
In this section we look at a number of different activities for pre-teaching vocabulary. Examples from different subjects will be given, but all of the activities can be adapted to suit different subjects and different levels. a Walk and Match The teacher hands out cards, half with words and half with definitions to whole class. The students have to stand up, mingle and find their partner, matching all the words with the correct definitions. b Walk and Swap Again students each have a card. It shows a word and its definition. Students have to stand up and mingle, saying their definitions to each other and trying to guess the words. They can also add more information to the definition to help their partner. If a student doesnt know the word, the other one teaches it to him/her. When both students in the pair know the new words, they swap cards and go off and find new partners. This process is repeated 5 or 6 times. Teacher checks and monitors. Variation: to revise the vocabulary at a later date, students can do the activity without the definition provided on the card they have to think of one themselves.
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c Teaching Vocabulary by Elimination The teacher writes all the new vocabulary on the board. For example: orchestra, composer, baroque, classical, modern, melody, harmony, polyphony, counterpoint, vocal, secular, sacred S/he then gives a definition for one of the words, without saying the word itself. When students understand which word it is, they shout it out and the teacher underlines it. d Teaching Vocabulary by Classification The teacher gives the students a word jumble e.g: rib, heart, vein, lungs, femur, liver, artery, capillary, spine, colon, hip bone. The students have to work together to classify the words into three categories: bones, vital organs and blood vessels. Variation 1: the activity can be made easier by giving the students the words partially classified, e.g. Bones Vital Organs Blood Vessels
______ lungs _______
ribs _______ _______
______ _______ veins
______ _______
Variation 2: the activity can be made more difficult by giving the students only the words, no categories. They have to decide as a group, or pair, what the categories are, and classify accordingly First Steps in CLIL Secondary Education
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Section 5. Useful Websites for Secondary Teaching The list of websites below provides a useful resource for CLIL teachers looking for material for their subjects. There is a wide range of different types of information. Some of the sites are designed with the CLIL teacher in mind, others have material that has been designed by and for British and American teachers. Some provide opportunities for networking, some are commercial, others are free. Any subject
http://www.isabelperez.com: A very comprehensive collection of CLIL articles, books and websites http://www.elgweb.net: English Language Garden. A wide range of really good sites here. http://www.worldofteaching.com: World of Teaching. http://elt.oup.com/teachersclub: Oxford Teacher's Club. http://www.howstuffworks.com http://www.bbc.co.uk/schools/0/: BBC Schools. http://www.bbc.co.uk/schools/gcsebitesize http://www.onestopenglish.com: One Stop English. http://www.euroclic.net: Euroclic. http://www.factworld.info: Factworld. http://www.teachersnetwork.org http://www.armoredpenguin.com: Armored Penguin. http://www.enchantedlearning.com: Enchanted Learning. http://www.abcteach.com http://webquest.org: WebQuest Homepage.
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Art www.impressionism.org: Impresionism. www.poster-und-kunstdrucke.de: Posters, en aleman. Business Studies http://www.businessweek.com: Bloomer Bussines Week. http://www.bbc.com/capital: BBC Capital. Design and Technology http://www.design-technology.org: Design Technology Department. Geography http://www.discovery.com: Discovery. http://education.nationalgeographic.com: National Geographic Teachers Homepage. History http://www.historyworld.net: History World. http://www.bbc.co.uk/history/historic_figures: BBC Historic Figures. http://www.schoolhistory.co.uk: School History. Mathematics http://www.heymath.com: Hey Math! http://www.mathgoodies.com: Math Goodies. http://www.cut-the-knot.com: Interactive Mathematics. http://www.allmath.com: All Math. First Steps in CLIL Secondary Education
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http://www.mathworld.wolfram.com: Wolfram MathWorld. Music http://www.dariamusic.com: Dara Music. http://www.musiclearningcommunity.com: Music Learning Community. http://artsedge.kennedy-center.org/educators.aspx: ArtSedge Educators. http://www.musictechteacher.com: Music Tech Teacher. Physical Education and Sports Science http://www.netfit.co.uk: NetFitness Sciences http://www.planet-science.com: Planet Science.
