Tie Clil Modul3 A

TIE-CLIL Module 3 page 1 of 32

European project TIE-CLIL

Authors: Jarmila Novotná (coordinator) (CZ), Roberto Ceriani (I), Annamaria Gilberti (I), Marie Hofmannová (CZ), Eleonora Salvadori (I). With the participation of Isabelle Marchi-Barbaux (F) and Franca Quartapelle (I),

MODULE 3: PRACTICAL ASPECTS OF TEACHING IN CLIL


Module 3: Practical aspects of teaching in CLIL Table of contents

Outline 3

Notes to the trainer 4

Unit 1: Observation of the video-recordings 6

Unit 2: Textbooks: language analysis 10

Unit 3: Subject terminology 11

Unit 4: Language tests 21

Unit 5: Planning a lesson stage 23

Unit 6: Micro-teaching of peers 24

Unit 7: School practice 25

Unit 8: Assessment and self-assessment 29

Further reading 32


Module 3: Practical aspects of teaching in CLIL Outline

Aim: This module will focus on the language competence necessary to perform CLIL in the class and make subject teachers able to perform CLIL lessons in schools.

Target group: Pre- and in-service subject teachers in upper secondary schools who have at least B2 foreign language competence

Trainers: CLIL – experts, i.e. teacher trainers who are expert in the subject and able to teach in a foreign language

Expected outcomes: Each trainee will select and adapt materials necessary for a CLIL lesson write a CLIL lesson plan including all the necessary stages perform a CLIL lesson.

Subject: e.g. Maths

Content: to be specified according to the topic to be taught

Structure: 8 working units / 25 hours / to be organized in different ways (half day, full day, etc.) - attachment 1

Methodology: tasked based teacher training; interaction types: group work, individual work, school observation and practice

Assessment: through supervised lessons

Evaluation: through evaluation sheets and discussion

Certification According to local programme implementation


Module 3: Practical aspects of teaching in CLIL Notes to the trainer Unit 1 focuses on graded lesson observation with the aim to realise the need to master subject specific vocabulary and classroom teacher talk necessary for successful CLIL implementation. The stages in grading lesson observation are:

1. Getting acquainted with a variety of observation sheets. 2. Setting the tasks during the observation sessions. 3. Observation of the parts of CLIL lessons. 4. Elaboration of observations sheets focused on

a) teacher talk, b) classroom interaction.

5. Plenary discussion based on participants’ experience. Unit 2 is based on the participants work with the variety of textbooks and teaching materials for CLIL in comparison with similar materials in the mother tongue (L1). The aim is to get awareness of the specificity of expressing the subject matter in the foreign or second language (L2) with regard to the age and language competence of the students. Moreover, the participants should realise possible obstacles based partly on L1 and L2 interference and partly on the relation of the subject matter and background knowledge of the target language community (country). Unit 3 is based on the individual work of the participants. Their first task is to master subject specific vocabulary in the textbook context. Secondly, the participants are asked to revise and enlarge lexical items related to classroom teacher talk. The choice of materials depends on availability, subject, language and other variables. Unit 4 aims at testing the participants’ language competence with the regard to the two above mentioned language areas. The test papers are to be devised not to discourage participants showing them their errors and inabilities, but rather motivate them and help them discover the weaknesses and imperfections. That is why we recommend that some of the test papers should take the form of games, contests and similar game-like activities whereas others could be written as gap-fills, translations, descriptions etc. They should be both, monolingual and bilingual. Unit 5 deals with preparation of the short, preferably 10-minute teaching sessions where the participants could show the mastery of teacher talk during any one of the lesson stages, i.e. presentation, practice, problem solving etc. The trainees with the help of the trainer prepare an abbreviated lesson plan to be carried out with their colleagues playing the parts of students (micro-teaching of peers). It is up to each trainee to select the appropriate level and subject. Unit 6 represents the actual micro-teaching of peers with immediate feedback. This takes the form of analysis and plenary discussion based on filling in scribble sheets for each session. The trainers task is to moderate the discussion, pinpoint the successful features, correct possible mistakes and inabilities with regard to the subject content and methodology. Unit 7 is carried out at a selected school where CLIL is taught. The participants work on their own or possibly with the partner (a colleague) together with the classroom teacher


(mentor). First they observe his/her lesson and analyse it together. Next they plan their own lesson as a follow-up to the observed one and present their lesson plan to their mentor to discuss or adjust. Next step is the actual teaching which is then assessed and analysed with the mentor (and the colleague) with the help of observation sheets filled in during the teaching process. Unit 8: All the course participants get together again with their trainee and schools mentors. During the plenary discussion, they conclude and summarise their learning/teaching experiences, assess and evaluate both of them. For this they need evaluation sheets. Finally, they get their certificates. Recommendations 25 hours 15 hours - group work (contact hours) 6 hours - individual work 4 hours - school based work

Unit 1 group work 3 hours Unit 2 group work 2 hours Unit 3 individual work 3 hours Unit 4 group work 1 hour Unit 5 individual work 3 hours Unit 6 group work 7 hours Unit 7 school based work 4 hours Unit 8 group work 2 hours


Objectives: 1. To make the participants aware of their need to study the subject

vocabulary Procedures:

1. Learning how to use observation sheets Observation sheet 1: teacher talk Observation sheet 2: classroom interaction

2. Observation of the video (20 minutes) 3. Elaboration of observation sheets

Working materials: observation sheets video-recordings of CLIL in schools

Expected outcomes: Students will have filled in observation sheets Students are aware of their need to study the subject vocabulary

As you view the videotape of the lesson, focus on the students, their involvement, and their responses to the teacher or peer talk. Fill in this sheet concentrating on the spoken and written language. Make a note of what kind of interaction is taking place and what teaching materials and aids are being used by placing ticks in the appropriate category. Write out the main type of interaction and the main text type. Unit 1 – Working material 1. Observation sheet 1 – Class interaction, the use of teaching materials and aids 1. Teacher - whole class Teacher - group of students Teacher - individual student Pair work Group work Students working individually Student - whole class Other 2. Textbooks Reference books Blackboard text OHP text Computer screen text

Module 3: Practical aspects of CLIL

Unit 1: Observation of the video-recordings (3 hours)

Task 1


Exercise materials Dictionaries Authentic materials Worksheets Journals Data bases

While observing the lesson you will notice that the teacher uses a number of practical, tried-and-true techniques and a specific kind of teacher talk for classroom management and subject presentation or practice. Fill in this sheet. Indicate „Yes“(+) or „No“(-) or „I do not know“(?). Add examples and your own comments. Select those ideas that may be useful for your own teaching purposes. Unit 1 – Working material 2. Observation sheet 2 – Teacher talk 1. Personal mastery of the target language: 2. The teacher uses appropriate speed and volume: 3. S/he gives clear instructions and explanations: 4. S/he checks that all students understood the instructions: 5. S/he elicits from the students: 6. S/he praises correct answers: 7. S/he corrects the students´ mistakes: 8. S/he summarises: 9. S/he gives a homework assignment: 10. Write out some vocabulary items, phrases or expressions:

Task 2


Unit 1 – Working material 3. Video demonstrations - Lesson descriptions VIDEO DEMONSTRATION LESSON DESCRIPTION Gymnázium Jana Nerudy, Class: III. Hellichova 3, 110 00 Praha 1 Czech-French Study Subject: MATHEMATICS in French 1st year Maths in French Teacher: RNDr. Lubomíra Červová Students aged 15 Topic: Composition des symmetries centrales Textbook: - (in other lessons Ss work with a French textbook) Worksheets: made by T 1. Aim of the lesson: T on B/B 2. a) T distributes worksheets for the Ss to draw & to answer + text description

b) T + Ss: Oral revision + New subject matter c) Guided discovery: Eliciting + B/B + Straight Presentation

3. a) Ss on task - individual work + 1st worksheet b) T continuously checks - creation of hypotheses and proving c) Summarising

4. Ss on task - individual work + 2nd worksheet T: asks additional guiding questions, Ss: answer T summarises all steps + B/B → concept mapping [Guided discovery divided into a number of similar steps.]

5. T on B/B: summary of the new subject matter, with the help of the Ss, using mathematical symbols

The lesson conducted in L2 only. T nominates using Ss' surnames. T uses continuous positive reinforcement. VIDEO DEMONSTRATION LESSON DESCRIPTION Gymnázium Ústavní 400 Class: III.D 181 00 Praha 8 Czech-Italian Study Subject: CHEMISTRY in Italian Teacher: RNDr. Ivana Švagrová Students aged 17 Topic: Molecules - Legami chimici Textbook: Lauro Galzigna, Fiorello Pavoni, Maria Pia Rigobello Chimica generale e inorganica Corso per instituti tecnici industriali con esercitazioni di laboratorio Editrice La Scuola, 1991


Chapter 5: Le molecole, pp.119-127 Workbook: Passannanti, Ponente: Principi di chimica Quaderno di verifica Casa Editrice Tramontana - Milano, 1993 Chapter 10: Le molecole, pp.23-24 1. Checking attendance: T in L2, Ss in L1 Classroom language

(CL) 2. TTT: Aim of the lesson in L2 + B/B + a wallchart Subject language (SL) 3. T + Ss in L2: Oral revision SL 4. T: Ss + worksheets, T + B/B: Eliciting SL + CL T asking, Ss answering 5. T asks Ss to open their exercise-books

a) T sets a task + B/B, Ss work with the periodical table b) Ss on task - individual work c) T + 1 S on B/B: check answers, T asks additional questions d) Summarising e) to h) T sets a new task etc. - see steps a) to d)

6. T sets the last task - Ss answer in chorus 7. Presentation: New subject matter

a) T asks Ss + writes on B/B (connectes new matter with Ss´ prior knowledge) = a combination of straight presentation with elicitation Ss take notes

b) T nominates Ss to state examples, Ss ask questions 8. T evaluates Ss work throughout the lesson shows Ss where to find the new matter in the textbook T + 1S on B/B: summarise


Objectives: 1. To show the participants how to introduce a task in a foreign language

2. To get the participants to introduce a variety of tasks themselves Procedures:

1. Display of textbooks 2. Analysis of the language of the textbooks and other teaching materials

Working materials: dictionaries, textbooks, reference books, selected tasks taken from textbooks

Expected outcomes: The need of further study of the specific language

Visit the page http://aldebaran.ac-nancy-metz.fr/eurodnl Find basic information about the education for teachers charged with the use of vehicular language in their teaching. Analyse language of the textbooks and other teaching materials.

