clil two

Creating & Implementing CLIL Inspired Resources 2

Focusing on HOW to create a unit

SMR Network Meeting Term4 15/11/2012

Flow 1. CLIL elements

1. What is the theme/topic? 2. What do students to create? 3. What are the initial questions? 4. How do we learn the content? 5. What are the key vocabulary? 6. So, how does it work?

2. How do/would/could you do it? 3. What can we do collaboratively? 4. Resources

0. What does a unit consist of?

• Unit Guide • TEXTS • たんご • (Unit Test) • Other resources (website,

movies, etc.)

1.1 What is the theme/topic? • What am I interested in? • What do students learn in other domains? • What is “hot” in the media? • What is available locally? • What areas have we learnt previously? • What are students interested in? • What do people say?

1.1 What is the theme/topic? WILD

Animals Tokyo, the mega city

Ukiyo-e

Alfreda, the city penguin 自然災害

おくりびと 鯨と日本 日本語の言語学 エコブーム

1.1 What is the theme/topic?

Hiroshima

Nuclear Power

Kyoto / Zen

Immigration

Japanese Mythology

Tale of Genji

The Space

City of Obu

1.2 What do students to create? • Assessment task (Content and Language

Integrated Task) • End of unit product • 4Cs of CLIL

– Content – Communication – Culture – Cognition

1.2 What to create?

1.3 What are the initial questions? • What to look for in and throughout the

topic • Bloom’s new taxonomy

– Remembering – Understanding – Applying – Analysing – Evaluating – Creating

1.3 What are the initial questions?

1.4 How do we learn the content? • TEXTS

– 3-4 texts per unit – Different but relevant text types – Modification of authentic texts

1.4 How do we learn the content? • TEXTS – How do students read and

understand them? – Reading for understand the content (student

self-managiable) – Listening to support the understanding – Speaking for clarification, demonstrating

understanding – Writing for creation of meaning

1.4 How do we learn the content? • Scaffolding

– Modification of language – Visualisation – Graphic organisers – Tlanslanguaging – Different types of tasks/activities – たんご – Use of ICT (e.g. IWB, online dictionary, etc)

1.5 What are the key vocabulary? Example: Tokyo, the mega city

東京、ちり、人、かず、でんしゃ、えき、せん、せかい、 まち、うみ、火山、もんだい、てん、あさ、ときどき、 毎・・・、毎日、・・・じ、・・・分、万、いい、よくない、 おもしろい、べんり、たくさん、一ばん、何、どんな、 きます、のります、これ、この、でも、AのB

1.6 So, how does it work? Theme/Topic

Outcome/Creation

Questions

Content

Key words 東京、でんしゃ、 万、人・・・

1.6 So, how does it work? Content & Language

Integrated Task

TEXTS

Vocabulary

Workshops

2. How do/would/could you do it? • How would you implement a CLIL unit? • How do you create a CLIL unit?

3. What can we do collaboratively? • Trial • Adapting • Discussing • Evaluating • Sharing • Creating collaborative units

4.Resources • “CLIL Activities” by Liz Dale & Rosie Tanner • MLTAV CLIL Network • Professional Certificate in Education, CLIL at

Melbourne University • Teachers and schools • Module planner, Language functions