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www.teachertrainingvideos.com
www.breakingnewsenglish.com
clil.media.com/clil-magazine
www.scoop.it/t/clil-tips-and-materials
multidict.net/clilstore
www.eslflashcards.com
www.learningchocolate.com
www.neok12.com
watchknowlearn.org
johnlocker.com
topdocumentaryfilms.com
video.nationalgeographic.com

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I thought to organize a lesson around healthy lifestyle. Improving the physical activity levels of children and youth has recently became an urgent priority. Nowadays they are not active enough for healthy growth and development.

Here is the link

http://v.gd/LmplbH

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Here is the link to my extensive reading lesson plan. This lesson calls on personal reading interests and levels and encourages both dialogical interaction and reflective thought within oneself and in collaboration with peers. With the teacher's guidance students will increase not only extensive reading, writing and thinking skills, but also their confidence and motivation for reading L2 texts.

http://v.gd/oWSpJS

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1. Don't let students read with a dictionary.

2. Don't test students.

3. Don't ask students to write summaries.

4. Don't ask students to read aloud around the class.

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1. Try to make time each week for reading in class: a 20 minute session once a week can make all the difference.

2. What is your role while the students read in class?: Read a reader yourself – by doing this you give value to the books by showing that you also like them.

3. How do you choose the books for your students to read? let the students choose what to read themselves.

4. What about levels?: every class is mixed ability and any class library will probably have at least three levels. As important as level is content and genre.

5. How to organise a class library?: don't! Let the students do it. Give two students responsibility for looking after the books, lending them and getting them back. If you are lucky to have a classroom of your own then you can display the books on shelves.

6. Get students to recommend books to each other: a good way of doing this is to have a card inside each reader for students to put one-word comments on.

7. Be positive about reading and show it to be a pleasure: an idea borrowed from the USA is called DEAR time. This stands for Drop Everything And Read. Students need to have a reader with them in class for this to work. Quite simply when the lesson is dragging or it's a hot Friday afternoon just clap your hands and say 'DEAR time'. Everyone, including you, takes out their reader and reads for a few minutes. Then you can all return refreshed to the lesson topic.

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Maley says, "We need to realize how much influence we have on our students. Students do not just (or even) learn the subject matter we teach them; they learn their teachers. Teacher attitude, more than technical expertise, is what they will recall when they leave us" (1999:7).

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Top Ten Principles for Teaching Extensive Reading

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Top Ten Principles for Teaching Extensive Reading

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1.  The reading material is easy: texts must be well within the learners' reading competence in the foreign language

2. A variety of reading material on a wide range of topics must be available: the texts made available should ideally be as varied as the learners who read them and the purposes for which they want to read.

3. Learners choose what they want to read:  learners can select texts as they do in their own language. Learners are also free, indeed encouraged, to stop reading anything they find to be too difficult, or that turns out not to be of interest.

4. Learners read as much as possible: a book a week is probably the minimum amount of reading necessary to achieve the benefits of extensive reading and to establish a reading habit.

5. The purpose of reading is usually related to pleasure, information and general understanding: in extensive reading, the learner's goal is sufficient understanding to fulfill a particular reading purpose, for example, the obtaining of information, the enjoyment of a story, or the passing of time.

6. Reading is its own reward: extensive reading is not usually followed by comprehension questions. It is an experience complete in itself.

7. Reading speed is usually faster rather than slower: the virtuous circle of the good reader: Reads faster; Reads more; Understands better; Enjoys reading; Reads faster. . .".

8. Reading is individual and silent: silent, individual extensive reading allows students to discover that reading is a personal interaction with the text, and an experience that they have responsibility for.

9. Teachers orient and guide their students: students need careful introduction to extensive reading. Teachers can explain that reading extensively leads not only to gains in reading proficiency but also to overall gains in language learning. Guidance throughout the extensive reading experience is also needed. Teachers can keep track of what and how much each student reads, and their students' reactions to what was read. Based on this information, teachers can encourage students to read as widely as possible and, as their language ability, reading ability and confidence increase, to read at progressively higher levels of difficulty. Guidance implies a sharing of the reading experience, which leads us to the final principle of extensive reading.

10. The teacher is a role model of a reader: effective extensive reading teachers are themselves readers, teaching by example the attitudes and behaviors of a reader.

