clil (content and language integrated learning) for juniors and teens

Olga Goncharova

CELTA and YL trainer, assessor

CLIL

1. What language do people in La Gomera

speak?

2. Can sharks swim backwards?

3. How long have roses been cultivated?

4. What is snice?

5. What are pearls product of?

6. Do light bulbs have to last only a certain number of hours?

7. How are Marry Shelly who wrote Frankenstein in 1816 and the African volcano Tambola connected?

Quiz

C__________

L__________

I___________

L__________

Subject-led CLIL

Language-led CLIL

Types of CLIL

Для правки

структуры щелкните мышью

Второй уровень структуры

Третий уровень структуры

Четвёртый уровень структуры

Пятый уровень структуры

Шестой уровень структуры

Седьмой уровень структурыОбразец текста

Второй уровень

Третий уровень

Четвертый уровень

Пятый уровень

CLIL principles

C _ _ _ _ _T

C _ _ _ _ _ _ _ _ _ _ _ N

C _ _ _ _ _ _ _ N

C _ _ _ _ _ E

SPEAKING

WRITING

READING

LISTENING

Integrated all skills and language

Lessons are based on reading and listening texts

Language is functional and dictated by the content of the subject

CLIL lesson characteristics

remember

understand

create

apply

hypothesise

reason

analyse

evaluate

CognitionLOTS or HOTS?

Для правки структуры щелкните мышью

Второй уровень структуры

Третий уровень структуры

Четвёртый уровень структуры

Пятый уровень структуры

Шестой уровень структуры

Седьмой уровень структурыОбразец текста

Второй уровень

Третий уровень

Четвертый уровень

Пятый уровень

Для правки структуры щелкните мышью

Второй уровень структуры

Третий уровень структуры

Четвёртый уровень структуры

Пятый уровень структуры

Шестой уровень структуры

Седьмой уровень структурыОбразец текста

Для правки структуры щелкните мышью

Второй уровень структуры

Третий уровень структуры

Четвёртый уровень структуры

Пятый уровень структуры

Шестой уровень структуры

Седьмой уровень структурыОбразец текста

Второй уровень

Третий уровень

Четвертый уровень

Пятый уровень

Language in CLIL

BICS It happens a lot.

We have to say how we did it.

I’ve got the answer.

It’s an important bit.

It has lots of special things.

CALP It occurs frequently.

We have to explain the method we used.

I have found the solution.

It is a crucial element.

It has a number of unusual qualities.

new subject

new lang. familiar lang.

familiar subject

Subject/Language supportWhat learners can do today with support, they can do alone tomorrow. Vygotsky

creating interest in the topic or task

simplifying tasks by breaking them down into smaller steps

reminding learners of the aim of the task

demonstrating what learners should do

modelling language

providing visual and auditory stimulus

giving positive feedback to learners

Scaffolding strategies

A. General academic language

B. Instructions

C. Labelled diagram

D. Glossary to the text

E. Subject-specific vocabulary

F. Labelled image

G. Definitions of key concepts

Scaffolding techniques

Motivating content creates interest in

language

Cognitive challenge

Natural need for communication

Helps learners whose English is weaker to shine

Helps develop children as a whole

Raises cultural awareness

Advantages of using CLIL

Teaching Other Subjects Through English by S.

Deller and C. Price

Website Cambridge English Teacher

www.teachers.cambridgeesol.org

Acknowledgement