http://whyfiles.org: The Why Files. http://www.scienceacross.org: Science Across the World. http://ww.schoolscience.co.uk: School Science. Mainly Primary The following websites are more for primary teaching, but some of the material is relevant to 1 and 2 of ESO: www.primaryresources.co.uk: Very useful site with free worksheets and powerpoints for all subjects http://www.scholastic.co.uk/magazines/worksheets: Excellent, free materials. www.bbc.co.uk/schools : Excellent, free downloadable materials for all ages and subjects. www.bbc.co.uk/schools/scienceclips :animated cartoons for Science. www.bbc.co.uk/schools/barnabybear: for 5-7 year olds First Steps in CLIL Secondary Education
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www.enchantedlearning.com: free cross-curricular resources to download and maps Group Section 6. Communicative activities
In the general sense, the term communicative activity or communicative task refers to any activity in the classroom that involves the communication of information between students in order to fulfil the objective of the activity. Thus an activity in which students read a text and then individually answer questions on it is not a communicative activity, whereas an activity in which pairs of students read two different parts of a text and then share the information about both parts with each other is a communicative activity. The underlying principle is that activities that involve real communication and negotiation of meaning enhance learning. A typical example of communicative activities is the information gap. In its narrow definition information gap usually refers to pair work activities using two different worksheets, in which students complete the missing information by asking and answering questions. But in its wider definition, it means literally "a gap in information" among any number of people, in any grouping. Various types of information gap can be identified: 1) Information gap between two students This is used in pair work activities. Here students read a text that has missing information in it different information is missing for students A and students B. Students prepare questions to find out the missing information and then As work with Bs to fill in the gaps. Example from Physics: Student A 1) Read the text about Light. What kind of information is missing? 2) Work with your partner / group and write questions about the missing information. Example: 1) What is visible light a form of? 3) Work with a partner from group B, asking and answering questions 4) When you finish, check your texts to see if they are the same. Light Visible light is a form of ____?____ that we can detect with our eyes. Objects that produce their own visible light are called luminous sources for example the Sun, televisions, glow- worms. Other objects are illuminated by this light and reflect it into ___ ?____ for example the page of a book, most objects in this room, the Moon. First Steps in CLIL Secondary Education
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Light is a wave motion, rather like the water waves that you can see on a small lake. The light that we can see has a wavelength of only ___ ?___ of a millimetre. Light travels at a very high speed - about a million times faster than the speed of sound. Light takes only___ ?___ minutes to travel from the Sun a fast car would take about 150 years. The speed of light in air is 300 million metres per second. Student B 1) Read the text about Light. What kind of information is missing? 2) Work with your partner / group and write questions about the missing information. Example: 1) What is visible light a form of? 3) Work with someone from group A, asking and answering questions 4) When you finish, check your texts to see if they are the same. Light Visible light is a form of energy that we can detect with our eyes. Objects that produce their own visible light are called ___?___ for example the Sun, televisions, glow-worms. Other objects are illuminated by this light and reflect it into our eyes for example the page of a book, most objects in this room, the Moon. Light is a ___?___ motion, rather like the water waves that you can see on a small lake. The light that we can see has a wavelength of only 1/2000 of a millimetre. Light travels at a very high speed - about a million times faster than the ___?___ . Light takes only 8 minutes to travel from the Sun a fast car would take about 150 years. The speed of light in air is _____?_____ . 2) Information gap between two or more groups. The teacher divides the class into two or more groups and gives different information to each group. This also known as a jigsaw activity as it involves putting together different pieces of information in order to create a full picture. Below is an example of one possible procedure: The teacher has prepared a text divided into four segments. Students form four groups. Each group reads a different segment of the full text. Students discuss their segments and underline key points or take notes. This task is done in 4 different places in the classroom simultaneously. Next, students form new groups of 4, one from each of the former groups. In their new group, students report on their segment of the text so that in the end everyone has the information from the whole text. 3) Information gap between one student (or the teacher) and all the other students. First Steps in CLIL Secondary Education
