Listening can be supported by: visuals, speaking clearly and slowly, using and stressing key words, box for keywords in the class, matching keywords and pictures, translation of key words, body language, small chunks of language (brief speeches), if they focus on the task it’s easier to maintain their attention. 

 

Speaking:  not correcting them if you might stop communication or tell them to correct and repeat their sentence, provide framework (i.e. interview), give them the beginning of a sentence, providing them key-words to use, do a model of what you want them to do.    

 

Reading: preparation of key words, dictionaries, glossary, guessing from context, synonym/definition. Do activities first so that they can be prepared to face the writing. 

 

Writing: models, key words, sentence starters, framework . 

 

 Forms of interaction: 

Ø  Teacher to students. 

Ø  Students to students. 

Ø  Students to teacher. 

 

Use of L1 (own language): sometimes it is necesary to give instructions.

Differentiate: provide more information to the students who might need it in order to complete their task more easily.  

A further resource to support language are graphic organisers: atomistic maps, cycles, flow diagrams, quadrants, tables, t-charts, timelines, tree diagrams and venn diagrams among others.

This class was extended in the class "Looking for language in CLIL" of the 4th day.  

Here you can find the PPT provided by the teacher:

From theory to practice:  in order to connect the theory with the practice we need to design different activities addressed to promote the speaking, listening, reading and writing of the students (communication).

It is particularly useful to differentiate vocabulary for and vocabulary of the unit and provide support for language in all the activities that they have to do.

Besides it is necessary to take into account the learning of cultural facts, specific contents of the thematic unit and the cognitive processes we want them to develop.   

In order to organise all this information to prepare a class we were provided  the next template:

Think --> pairs --> share:
During the class we were given an incomplete worksheet with general titles about the stages of a class that we have to develop into more specific interventions (flesh it out). After working individually with the worksheet we were asked to share our ideas with a partner and finally we share the main outcomes with others.  These ideas would be useful in order to create and complete our own lesson plan. 

The strategy to share was called "Give one, take one" and consisted of sharing something that we have learnt from another person and the person who we are talking to does exactly the same.

A variation of this strategy is the so-called Cocktail party (when there’s other people listening to the conversation and eventually joins).

During the second part of the lecture we experienced an exemplifying  class  of magnetism adapted to primary and secondary school. One of the resources used in the class was: https://www.brainpop.com/science/motionsforcesandtime/magnetism/  
Along with the class we were given a handout of the teacher's lesson plan so that we can have another example of how to complete a lesson plan template. In this handout we  found the next sections: 
> "Students will": a description of the class objectives. 
> "Materials": needed to complete the class. 
> "Vocabulary": main vocabulary to focus on the lesson. 
> "Preparation": how to manage the class in brief stages. 
> "Lesson procedure": a description of each stage step by step. 

 | Content obligatory words for our subject  | Content compatible words in our subject  | High and medium frequency words found in our subject | Expressions and collocations used in our subject.

In order to review what we have been learning during the class we did a group dynamic in which two students have to sit down in a chair back to the blackboard and a word is written on it. Then, the team of each student has to help him/her guessing the word by giving them the definition or clues but not using the word itself.

At the end of the class we were given some handouts with examples of adverbs, nouns and expressions commonly used in

                 Plan B does not offer a membership package and charges 20 pounds per film or series.

Which one is more convenient? Why?

Make a table, a graph and explain your choice

> Geography: in this lesson we were asked to use the computers to find some information about the world map projections and compare them in a spreadsheet.

2) There's a target language. 
3) It has an integrated and dual focus-approach: not teaching a subject in English but both things at the same time. Inevitably, as this is not an Engish class, content comes first. 

 

Two branches of CLIL: 

A) Hard CLIL/ Content driven: teaching a subject in English  and learning both contents and English. 

B) Soft CLIL/Language driven = Teaching some thematic units in English. 

* Immersion programs = Students are treated as native speakers so the subject is taught in English. 

Here you can find the PPT provided by the teacher:

Certainly there are some downsides of reviewing, for instance, the shortage of time that a teacher has to complete the syllabus makes it harder to find the time to review. But undoubtedly it is something vital for the learner’s success.  

A useful way to do it is reviewing before and after the class. And after a test.

TIP: when asking the students to expose what they think it’s easier for them to go first if we say that they will have to refer to what the previous person has said. 

-          Techniques: write words on the board, images, and open questions.  

-          Uses: formative assessment and analysing misconceptions and previous concepts.  A degree of contextualized repetition is vital to keep the concepts fresh. 

Besides we were given some handouts with exemplifying sentences so as to encourage the learners to predict, hypothesise, think about the subject or monitor their work. 

Finally we used a  Pop-corn strategy in order to think of the importance of giving instructions in class and how to provide them. The pop-corn strategy consist of:  several rounds, everyone says something quick if you have nothing new to say just say pass. 

It’s important to give them clear instructions so that they can direct their own learning and do not depend on the teacher for every single step. (Autonomy)

-          Autonomy. 

-          Task success. 

-          Making them feel at ease. 

How to give instructions: 

-          Differentiating steps using connectors.

-          The amount of instructions should be limited.

-          Clear and simple words. 

-          Words to attract their attention. You should, I want you to.  -          Peer help.  

-          Clarifying what is expected from them, the final product. 

The curriculum is to be assessed. Particularly the general objectives of the subject, which are supposed to have been written in connection with the key competences.

·         Skills. 

·         Knowledge. 

·         Understandings. 

·         Dispositions. 

Types

·         Written test: 

ØOpen ended-questions. 

ØShort answer questions. 

ØCloze test. 

ØMatch the columns. 

ØTest-type: true-false, choose the correct one, multiple-choice.

ØDrawing and labelling. 

ØLabelling.  

·         Oral test. 

·         Recordings. 

·         Systematic or non-systematic observations. 

·         Check list. 

·         Notebook. 

·         Worksheets. 

·         Portfolio. 

·         Projects.

·         What’s the relationship between eukaryotic and prokaryotic cells? 

·         What would you say to a person who said that the eukaryotic and prokaryotic cells have a nucleus? 

·         If you could change one thing about… what would it be? 

·         What caused the eukaryotic cell occurrence?  

·         How would you select the ?

·         How does the plant cell contrast with the animal cell? 

·         Please explain why the mitochondrion has a folded inner membrane. 

·         Can you see a possible solution to how eukaryotic cells evolved from prokaryotic cells? 

·         Where is the chloroplast? 

·         What questions would you ask about the cell? 

·         How did the plant cell appear?

·         How would you solve?

·         What would you do if  

Later we were taught some useful strategies to promote our students critical and creative thinking: