Assignment - CLIL SUBJECT ASSIGNMENT: CONTENT & LANGUAGE INTEGRATED LEARNING GENERAL INFORMATION: This assignment must
Views 176 Downloads 4 File size 1MB
Assignment - CLIL
SUBJECT ASSIGNMENT: CONTENT & LANGUAGE INTEGRATED LEARNING GENERAL INFORMATION: This assignment must be done individually and has to fulfil the following conditions: -
Length: between 6 and 8 pages (without including cover, index or appendices –if there are any-). Type of font: Arial or Times New Roman. Size: 11. Line height: 1.5. Alignment: Justified.
The assignment has to be done in this Word document and has to fulfil the rules of presentation and edition, as for quotes and bibliographical references which are detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the “Subject Evaluation” document. Sending it to the tutor’s e-mail is not permitted. In addition to this, it is very important to read the assessment criteria, which can be found in the “Subject Evaluation” document.
1
Assignment - CLIL
Assignment: Make a task-based unit proposal applying CLIL methodology. To do this, first describe the context in which this proposal can be developed (either real or hypothetical):
Location Student group: nationality, age, number, etc. Students’ learning needs Timing Further considerations
The proposal has to include: learning outcomes, competencies and contents.
Important: you have to write your personal details, the option and the subject name on the cover (see the next page). The assignment that does not fulfil these conditions will not be corrected. You have to include the assignment index below the cover.
2
Assignment - CLIL
Name and surnames: Cesar Castillo Rodriguez
Group: FP_TEFL_2018-06
Date: 01- 20- 2019
3
Assignment - CLIL
Table of contents Some important aspects of Content and Language Integrated learning (CLIL)…...................................................................... Pg. 5 CLIL Context …..……………………………………………...........… UNIT: Interactions.............................. Content considerations
Pg. 5
……………………….………. Pg. 6
……………………………………….. Pg. 6
Communication considerations
……………………………
Pg. 6
Cognitive considerations
…………………………………...
Cultural considerations
……..........……………………………..Pg. 7
……………………………………………………….. Pg. 7
Competencies
Planning
Pg. 6
………………………………………………………………
Pg. 7
Lesson 1
…………………………………………………….
Pg. 7
Lesson 2
……………………………………………………..
Pg. 9
Assessment ………………………………………………………..…
Pg. 10
Learning Outcomes ………………....……………………….
Pg. 10
Material / Resources ……………………………………………….….
Pg. 10
List of Annexes
…………………………………………………….
Pg. 11
Bibliography
……………………………………………………….
Pg. 19
4
Assignment - CLIL
Some important aspects of Content and Language Integrated learning (CLIL) CLIL was initially, and is still associated to “bilingual teaching”, also called ”contentbased learning” and through the time, it has been defined in different words, some of them as a “duel form of instruction, Coyle (2010, cited by Ball, n/d); but most authors coincide that it implies the teaching or learning of content though a language different form the native one. Harmer (2012) defines CLIL as: “...a kind of teaching (and learning) where students study a subject such as biology, math or citizenship and, at the same time, learn the language they need to understand and talk about the subject in a second language.” CLIL Context
The proposal for this task-based unit focused on Content and Language Integrated Learning (CLIL) methodology will take place in a public institution located in Juan XXIII, a popular neighborhood in Buenaventura, Valle, Colombia. The grades in this school range from kindergarten to eleventh grade of children mostly with a low-income level: strata one and two, but also a few middle-class students. The school also has some marked discipline and academic problems, but that will not represent a limitation to develop the program. The unit content seeks to be directed to a group from 30 to 40 students whose ages fluctuate between 15 and 17 (tenth and eleventh graders). These students are taught a subject associated to business, so that they have the necessary skills in order to be competitive and have a “plus” when they finish their high school, go to university and finally get a job. They have four-hour-frequency classes a week. Based on the low results of their National Official School Tests in English and the nature of the city, Regarding timing, the class in intended to be developed in four hours per week, which is the time assigned to the subject, distributed in two days, when the students will have the opportunity to practice their four skills (listening, reading, writing, and speaking) focused on the proposed content. Something important to mention is the proximity of students to English because of the high number of people from different countries who visit the city, the type of music they like to listen to, and their apparent like of the English language, especially on its speaking skill. Despite this, most of the students’
5
Assignment - CLIL
performance at school is limited to a grammar translation method, lacking the communicative element of the language learning. UNIT: Interactions
Teaching objectives: encourage students to use formal language to talk to new people to them and business people by asking and answering questions politely.
