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. 2. 3. 4. 5. 6.
What is the theme/topic? What do students to create? What are the initial questions? How do we learn the content? What are the key vocabulary? 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? Tokyo, the mega city 自然災害 日本語の 言語学
WILD Animals
Ukiyo-e
Alfreda, the city penguin おくりびと エコブーム
鯨と日本
1.1 What is the theme/topic? The Space City of Obu Nuclear Power Tale of Genji
Hiroshima Kyoto / Zen Japanese Mythology Immigration
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 Workshops
TEXTS
Vocabulary
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