encouraging speaking in clil. lollies write your name on a lollipop stick and give it to rosie

Encouraging speaking in CLIL

LolliesWrite your name on a lollipop stick and give it to Rosie.

Speaking activity 1Warmer: New words

1. On your sticker, write your name and a word or phrase you have recently taught your students that you think your colleagues do not know.

2. Walk around and get to know your colleagues and their words.

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AimsWe Are Learning To (WALT)…

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• analyze the problems and challenges facing CLIL teachers and learners in relation to speaking

• encourage CLIL learners to speak (more)• design our own CLIL speaking activities • understand why spoken output is

important in a CLIL lesson• understand what makes effective

speaking activities for CLIL

Speaking activities

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1. New words (warmer)2. Lollipop sticks3. CLIL ball (science & maths)4. Think, pair, share (padlet.com)5. Information gap (history) 6. Cells: Describe and draw: information gap

(biology)7. Speaking board game (geography)

Speaking activity 2: Think, pair, share: padlet.com

1. What is your burning question about teaching speaking? Think individually (think)

2. In pairs, write one question together on your whiteboard (pair)

3. Share your questions on padlet (share)

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http://padlet.com/RosieTanner/Germany2014

Speaking activity 3: The CLIL ball (planets, (in)vertebrates)

Example CLIL Ball for ART

Speaking activity 4: Information gap (history)

Who is this?What do you know about Benjamin Franklin?He was a polymath.

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Benjamin Franklin

1. As together, Bs together. Write down the questions you need to make to complete the gaps in your text.

2. Pairs (AB). Ask and answer your questions.

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Speaking activity 5: Board game

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In small groups, play the speaking board game. Choose a topic: •flooding•teaching speaking•controversial topics •general (easy) topics.

Speaking activity 6: Information gaps (biology – cells)

1. Half the class is A, the other half B.

2. Rehearse your description of your drawing together.

3. Pairs: A and B. A describes their drawing to B. B draws.

4. Swap. B describes their drawing to A. A draws.

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Overview speaking activities

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1. New words (warmer)2. Lollipop sticks3. CLIL ball (science & maths)4. Think, pair, share (padlet.com)5. Information gap (history) 6. Cells: Describe and draw: information gap

(biology)7. Speaking board game (geography)

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Characteristics of a successful speaking activity for CLIL

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COLLABORATION/INTERACTION BETWEEN STUDENTS

• Learners work together in order to get better joint results than they could on their own.

• Enables more engagement with the task

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PERSONALIZATION

Allowing for contributions that reflect personal taste, experience, opinion etc.•My favourite …•I remember …•Agree / disagree …•Find someone who…

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REALISTIC/AUTHENTIC

Students communicate about REAL things that are meaningful to them.

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INFORMATION GAPS

1. Personal2. Factual3. Opinion

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STUDENTS KNOW WHAT TO SAY

• Students have the content they need

• Students have the language they need

• Important to rehearse first sometimes

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STUDENTS THINK

• More ideas are retained from a lesson where students have had an opportunity to discuss and reflect on the topic

• When students have ‘thinking time’, the quality of their responses improves

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OPEN-ENDED

Many possible right answers, so that:

1. More learners can get to respond.

2. Learners can respond at different levels

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Application of a speaking activity

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1. New words (warmer)2. Lollipop sticks3. CLIL ball (science & maths)4. Think, pair, share (padlet.com)5. Information gap (history) 6. Cells: Describe and draw: information gap

(biology)7. Speaking board game (geography)

CLIL planning wheel

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Back to your burning questions

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Speaking in CLIL: evaluation

Together, write a short comment about your experience of this workshop on your whiteboard. WRITE BIG!! Then hold your board up.

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Thank you!

www.rosietanner.cominfo@rosietanner.com

CLIL Activities. Liz Dale & Rosie Tanner. CUP.www.clilmagazine.nl

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