Unit 2: Textbooks: language analysis (2 hours)

Task 1

Task 2

Task 3


Objectives: 1. To master subject terminology in the foreign language

2. To select the necessary information Procedures:

1. Study of reference books Class management Language for the subject

Working materials: exercise materials

list of suggestions to analyse reference books

Expected outcomes: Language improvement: Mastering subject specific language

Choose a source and use the instruments for analysing textbooks

Unit 3 – Working material 1. Instruments for analysing reference books

Sources

Dictionary Synoptic tables Numeric tables Technical manual Manual

Factors: frequent terms concerning

The lesson - classroom life - rules about living together Exercised functions

ObjectDenomination of sources

Denomination of instrumentsWords used in different registers (informal language, formal language with several registers) paying attention to “false friends”, special usage which distinguishes, for example, between equal/equivalent/ identical, velocity/speed in English

Unit 3: Subject terminology (3 hours)

Task 1


Unit 3 – Working material 2. Example of task

Action Product Instrument

Analyse Diagram Read Instructions Give Schemes Table Illustrate Synthesis Abstract Argue Representations Photograph Explain where the problem is

Problems

Compare the different wordings in the target language. Unit 3 – Working material 3. Analysis of different wordings of the same problem in the target language

3 problems or the same problem?

I) A triangle has the 12 cm long base and the corresponding height is 8 cm long. How large is the area? ------------------------------------------------------------------------------------------------------------------------ II) How large is the area of the triangle if the lengths are indicated?

A

B

CH

8 cm

H 12 cm

Task 2


III) Calculate the area of the triangle given bellow After having assigned the text of a problem, solve it giving the representation of the solving process. Unit 3 – Working material 4. Analysis – flow charts

A

B

C H

8 cm

H 12 cm

Mathematical model

Problem

Schematised situations

Real situation

Mathematical results

Situation

Development of mathematical model

Synthesis

Representation Verification

Calculation

Task 3


Analyse the same problem in different languages following a defined outline common for all of them. Unit 3 – Working material 4. Comparative analysis of the following text of a problem assigned in different languages Elements to consider:

- the topology of the problem (logic, verbal-logic, operational-logic, perceptional-logic) - the structure - the level of articulation - (the degree of) incisiveness, redundancy and circumlocution… - the lexis (informal/specific) - possible elements of ambiguity…

“Mathematics without frontiers”

N. 1

Vor einigen Monaten waren luxemburgische Abgeordnete der Rivalität zwischen Straßburg und Brüssel als Sitz des europäischen Parlaments überdrüssig. Also beschlossen sie, die Hauptstadt des Großherzogtums dafür vorzuschlagen.

Problem identification

Gathering of information

Creating alternatives

Evaluation of alternatives

Choice of solution

Choice of operational strategy

Development of criteria

Problem identification

Task 4


Sofort befragt, klassifizierten die 518 europäischen Abgeordneten die 3 Städte nach ihrer Vorliebe, mit der bevorzugten Stadt an erster Stelle. Hier folgen die Ergebnisse dieser Umfrage:

### Brüssel -Luxemburg - Straßburg 142 Abgeordnete ### Luxemburg - Straßburg - Brüssel 116 Abgeordnete ### Straßburg - Luxemburg - Brüssel 91 Abgeordnete ### Straßburg - Brüssel - Luxemburg 78 Abgeordnete ### Brüssel - Straßburg - Luxemburg 52 Abgeordnete ### Luxemburg - Brüssel - Straßburg 39 Abgeordnete

Eine große luxemburgische Zeitung forderte also den Umzug des europäischen Parlaments nach Luxemburg. Sie stützte sich auf die Tatsache, daß eine Mehrheit der Abgeordneten Luxemburg Straßburg vorzog. Zeige dass dieses Argument begründet war! Zeige anschließend, wie man mit den Ergebnissen derselben Umfrage zuerst die Brüsseler, dann die Straßburger Kandidatur rechtfertigen könnte!

+++ A few months ago, the Luxemburg Euro MP's, exasperated by the rivalry between Strasburg and Brussels over the issue of the European Parliament's seat decided to submit the application of the Gran Duchy's capital. Immediately consulted upon the matter, the 518 Euro MP's ranked the 3 cities in order of decreasing preference. Here are the results of the ballot:

### Brussels - Luxemburg - Strasburg 142 MP's ### Luxemburg - Strasburg - Brussels 116 MP's ### Strasburg - Luxemburg - Brussels 91 MP's ### Strasburg - Brussels - Luxemburg 78 MP's ### Brussels - Strasburg - Luxemburg 52 MP's ### Luxemburg - Brussels - Strasburg 39 MP's A famous Luxemburg newspaper insisted that the European Parliament's seat be transferred to Luxemburg, putting forward the fact that a majority of Euro MP's preferred Luxemburg to Strasburg. Show that this argument was well-founded. Show then how, with the results of the same ballot, one could as well support the application of Brussels then that of Strasburg.

