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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