Content considerations: As mentioned above, Buenaventura is considered as the most important port city in Colombia and a very biodiverse place; therefore, it is visited by an important number of foreigners, among them tourists, businesspeople and crew members of the different vessels that come to the different port terminals located in the city and want to establish their companies in the city, do business or simply enjoy the astonishing nature it has. It will be very beneficial not only for the students, but also for the school and the city to apply the CLIL methodology in the teaching of the business subject. The unit will be focused on meeting foreigners through formal greetings and introductions and asking and answering questions about business. . Communication considerations: In order
to progressively move
students to
understanding and gaining independence in the learning process, Scaffolding will play an important role in the acquisition of the necessary vocabulary to approach the topic and understand the language for this particular unit, it will require use of key words and expressions associated to titles, nationalities, and even etiquette, as well as some aspects of other cultures in order to try to be culturally literate and avoid misunderstandings or offending someone else. Regarding grammar, the students must have a good performance in the domain of the verb To Be and the simple present tense, which for their grade, should have already been seen and mastered.
Cognitive considerations: Being shown different materials including audios, websites where they can find business like conversations and vocabulary, and talking among them, the students will be able to make decisions on what kind of expressions and vocabulary is appropriate to be used in such context. Then, they will be able to compare and assess the information they considered appropriate for the context and decide on how they consider they can approach other people in business contexts. 6
Assignment - CLIL
Cultural considerations: by searching information on the internet, they will also investigate about other cultures and their manners and compare them with their own culture in order to be culturally literate and avoid offending the people they interact with. Accompanied by the teacher instructions, it will help them be more tolerant and accept differences not only with foreigners, but also with their city or country mates.
Content Interactions: Getting to know others.
Communication Vocabulary: Titles, greetings, occupations, countries and nationalities. Verb To Be and Simple Present Tense Interrogative sentences and their answers
Cognition Identify, and express appropriate vocabulary based on the context involved in according to the cultural background.
Culture Recognition of differences among the individuals.
Competencies Throughout the process students will be able to analyze, differentiate, evaluate, and express information in order to acquire higher order thinking abilities. Planning Lesson 1 Warm up (20 minutes – Whole class): the teacher will start by asking the students some questions in order to check the students’ previous knowledge on the way they greet the people close to them (friends and family members), as well as those who they meet for the first time. The teacher will also ask them about the vocabulary they use when greeting.
Another form of warm up includes having students come to the board and write the vocabulary they use both in formal and in informal ways to greet their friends and other people. This way will make it more meaningful and attractive to them due to the generalization of English expressions in the social context of the city among young people. Some of these expressions are sometimes used in incorrect ways, for instance,
7
Assignment - CLIL
the use of the word “only” instead of “alone” which will actually give them a kind of selfassessment and motivation on the language knowledge they have.
One more warm up activity might be to write common greeting expressions and have students identify whether they are formal or informal greetings. (See annex 1). Some of those expressions include:
Ways to greet
Ways to say good bye
Good morning, Dr. Chang
Bye
Good afternoon/evening
See you later/soon
Welcome, Mr. Sanchez
See you tomorrow
How are you?
See you later
How are you doing?
Bye-bye
Hi How are you? Hey there How are things? What's up? How are things? Development (10 minutes / Individually): On the first session of this stage, the students will be encouraged to watch a video in which they will listen to different forms of greeting. They will be given a piece of paper in order to write all the possible expressions in order to greet they listen to. (See annex 2). Click on this link to see the video: https://www.youtube.com/watch?v=C0eu8OQ-cfQ Second session (10 minutes) The students will share all the expressions they heard in the video and classify them by saying if they are formal or informal greetings. Third session (30 minutes / pair work activity) in this session students will have 10 minutes create a conversation talking to each other and asking a few easy questions and then saying good bye and then 20 minutes to perform the conversation Closure (15 minutes / In pairs): Randomly, pairs of students will be taken to the front of the class to improvise a conversation on greetings and farewells using either formal or informal language.