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This is when only one person has some information, and others have question him/her to obtain the information. Example: quiz activities such as 20 Questions, or Animal, Vegetable, Mineral. 4) Information gap among all students. Here, each student has different information, and information is exchanged among the whole class. Example: The teacher cuts up a text in which there is a clear sequence of steps - e.g. life cycle of a living creature or steps in the digestive system (Biology), or steps in preparation and execution of a laboratory experiment (Chemistry). Each student receives one sentence. As a group they have to walk around, talk to the others and put themselves in the right order. Variation: same activity, but with two different texts. In this version students have to use two different skills distinguishing between content of two different texts and putting texts into correct sequence. Summary One of the main purposes of verbal communication is to fill an information gap to find out information that you do not have and to give information that others want to get from you. By using information gap activities effectively in the CLIL classroom, the learning process is more meaningful, more motivating and closer to natural communication. Section 7. Classroom Language
Look at these examples of classroom language that are used for specific parts or aspects of the lesson. Starting the lesson Good morning everybody, how are you? Is anyone absent today? Getting everyones attention Be quiet now everybody. OK everybody settle down. Reviewing information and previous knowledge Who can tell me where we got to last class? First Steps in CLIL Secondary Education
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Does anyone know anything about? Setting up an activity Work in pairs/in groups of three/in small groups please. I want you to try and answer the questions in pairs. Giving out / taking in photocopies / books etc.. Take one and pass them on David, can you collect everyones homework please? Checking understanding Is that clear? OK so far? Encouraging and praising students Well done thats brilliant! Not quite try again Managing students behaviour Stop messing around, David and Pedro. Could you stop fiddling with your biro please Beln? Setting homework Make sure you do all the questions. You have to do this for Monday morning. Ending the lesson Put away all your things. Leave the classroom tidy before you go. Section 8. Assessment Assessment is a vital part of the learning process: it shows students how well they have done so far and what they need to do for the next stage of their learning. We should see teaching and assessment as one continuous cycle. The following are some of the reasons why we assess students: First Steps in CLIL Secondary Education
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To monitor and aid students progress. Teachers need to be constantly aware of what students know and how to help them on the basis of assessment outcomes you can help individual students. To provide students with evidence of progress and enhance motivation. Assessment results give tangible evidence of progress and let students know that they are achieving their goals, or not. This aids motivation, particularly when results are positive. To monitor your performance and plan future work. With information from assessment, you can evaluate how effective you and your methodology have been and modify aspects of your teaching accordingly. To provide information for parents, colleagues and school authorities. Assessment can help build up a profile of students progress which will be useful to all interested parties. Practical points for the administration of tests Some small modifications to the ways tests or exams are managed can significantly improve student performance: Students can be allowed more time than usual Problems understanding the test can be clarified in L1 Instructions can be read out, and explained if necessary Students can be allowed to use dictionaries during the test Assessment Criteria In CLIL the key points concerning assessment may be summarized as follows: 1. Congruence Teachers should aim at congruence in the learning / teaching / assessing process; assessment tools should reflect the way students learn in the class as well as evaluating their skills and knowledge. There should not be a significant difference between how we teach and how we assess. If, for example, the teachers CLIL programme places great importance on speaking, this should also be reflected in assessment. 2. Communicative Effectiveness The most important language criterion is communicative effectiveness. Especially in the early stages of a CLIL programme, students should not be penalized for language mistakes that do not affect understanding of the message. Assessment should be First Steps in CLIL Secondary Education
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primarily focused on understanding of content. In terms of language, the most important criterion is the students ability to express him/herself using the resources available. 3. Recognition vs. Production Bearing in mind the need to ensure that problems of language comprehension do not interfere with students ability to demonstrate content knowledge and skills, it may be best to orient assessment tasks more towards recognition than production, especially in the early stages of the CLIL programme. Example of an assessment task Look at the Geography assessment task below. It allows students to show their knowledge of content without encountering excessive language problems. How does it do this? Formation of an oxbow lake
1) Look carefully at the photo above. Draw arrows to label the following: First Steps in CLIL Secondary Education
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- S-shaped meander - meander neck - inside bend of a meander - outside bend of a meander - place where erosion might be occurring - place where deposition might be occurring. 2) Look at the diagrams and the writing below. They explain how an oxbow lake is formed, but they are mixed up. Decide which piece of writing goes with which diagram. Cut out the diagrams and the writing. Paste them in the correct order, in your notebooks.
