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Micro Teaching - Lesson Plan Outline Neaua M

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Bend and stretch, reach for the stars, there goes Jupiter, here comes Mars.

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Listening Text (Types of Private Enterprise)

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Listening Text (Types of Private Enterprise)

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Topic: Road Accidents (Health & PE)

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Air Resistance

Air resistance describes the forces that are in opposition to the motion of an object as it passes through the air. Sometimes these are called drag forces. These drag forces act opposite to the motion, slowing the object down. Unlike other resistance forces, drag depends directly on the speed of the moving object (plane, car, or bicycle), since it is a force that is acting opposite to the direction of the movement. “Aerodynamics” is the term used to talk about the science and design of planes, trains and cars that are being designed to travel quickly. Air resistance is the result of collisions of the object’s front surface with air particles. It can therefore be said that the two most common factors that have a direct effect upon the amount of air resistance are the speed of the object and the front facing surface of the vehicle.

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https://www.facebook.com/groups/ktckookaburras

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Topic: Types of Natural Resources

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Micro Teaching - Lesson Plan Template (1)

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text used by in video format available on youtube

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text used by in video format available on youtube

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Text used by in video format on available on youtube

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Topic: Types of Resources in Kiribati

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Topic: Road Accidents

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There's a small change in my lesson outline, I just edited the language column to make it more specific.

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Available here later today.

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Here is a short clip for deriving the formula of a circle

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Available here and check KTC email as well, please :)

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Please add a post to your Padlet:

1. How did you feel about the micro-teaching?

2. What are you proud of / worked well?

3. What would you adapt for next time?

4. What will you take back to your class from the CPD course?

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Topic: Biodiversity

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Biodiversity song

There’s so much Diversity of life

In different habitats

Living things have different needs

So, they live where their needs are met

(CHORUS)

Earth has different kinds of Plants and Animals

There is so much diversity of life on earth

The forest has bugs, and monkeys

And the desert has some snakes

Lizard, camels and some foxes

They live where their needs are met

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List of our CLIL strategies

1. Learning goals - questions about the day's lesson

2. Video review - Ss tell the words they see

3. Label a diagram (flags) - words Ss know already

4. Picture elicitation - WH questions WHO WHAT WHERE

5. Word repetition - of Ss answers in full sentences, eg. It's a bed for sleeping in, a family eating pizza.

6. Pre Listening - Images first

7. Pre Listening - T shows glossary box

8. Pre Listening - Ss read the sentences not in order

9. Listening 1 - listen to the T and order the sentences

10. Listening 2 - Ss check their answers

11. Speaking 1 - Ss re-tell the story of the song

12. Pre Listening - pre-teach more vocabulary /check Ss understanding, e.g. turtle, spear, etc

13. Pre-listening - Listening / Ss write the questions down (to process the questions from the T)

14. Listening 2 - listen and check answers together

15. Reading - read the song transcript (bridge)

16. Assessment - Ss draw an illustration to demonstrate their understanding of the song text

17. CLIL lesson outline review

18. Micro-teaching criteria

19. Micro-teaching lesson planning

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2.1 DEMO - The Music of CLIL - My Island Home

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Topic: Types of Resources in Kiribati

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Pollination

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Soundtrack 1 Follow the Sun
Soundtrack 2  How Far I'll Go

Key Questions

1. What do you remember about Aussie Animals?

2. How do you use your blackboard in your classroom?

3. What does 'home' mean to you?

4. What CLIL activities will you use in micro-teaching?

Learning Activities:

Session 1:  10:15am-12:30pm

Warm up

Sample CLIL lesson

Session 2: 1:30pm - 3:30/4.00pm

CLIL lesson plans

Micro-teaching planning

Homework:

Complete a lesson outline

Upload it to your Padlet

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x1.2 PLAN - Aussie Animals - CLIL Review

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Today's Soundtrack: Animals

Key Questions

What do you remember about CLIL?

What do you know about Aussie Animals?

How do we support language in our content classrooms?

Learning Activities:

Session 1:  10:15am-12:30pm

CPD2 Program Info

Warm up

Sample CLIL lesson

Session 2: 1:30pm - 3:30/4.00pm

CLIL lesson plans

Set up Micro-Teaching

Homework:

Select at text to teach

Upload it to your Padlet

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Click HERE to access it.

