UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES.

1. UNIT 8. TEACHING AND LEARNING SUPPORTIVE STRATEGIES. VOCABULARY BUILDING jsp 2011-2012

2. AIMS OF THE SESSION • Analysing CLIL methodology • Helping teachers to provide scaffolding • Maximising vocabulary building. jsp 2011-2012

3. LISTENING • Mina Patel jsp 2011-2012

4. 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 jsp 2011-2012

5. 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 methods and forms of classroom practice • Increases learner’s motivation and confidence jsp 2011-2012

6. 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 jsp 2011-2012

7. LESSON PLANNING • Language and content • Language difficulties • Supportive strategies • Talking in groups • Writing sentences • Reading the textbook • Graphs • Visuals • Frames jsp 2011-2012

8. Unit: Área: Lessons: Ed. Level: • The Unit has to include four kinds of objectives: • Disciplinary • Linguistic • Cognitive • Cultural • Task related with contents and skills that the student has to do at the end of the unit • The task has to be pertinent, relevant, inserted in social behaviour, interesting and motivating. Teaching Objectives Final Task • The unit has to state clearly which of the key competences are to be worked on: • Language communication competence • Artistic and cultural competence • Information processing and digital competence • Mathematical competence • Learning to learn • Personal initiative and autonomy • Knowledge and interaction with the physical world • Social and citizenship competence Assessment Criteria Key Competences • Assessment has to be: • At the beginning • Continuous • Final • Assessment has to include: • Language skills • Language competence • Cognitive skills development • Culture elements Materials Resources • Diverse and complementary materials • Different formats (videos, listening, Internet…) • Matching the students comprehensive possibilities jsp 2011-2012

9. Unit: Área: Ed. Level: Lessons: • Non-linguistic areas curricular contents: • Facts and concepts • Processes • Attitudes, values, rules • Cognitive skills: identification, enumeration, classification, relation, analysis, synthesis, deduction, making predictions, checking hypothesis, solving problems, giving examples, • Information processing skills: joining information (locating, selecting and giving value to the information), processing (organizing, reformulating) and communicating • Learning strategies: asking questions, applying rules, focusing the attention on a given element (a word, an idea,…), establish and review the contents, using learning resources (dictionaries, internet…), taking notes, group working, learning to organize) • Curricular cultural contents related to the student’s sociocultural context. • Social and geographical environment • history • cultural symbols • cultural products (art, music, traditional culture, literature…) • cultural practices Content Student Learning Outcomes Cognition Culture Communication Language for the topic Language for interaction • Language to learn: collaborative talking, reading skills (topic identification, main parts and secondary parts distinction, recognizing facts and opinions…), writing skills (planning, documentation, reviewing), linguistic and cognitive skills (description, defining summarising, explaining…) • Language used by the teacher to manage the class Vocabulary Structures • Specific vocabulary of the subject, necessary to learn the contents • Kinds of texts and text genres to be used in the unit • Kinds of linguistic structures to be used in the unit jsp 2011-2012 Material creat i adaptat de diversos autors pel Servici d’Ensenyaments en Valencià - Conselleria d’Educació. (2010)

10. Lesson: Unit: Learning Outcomes Content Communication Cognition Culture • Specific contents to work during the lesson (see “Content” in the Unit) • Specific contents to work during the lesson (see “Communication” in the Unit) • Specific contents to work during the lesson (see “Cognitiont” in the Unit) • Specific contents to work during the lesson (see “Culture” in the Unit) Warm up Activities • Activities to introduce basic learning outcomes and vocabulary of the lesson • Activities to motívate the students and raise their interest • Activities to remind and remember the learning outcomes worked in previous lessons Introduction/ Revision • Activities to: • Build and elaborate important knowledge • Acquire linguistic elements (vocabulary, structures,…) • Acquire cognitive strategies and skills • Develop critical thinking • Kinds of grouping to carry the activities on: • Groups • Pair-work • Single-work Main Activities Want to know/ Reinforcements / Extension • Activities to • Apply and increase the learning outcomes • Transfer these outcomes to other fields Assessment/ Reflection • Activities to • Reflect on what has been learnt and how it has been learnt • Assess what has been learnt • Materials and resources that will be used during the lesson (see “Materials/Resources” in the Unit) Materials/ Resources jsp 2011-2012

11. TEACHING GRAMMAR • What is grammar? • A system of rules • The engine of language • An integral part of language learning jsp 2011-2012

12. 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. jsp 2011-2012

13. 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 jsp 2011-2012

14. Implicit learning of grammar • Automatical • Subconscious • Natural way • Slower • Massive inputs of language • Incidental acquisition of rules • Meaning-oriented context • Immediate practice and use jsp 2011-2012

15. 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 jsp 2011-2012

16. 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 jsp 2011-2012

17. STRATEGIES • Metacognitive strategies: direct the process. Divided into three categories: • Person knowledge • Task knowledge • Strategy knowledge • 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 jsp 2011-2012

18. 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. jsp 2011-2012

19. 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 • Start with simple strategies jsp 2011-2012

20. 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 jsp 2011-2012

21. 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… jsp 2011-2012

22. VOCABULARY LEARNING STRATEGIES • What is vocabulary? (Lewis) • Single words • Polywords • Collocations or word partnerships • Institutionalized utterances • Sentence frames and text frames • Kinds of vocabulary • Receptive vocabulary: meaning in context • Productive vocabulary: encoded in memory jsp 2011-2012

23. 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 jsp 2011-2012

24. 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): advance organizers, overview and introduction to a new topic, support for speaking or writing, gap-filling, reviewing at the end of the unit • Word cards and word logs • Elaboration: oral elaborations, adaptations, written elaborations jsp 2011-2012

25. VOCABULARY LEARNING ACTIVITIES jsp 2011-2012

26. 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 jsp 2011-2012

27. OTHER TOOLS • ENCYCLOPEDIAS • www.britannica.com • www.encyclopedia.com • www.encarta.msn.com • OTHER USEFUL SITES • www.englishforuniversity.com • www.owll.massey.ac.nz jsp 2011-2012

28. WORD MAPS • wordmap 1.pdf • wordmap2.pdf • wordmap2maths.pdf • wordmap2social.pdf jsp 2011-2012

29. WORD MAPS jsp 2011-2012

30. WORD MAPS jsp 2011-2012

31. WORD MAPS jsp 2011-2012

32. REFERENCES AND WEBSITES • www.onestopenglish.com • www.tl2l.nl • www.cilt.org.uk/clip • www.teachingenglish.org.uk • www.nile-elt.com • Handbook. Language in content instruction. (ISBN: 978-951-29-4074-5) Heini-Marja Järvinen. University of Turku jsp 2011-2012

33. ENJOY MAGDALENA!!! SEE YOU IN TWO WEEKS www.clil-castello.wikispaces.com jordiseriols@hotmail.es jsp 2011-2012