The water flows round the meander.
Over time, deposits of mud and earth First Steps in CLIL Secondary Education
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Erosion occurs on the outside bend and deposition occurs on the inside bend. build up by the backwater. The backwater is eventually cut off, leaving a kidney-shaped oxbow lake behind. The water breaks across the neck of the meander. For a short time, water flows round the backwater and across the neck of the meander. The water is flowing the fastest on the outside bend. Over time, the meander becomes an S shape. A thin strip of land called a neck is created at the beginning and the end of the meander.
3) On the diagrams, label the following features: Oxbow lake Backwater Neck of a meander 4) What do you think will happen to the oxbow lake as time passes? Write one sentence: _______________________________________________ _______________________________________________ Comments on the task The task allows students to show their knowledge of content without encountering excessive language problems in a variety of ways: Images clearly illustrate the material of the task. There is a high element of recognition built into the task two labelling the picture activities and one matching text with diagrams activity. There is very little production involved in the task students only have to write one short, easy sentence (something like: I think the oxbow lake will become dry, or I think the oxbow lake will fill with sediment.).
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Section 9. A CLIL models. A practical details 1. Planning Identify clear content & language objectives The content objectives are of primary importance; by language objectives we mean comprehension of the language needed for delivering the planned content. Often this will involve identifying key vocabulary arising in the content. Plan strategies for dealing with language problems If the CLIL programme involves working in conjunction with a language teacher, this issue is an important element in the coordination between subject and language teachers. These teachers work together to design activities addressing specific language areas. If practicable, some language problems are dealt with separately during language classes. Plan activities & materials that guide & support students learning. Activities and materials must fulfil the purpose of facilitating language comprehension as well as guiding, clarifying and reinforcing content objectives. 2. Comprehensible Input Link new learning to previous knowledge Teachers draw out students previous knowledge about the topic being dealt with. This approach acts as an effective lead-in to the topic and builds a bridge between familiar knowledge and new knowledge. Adapt texts to students language level Where necessary, material is modified to suit students level. For example texts found on the Internet can be simplified by cutting and pasting and then simplifying difficult sections. Visuals and diagrams are added to facilitate comprehension. Or the material is made more accessible via a task that focuses on comprehension of key points only. CLIL teachers try to avoid working with material that is both linguistically and cognitively challenging this overloads the students. Pre-teach key vocabulary Teachers identify the key vocabulary that students need to know and design activities to make this vocabulary memorable see section XXXX for resources. Use lots of visual support First Steps in CLIL Secondary Education
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Teachers find or create images that provide visual cues to meaning. Powerpoints (see section XXX for useful resources), video clips, flashcards and drawn images are a regular part of a CLIL teachers repertoire. Use prediction activities Asking questions that require students to predict or hypothesize about the topic they are going to work on serves two important purposes: it generates interest and curiosity in the topic and it acts as a lead-in to the topic. Use frames to guide input & focus on key vocabulary & key content Frames are tables that students use to create sentences from a range of choices. They allow students to produce language at a level normally higher than their normal level, and they focus their attention on key points of the lesson, both in language and content. See section XXXX for more on this. 3. Communication and Interaction Engage students in dialogue through question and answer CLIL teachers avoid a lecture style of teaching many students are unable to follow a continuous stream of information that is not broken up into smaller units. CLIL teachers find ways to involve students actively in the learning process through a constructivist approach: question and answer dialogue, problem-solving, communicative activities, cooperative learning activities, task-based learning, pair work and group work. Vary student groupings: plenary, large/small groups, pairs, individual Varying the grouping of the class at regular intervals changes the type of interaction and provides variety and stimulus in the learning process. On the other hand a static seating and grouping arrangement that never varies fosters stagnation, lack of interest and low expectations. Set up communicative tasks in which students exchange key content A key aspect of CLIL: students participate more actively in the learning process in activities that require them to interact (normally via speaking) in order to complete the information they have. Useful activities and resources in section XXXX Give students a balance of skills work: speaking, listening, writing & reading A balance of skills work maximizes the learning channels available to students and provides variety and a change of focus. First Steps in CLIL Secondary Education