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List of our CLIL strategies

1. Learning goals - questions about the day's lesson

2. Picture elicitation - Quokka (set the context)

3. Sound elicitation - Kookaburra video (arose Ss interest)

4. Whiteboard - brainstorm bubbles (establish prior learning)

5. Picture-Word match - to check new/familiar concepts

6. Group work - give useful language discussion prompts

7. Jamboard/WB - to listen, repeat, draw syllables + stress

8. Song related to the topic - to energise Ss

9. Wordwall - to review key terms

10. Reading - in pairs to guess headings

11. Reading - individually to identify context clues

12. Reading - in groups as a race to check comprehension

13. Planning - review the CLIL lesson goals

14. Planning - set up micro-teaching procedures

15. Homework - select a text to teach and prepare

What's on Wednesday?

Listening - strategies for language and learning

Production - encouraging speaking and writing

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Busby Marou - Best Part Of Me (Official Video)

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What activities have you used in your classroom?

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What activities have you used in your classroom?

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Approx timing: 30 minutes

TASK 1:
To prepare for micro-teaching, please:

Click to open the booklet above

Select a short reading or listening text from your teaching context to use in your peer teaching.

Upload the text (or url) to your Padlet space.

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Please take the course survey:

It is an online survey

It takes 10 minutes

Click HERE to access the link

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Which two are true about me?

1. I am from Brisbane.

2. I ride a motorbike everyday.

3. I am a musician in a band.

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1. Review the Animals/Islands lesson outlines

2. Download this outline doc

3. Write your own outline for the text you will teach

4. Upload your outline to the Padlet under your name

5. Include the text you are using in your lesson

Due date:  Thursday 6pm

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Strategies to support learning and integrating CLIL into our lessons.

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Project: My teaching context.

1. See sample Infographic HERE.
2. Go to https://www.canva.com/ *
3. How to use Canva
4. More 'how to' videos HERE
5. Upload the PDF version of your Infographic poster to Padlet (under your name).

*It may ask you to create an account. You only need the FREE version of Canva to do this.

DUE DATE: Monday 7 June

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High tech: Collaborative writing: https://jamboard.google.com/d/1gYfC2RcEK-4ELQwoWynUzDwcLjvCl2mFivnLgBqDh_w/viewer?f=5
Low tech: writing on newspaper, post it notes, 1 A4 paper an many pens. Lots of options. Well done!

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Please check out my Infographic

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Hi Class C,
I was sorry to hear about your lockdown. I suppose these are the times we live in, eh?
The Queensland Institute will be arranging to continue the program as soon as it is possible, but unfortunately I won't be available to train you again.
I'm sad because we were just getting to know each other, weren't we?
But the good news is that my replacement is a super-duper CLIL expert, so you will be in good hands.
It was rewarding teaching you and I wish you all the best in your future careers.
Take care of yourselves and your families.
Best wishes,
Martin

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Rivers, the Sea and Me

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Please join at 10.15am.

https://us02web.zoom.us/j/82394278983?pwd=MW1IWk5KcjA2UTFpRldDUG1ZTmtQdz09

Meeting ID: 823 9427 8983

Passcode: meetQI

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What do you notice about the staging of activities A to D?

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1. I'll die if I not play billiard one day
2. I have spent 2 year in the philippines at Bicol region where the Mayon vocanoe active
3. I used to cut toddy since I was in the elementary school
4. I have 1 adorable boy plus His Pretty Mom back at Home :)

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Low tech: Draw a word cloud on your chalkboard /give Ss chalk to come and write OR notepaper
High tech: T makes a WordArt image via this tool: click HERE.

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Which two are true about me?

1. I've lived and worked in Greece.

2. I can speak Spanish.

3. I like dogs more than cats.

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Courses that inspire innovation in teaching and learning.

We partner with schools and institutions to plan and deliver teacher development programs for global educators operating in language learning and teaching contexts. Our courses provide maximum flexibility through interactive, immersive, online delivery. In-person delivery is available, in collaboration with our education partners.

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Empowering global educators I Teacher development courses & consultancy

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What's coming up this week?

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How will you be evaluated?