+++ Hace algunos meses, los diputados luxemburgueses, hartos de la rivalidad entre Estrasburgo y Bruselas a propósito de la sede del Parlamento Europeo, habían decido presentar la candidatura de la capital del Gran-Ducado. Inmediatamente consultados, los 518 diputados europeos habían clasificado las tres ciudades por orden de preferencia decreciente. Éstos son los resultados del voto:

### Bruselas - Luxemburgo - Estrasburgo 142 diputados ### Luxemburgo - Estrasburgo - Bruselas 116 diputados ### Estrasburgo - Luxemburgo - Bruselas 91 diputados ### Estrasburgo - Bruselas - Luxemburgo 78 diputados ### Bruselas - Estrasburgo - Luxemburgo 52 diputados ### Luxemburgo - Bruselas - Estrasburgo 39 diputados

Un gran periódico luxemburgués exigió entonces la transferencia de la sede del Parlamento Europeo a Luxemburgo, pretextando que una mayoría de diputados preferían Luxemburgo a Estrasburgo. Mostrar que este argumento es valioso. Mostrar luego cómo se podía también defender con los resultados del mismo voto la candidatura de Bruselas y después la de Estrasburgo.

+++


Il y a quelques mois, les députés luxembourgois, excédés par la rivalité de Strasbourg et Bruxelles sur la question du siège du Parlament Européen, avaient décidé de faire acte de la candidature de la capitale du Grand-Duché. Immédiatement consultés, les 518 députés européens avaient classé les trois villes par ordre de préférence décroissante. Voici les résultats du scrutin :

### Bruxelles – Luxembourg – Strasbourg 142 députés

### Luxembourg – Strasbourg – Bruxelles 116 députés

### Strasbourg – Luxembourg – Bruxelles 91 députés

### Strasbourg – Bruxelles – Luxembourg 78 députés ### Bruxelles – Strasbourg – Luxembourg 52 députés

### Luxembourg – Bruxelles – Strasbourg 39 députés

Un grand journal luxembourgeois exigea alors le transfert du siège du Parlement Européen a Luxembourg, arguant du fait qu’une majorité de députés préféraient Luxembourg a Strasbourg. Montrer que cet argument était fondé. Montrer ensuite comment on aurait pu défendre tout aussi bien, avec les résultats du même scrutin, la candidature de Bruxelles, puis celle de Strasbourg.

+++ Qualche mese fa, i deputati lussemburghesi, esasperati per la rivalità fra Bruxelles e Strasburgo sulla scelta della sede del parlamento europeo, hanno deciso di aggiungere la candidatura di Lussemburgo. Immediatamente consultati i 518 deputati europei hanno classificato le tre città in ordine decrescente. Ecco i risultati dello scrutinio:

### Bruxelles - Lussemburgo - Strasburgo 142 deputati ### Lussemburgo - Strasburgo - Bruxelles 116 deputati ### Strasburgo - Lussemburgo - Bruxelles 91 deputati ### Strasburgo - Bruxelles - Lussemburgo 78 deputati ### Bruxelles - Strasburgo - Lussemburgo 52 deputati ### Lussemburgo - Bruxelles - Strasburgo 39 deputati Un giornale di Lussemburgo a grande diffusione ha richiesto allora il trasferimento della sede del Parlamento Europeo a Lussemburgo, motivando la richiesta col fatto che la maggioranza dei deputati preferiva Lussemburgo a Strasburgo. Mostrare che questa affermazione è valida. Poi mostrare che si potrebbe sostenere altrettanto bene, con i risultati dello stesso scrutinio, la candidatura di Bruxelles e poi quella di Strasburgo.

N. 2

Um zur Universität zu fahren, kann Sylvie einen Autobus der Linie 3 oder einen Bus der Linie 7 benutzen. Bei beiden Linien kommt alle 15 Minuten ein Bus. Die Busse der Linie 3 fahren jedoch stets 5 Minuten später als die Busse der Linie 7. Sylvie fährt oft und zu sehr unterschiedlichen Zeiten zur Universität. Sie nimmt stets den ersten Bus, der vorbeikommt. Welche Linie benützt Sylvie am häufastigen? Erläutere die Antwort.

+++ To get to University, Sylvia can take bus n. 3 or bus n. 7. A bus runs every 15 minutes on each bus route. Buses n. 3 always leave 5 minutes after buses n. 7. Sylvia often goes to University, at very different times and she always catches the first bus that comes by.


Which is the bus route Sylvia uses most frequently? Explain your answer.

