face to face presentation

Teaching Through English Certificate

MCarmen Romero Riera – February 2016

Teaching Through English Certificate – February 2016

Exam Instructions

In the last exams, many of the written topics in our online module exactly appeared both as written or oral topics.

About the general quiz and specific quizzes in each unit: many were also included in as exam questions in the 20 quiz!


Exam Instructions

Possible Topics (written or speaking parts):

1. Explain the importance of ICTimportance of ICT in CLIL methodology.

2. Discuss: difficult aspects when planning a CLIL session and kind of help to overcome them..3. Explain how Krashen's distinction between language learning and language adquisition affects the learning of a second language in plurilingual education.

4. Explain the importance of getting involved in a community of practice.

5. Explain why the theme of assessment is a difficult aspect in CLIL.

6. According to the new Decree by which plurilingual teaching is regulated at non university levels in the Valencian Community, explain the main objectives and benefits for children, schools and families taking into account the European dimension.

7. Explain the core features of CLIL and the importance of including them in the teaching repertoire.


Exam Instructions

Speaking Tips:

1. List the ideas (brainstorming) in a piece of paper.

2. Do not write full sentences: collocations, single words.

3. Use graphics, lines, symbols to link them.

4. Make short sentences when speaking: S+V+C

5. Join them with linking words.

We are all ears!


And now, what?SESSION 1. GETTING STARTED IN CLIL

- MODULE 2 INFO- DIDACTIC UNIT RUBRIC BY CEFIRE- SESSION PLANNING RUBRIC BY CEFIRE- SESSION AND UNIT EXAMPLES

SESSION 2. GENIUS AT WORK!

- SOME CLIL ACTIVITIES- TIME FOR TEAM WORK

SESSION 3. TIME TO FINISH

- TIME TO FINISH SESSION AND D. UNIT RUBRICS

SESSION 4. GROUPS CLASS PRESENTATIONS

- 5 GROUPS X 25 MINUTES EACH – MEMBERS`SPEAKING TIME: 5 MINUTES SHARP

SESSION 5. SPEAKING PRACTICE


Session 1: HOW TO DESIGN A CLIL UNIT + SESSION?

- CLIL Didactic Unit and Session Templates by Cefire: determined structure- In groups: download to fill in (Moodle)** SEE TEMPLATES

- 1 DU template + 1 session x group - The DU template is a unit general planning, consisting in 4 sessions. - The session template involves the explanation of a detailed session.

- Both templates are fully explained and commented in Unit 6+7.

MODULE 2 CERTIFICATION:

DIDACTIC UNIT + SESSION TEMPLATES UPLOAD (UNIT 6+7 LINK)

- 2 files per student (group members, = files) - Creative Commons License - .doc, .odt, PDF - Deadline: February 16th



- Moodle General Forum:

- Examples of D Units and Sessions by last year mates!- Some creative, user-friendly CLIL activities

- Remember: CLIL resource websites available there, too.

Let's see some!Session 2+3: 1 laptop per group



- HOW WILL GROUPS BE EVALUATED?

RUBRIC BY CEFIRE (GENERAL FORUM)


Session 2 + 3: Genius at work – team work!

REMEMBER YOU ARE INDIVIDUALLY ASKED TO UPLOAD:

- Didactic Unit Planning (template): 4 sessions- 1 Detailed Session (template)- 2 documents per student

- Deadline: February 16th (unit 6+7 link)


Session 3: Genius at work – team work!

CLASS PRESENTATIONS

Esmeralda Begoña Mercedes Ana Javier Fdez.

María Isabel Paula Beatriz Juan Ignacio Àngela Maria Bordes

Isabel M del Mar Miquel Jaume Eugènia José Manuel

Paco Irene Isaac Rosa Vicent DavidJose Javi Damià

PRIMARY, NURSERY

Primary, Special Needs

MATHS AND TECHNO

FRENCH, GREEK AND LATIN, ART

BIOLOGY, VOCATIONAL TRAINNING

MUSIC

PRESENTATION TIME: 15-20' maximum! PARTICIPANTS' SPEAKING TIME: AROUND 5' (Unit division will be agreed among group members: parts, turns...)


Session 2: GENIUS AT WORK!

CLIL Activities: Some Tips - Activities must be as visual as possible: graphics, charts, photos..- Help students organize all the key vocabulary they learn at the end of each session: "jornalist" notebooks, spiders, word walls, glossaries, grids...- In every session, students should produce something: a couple of sentences, even simple ones, relating the contents they have learnt... (output in the foreing language)- Start every session reviewing previous contents, mainly keywords.- Encourage group work, where they help each other, discuss their ideas, feel more confident with their peers and foster communication.- 4 competences in every session: speaking, reading, writing, listening.- Related to their outside school world, when possible (practical).- Including as many game-like activities as possible, this is, tasks/ideas/activities which complement drilling practice (matching, gap-filling...): drama, creative writing, vocabulary reminders... (creativity)

Contents reinforced with the aid of visual organizers: photos, posters, realia...

Lots of reading comprehension questions: T/F, multiple choice, questions...

Again, supported by visual elements

Lots of listenings used, either together with the text, or used to correct the activities.

Start the unit/session by brainstorming vocabulary (review/scaffolding)

Many activities are followed by a short output activity: writing, class discussion...

Many activities/contents presentation include graphics, timelines, %...


Session 2: GENIUS AT WORK!

CREATIVITY FOR CLIL ACTIVITIES

On Moodle, General Forum


Session 2 + 3: Genius at work – team work!

When presenting the session, in groups, participant 1 must set the context:

- Type of school: public, private, rural area- Type of students: families' background, first/second language, SS from other Nationalities...- Level: 3rd primary, 2nd Gardening - Students with special needs, low levels and high levels- Extra info: number of SS per class, Internet/PC available, etc.

face to face presentation

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