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4. Skills Ensure students are able to demonstrate skills/knowledge in new contexts Are students learning information merely in order to reproduce it in an exam? Or are they learning knowledge-based skills that will equip them to perform effectively in a wide range of situations professional, academic and social? In CLIL, subject knowledge, language improvement and development of key competences all work together in an effective combination. Draw on students higher order as well as lower order thinking skills Learning involves not just understanding, remembering and applying, but also analysing, evaluating and creating. Teachers in all CLIL subjects need to ensure a balanced coverage of the full range of thinking skills in their teaching. 5. Assessment Congruence: assess students according to what and how they have learnt There should not be a significant difference between how we teach and how we assess. If, for example, the teachers CLIL programme places great importance on speaking, this should also be reflected in assessment. The most important language criterion is communicative effectiveness Especially in the early stages of a CLIL programme, students should not be penalized for language mistakes that do not affect understanding of the message. Assessment is primarily focused on understanding of content. In terms of language, the most important criterion is the students ability to express him/herself using the resources available. 6. CLIL model - Summary
Planning Identify clear content & language objectives Plan strategies for dealing with language problems Create worksheets that guide, support & stimulate students learning Comprehensible Input Link new learning to previous knowledge Adapt texts to students language level First Steps in CLIL Secondary Education
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Pre-teach key vocabulary Use lots of visual support Use prediction activities Use frames to guide input & focus on key vocabulary & key content Communication and Interaction Question & answer, not lecturing Vary student groupings: plenary, large/small groups, pairs, individual Set up communicative tasks in which students exchange key content Give students a balance of skills work: speaking, listening, writing & reading Skills Ensure students are able to demonstrate skills/knowledge in new contexts Draw on students higher order as well as lower order thinking skills Assessment Congruence: assess students according to what and how they have learnt The most important language criterion is communicative effectiveness Adapted from the SIOP model, by Short, Echevarria and Voigt 7. Example of the model in a sample lesson
In the following section we look at how the model works in practice, taking a music lesson as an example. First the lesson itself is described step by step, (together with the relevant materials) and these are matched to the relevant elements of the model. Next we look at alternative activities for two key elements of the model: Comprehensible Input and Communication and Interaction. Finally there is a task: to create a lesson of your own using the same planning tool. First Steps in CLIL Secondary Education
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7.1. Steps of the lesson in chronological sequence NB: T = Teacher Sts = Students Steps Description Model Element
1 T announces objectives of the lesson: Content: to learn about musical styles in three eras of classical music; to learn to distinguish between 3 styles according to given criteria Language: to learn vocabulary linked to the topic and to read and talk about characteristics of different eras.
Planning (evidence of) 2 T introduces the idea of identifying characteristics. T plays a short excerpt of a song that all students know (e.g. Help by the Beatles?), and asks them to say what features it has.
Comprehensible Input 3 Sts listen and then discuss in pairs before feedback (possible answers: a strong beat, verse and chorus structure, prominent electric guitar, part singing by all 4 musicians). Comprehensible Input Communication and Interaction 4 T tells sts they are going to read about 3 different eras and then hear an example of music from that era. But first they will learn some of the vocabulary in the texts. Comprehensible Input
5 T hands out cards with words and definitions to whole class. Sts have to stand up, mingle and find their partner, matching all the words with the correct definitions. Words: orchestra, composer, vocal, sacred, secular, melody, harmony, counterpoint, polyphony, Baroque, Classical, Modern. Sts do the activity, T monitors and checks at the end.
Comprehensible Input 6 T tells sts to read Text 1 The Baroque Era (see below). Comprehensible Input First Steps in CLIL Secondary Education
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7 Correct the teacher activity. Sts turn over their papers and T reads out text making deliberate mistakes. Whenever they hear a mistake sts must call out right answer.