+++

Para ir a la Universidad, Silvia puede tomar un autobús de la línea número 3 o un autobús de la línea número 7. En cada línea, un autobús pasa todos los 15 minutos. Los autobuses de la línea número 3 salen siempre 5 minutos despues de los de la línea número 7. Silvia suele ir a la Universidad a horas diferentes y toma siempre el primer autobús que pasa. ¿Cual es la línea de autobús que toma más a menudo Silvia? Explicar la respuesta.

+++ Pour se rendre à l'Université, Sylvie peut prendre un bus de la ligne n. 3 ou un bus de la ligne n. 7. Sur chaque ligne, un bus passe toutes les 15 minutes. Les bus de la ligne n. 3 partent toujours 5 minutes après les bus de la ligne n. 7. Sylvie va souvent à l'Université, à des heures très diverses et prend toujours le premier bus qui passe. Quelle est la ligne de bus que Sylvie emprunte le plus fréquemment? Expliquer la réponse.

+++ Per andare all’Università Silvia può prendere un autobus della linea n. 3 o un autobus della linea n. 7. Su ogni linea passa un autobus ogni 15 minuti. Gli autobus della linea n. 3 partono sempre 5 minuti dopo quelli della linea n. 7. Silvia va spesso all’Università ad ore molto diverse e prende sempre il primo autobus che passa. Qual è la linea di autobus di cui Silvia si serve più frequentemente? Spiegare la risposta.

N. 3 Ein Spiel mit 32 Karten enthält für jede der 4 Farben, 8 Karten von verschiedenem Wert. Arsène, der Zauberer, bittet seine Freunde, auf gut Glück, eine Karte nach der anderen aus diesem Spiel zu ziehen und sie verdeckt auf den Tisch zu legen. An einem von ihm bestimmten Moment hört die Ziehung auf. Und nun behauptet Arsène, daß unter den gezogenen Karten mindestens 3 sind, die den gleichen Wert haben (zum Beispiel 3 Damen oder 3 Siebener). Arsène kennt die kleinste Zahl von Karten, die gezogen werden müssen, damit er sicher ist, sich nicht zu irren. Welches ist diese Zahl? Erkläre deine Antwort.

+++

A game of 32 cards is made of 8 cards of different values in each of the 4 suits. Arsene, the magician asks his friends to choose cards at random, one by one from the pack of 32 cards and to place them in a pile face down on the table. At a given moment chosen by Arsene, the draw stops. He then declares that there are at least 3 cards of the same value in the pile (for example 3 sevens, 3 queens…). Arsene knows the smallest number of cards that his friends must pile up to be sure of never making a mistake. What is this number? Explain your answer.


+++

Una baraja de 32 cartas se compone de 8 cartas de diferente valor en cada una de los 4 colores. Arsenio, el mago, pide a sus amigos que saquen de una en una, al azar, cartas de una baraja de 32 cartas y que las apilen, boca abajo sobre la mesa. En el momento elegido por Arsenio, el tiraje se detiene. Entonces dice que en el montón hay al menos 3 cartas del mismo valor (por ejemplo 3 sietes, 3 damas…). Arsenio conoce el número minimo de cartas que se debe apilar para estar seguro de no equivocarse nunca. ¿Cuál es dicho número? Explicar la respuesta.

+++ Un jeu de 32 cartes est constitué de 8 cartes de valeurs différentes dans chacune des 4 couleurs. Arsène, le magicien demande à ses amis de tirer une à une, au hasard des cartes d’un jeu de 32 cartes et de les empiler faces cachées sur la table. Au moment choisi par Arsène, le tirage s’arrête. Il déclare alors qu’il y a dans la pile au moins 3 cartes de la même valeur (par exemple 3 sept, 3 dames…). Arsène connaît le plus petit nombre de cartes qu’il doit faire empiler pour être sûr de ne jamais se tromper. Quel est ce nombre? Expliquer la réponse.

+++ Un mazzo di 32 carte da gioco e costituito da 8 carte di valori differenti in ciascuno dei 4 semi. Arsenio il mago domanda ad un amico di estrarre una per volta, a caso, delle carte dal mazzo e di impilarle a faccia in giù sul tavolo. Al momento scelto da Arsenio l’estrazione si interrompe. Egli dichiara allora che ci sono nella pila almeno tre carte dello stesso valore ( per esempio 3 sette, 3 dame ecc.) Arsenio conosce il minimo numero di carte che deve far estrarre per essere sicuro. Qual è questo numero? Spiegare la risposta.

N. 4 Pierre a construit une tour en empilant sur la table dix cubes identiques. Le patron de l’un d’eux est représenté ci-dessus. Pierre lit le nombre figurant sur la face supérieure du cube situé au sommet de la tour et demande: “quelle est la somme des nombres inscrits sur toutes les faces visibles des cubes de la tour ?”

Répondre à la question de Pierre en justifiant la réponse.

+++ Piero ha costruito una torre sovrapponendo sul tavolo dieci cubi uguali. Il modello di uno di questi è rappresentato qui accanto. Piero legge il numero che compare sulla faccia superiore del cubo posto in cima alla torre e domanda qual è la somma dei numeri scritti su tutte le facce visibili dei cubi della torre. Rispondere alla domanda di Piero giustificando la risposta.

