UNIT 8. UNIT 8. TEACHING AND TEACHING AND

LEARNING SUPPORTIVE LEARNING SUPPORTIVE STRATEGIES.STRATEGIES.

UNIT 8. UNIT 8. TEACHING AND TEACHING AND

LEARNING SUPPORTIVE LEARNING SUPPORTIVE STRATEGIES.STRATEGIES.

VOCABULARY BUILDINGVOCABULARY BUILDING

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AIMS OF THE SESSION• Analysing CLIL methodology• Helping teachers to provide

scaffolding• Maximising vocabulary building.

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LISTENING

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• Mina Patel

PRINCIPLES OF CLIL• All teachers are teachers of language• Dual-focused educational approach• Language is used to learn as well as to

communicate• The subject determines the language

needed• Teaching in a different way• Prediction of problems

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BENEFITS OF CLIL• Buids intercultural knowledge and understanding• Develops intercultural communication skills• Improves language competence and oral

communication skills• Develops multilingual interests and attitudes• Provides opportunities to study content through

different perspectives• Allows learners more contact with the target language• Does not require extra teaching hours• Complements other subjects• Diversifies methodsand forms of classroom practice• Increases learner’s motivation and confidence

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A CLIL LESSON• Content: knowledge,skills and

undestanding• Communication: using language to learn

whilst learning to use language• Cognition: thinking skills• Culture: alternative perspectives and

shared understandings.• Productive and receptive skills

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LESSON PLANNING• Language and content• Language difficulties• Supportive strategies

– Talking in groups– Write sentences– Reading the textbook– Graphs– Visuals– Frames

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UUnniitt::

AAsssseessssmmeenntt// RReefflleeccttiioonn

WWaanntt ttoo kknnooww// RReeiinnffoorrcceemmeenntt//

EExxtteennssiioonn

MMaaiinn AAccttiivviittiieess

Introduction/ RReevviissiioonn

Warm up Activities

LLeeaarrnniinngg OOuuttccoommeess

CCoommmmuunniiccaa ttiioonn

CCooggnnii ttiioonn

CCuull ttuurree

CCoonntteenntt

MMaatteerriiaallss//

RReessoouurrcceess

LLeessssoonn::

Material creat i adaptat de diversos autors pel Servici d’Ensenyaments en Valencià - Conselleria d’Educació.

(2010)

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TTeeaacchhiinngg OObbjjeeccttiivveess

UUnniitt::

ÁÁrree aa::

LLee ssssoonnss::

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FFiinnaall TTaasskk

AAsssseessssmmeenntt CCrriitteerriiaa

MMaatteerriiaallss RReessoouurrcceess

KKeeyy CCoommppeetteenncceess

CCoommmmuunniiccaattiioonn

CCuullttuurree eess

SSttrruuccttuurreess

VVooccaabbuullaarr yy

LLaanngguuaaggee ffoorr iinntteerraaccttiioonn

SSttuuddeenntt LLeeaarrnniinngg

OOuuttccoommeess

CCooggnniittiioonn

CCoonntteenntt

LLaanngguuaaggee ffoorr tthhee ttooppiicc

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TEACHING GRAMMAR• What is grammar?

– A system of rules– The engine of language

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Explicit learning of grammar

• Rule-based• Deliberate• Declarative learning• More fluent and automatized• Facilitates learning of L2• Speeds up the process• Improves the final outcome• The more difficult the rule is the more

important explicit teaching is.

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Explicit learning of grammar

• Two approaches:– Deductive:

• Rules and introduced and practiced• Full transfer of the rule• Abstract thinking skills

– Inductive:• Problem solving and discovery• Scaffolding

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Implicit learning of grammar

• Automatical• Subconscious• Natural• Slow• Massive inputs of language• Incidental acquisition of rules• Meaning-oriented context• Immediate practice and use

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Implicit learning of grammar

• FORM-FOCUSED INSTRUCTION: Focuses on the language form in the context of meaningful communication.