Comprehensible Input 8 T now plays an excerpt from a piece of Baroque music and sts have to raise their hands and identify characteristics they hear with what they have read. Comprehensible Input / Skills Communication and Interaction
9 T tells sts to read text 2 The Classical Era (see below) and to be ready to answer questions on it.
10 T divides sts into teams. T asks sts verbal questions on the text team gets a point for each right answer. Example questions: Name 2 famous composers from this era / What 2 ideas were important in this era balance and .? Comprehensible Input Communication and Interaction 11 T asks sts what balance means. T draws or shows a pic of an old-fashioned scales and elicit the idea that balance can be opposites compensating for each other. T asks how this might work in music students discuss. T writes following words on board sts have to supply the opposites: high - loud - fast - happy - lots of instruments playing smooth - Comprehensible Input / Skills First Steps in CLIL Secondary Education
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12 T now plays an excerpt from a Classical era piece of music and sts have to identify which three pairs of balance words they can hear in the music (e.g. in Beethovens Rasumowsky string quartet no.3, opening of the 1 st movement, the balance pairs are: low high, loud soft, smooth abrupt). Comprehensible Input / Skills 13 T tells sts that for the 3 rd text they are going to do it the other way round. Sts will listen to the excerpt first and then try to say what the text is about before reading it. Skills 14 T plays excerpt from Stravinskys The Rite of Spring. T elicits descriptions of the music (doesnt sound like normal music, isnt harmonious or melodious in the same way as the other music theyve heard). Skills 15 T tells sts to read Text 3 The Modern Era (see below). T again checks comprehension, this time with verbal True or False statements (can also be a teams activity). Comprehensible Input 16 Making questions activity for general revision of all 3 texts. T divides sts into groups of 6. In each group there are 3 pairs. Each pair works on one text, preparing 2 questions on the text to ask the others in the group. When questions are ready, each pair in each group of 6 asks their questions, until all questions in all groups have been asked and answered. Comprehensible Input
Communication and Interaction 17 T explains that sts are now going to hear 6 short excerpts of music from each of the 3 eras. They must listen for a few seconds and then decide which era it is, and why they think so. They do this in pairs.
Skills
Communication and Interaction 18 T plays the excerpts, about 45 seconds to 1 minute each. Sts listen and complete the table showing which era they think it is. Skills
Communication and Interaction 19 Feedback. Sts use the table to say which excerpts are from which eras. Sts can ask to hear an excerpt again if they are not sure. T gives answers at end of the activity. Skills 20 At a later date students listen to more excerpts from the 3 different eras, and have to identify them in writing, forming sentences similar to those in the table but without being able Assessment First Steps in CLIL Secondary Education
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to see it.
7.2. Text 1: The Baroque Era The idea of melody is beginning, but it is not yet very important. Polyphony is an important characteristic of this era the music contains many voices (this means both instrumental and vocal). The polyphonic interaction of different voices with each other (called counterpoint) is a very important part of Baroque music. There is a lot of vocal music in this era (especially for use in church). Famous composers: Bach, Handel, Vivaldi, Albinoni, Pachelbel. 7.3. Text 2: The Classical Era Melody is now an important part of music, and many good melodies of this era are well known (e.g. Mozarts A Little Night Music). Harmony has become more complex, and Classical music begins to explore feelings and emotions more deeply. Less music is written for the church; secular music (non-church music) becomes much more important in this era. The idea of balance and proportion is very important interesting melodies and harmonies are still less important than the ideal of perfect form. Famous composers: Haydn, Mozart, Beethoven, Schubert 7.4. Text 3: The Modern Era At the beginning of the 20 th century the music of the last century seems too emotional, too complex. New, different ideas are needed, and three important composers take music in three very different directions: Stravinsky, Debussy and Schoenberg. They break all the rules of music and create exciting new musical languages. Many 20 th century composers look for new musical influences in jazz and folk music. Some of their music has a strong nationalist sound to it. Famous composers: Stravinsky, Debussy, Schoenberg, Bartok, Berg 7.5. Task: Listen to the musical excerpts & decide which era they come from
Excerpt Era Reason Excerpt Era Reason 1 4 2 5 3 6 First Steps in CLIL Secondary Education
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7.6. Language Frame: Use this frame to say which excerpts match which eras
We think
1 2 3 4 5 6
is
baroque classical modern
because
there is there isnt there are there arent it has you can hear it is
music for the church counterpoint polyphonic a clear melody a jazz influence a folk influence many voices