+++

Peter has built a tower by piling ten identical cubes on a table. Here is the design of one of them.


Peter tells you the number written on the top-side of the tower and asks you: "what is the sum of the numbers written on all visible sides of the tower?"

How will you go about it? Explain your answer.

+++ Pedro ha hecho una torre apilando en un mesa 10 cubos idénticos. Aquí está el modelo de uno de ellos. Pedro le da el número marcado en la cara superior de la torre y le pide la suma total de los números marcados en todas las caras visibles de la torre.

¿Cómo lo resuelve usted? Explicar la respuesta.

+++ Pierre hat einen Turm aus 10 gleichen Würfeln gebaut, welche er aufeinandergelegt hat. Das Netz eines dieser Würfel ist hier zu sehen. Pierre verrät dir die Zahl, welche auf der obersten Würfelseite des Turmes geschrieben steht und fragt dich nach der Summe der Zahlen auf allen sichtbaren Seiten des Turmes.

Wie gehst du vor? Erkläre deine Antwort.


Objectives: 1. To prove mastery of the subject terminology both in writing and in speaking Procedures:

1. Testing the trainees Subject language competence Class management

Working materials: examples of materials

test sheets prepared by the trainers

Expected outcomes: To check the learner’s mastery of the subject specific language and classroom language

Unit 4 – Working material 1. Examples of working materials Mothejzíková, J. 1992. Conducting an English Lesson in English. Praha: Jan Kanzelsberger. The reference book for university students of Masters courses in TEFL methodology and Czech teachers of English in general. It focuses on „teacher talk“ and related issues and covers a wide variety of expressions, phrases and sentences on the basis of translation.

General part contains greetings and introductions, unit stages, checking attendance, apologies and forgiving, thanking, discipline, class management, homework, presentation, exercises and activities generally, and miscellaneous phrases. Specific part consists of grammar, pronunciation, vocabulary, spelling, listening, speaking, reading, writing, translation and testing. The third part focuses on teaching materials, teaching aids, methods, techniques and strategies. The final chapter concludes with samples of authentic materials.

Sparling, D.: 1989. English or Czenglish? Praha: Státní pedagogické nakladatelství

The reference book aimed at all Czech people who wish to learn real English and avoid Czenglish. The book written in Czech deals with errors and mistakes caused by interference (negative transfer) between the two languages. The described errors are typical for Czech users of English. The writer, a bilingual university teacher of English, ranks them in three categories. The first part covers language items non-existent in the Czech language. Substantial part of the book is devoted to cases where Czech and English use similar, but not exactly the same means of expression, which results in frequent errors. Finally, the third part covers errors related to the natural development of the language and differences in the background knowledge.

Dictionnary The dictionary helping to look up and understand common mathematical words that will be encountered while studying the subject at the appropriate level; written in the target language

Example: Mathematics

Unit 4: Language tests (1 hour)


1. Names and definitions of concepts from arithmetic, algebra, calculus and geometry and their basic properties

2. List of main formulae 3. List of main theorems 4. References for more detailed explanations


Objectives: 1. To prepare the 10-minutes Procedures: 1. Group preparation of a 10-minute stage of CLIL lesson

2. (individual work) Preparation of 10-minute part of a CLIL lesson - participants will choose from one the following items: Presentation/Practice/Problem solving/…

Working materials: selected by the trainees

Expected outcomes: Plan for a lesson stage

Unit 5: Planning a lesson stage (3 hours)


Objectives: 1. To perform the prepared sessions Procedures:

1. Presentation, analysis, discussion of prepared units 2. Analysis and discussion about Scribble sheets

Working materials: Scribble sheet

Expected outcomes: Trailing CLIL teaching

Perform the prepared session (1 student). Fill in the Scribble sheets (the other students).

Unit 6 – Working material 1. Peer teaching – scribble sheet Use in peer microteaching sessions. Keep passing this sheet round and writing your comments as your colleague is teaching. Be objective and back up your comments with evidence. This sheet will be written feedback for your colleague in addition to the oral feedback after the session. Date: Subject matter:

Unit 6: Micro-teaching of peers (7 hours)

Task 1

Task 2


Objectives: 1. To observe, analyze one subject lesson taught in a foreign language

2. To plan and teach another lesson Procedures:

1. Lesson observation using observation sheet (1 hour) 2. After the lesson discussion with a mentor (½ hour) 3. Planning a lesson (individual work - 1 hour) 4. Teaching practice in school (1 lesson) 5. Lesson analysis with a mentor (½ hour)

Working materials: Observation sheet

Expected outcomes: Trailing out the CLIL teaching in the natural school environment

Observe a lesson and fill in the observation sheet Unit 7 – Working material 1. Teaching observation schedule

Situation Date ……………………………………………………………... type of school …………………………………………………... name of the school …………………………………………….. class …………………………………………………………….. age of the students …………………………………………….. subject taught …………………………………………………… number of previous years study of L2 ……………………….. other known L2s ………………………………………………… other TIE-CLIL experiences ……………………………………

previous ……………………………………………………… actual …………………………………………………………

school books

L1 L2

.......................................................................................................................................................... .......................................................................................................................................................... subject teacher teaching in L2 L2 teacher teaching subject subject teacher and L2 teacher working together notes ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................

