12. CLIL
CLIL v Projects
A method used
to teach a
school subject in
a foreign
language
A way to expand
and activate
language taught
in the foreign
language class.
Projects
18. Plan – take into account
•
•
•
•
•
•
•
Who, what, why, when, where
How long?
What is the level?
Resources available?
The process for supervising language (T)
The process for organizing language (St)
Assessment
20. Tuesday
Arrive
Weds
A&B
Arrive
Thursday
A&B
Arrive
Friday
A&B
Introduce new students
Arrive
A&B
Digging day
Register
Introduce topic of week
Language work
Language work
Language work
Language work
Grammar
Grammar
Grammar
Break 1
Break 1
Break 1
Key language for later
Classroom language
Project vocab
Break 1
Breakfast in park
DVD work
DVD work
Worksheets
Outing
DVD work
Worksheets
Worksheets
Worksheets
Vocabulary work
Vocabulary work
Draw a dinosaur from
Vocabulary work
Reading
Matching
Dinosaurs
Outside the museum
A
B
Volcanoes
Penguins
A
Dinosaurs
B
Parts of body
Museum booked for 11.30
Break 2
Break 2
Project work
Project work
Project work
Make a volcano
Prepare excursion
Create album to take home
Look at worksheets
All work taken home on Friday
Blue Peter
Plasticine
Visit museum
Break 2
21. How can we motivate students?
Prizes!
Participation in the topics
Give responsibility
Share roles
Clear objectives at each stage
Keep them within sight of the final goal
24. Assessment
What are we going to look at?
• Content of the material
• Language characteristics
• Both material and language
• Cognitive skills
• Learning skills
• …………
30. Visual Organisers (cont)
4. Time line
5.
1952
1973
1997
2007
Born
Leader of
Joins
Prime Minister
University
Government
Water
evaporates
31.
32. Linguistic organisers
Lists
Frames
translation:
First, …
pelvis
________________
Then…
ribs
________________
After that, …
skeleton
________________
Later…
skull
________________
Substitution
Finally…
Word bank
X is
______er
than the _____
more ___
Glossary
soft ↔ hard
glass: a material made from sand,
rough ↔ smooth
used for making bottles and windows
shiny ↔ dull
metal: a hard, often shiny element
heavy ↔ light
used for making tools, machines, jewellery
magnetic ↔ non-magnetic
wood: a material made from trees
used for making furniture and floors
34. An ideal student is an engaged student
To create such learning conditions in students, we can create engaging activities
35. Young Learners English Tests
3 levels: Starters, Movers, Flyers
Ages: 7-12
3 modules
No failures!
36. Projects as Courses
Preparing for YL exams without
course books
Healthy Lifestyles
Storybook Classes
Cambridge
Starters
Ghosts & Monsters
A1.2
Cambridge
Movers
A 2.2
Cambridge
Flyers
37. Projects as Courses should
•
•
•
•
•
•
Provide authentic English practice
Provide variety for students and teachers
Integrate the 'four skills'
Promote learner autonomy and co-operation
Provide practice across the curriculum
Provide a sensory rich learning experience
38. The basic outline of a project
Functional
Language
Vocabulary
YL level
Theme
Resources
Production
Grammar
Structures
Cross Curricular
Links
39. Course Outline
Week – topic
4. Typical dishes from different
countries
Names of countries and
corresponding nationalities
Highlight any use of
countable/uncountable
5. Grammar Focus Part two
There is there are – useful language for
Speaking part of Movers tests
6. Plan a Party.
Think of a theme, what do you want to
wear, what you want to eat, what music
you want to listen to.
Lets ss use the grammar from the previous
classes to talk about a “real “situation.
Grammar / language focus
Speaking
Revision of countries and
nationalities (France –
French)
In Cataluña we eat …
In Japan a typical dish is….
I like Italian food because…
SS present a short
text about typical
Catalan/Spanish
food
HWK ideas –
present text with
images.
HO N1 from N
resources folder
There is/there are: revise singular
and plural nouns using food words
(There is some milk, There are
some carrots, there is a piece of
cake…)
Food based dialogue
to practice Speaking
Part 2 – telling a story.
Refer to HO4 D
What’s in The Kitchen
HO 4
Kitchen labelling Activity in
Food Vocab Folder
At the party I want to dance ,
eat, wear
Ss learn and sing The
Party Song!
Extra Lexis – fancy dress,
theme, games, presents,
Movers Speaking
Practice
Find the differences
HO 6
Extra or Hwk
Revision sheet
For this week
HO 7 in TF
Invitations. Please come to…
Reading
Writing
HO N2 from N
resources folder
Ss write their party
invites.
Listening
Teacher tells ss
about a typical food
from their country.
SCRIPTED according
to teacher’s
preferences.
Listen to The Party Song
do a gap fill and listen
again to check.
SONG SHEET in TF HO
5
Song CD in office
Learn a song
Present Party Ideas Who’s Party would you like to go to
most?
IH EE Food Project Pri3/4 Movers
42. Summary
• Why use projects?
• To activate language in a realistic natural
environment
• Base a course on an activity that will motivate
sts using an activity that uses L2 throughout.
• Not simply “more of the same”
• Create opportunity for regular feedback
through a series of classes