8
Assignment - CLIL
Lesson 2 Warm up (10 minutes – Group work): The teacher will bring some sets of alphabets in cards in order to have the students work with them. The students will form groups of 3 people in order to form as many words related to countries, nationalities, and occupations as they can. They must be very attentive to the words they build because they will only have one card per letter, so they cannot build a word that contains two or more of the same letters. They will form one word and then they will be able to use the cards again to form different words. After the 10 minutes have passed, they will share the words they built. (See annex 3).
A second warm up activity consists of a listening comprehension activity (10 minutes). The students will listen to 4 conversations, which they have to match with four pictures according to the context. After they have matched the photos and the conversations, they will listen to them again, this time to complete the blanks in the same conversations in the sheet of paper they will be given. Then, the activity will be checked as a whole class. (See annex 4).
Development (30 minutes / in pairs): This time, the students have to read a passage associated to the way people greet in different parts of the world. They will find some vocabulary definitions while they read the document. While the students are working, the teacher will pass by each one of the pairs checking for understanding and answering possible questions. After they have finished reading the document, they will answer some comprehension questions according to the reading. (See annex 5).
Closure (20 minutes) To finish the unit, the students will answer a few questions associated to vocabulary (See annex 4). Those questions will be checked as a group. To wrap up, the teacher will ask the next question for a couple of volunteers to answer. 1. Do you know any person whose greeting customs are very different from yours? 2. what is the way that person greets?
After a couple of students or more volunteers have answered the questions, the class will be finished.
9
Assignment - CLIL
Assessment Due to the multiplicity of ways to perform on this topic (formal business or informal contexts), meaning the language is content-compatible, which according to Harmer(2012), is the everyday kind of language which is useful for the study of a specific topic and also for general language use, the assessment of the same will be formative, trying to help the students do better next time they perform in the same context in each one of the skills they practice during the unit.
Learning Outcomes: By the end of the lessons the students will be able to...
Greet and introduce themselves to other people
Identify and talk about the difference in customs in different cultures
Use appropriate formal vocabulary to greet people from different backgrounds.
summarize information obtained from different sources Material / Resources o
Computers
o
Worksheets
o
Video Beam
o
Internet access
o
Construction paper
o
Audio player
10
Assignment - CLIL
List of Annexes Annex 1.
WRITING AND VOCABULARY ACTIVITY: write the expressions under the correct column. FORMAL AND INFORMAL GREETINGS Ways to say good Ways to greet Formal Informal bye Good morning, Dr. Bye Chang Good See you later/soon afternoon/evening Welcome, Mr. See you tomorrow Sanchez How are you? See you later How are you Bye-bye doing? Hi How are you? Hey there How are things? What's up? How are things?
Annex 2. Write the vocabulary about greetings you listen to.
11
Assignment - CLIL
Annex 3.
12
Assignment - CLIL
Annex 4
Source: Clarke, S. (2004). In Company 3.0, Elementary Student´s Book Pack. London: Macmillan.
13
Assignment - CLIL
Annex 5
14
Assignment - CLIL
15
Assignment - CLIL
16
Assignment - CLIL
17
Assignment - CLIL
Annex 6.
Retrieved form: http://www.theenglishalley.com/readings/clothesandurbantribes2.html for educational purposes only.
18
Assignment - CLIL
Bibliography Clarke, S. (2004). In Company 3.0, Elementary Student´s Book Pack. London: Macmillan. Harmer, J. (2012). Essential Teacher Knowledge, Core Concepts in English Language Teaching. Harlow: Pearson. Ball, P. (2016) Content and Language Integrated Learning. Barcelona: FUNIBER.
Websites:
https://www.youtube.com http://www.theenglishalley.com/readings/clothesandurbantribes2.htm https://www.youtube.com/watch?v=C0eu8OQ-cfQ
19