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Teaching Other Subjects Through English 01
Teaching Other Subjects Through English 01
From EFL we can incorporate elements of skills-based and language based lessons into CLIL Task Based Learning
Pre-task Select a task that is engaging and appropriate!. Check or input useful new language May use model of others doing the same or a similar task that learners can use for the task Task Cycle 1) Task: Learners complete the tasks in pairs/small groups in a time limit. The teacher acts as a monitor and facilitator. (Note- how much English do you expect/want to be used at this stage? What is realistic and achievable) 2) Planning: Learners prepare to report to the class about their performance/results/discoveries etc from the task. They have the opportunity to rehearse and organise their reports. The teacher acts as facilitator 3) Report: Learners present their written or spoken reports to the class. The teacher acts as a chairperson and sets a purpose for listening/reading. Brief feedback on content. The teacher can then decide to do a Language Focus Analysis based on language forms (i.e. teach/review/practice language based on issues learners had in report stage)
We owe it to our students to make subjects come to life! We can think about maximising the content subject AND language before, during and after tasks.
For example
Before
Review previous linked subject areas. Create an interest in the topic.
During
Tasks e.g.: Listen/Read and label a diagram, fill in a table, make notes, reorder info, identify, label stages, fill in gaps. Speaking/Writing activities can include: Question loops, information gaps. Trivia searches, word guessing, surveys, presentations, reports, essays Sts work out vocabulary from context.
After
Language & content issues can come up during & after tasks, so monitor sts throughout process supporting them with Recycle and review language and content Projects! This is where creativity can run free (yours and students) -make a film, poster, booklet, presentation (written/spoken), further research For inspiration- google the word project and your subject/topic area and see what comes up. Youll be amazed (hopefully)!
Pre-teaching subject language. Preteach, use and encourage appropriate classroom and subject language functions- e.g. Whats ____ called? This material consists of _____. The end result is_____ For a comprehensive list of language for students AND teachers see Appendix 1 of Teacher Other Subjects Through English Dellar and Price.
Sts use and develop different cognitive skills Students learn and apply knew knowledge
Pre-teach vocabulary: e.g. higher levels: to inherit the crown, to sit on the throne, to carry a sword, a heavy shield, a furious rage lower levels: bow, arrow, soldier, battle, fight, promise Vocab sheet for Czechs! http://www.helpforenglish.cz/slovni-zasoba/okruhy-slovnizasoby/slovicka-z-clanku/c2008020203-The-Battle-of-Hastings--vocabulary-.html Set the context Show some pictures, (a map of the England, Scotland, Wales, Normandy and Norway is vital), set the context verbally. Tell the tale Either through pictures and explanations or by getting the class to act it out. Refer back to the visuals and the pre-taught vocab and check the students understanding (e.g. after Harold becomes king, how does William feel? Betrayed/angry etc) Use language appropriate to your class to retell the story:
January 1066. English = nervous. King Edward- old, dying, no children. Edward promises William of Normandy the crown (English dont want Norman king). King Hardrada (Norway) wants crown (never!). January 6th 1066. Edward gives crown to English Harold Godwinson. William and Hardrada ready for battle. 25th September 1066. Battle of Stamford bridge (North England). English vs Vikings. English win. Very tired and lost men. 28th September 1066. William arrives in Hastings (south England). Harold must travel and get new men! Saturday 14th October 1066 9am-battle starts on Senlac Hill. Long day. William fakes retreat and ambushes Harold. Normans win. Harold shot in eye. William quarters him. Becomes king. Bayeux Tapestry. Politics. Doomsday book. Culture. Language. http://upload.wikimedia.org/ wikipedia/commons/e/e7/Bat tle_of_Hastings_map.jpg
TASKS All levels: At various stages or at the end of the story, stop and ask pairs or small groups to retell what they know so far. Can use keywords or pictures as prompts. Lower levels- Echoing. Small groups of 4 max. Read sentences out loud (using past simple). Repeat each one. Every time you stop speaking, one student in each group has to echo to their group exactly what you said. The group echos what they just heard back to the echoer. Continue to the end. Write key words on board. Ask groups to reconstruct sentences/stories in their groups. Higher levels- reordering with grammar in mind. Draw a timeline. Have class order story on timeline. Refer back to narrative tenses lessons and have students pick out appropriate places for past simple, continuous and perfect. Higher levels- create dialogues Point out two dramatic moments (Edward and Harold alone/ William and Harold alone). In pairs, have students create dialogues of what MAY have been said. All levels- Research Bayeux Tapestry. Draw missing scenes and describe them All levels- research history around the battle or specific areas (e.g. the battle, Harold and Tostig, clothing & food of Norman Age, Doomsdaybook) and write/present them.