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Underlying principles

1.  'all teachers are teachers of language'

2. The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

3. There remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching.

Classroom principles

1. Language is used to learn as well as to communicate

2. It is the subject matter which determines the language needed to learn.

3. A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

1. Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.

2. Communication - Using language to learn whilst learning to use language

3. Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

4. Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

4. In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

5. For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject.

Lesson framework

A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Conclusion

From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the CLIL teacher training issue.

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The CLIL Tool Kit: Transforming theory
into practice

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The CLIL Tool Kit: Transforming theory
into practice

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There is neither one preferred CLIL model, nor one CLIL methodology. The CLIL approach is flexible in order to take account of a wide range of contexts.

For CLIL to be effective, certain fundamental principles must be recognized as essential – it is not the case that any kind of teaching or learning in another language is CLIL.

STAGE 1: A SHARED VISION FOR CLIL
Two fundamental trigger questions:
• What is our ideal CLIL classroom and what goes on there?
• In an ideal world, what do we want our CLIL learners and teachers to be able to achieve?
A range of brainstorming and discussion techniques for building an ideas bank provides the basis for vision sharing and prioritizing. A ‘Diamond 9’ activity, for example, may provide a useful catalyst for identifying and sharing these goals in a reflective and supportive way.
To start the activity, pairs or small groups of CLIL teachers require nine ‘I want’ statements. The statements need to be written on small squares of paper. In pairs or small groups, teachers discuss each square in turn and create a consensual diamond shape which prioritises individual statements in order to arrive at a shared vision – the most popular statement placed in position one, the next two in position two and so on. Priorities which emerge from the vision activities are the global goals.

STAGE 2: ANALYSING AND PERSONALIZING THE CLIL CONTEXT.
This stage requires those responsible for the CLIL programme to construct a model for CLIL which not only grows from the vision created in Stage 1, but which also reflects the local situation. At this stage ‘making the model our own’ is not detailed, but identifies the fundamental principles or the building blocks.

STAGE 3: PLANNING A UNIT
It consists of four different planning steps using the 4Cs Framework (CONTENT, COMMUNICATION,COGNITION,CULTURE ) and other conceptual tools.
The 4Cs can be outlined individually, they do not exist as separate elements. Connecting the 4Cs into an integrated whole is fundamental to planning. CLIL integrates language learning and content learning at cognitive and cultural levels appropriate to the learners. It is this integration which results in new learning scenarios which are different from regular language or content lessons. CLIL demands careful planning for progression in all Cs, and the Cs may progress at different rates depending on the context.  Global goals may be a useful starting point, but more detailed planning may be facilitated by using the 4Cs Framework. Stage 3 is the most detailed stage in the planning process.
We recommend using a mind map or similar visual organizer to create a unit of work. A unit might consist of a series of lessons over a specific period of time or a theme.
Step 1: Considering content
Step2: Connecting content and cognition.
the next step is to analyse and select the thinking skills, problem solving and creativity which connect with the content. This process ensures that the cognitive level of the CLIL unit relates to the learners’ own levels of development.
Step 3: Communication – Defining language learning and using.
The next step links the content and cognitive demands with communication, using the Language Triptych  (language of, for and through learning).
Language of learning : the first aspect of the Triptych is the language of learning. This explores what language learners will need to access new knowledge and understanding when dealing with the content.
Language for learning: it  is linked to the language students will need during lessons to carry out the planned activities effectively.
Language through learning: new language will emerge through learning. The challenge for teachers is how to capitalize on, recycle and extend new language so that it becomes embedded in the learners’ repertoire.
Step 4: Developing cultural awareness and opportunities.
It is our responsibility to investigate the most accessible means through which our learners can work alongside other learners from different cultures and with different first languages.  Integrating cultural opportunities into the CLIL classroom is not an option, it is a necessity.
STAGE 4: PREPARING THE UNIT
The mind map is transformed into materials, resources, tasks and activities.This stage is usually the most time-consuming. There are few ready-made materials which respond to the needs of context-specific units.  More CLIL digital networks are emerging and with them teacher support, materials banks and repositories.
STAGE 5: MONITORING AND EVALUATING CLIL IN ACTION
This stage is not about assessing student learning. By contrast, focuses on understanding classroom processes as they evolve to gain insights which inform future planning. The CLIL Matrix  based on Cummins’ work (1984) is a tool which CLIL teachers find useful for ‘measuring’ and analysing the interconnectedness of cognitive and linguistic levels of tasks and materials used during a unit. It can be used to monitor, sequence and scaffold learning positioning tasks in appropriate way.
STAGE 6: TOWARDS INQUIRY-BASED PROFESSIONAL LEARNING COMMUNITIES.
it is desirable that teachers belong to or build a professional learning community where everyone considers themselves as learners as well as teachers. Shulman (1999) suggests a model for pedagogical reasoning and action.
LOCIT: Lesson Observation and Critical Incident Technique  enables teachers to build up and share practice-based evidence of successful CLIL.  The LOCIT process typically involves filming a whole lesson or series of lessons, editing the key ‘learning moments’ and comparing edited clips with learners and colleagues. Lessons are reviewed and analysed using Critical Incident Technique for reflection  and in-depth, focused discussion. LOCIT involves listening to and working with learners and aims to give them a ‘voice’ to articulate their own learning. The CIT analysis demands reflection and discussion, reviewing the lesson in small groups and describing the learning moments in a variety of ways, such as written descriptors, grids or oral reports.
The final stage is to compare the edited versions – either in class with students to encourage reflection and discussion about CLIL learning, or between colleagues/ researchers.