Unit 7: School practice (4 hours)

Task 1


General observations Teacher’s talk

1. for service communications (general information) L1 L22. to talk about students’ activities and students’ behaviour L1 L23. to write on the blackboard L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Students’ talk

4. for service communications with teacher L1 L25. to write notes L1 L26. to write on the blackboard L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................

Transmission lesson support devices

7. books L1 L28. blackboard L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Teacher refers to pupils for the purpose of

9. explaining concepts L1 L210. repeating complex statements L1 L211. summarising ideas L1 L212. posing questions L1 L213. making examples L1 L214. making hypothesis L1 L215. formulating new questions L1 L216. correcting errors L1 L217. presenting problems L1 L218. explaining problems L1 L219. discussing problems L1 L220. solving problems L1 L221. discussing solutions L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................


Pupils refer to teacher for the purpose of

22. explaining concepts L1 L223. asking for repetition of complex statements L1 L224. summarising ideas L1 L225. posing questions L1 L226. making examples L1 L227. making hypothesis L1 L228. presenting problems L1 L229. explaining problems L1 L230. discussing problems L1 L231. solving problems L1 L232. discussing solutions L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................

Group work support devices

33. books L1 L234. duplicated notes L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Teacher refers to pupils for the purpose of

35. organising pupils’ work L1 L236. posing questions L1 L237. asking to make hypothesis L1 L238. correcting errors L1 L239. answering questions L1 L240. presenting problems L1 L241. discussing problems L1 L242. discussing solutions L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Pupils refer to teacher for the purpose of

43. asking questions about the organisation of work L1 L244. posing questions L1 L245. answering questions L1 L246. presenting problems L1 L247. discussing problems L1 L248. discussing solutions L1 L2

notes: ............................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................


Discuss the observed lesson with the mentor. Plan a CLIL lesson. Teach a CLIL lesson. Reflect on your CLIL lesson with the mentor.

Task 2

Task 3

Task 4

Task 5


Objectives: 1. To evaluate the course Procedures:

1. Teaching practice assessment (mentors participate) (1 hour) 2. Evaluation - course assessment (1 hour)

Working materials: Evaluation sheet Participants’ certificates

Expected outcomes: Final feedback

Free discussion of teacher trainees, mentors and the trainer.

Evaluate the course using the evaluation sheet.

Unit 8 – Working material 1. Sheet for evaluation of the knowledge and qualification acquired in the module 3 Put a cross on the number corresponding at best to your evaluation: 1 = very bad – 6 = excellent For each item give your personal appreciation and suggestions referring to your experience from each unit

A. General organisation of the module

1. General organisation of work was clear and easily comprehensible

1 2 3 4 5 6

Notes:……………………………………………………………………………………….………... ………………………………………………………………………………………………………… 2. The course of the module was logical and coherent

1 2 3 4 5 6 Notes:……………………………………………………………………………………….………... …………………………………………………………………………………………………………

Unit 8: Assessment and self-assessment (2 hours)

Task 1

Task 2


3. Both general and specific aims of each unit were clear and set out well

1 2 3 4 5 6 Notes:……………………………………………………………………………………….……….. ………………………………………………………………………………………………………… 4. Timing and rhythm of work were well prepared

1 2 3 4 5 6

Notes:……………………………………………………………………………………….………... ………………………………………………………………………………………………………… 5. Each task was clearly and sufficiently explained

1 2 3 4 5 6

Notes:……………………………………………………………………………………….………... ………………………………………………………………………………………………………… 6. Materials given for each task were comprehensive and appropriate

1 2 3 4 5 6 Notes:……………………………………………………………………………………….………... ………………………………………………………………………………………………………… 7. Methods chosen to cover each task corresponded with the work to be brought to the

end

1 2 3 4 5 6 Notes:……………………………………………………………………………………….………... ………………………………………………………………………………………………………… 8. The staff for organising our leisure time activities was qualified and well adjusted

1 2 3 4 5 6 Notes:……………………………………………………………………………………….………... …………………………………………………………………………………………………………

B. Acquired qualification

At the end of the module I have learnt in the (1st unit) - ………………………………………………………………………………………………………………….