The Human Body- Muscles and Bones (free worksheet from www.onestopclil.com)
To introduce the muscle and bone system Materials Illustration of bone and muscle system Worksheet Language- have got, is/are. Suggested Lesson Plan Set context by having sts run, jump, touch wall etc. What do we have in our legs to help us? (muscles and bonesBones are hard. Muscles are soft- refer to pictures). Pre-teach: triceps, biceps, femur, ribs, skull, backbone. Label illustration TPR- touch your skull! Touch your bicep! Etc TPR- designate a part of the body to a child/group. you are the skull! You are the triceps etc. Have the children stand in appropriate places to form a HUMAN human body! Make them do actions when you call out their body part. Practice- jumble up a word (ulskl) and have class unjumble (skull) Encourage groups to jumble up all words and test each other!
Art Appreciation (for YL there are some great Art lessons in Incredible English. Use this for Music Appreciation too) Select some pictures to show the class and place round room, like a gallery. Using a worksheet or letting students work freely, ask them to 1) describe the picture 2) speculate what the painter was thinking or feeling or doing when s/he painted it 3) how does the painting make YOU feel Students then write a few sentences on 2) and 3) (not describing the picture). In a mingle, they try to guess which picture is being described. OR they can write about it in class. Note- there are no right or wrong answers here! Also, some students may feel uncomfortable sharing their feelings in class- use your judgment.
Resources
The IATEFL CLIL debate, Friday 3rd April 2009. Join in/watch it here: http://www.onestopclil.com/section.asp?theme=mag&catid=280
CLIL THEORY http://www.clilcompendium.com/ http://www.clil-axis.net/ http://www.teachingenglish.org.uk/think/articles/clil-a-lesson-framework CLIL MATERIALS CLIL Resources (some free) http://www.onestopclil.com/ Teaching Other Subjects Through English. Sheelagh Dellar & Christine Price. OUP. Learner Based Teaching. Colin Campbell & Hanna Kryszewska. OUP.
SUBJECT INFORMATION & TEACHING SUPPORT Subject Films http://www.teachers.tv www.oup.com/elt/teacher/rbt www.howstuffworks.com www.letts-education.com www.bbc.co.uk/schools/teachers www.enchantedlearning.com Art: www.impressionism.org Business Studies www.businessweek.com Geography www.nationalgeographic.com/resources/ngo/education History www.historyworld.net Mathematics www.mathgoodies.com Music www.essentialsofmusic.com Science www.planet-science.com EXAMPLES OF PROJECT IDEAS Want to put your projects online? Some inspirations from Ambleside C.E. Primary School: http://www.amblesideprimary.com/ambleweb/literacy.htm (plus some GREAT educational links) Turn a chemical into a Myspace page! My Chemical Spaces. Kevin Jackson & Juanita Jaramillo: http://teachersnetwork.org/EnglishLanguageLearners/Science_JacksonJaramillo_Chemical.cfm VERY SILLY STUFF TO BRING CLASS, SUBJECT & ENGLISH TO LIFE! Everything you never knew about history: http://www.horrible-histories.co.uk/ The Elements Song- Tom Lehrer (with great graphics! X2) o http://www.youtube.com/watch?v=SmwlzwGMMwc o http://www.youtube.com/watch?v=GFIvXVMbII0
I hope this was useful for you. Thanks for coming! Kat Kbkinsella@gmail.com