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1)be sure of what to teach (CONTENT/CULTURE).

2)MATERIAL SEARCH

-books in English

-internet

(Be aware of the pupils' English competence).

3)select the activities you want your students to do (COGNITION)

(Think the same activities you would do in Italian and be aware of your pupils' English competence).

4)analyse the language to be used to provide proper scaffolding (COMMUNICATION).

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The 4Cs-Framework can only be achieved when all the 4Cs are considered in lesson planning and materials construction.

1)planning a CLIL unit starts with CONTENT SELECTION.

2)providing MULTIMODAL INPUT produces highly differentiated materials with accomodate different learning styles and activate various language skills.
3)the nature of the selected input (for instance, texts, charts, maps, video clips...) indicates WHICH SUBJECT SPECIFIC SKILLS NEED TO BE PRACTICED with the students.

4)tasks need to be designed to trigger both HIGHER ORDER THINKING SKILLS and lead to AUTHENTIC COMMUNICATION/INTERACTION in different interactive format (solo work, pair work, group work...).

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TOWARDS QUALITY CLIL:SUCCESSFUL PLANNING AND TEACHING STRATEGIES

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TOWARDS QUALITY CLIL:SUCCESSFUL PLANNING AND TEACHING STRATEGIES

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CLIL DOESN'T AUTOMATICALLY LEAD TO SUCCESSFUL TEACHING AND LEARNING. To truly realize the added value of CLIL teachers need to embrace a new paradigm of teaching and learning.

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Passive knowledge has to be turned into active knowledge.

In CLIL sustainable learning is of great importance, so teachers should:

-create connections with students' attitudes, experience and knowledge.

-make the learning process transparent and provide clear structuring.

-make sure that the results of group work are shared with all the students of the class (through posters, blogs, learning diaries, websites...).

-promote autonomous learning and introduce (digital) portfolio work.

-make strategic use of the L1 to support the learning process (for instance, paraphrasing games like TABOO, transmediation activities).

-embrace a lexical approach to teaching and focus on collocations and chunks.

-promote spiral learning and put great emphasis on learning and study skills.

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Thinking skills (HOTS) are the key to success. Academic discourse functions, the intersection of content, cognition and language, the ability to express complex thought processess appropriately need sistematic instruction, both in L1 and L2. They do not appear authomatically. Students need to be shown how to express their thoughts in an increasingly complex manner.

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A STRATEGY: ADDING THE (INTER-)CULTURAL DIMENSION

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A STRATEGY: ADDING THE (INTER-)CULTURAL DIMENSION

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Students do not only have to learn how to talk about key issue in a foreign language. They also need to become aware of the hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to address them. They also need to be taught how to keep the flow of communication going without offending the partner

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A STRATEGY: RICH INTERACTION AND PUSHED OUTPUT

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A STRATEGY: RICH INTERACTION AND PUSHED OUTPUT

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Language acquisition is strongly facilitated by the use of the target language in interaction.

TBLT (task based language teaching): language are acquired most successfully when they are learned for comunicative purposes in meaningful and significant social situation (improve fluency, accuracy and complexity of language production).

GAP-PRINCIPLE: teachers can create authentic comunicative situations by providing such gaps and asking students to fill them through cooperative interaction.

MULTIPLE-PERFORMANCE-TASK: it combines the communicative benedite of the gap principle with those of task repetition.

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Meaningful, challenging and authentic classroom materials are useful to arouse students' motivation.

Learning works best when new topics are presented in such a way that the affective filters of the students remain wide open and when students can link new input to prior knowledge, experiences and attitudes.

For example, video clips, flash-animations, web-questo, podcasts and other interattive materials on English websites

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It serves several purposes:

- it helps students understand the content and language of any given material.

- it enables students to accomplish a given task through appropriate, supportive strutturing.

- it supports language production by providing phrases, subject-specific vocabulary and collocations needed to complete assignments.

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BICS (BASIC INTERPERSONAL COMMUNICATIONENABLES SKILLS): students have to be alle to liste n, speck and eri te on a tante of topico, Marina appropriate ne accurate use of language.

CALP (COGNITIVE ACADEMIC LANGUAGE PROFICIENCY): students need language FOR learning ( decontestualised language variety use at school).

CALP SKILLS take a lot to develop than BICS SKILLS.

We shouldn't be taken in by learners with fluent BICS (they may be slow in the subject classroom because they haven't yet developed L2 CALP).

CALP skills transfer from one language to another (Cummins: an underlying proficiency): a common base of academic language skills which may be used in both L1- and L2-medium learning.

Explicit CALP teaching in L1 is good for all learners, but especially for those learning in L2.

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KEY DATA ON TEACHING LANGUAGES AT SCHOOL IN EUROPE 2012 -  TAUGHT TIME AND CLASS SIZES 

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KEY DATA ON TEACHING LANGUAGES AT SCHOOL IN EUROPE 2012 -  TAUGHT TIME AND CLASS SIZES 

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1. THE ANNUAL TAUGHT TIME FOR FOREIGN LANGUAGES INCREASES SIGNIFICANTLY FROM THE START OF LOWER SECONDARY EDUCATION IN MOST COUNTRIES

2. IN GENERAL, ONLY MINOR CHANGES TO THE RECOMMENDED TAUGHT TIME FOR FOREIGN LANGUAGES HAVE BEEN INTRODUCED OVER THE LAST FIVE YEARS

3. THE COUNTRIES WITH THE LONGEST DURATION OF FOREIGN LANGUAGE TEACHING DO NOT NECESSARILY HAVE THE HIGHEST TAUGHT TIME

4. THE FIRST FOREIGN LANGUAGE GENERALLY COMMANDS THE LARGEST SHARE OF THE TIMETABLE AVAILABLE FOR LANGUAGE TEACHING

5. THE RELATIVE SHARE OF TAUGHT TIME ALLOCATED TO FOREIGN LANGUAGE TEACHING IS SIGNIFICANTLY HIGHER IN COMPULSORY SECONDARY EDUCATION

6. FEW COUNTRIES ESTABLISH SPECIFIC CLASS SIZE NORMS FOR FOREIGN LANGUAGE TEACHING

7. MOST STUDENTS STUDY FOREIGN LANGUAGES IN CLASSES CORRESPONDING TO THE SIZE NORMS SET BY PUBLIC AUTHORITIES

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KEY DATA ON TEACHING LANGUAGES AT SCHOOL IN EUROPE 2012 - STUDENTS’ MOTIVATION AND TEACHING APPROACHES 

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KEY DATA ON TEACHING LANGUAGES AT SCHOOL IN EUROPE 2012 - STUDENTS’ MOTIVATION AND TEACHING APPROACHES 

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1. STUDENTS LARGELY CONSIDER ENGLISH TO BE MORE USEFUL THAN OTHER FOREIGN LANGUAGES FOR THEIR FUTURE EDUCATION AND WORK