-………………………………………………………………………………………………………………….. (2nd unit) - …………………………………………………………………………………………………………………. - …………………………………………………………………………………………………………………. (3rd unit) - …………………………………………………………………………………………………………………. -………………………………………………………………………………………………………………….. (4th unit) -………………………………………………………………………………………………………………….. - …………………………………………………………………………………………………………………. (5th unit) -………………………………………………………………………………………………………………….. - …………………………………………………………………………………………………………………. (6th unit) - …………………………………………………………………………………………………………………. - …………………………………………………………………………………………………………………. (7th unit) - …………………………………………………………………………………………………………………. -………………………………………………………………………………………………………………….. C. Concerning the professional context, I think I will use what I have learnt in the

following way (describe how you will use the qualification you have acquired having passed this module in your everyday practice):


Module 3: Practical aspects of teaching in CLIL Further reading

1. General

ALLWRIGHT R. L., BAILEY K.M. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers, Cambridge University Press, Cambridge. BELL J. 1993. Doing your research project. A guide for first-time Researchers in Education and social Science, Open University Press, Buckingham-Philadelphia, 2nd Ed. BIALYSTOK, E. 1991. Achieving Proficiency in a Second Language: A Processing Approach, in (eds.), PHILLIPSON, R., E. KELLERMAN, L. SELINKER, M. SHARWOOD-SMITH & M. SWAIN Language Pedagogy Research - A Commemorative Volume for Claus Faerch, Multilingual Matters. 63-78, Clevedon. BRUNER, J.S. 1985. The role of interaction formats in language acquisition, in J.P. FORGAS, Language and social situations, Springer, New York. CHAUDRON, C. 1988. Second Language Classroom: Research on Teaching and Learning, Cambridge University Press, Cambridge. CURTAIN, H.A. 1985The immersion approach: principle and practice, Milwaukee. DULAY, H. & BURTM. KRASHEN, S.D. 1982. Language two, Oxford University Press, Oxford. EBBUT, D. & ELLIOT, J. 1985. Issues in Teaching for Understanding, Longman, York. FLANDERS, N.A. 1970. Analysing teaching behaviour, Addison-Wesley Publishing Company, New York. FREEMAN, D. 1989. Language teacher’s education:reflecting upon practice, Oxford University Press, Londres. KOLB, D.A. 1984. Experiential Learning. Experience as the source of learning and development. Prentice Hall, Englewood Cliffs. LAMBERT, W.E. 1990. Persistent Issues in Bilingualism, in HARLEY & al. (eds.) The Development of Second Language Proficiency, CUP, Cambridge: 201-218. McDONOUGH, J. & SHAW, C. 1993. Materials and Methods in ELT, Blakwell, Oxford (UK) – Cambridge (MA). NAIMAN, N., FRÖHLICH, M., STERN, H.H. & TODESCO, A. 1978. The Good Language Learner. Research in Education No 7. Ontario Institute for Studies in Education, Toronto. O'MALLEY, M. & CHAMOT, A.U. 1990. Learner Strategies in Second Language Acquisition. CUP Cambridge. PECK, A. 1988. Language Teachers at Work, A description of methods, Prentice Hall International, Hertfordshire. SHORT, D.J. 1991. How to Integrate Language and Content Instruction. A Training Manua, CAL, Wash. TARONE, E. & YULE, G. 1989. Focus on the language learner, Oxford University Press, Oxford. van LIER, L. 1988. The classroom and the language learner, Longman, Londres, 3rd Ed.

2. Special for CLIL

BAETENS BEARDSMORE, H. 1993. Bilingual learning: theories, concepts, models. In E. Thürmann & H. Helfrich (eds.) Language Learning for European Citizenship. Report of Workshop 12A. Council of Europe CC-Lang (93), 39-56. BAKER, C. 1995. A parents' and teachers' guide to bilingualism. Clevedon: Multilingual Matters.


BAKER, C. 1993. Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters. BRINTON, D. M., SNOW, M.A. & M. Wesche 1989. Content-based second language instruction. New York: Newbury House. FRUHAUF, G., COYLE, D. & CHRIST, I. (eds.) 1996. Teaching content in a foreign language. Practice and perspectives in European bilingual education. Alkmaar: European Platform for Dutch Education. LAURÉN, C. (ed.) 1991. Kielikylpymenetelmä: kielen käyttö mielekkääksi. Vaasan yliopiston täydennyskoulutuskeskuksen julkaisuja 1/1991. MARSH, D., OKSMAN-RINKINEN, P. & Takala, S. (eds.) 1996. Mainstream bilingual education in the Finnish vocational sector. Helsinki: Opetushallitus. NIKULA, T. & MARSH, D. 1996. Kartoitus vieraskielisen opetuksen tarjonnasta peruskoulussa ja lukiossa. Helsinki: Opetushallitus. RÄSÄnen, A. & MARSH, D. 1994. Content instruction through a foreign language. Reports from the Continuing Education Centre, Univeristy of Jyväskylä. No. 8. SNOW, M. A., MET, M. & GENESEE, F. 1989. A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, Vol. 23, No. 2, 201-217. SWAIN, M. 1996. Integrating language and content in immersion classrooms: Research perspectives. The Canadian Modern Language Review, Vol. 52, No. 4, 529-548. SWAIN, M. & LAPKIN, S. 1982. Evaluating bilingual education: a Canadian case study. Clevedon: Multilingual Matters. VLAEMINCK, S. 1996. Foreword. In G. Fruhauf, D. Coyle & I. Christ (eds.), 5-6.

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