Teaching Knowledge Test Course CLIL Module

Teaching Knowledge Test Course CLIL Module

1. Unit 6: Planning a lesson or a series of lessons

   • How do we plan a CLIL lesson or series of lessons?
     • We need to be clear about our CLIL context and teaching aims. We need to identify the content knowledge and skills which learners will be taught. Also, we need to consider the different stages of the lesson and the sequence of a series of CLIL lessons.
   • In order to focus on the learner rather than the teacher, learning outcomes are often used. These are statements of what most learners should be able to know and be able to do.
     • Learning outcomes can be wide or narrow but they need to be achievable and measurable.
       • Learning outcomes also focus on learning to learn such as to be able to give peer feedback to help improve someone's work
   • Some CLIL programmes are planned around competences. These are the knowledge skills and attitudes for learning across the curriculum.
     • Teacher take these into account when they plan so that learners are given apportunities to demostrate the competences across a range of curricular subjects
       • Types of competences
         • Communicative: Express and interpret facts orally and writing
           • Linguistic: Can use language to observe and analyse
             • Artistic: Understand and value different artistic forms of expression
               • Digital: Can communicate information using ICT
                 • Mathematical: Can reason and solve problems mathematically
                   • Social: Understand the social context where they live and cooperate with others
   • CLIL learners are encouraged to produce content language which they already know in a warm-up activity.
     • This is called activating prior knowledge. In this way, CLIL learners are encouraged to produce content language at the start of the lesson

2. Unit 9: Materials selection and adaptation

   • How can we choose materials and how can we adapt them for CLIL?
     • CLIL materials are usually different from materials found in ELT coursebooks. CLIL materials are selected because of the subject content, for example, mathematics, art, history.
       • Materials can be taken from native speakers coursebooks, downloaded from the Internet or made by teachers.
         • Learners become knowledgeable about the subject in the target language and develop skills needed for that subject.
           • Subjects
             • Art and desing
               • Citizenship
                 • Geography
                   • History
                     • Mathematics
                       • Music
                         • Science
         • We need to select and adapt CLIL materials carefully because we need to help learners understand the subject content.
           • At text level, we can include visuals, diagrams, animation and visual organizers.
             • At sentence level, we can include definitions and short explanations
               • At word level, we can use labels or highlight key content vocabulary by underlining, using capital letters or using bold front

3. Unit 11: Classroom language

   • How do teachers and learners use language in the CLIL classroom?
     • CLIL classrooms are places where learners can develop speaking and writing skills as well as become knowledgeable about subjects from the curriculum
       • The CLIL classroom should provide opportunities for interaction between teacher and learners as well as between learners and other learners.
         • Teachers need to think about the language they use and think about how to help develop the spoken and written language of their learners.
   • We can help learners if we are aware of the purpose of our classroom language and if we repeat the language during lessons.
     • Then, learners become familiar with the functional language so it is easier for them to focus on subject content and tasks.
       • Most teachers recognize that questioning is an important part of a learning classroom.
         • Questioning is at the heart of learning and teaching
           • We need to develop the skill of choosing the right question for the right task, as this is central to the development of classroom language
             • By giving learners time to comment on answers, we give them a chance to lengthen the discussion
               • By increasing wait time, they can improve the quality of their answers as well.
                 • We should encourage learners to as questions during whole class, group or pair work. Learners need time to think of their questions and to consider what the answer could be before they ask each other.