2. STUDENTS ARE EXPOSED MORE OFTEN TO ENGLISH THROUGH DIFFERENT TYPES OF MEDIA THAN TO OTHER FOREIGN LANGUAGES

3. WHEN SPEAKING IN CLASS, STUDENTS USE THE TARGET LANGUAGE LESS OFTEN THAN THEIR TEACHERS

4. ACCORDING TO THE GREAT MAJORITY OF STUDENTS, ICT IS NOT REGULARLY USED DURING LANGUAGE LESSONS IN MOST COUNTRIES

5. LESS THAN ONE THIRD OF STUDENTS HAVE RECENTLY PARTICIPATED IN EXTRA-CURRICULAR FOREIGN LANGUAGE ACTIVITIES

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Additional Language
Increasingly used instead of terms such as foreign, second or minority language, to refer to any language other than the first language

Bilingual Environment
An environment in which two languages are used

Certification
Officially-recognised documentation used in some form of assessment

Discourse Type
The type of communication found in the learning environment (e.g. classroom). It is separated in terms of interactional (main emphasis on social communication), and transactional discourse (main emphasis on giving and receiving information)

Exposure
The proportion of CLIL teaching experienced by a learner in a school year

Low - about 5-15% of teaching time

Medium - about 15-50% of teaching time

High - over 50% of teaching time

Foreign Language
A language which is not usually used in the surrounding social environment

ICT
Information and Communications Technology

Immersion Method
One specific form of CLIL usually involving extensive exposure and very specific linguistic conditions in the environment

Intercultural Knowledge & Understanding
Understanding of one’s own in relation to other cultures

Language Awareness
Sensitivity to the similarities and differences between languages

Language Shower
Used to describe very short, but often continuous, exposure to CLIL

Learning Styles
An individuals preferences for approaches to learning

Learning Strategies
The ways in which individuals learn

Majority Language
The main language used in the surrounding social environment. This often means ’national language’ but not always

Minority Language
The language used by a minority in the surrounding social environment

Monolingual Environment
An environment in which one language is most widely used in the surrounding social environment

Mother Tongue
This is generally used to refer to the first language a child acquires and uses, but in some cases children will be fully bilingual and thus may not actually have one first language, but perhaps two or more first languages

Multilingual Environment
An environment in which three or more different languages are actively used

Native Speaker
A person who considers the target language to be his/her first language

Plurilingual Attitudes
Attitudes which support the value of being able to use, to a greater or lesser extent, three or more languages

School Profile
The public image of a school

Second Language
Used to describe a language widely used in the surrounding environment which is not considered to be a foreign language

Target Language
The language used for CLIL

Trans-languaging
Where more than one language is used in the CLIL classroom environment

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Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a nonlanguage subject, where both language and subject have a joint role (Marsh 2002:58)

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Why should CLIL motivate more than other conventional approaches?  Could it be because:

It provides reasons for learning and improving the foreign language level, because the understanding of the subject content is compulsory.

It focuses on and assesses the subject content, so the learner is not being assessed on his/her mastery of the Past Simple (for example) but rather his/her ability to use it in the appropriate places.

It gives students a feeling of real achievement.  They are coping with, and talking and writing about, complex material in the foreign language.

They are not being asked to discuss 'vox-pop' content as in standard language learning textbooks (Pop Stars, Global Warming, My Favourite Auntie) - where the content is used as a slave to illustrate a certain language structure - but because the content is important in itself.  In CLIL there is a chance that they are being asked their opinions because the expression of opinions (for example) is a key competence in the syllabus content.

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1.  CLIL is a member of the Curriculum Club.

Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign language……"

2. CLIL has a dual focus.

"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language".

3. CLIL buys us time.
It [CLIL] provides exposure to the language without requiring extra time in the curriculum".

4. CLIL causes change - and you don't need to be a genius to benefit from it.

"…an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together.  It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study".

5. CLIL motivates

CLIL is about using languages to learn………..It is about installing a 'hunger to learn' in the student. It gives opportunity for him/her to think about and develop how s/he communicates in general, even in the first language".

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My first attempt at QUIZLET!!!

very funny and simply to use...

https://quizlet.com/116977448

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Integration of language and content

Clil means teaching a foreign language and teaching through that foreign language as well. It is an approach in which the teaching of content and the teaching of language are integrated. You teach content through English and teach English through content at the same time.

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My name's Lucia Caruso. I'm from Italy. I live in a small town in the province of Catania. I teach English in a low secondary school. I'm attending this course because I'd like to learn more about CLIL approach.