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CLIL Workshop 13/5/21
CLIL Workshop
Lauren Hunt &
Marsha Rowland
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Slide 1:
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Maatschappijkunde
Middelbare school
vwo
Leerjaar 6
This lesson contains
30 slides
, with
interactive quizzes
and
text slides
.
Lesson duration is:
60 min
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Items in this lesson
CLIL Workshop
Lauren Hunt &
Marsha Rowland
Slide 1 - Slide
Lauren Hunt
Geography, History, Enterprise, Global Perspectives teacher
Havo 2 mentor
RSG Enkhuizen
Sheffield - UK
Self proclaimed crazy cat lady
Slide 2 - Slide
Marsha Rowland
Halifax – West-Yorkshire
Slide 3 - Slide
Marsha Rowland
I’m not a crazy cat lady but I have a crazy cat!
Slide 4 - Slide
And you are?
Share an image or a word that makes you happy!
Slide 5 - Open question
Aims for the session:
Slide 6 - Slide
Objectives
By the end of this workshop you will:
Know the 4 elements off by heart that are needed to create a CLIL proof writing assignment
Have the knowledge to be able to adjust 2 CLIL writing activities to the content of your subject.
Slide 7 - Slide
What is CLIL?
A
Collaborative Learning in Languages
B
Content & Language Integrated Learning
C
Continuous learning in Languages
D
Content & Learning in Life
Slide 8 - Quiz
Why do we need output in CLIL lessons?
Try out newly-learned language forms or vocabulary
Think through ideas
Express ideas
Share knowledge
Give feedback
Review ideas
Adapt and refine ideas
--> Content needs language and language needs content.
Slide 9 - Slide
What do you think makes a good CLIL writing activity?
Slide 10 - Open question
And just listen
Slide 11 - Slide
Slide 12 - Slide
When I was looking back I was looking at my?
Slide 13 - Open question
When the curtains opened I was looking forward and who was it that was buzzing?
Slide 14 - Open question
When I walked forward I gave the audience a big wave with my arms up in the are in the shape of a Y. This is when I remembered the….?
Slide 15 - Open question
With my clothing I wanted to express my informal…?
Slide 16 - Open question
My sneakers made me feel confident and I felt I had a strong foundation to build my speech and define the….?
Slide 17 - Open question
After the big round of applause I was happy that I had spent hours on typing my speech out. After all it is really important to have a clear….?
Slide 18 - Open question
Writing in CLIL
The
PASST
Model
Slide 19 - Slide
P
urpose
to persuade
to inform
to recount
to explain
to convince
to predict
to advise
to compare and contrast
to instruct
to describe
Slide 20 - Slide
A
udience
11-13 year olds
an old relative
a university professor
the readers of a historical magazine
readers of a horoscope page
patients in a dentist’s waiting room
Slide 21 - Slide
S
tructure
How do you want the work to be structured:
an introduction followed by two arguments for, two arguments against and then a conclusion.
Three paragraphs consisting of four sentences each...
You can design a scaffold or graphic organizer to support them.
Slide 22 - Slide
S
tyle
What style do you want to write in:
how informal or formal their writing should be.
Organise ideas
Develop vocabulary (e.g. a word bank).
Slide 23 - Slide
T
ext type
Slide 24 - Slide
Study the following document (see chat):
Copy and complete the table:
timer
3:00
Slide 25 - Slide
What was the purpose of the text?
Who was the audience?
What was the structure and style of the text?
What was the text type?
Slide 26 - Open question
Practice:
Here is a writing task that you could give to your students
Create a leaflet showing the fire escape procedure in a hotel
Think:
Complete the 4 elements (PASST)
timer
3:00
Slide 27 - Slide
Let's discuss...
Slide 28 - Slide
Over to you...
Reflect on a writing activity that you have used/or created in the past
Assess if the assignment is CLIL proof – can you use the 4 elements?
What would you improve with the knowledge that you have gained?
l.hunt@rsg-enkhuizen.nl
m.rowland@rocmondriaan.nl
Slide 29 - Slide
Thank you for your time!
Any questions?
Before you go, please complete the following feedback form:
https://forms.office.com/r/cq4cv3FtDY
Slide 30 - Slide
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