Aims of and Rationale for CLIL

Day 1: 8th October 2014
Session 1: 2.00 p.m - 3.30 p.m
Slot: Aims of and Rationale for CLIL
Tutor: Peter Ellis

Classroom Learning Outcomes

By the end of the session, students will be able to:

• learn new concepts through studying the curriculum in a non-native language
• improve performance in both curricular subjects and the target language
• increase confidence in using the target language

By the end of the session, teachers will be able to:

• provide materials which help develop thinking skills from the start
• make the curricular subject the main focus of classroom materials
• increase learners' confidence in the target language

Suggested activity

Task: Share and discuss information with group mates based on the text.

1. Teacher instructs the learners to read text about one of the 4 'C's of CLIL. 
2. The learners share the information with their group mates 
3. The learners take notes in the other parts of the table about the texts the other colour groups studied

Outcomes

Students are able to:

• share their information with their group mates.
• describe the meaning of each vocabulary item using their own words.

Suggestion 

The suggested activities range from simple to more complex tasks. The teacher can incorporate all the four language skills in this lesson. For example, the teacher can ask the learners to read aloud the text and discuss key word in each paragraphs. It is important for the teacher to take into account the students' different abilities before using the materials. 

A simpler task like using shorter text and instruct the learners to complete the task with their partner can be used in the lesson. It is a good activity that can increase learners' motivation to use the language and can be used as set induction in the lesson.  

Teaching tips

These activity can be adapted in Current Issues and Processes and Procedures.

Activities to consider:

·        gap filling exercise

·        introduction to new vocabularies

.        information transfer (use diagram) 

The learners can transfer the information into a diagram after exchanging the information from different texts. The teacher need to provide the an example of diagram before the activity. 

Reflection

I personally find that this slot is very helpful as an introduction to the aims of and rationale for CLIL especially to the teachers. This slot introduces the different models of CLIL and the 4 'C's of CLIL, which are Content, Communication, Cognition and Culture. This slot highlighted the benefits of using CLIL in the classroom as CLIL improves learners' performance in both curricular subjects and the target language. 

Prepared by:

Noor Darliza Mohamad Zamri

Sultan Idris Shah Polytechnic Sabak Bernam

Academic Journal: The Foreign Language Curriculum and CLIL by Carmel Mary Coonan.

The Foreign Language Curriculum and CLIL.

http://www.academia.edu/3311363/The_Foreign_Language_Curriculum_and_CLIL

Abstract:

The concept of integration between language and non-language content – not to be

confused with LSP or topic syllabi – is becoming particularly important in the reconsideration of

foreign language teaching approaches and in the need to prepare students with a competence

that prepares for work and study in international or even domestic contexts where a competence

in a foreign language is required. Furthermore, language and content integration in the foreign

language curriculum allows for the divide between language and cognition to be bridged, it

introduces substantive content which students and motivating and it recognises the existence of 

language varieties that differ according to the context – social or academic – of use. These aspects

underpin the reflections in this article.

Key words:

language and content, CLIL, foreign language curriculum.

Noor Darliza Mohamad Zamri

Sultan Idris Shah Polytechnic Sabak Bernam

Source: http://www.academia.edu/3311363/The_Foreign_Language_Curriculum_and_CLIL

Day 1

English Language Class (Food Service)

Day 1: 8th October 2014
Session 1: 10.30 a.m - 12.30 p.m
Slot: English Language Class (Food Service)
Tutor: Peter Ellis

Classroom Learning Outcomes

By the end of the session, students will have:

• Learned new vocabulary items.
• Demonstrated the ability to use the correct language forms and expressions to describe 'advantage' and 'disadvantage'.

By the end of the session, teachers will have:

• Discussed strategies for differentiation to engage all students.
• Discussed different approaches in teaching vocabulary items in a lesson.
• Discussed on how to create a learner-centred classroom.

Suggested activity

Task: Teaching vocabulary items using differentiation strategies.

1. Teacher lists down few vocabulary items.

e.g: 

·         buffet 

·         self-service

·         counter service

·         plate/ waiter service

·         silver service

Activities can vary to suit students' ability. Teacher can use different materials/ activities for students with different learning abilities and background knowledge.

• picture matching activity
• using word prompts
• match headings to the paragraph (explanation of the vocabulary item)
• gap filling exercises
• role play activity

Example of gap filling exercise After the students have learned about the new vocabulary items, the teacher can move on to describing the advantages and disadvantages of the vocabulary items.  Here, considering the fact that the students are of different levels of learning abilities, teacher can use different sets of worksheets.

Section A

Section B

Note that the two sections focus on the same language function. However, section A is a bit more complex and B is more directive. Teacher can consider using both task sheets for different levels of students.

Outcomes

Students are able to:

• match the new vocabulary items with the correct explanations/ pictures.
• describe the meaning of each vocabulary item using their own words.

Suggestion 

The suggested activities range from simple to more complex tasks. The teacher can incorporate all the four language skills in this lesson. It is important for the teacher to take into account the students' different abilities before using the materials. A simpler task like picture matching exercise can be used first to check students' background knowledge and from there, the teacher can start scaffolding using more complicated tasks to encourage deeper level of learning. 

Some of the tasks like picture matching and prompt words can be combined to enrich students' understanding. Proper guidelines and feedback are important for more complex tasks like role play activity. It is a good activity that can promote students’ active participation in class and in return, teacher can assess student understanding through the role play activity. However, useful language expressions should be provided in order to help the students in completing the task. 

Teaching tips

These activities can be adapted in Job Hunting Skills lesson.

New vocabulary items: terminologies related to Job Hunting.

Activities to consider:

·         gap filling exercise

·         match headings to the paragraph (explanation of the terminologies)

 Language function/ phrases: describing strengths and weaknesses.

Activities to consider:

·         gap filling exercise (as shown in Section A and B)

The teacher can later move on to a role play activity (mock interview) in which students are required to describe their strengths and weaknesses.

Reflection

The lesson focuses on introducing new vocabulary items and how to describe 'advantages' and 'disadvantages'. I personally find it very useful if I were to use these kinds of activities to teach Communicative English 3 (Job Hunting Skills). In that particular topic, we have to teach terminologies that are related to Job Hunting. Some of the terminologies are new to the students. Gap filling activity would be one of the activities that can be used to familiarise them with the new terms. 

The other focus of the topic is also on describing strengths and weaknesses. The same activity we did for describing advantages and disadvantages can be adapted for this lesson. This would enhance the students’ understanding on how to use the correct phrases in describing their strength and weakness. 

I personally find that this slot is very helpful and it has made me realize that there are so many ways to create a learner-centred classroom. If we want to promote autonomous learning, we need to stop spoon-feeding the students and start letting them learn through discovery and peer collaboration.

Prepared by:

Rabiatul Adawiyah bt Abdullah Zawawi

Politeknik Sultan Salahuddin Abdul Aziz Shah