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If you lose connection or the meeting closes suddenly, please:

1. Close Zoom

2. Re-start your Zoom

3. Re-join the Zoom meeting

If that doesn't work, send an email from your phone. Your trainers will email you what to do next.

Ms Fiona Wiebusch

Ms Philippa Coleman

Mr Martin Dutton

admin@thequeenslandinstitute.com

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Click 'VIEW OPTIONS' and pencil.

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Key Questions

What do you know about your classmates and QI trainers?

What do you already know about the CLIL approach?

What do you want to know?

Session 1: 10:30-12:30

Learning Activities:

Warmer activity

Log on: Key Questions

Introduction to CLIL, Part 1

Session 2: 1:30-3:30

Learning Activities:

Introduction to CLIL, Part 2

Log off: Exit Tickets

Homework:

1. Padlet Post 1: Finish 'Two Truths and a Lie'

2. Padlet Post 2: Post your response to the definition of the CLIL approach questions from Task 6 in the materials

3. Read the 'History of CLIL' text

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Click to download the PDF file.

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1.1 GTKY Review + CLIL Matrix Demo Lesson Adv Dip

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Click HERE to play online.

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What did we do in class? Why?

1. Wordsearch - to review vocabulary from last lesson; to revise Zoom buttons.

2. Log on - to activate Ss own knowledge by writing answers to the learning goals questions

3. Posting on Padlet - to build class rapport and check functionality

4. Picture elicitation - to establish context and key vocabulary

5. Ranking/Ordering - to activate prior knowledge and experience

6. Visual report - to practise using language to describe content

7. Stamping T/F  - to share expression of opinion on content

8. Stand up/sit down

9. Think - Pair - Share

10. Text reconstruction

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Which two are true about me?

1. I like to work with small engines
2. I have 3 sons and a daughter
3. I was born on Tarawa

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1. I like playing billiard as my stress management

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Which two are two about me?
1. I love to playing volleyball everyday
2. I have no kids
3. I was born in China

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1. I like fishing
2. I was a seafarer
3.I love teaching

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1. I like dancing.
2. I have a daughter.
3. I am from Nonouti.

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Which two are true about me?
1. I love playing football and volleyball
2. I have six children.
3. I've been travelled to one of an Asian country which is Brunei.

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Which two are true about me?

1. I've got two kids
2. I've been in Australia
3. I was born and raise in Perth

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Only 2 are true....
1. I am from the island of Nonouti.
2. I love exercise.
3. I don't have siblings.

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I was born on South Tarawa
I am from Australia

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Session 1: 10:30-12:30

Getting Started

Padlet homework review

Review: Word cloud (CLIL)

Key Questions

What lesson planning tools do you know or use?

What are the stages of a typical CLIL lesson?

Learning Activities:

Log on: Learning Goals

Intro to CLIL: CLIL Demo lesson, contd. (The Matrix)

Rivers, the Sea & Me: CLIL Demo lesson, Intro.

Session 2: 1:30-3:30

Learning Activities:

Transition: Song transition

Rivers, the Sea & Me: CLIL Demo lesson, contd.

Homework: 3 x Padlet posts

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What did we do in class today?

Homework: due Thurs 26th May

1. Padlet Post 1 - Write a short description of the CLIL Matrix in your own words.

2. Padlet Post 2 - Upload a photo of the CLIL matrix with 4  of our activities from today's lesson on the matrix.

3. Padlet Post 3 - Add your new definition of CLIL

Methodology:

1. Padlet comments - to provide feedback to learners and feedforward information to teachers; S-T dialogue.

2. WordCloud - to recall key terminology from Day 1

3. The CLIL Matrix - A framework for planning CLIL lessons.

4. Rivers v Oceans - Identify what you know from images (stamp) / Tell me Two More things you know about ..(voice)

5. Down the River - to transition between lessons / energiser

6. Substitution table - to support language production

7. Jigsaw A/B reading - to encourage Ss to communicate new information learned

8. Venn Diagram - to transfer new knowledge into written form

9. Padlet Posts - to demonstrate learning from the day.

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What did we do in class today?