• Provides:– opportunities to “notice” the form of the

input– Perception of the difference– Learning of the target-like use of the form

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TEACHING GRAMMAR(summary)

• Meaning-based• Form-focused• Knowledge of language as a system• Practical principles:

– Select typical subject-specific texts– Clear meaning– Highlight the structure– Let the students:

• Find the regularities• Infer the rule• Practice the rule• Create examples

– Generalize the use of the structure to other contexts

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STRATEGIES• Metacognitive strategies: direct the

process• Cognitive strategies: manipulate the

material to be learned or apply a specific technique

• Socio-affective strategies: techniques to collaborate with others, to verify understanding or lower anxiety

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STRATEGIES• Skilled learners: more metacognitive

strategies, use appropriate strategies.• Less-skilled learners: have few

strategies or choose inappropriate strategies.

• Consistent, long-term strategy instruction is able to improve learner’s strategic activity and lead to better learning outcomes.

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STRATEGY INSTRUCTION IN CLASS

• Texts and tasks used normally• Anticipate difficulties• Over-emphasize the use of context

or common sense to work out the meaning

• Remind learners to try the strategy in other tasks

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SUPPORT STRATEGIES FOR LISTENING / SPEAKING

• Listening is a top-down and bottom-up interactive process.

• Top-down: – Prior knowledge– Hypothesis

• Bottom-up:– From lower level upwards

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SUPPORT STRATEGIES FOR LISTENING / SPEAKING

• Teacher talk• Authentic content-related listening materials:

– Up-to-date information– Different speaking styles– Linguistic features typical of the register– Models of the academic register

• Adapted materials, pre-, during and post-listening activities

• Pre-teaching of core vocabulary• Visuals, enumeration, examples, summaries…

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VOCABULARY LEARNING STRATEGIES

• What is vocabulary?– Single words– Polywords– Collocations or word partnerships– Institutionalized utterances

• Kinds of vocabulary– Receptive vocabulary: meaning in context– Productive vocabulary: encoded in memory

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VOCABULARY LEARNING STRATEGIES

• Importance:– Lexis is more important than grammar– Relates with reading comprehension and

intelligence– Deficiences in vocabulary are cause of

academic failure– Teaching of content vocabulary improves

academic success– L2 learners need about 5000 words

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VOCABULARY LEARNING STRATEGIES

• Input: authentic content texts• Noticing: deliberate attention to vocabulary• Dictionaries and other tools• Practicing• Production• Word inferencing• Word grouping• Concept maps (www.wordsift.com)• Word cards and word logs• Elaboration

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VOCABULARY LEARNING ACTIVITIES

LEARNING ACTIVITY TASKS FOR VOCABULARY PRACTICE

NOTICING THE WORD FLASHCARDS, WORD CARDSPICTURES

RECOGNIZING AND NAMING THE WORD CLASSIFICATIONTRUE/FALSEMATCHINGMULTIPLE CHOICEDRAWING THE WORDBINGO GAMESCIRCLE THE WORD YOU HEAR

PRODUCING WORDS DICTATIONANSWERING QUESTIONSPICTURE DESCRIPTIONGUESSING GAMES

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DICTIONARIES • GENERAL DICTIONARIES

– http://en.wiktionary.org/wiki/Wiktionary– www.thefreedictionary.com– www.wordnet.princeton.edu/perl/webwn– www.answers.com– www.dictionary.reference.com– www.yourdictionary.com– www.merriam-webster.com

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OTHER TOOLS• ENCYCLOPEDIAS

– www.britannica.com– www.encyclopedia.com– www.encarta.msn.com

• OTHER USEFUL SITES– www.englishforuniversity.com– www.owll.massey.ac.nz

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WORD MAPS• wordmap 1.pdf• wordmap2.pdf• wordmap2maths.pdf• wordmap2social.pdf

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WORD MAPS

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WORD MAPS

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WORD MAPS

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REMARKS

• pfltdtv.wikispaces.com

• clil-castello.blogspot.com

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THANK YOU

SEE YOU NEXT WEEK

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