Homework: due Thurs 20th May

1. Padlet Post 1 - Write a short description of the CLIL Matrix in your own words.

2. Padlet Post 2 - Upload a photo of the CLIL matrix with 4  of our activities from today's lesson on the matrix.

Methodology:

1. Padlet comments - to provide feedback to learners and feedforward information to teachers; S-T dialogue.

2. WordCloud - to recall key terminology from Day 1

3. The CLIL Matrix - A framework for planning CLIL lessons.

4. Rivers v Oceans - Identify what you know from images (stamp) / Tell me Two More things you know about ..(voice)

5. Down the River - to transition between lessons / energiser

6. Substitution table - to support language production

7. Jigsaw A/B reading - to encourage Ss to communicate new information learned

8. Venn Diagram - to transfer new knowledge into written form

9. Padlet Posts - to demonstrate learning from the day.

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1: Finish 'Two Truths and a Lie' Padlet
2: Post your response to the definition of the CLIL approach questions from Task 6 in the materials
3. Read the text about the history of CLIL

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1. Definition on CLIL: It is an approach that allow teachers to integrate the content of the target language in the learning.
2.

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Regarding to my own understanding about CLIL, it is an approach in which a target languages integrated with the contents of a lesson. In CLIL, there are 3 important components which are;
(i) Content
(ii) Language
(iii) Learning skills.
The CLIL lesson was very different with other lesson's format and components.

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- Is a teaching strategy where students learn the content of the subject and learning the second the second language at same time. it CLIL there are 3 vitally components which is Content, language and learning skills. therefore, CLIL lesson it was a bit different with other format in which students always learn the content of the lesson plus the target language at the same time.

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Homework
Questions:

1. Padlet Post 2: Post your response to the definition of the CLIL approach questions from Task 6 in the materials.

- In my own view, CLIL stands for the content and language integrated learning. It best defined as an approach to teaching the content through the target language.

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My own definition of CLIL - CLIL is all about teaching a content or a subject using a target language.
1. Typical component of a good CLIL is engaging and activities which reflect students achievements.
2. A CLIL lesson is similar to other types of lesson plans in a way it promotes content learning and different in a way that it delivers language learning through the lesson.

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CLIL is an approach which used for teaching the content and the second language. This means that throughout teaching any subject by using English. There are four components of CLIL which are,

1.       Cognition

2.       Culture

3.        Content

4.       Communication

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1. My definition on CLIL matrix.
A path in which designed tasks are start from low linguistic and cognitive demands to high linguistic and cognitive demands.
or
designed tasks are graduated from the less demanding less demanding to high demanding in terms of cognitive and linguistic.
2. this is a diagram of CLIL matrix and the four activities
3.  My own definition of CLIL
For me CLIL is all about how you teach both the content of any subject together with the target language (English) at the same time.

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Two are true facts about me but one is a nightmare

I can speak Onotoan language.

I always go to Bingo when I am stress, after teaching and preparing my lessons.

My son strengthen me, and my wife support me.

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definition of CLIL
In my own definition for CLIL, I think  that content and language are delivered at the same time
It consist of four essential parts which are Content, cognitive, communication and culture

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HOMEWORK FOR LAST TUESDAY SESSION(18/05/21)

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HOMEWORK FOR LAST TUESDAY SESSION(18/05/21)

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1. CLIL matrix is a tool which can be used for planning a good CLIL lesson. Its guide you on how to plan or develop activities regarding to the cognitive and linguistic demands.
2. Refer to the photo uploaded to show the CLIL matrix and the activities we have covered during Day 2 session.
3. New definition of CLIL?
CLIL is one of the essential approach in which it’s integrated the content and language throughout the teaching and learning process. In the CLIL, it helps enhance or develop the cognitive and linguistic demands of a learner.

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About Life in Kiribati

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What did we do today? Why?

1. Warm ups with actions - why?

2. Google Jamboard - why?

3. Beep dictation - why?

4. Table analysis - why?

5. Infographic - why?

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Key Questions

What do you remember about our CLIL Lessons?

How can we plan for learning that integrates: content, language and learning skills?

Session 1: 10:30-12:30

Learning Activities:

Warmer activity

Log on: Teach Me Task

Google Jamboard

Planning for Learning

Session 2: 1:30-3:30

Learning Activities:

Strategies for learning C/L/LS

Project: Teaching Context

Log off: Homework tasks