Workshop writing 1
Goals today: 13th Sept
You have refreshed the aims and builiding blocks of CLIL
You are aware of the importance of 5 focused activities for writing output
You have developed activities that you can use in your lessons that support writing output
You know where to find digital support materials and access CLIL coaching
1 / 27
suivant
Slide 1: Diapositive
EngelsMiddelbare schoolvwoLeerjaar 4
Cette leçon contient 27 diapositives, avec quiz interactifs et diapositives de texte.
Éléments de cette leçon
Goals today: 13th Sept
You have refreshed the aims and builiding blocks of CLIL
You are aware of the importance of 5 focused activities for writing output
You have developed activities that you can use in your lessons that support writing output
You know where to find digital support materials and access CLIL coaching
Slide 1 - Diapositive
CLIL: Content Language Integrated Learning
It is NOT teaching in English, but teaching THROUGH English.
David Marsh (1994): "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.“
So it is not a translation of your subject in English
Slide 2 - Diapositive
Planning for CLIL / Plan for content
Plan less per lesson when CLIL is new.
Feel comfortable with the content yourself.
Find and adapt authentic resources.
Use multi-modal input – working with the same information in different ways.
Build on what learners know. Link to other subjects.
Slide 3 - Diapositive
Plan for language
Know what vocabulary is needed for the content you’re teaching.
Understand your learners’ language needs.
Plan hands-on and problem-based activities that involve communication
Slide 4 - Diapositive
writing in your classroom.
What do you think of?
What do you think of?
Slide 5 - Carte mentale
CLIL wheel for planning
Slide 6 - Diapositive
What focus on writing is not...
1. Not writing paragraphs and essays
2. Not extra correction and marking for the teacher
3. Not extra time that is taken away from instruction & content
4. Not something that is done instead of other skills
Slide 7 - Diapositive
Advantages
"When embedded in the content of the curriculum, writing is a powerful teaching tool"
Judith Hochmann & Natalie Wexler TWR
Slide 8 - Diapositive
Focus on sentences ...
Sentence work can only be done after the content has been delivered as you are checking for understanding, but using sentence work to do that.
Slide 9 - Diapositive
Advantages
"When embedded in the content of the curriculum, writing is a powerful teaching tool"
Judith Hochmann & Natalie Wexler TWR
Slide 10 - Diapositive
What is the question?
The answer is "abolitionists"
The answer is "abolitionists"
Slide 11 - Question ouverte
Questions to the answer #1
1. Think of content you have recently taught.
2. Think of subject terminology that you want your students to understand.
3. Make questions for your answers. Make the questions as detailed as you want your students to produce.
4. Check for understanding by asking the students to write a question for your word/phrase/information.
Slide 12 - Diapositive
Conjunctions basic #2
Because: for the reason that
But: contrasting what has been previously stated
So: cause and its effect
Slide 13 - Diapositive
Conjunctions basic #2
Practising conjunction activities. Start with basic conjunctions:
1. Check first that the students have enough content knowledge to complete the activity.
2. This activity asks the student to think critically and deeply about the content they are studying.
3. New vocabulary and spelling can be embedded into the stems.
Slide 14 - Diapositive
Conjunctions basic #2
Complete the sentence stems:
George Gershwin is considered a musical genius because ______
George Gershwin is considered a musical genius, but ___________
George Gershwin is considered a musical genius, so ____________
Make, for recent content that you want to check understanding, 3 sentence stems to be completed by your students. Think of/write down the answers you want them to produce.
Slide 15 - Diapositive
Conjunctions advanced #3
1. before 6. although
2. after 7. since
3. if 8. while
4. when 9. unless
5 even though 10. whenever
... and many more
Most students do not use subordinating conjunctions in their spoken language or hear them in their daily lives. Subordinating conjunctions are a feature of academic language.
Slide 16 - Diapositive
Conjunctions advanced #3
There is a difference between asking a student to answer this question:
Why was the Industrial Revolution important?
Or asking them to complete these stems:
Although the Industrial Revolution was important,______________
Before the Industrial Revolution, ________________________________
Most students do not use subordinating conjunctions in their spoken language or hear them in their daily lives. Subordinating conjunctions are a feature of academic language.
Slide 17 - Diapositive
Conjunctions advanced #3
Think of a topic that you have recently taught, and create three sentence stems, starting with subordinating conjunctions, that check the understanding that you want the students to show.
Most students do not use subordinating conjunctions in their spoken language or hear them in their daily lives. Subordinating conjunctions are a feature of academic language.
Slide 18 - Diapositive
Appositives #4
An appositive is a second noun, phrase or clause that is placed beside another noun to explain it more fully(they do not contain a verb).
New York City, the largest city in the United States, is a major tourist attraction.
New York City is a major tourist attraction.
Appositive = defines or describes a person, place or thing.
Slide 19 - Diapositive
Appositives #4
Level 1: match the appositives to the nouns. Give 5 nouns and their appositives.
Level 2: give a sentence and ask the students to add the appositive e.g Natural selection,__________________ , resulting in species with favourable traits.
Level 3: give an appositive - such as a renewable resource - and ask students to write a sentence that includes it.
Level 4: ask the students to include an appositive in their answer.
Slide 20 - Diapositive
Appositives #4
Level 1: match the appositives to the nouns. Give 5 nouns and their appositives.
Level 2: give a sentence and ask the students to add the appositive e.g Natural selection,__________________ , resulting in species with favourable traits.
Level 3: give an appositive - such as a renewable resource - and ask students to write a sentence that includes it.
Level 4: ask the students to include an appositive in their answer.
Slide 21 - Diapositive
Kernel sentence #5
A kernel sentence shows a complete thought and is not a command. You develop a kernel sentence to check understanding of the content you have already taught.
You use these question words to expand your kernel sentence. The question words are used in this order:
Who? What? When? Where? Why? How? (not all need to be used)
Slide 22 - Diapositive
Sentence expansion #5 Pyramids
Directions: Expand the following sentence using question words.
Pyramids were built.
When: ....................................................................
Where:...................................................................
Why:......................................................................
Expanded sentence:
_____________________________________________________________________________________________________________________________________________________________
ancient times /2550 - 2490 BC
Egypt
protected body of deceased pharaoh
In ancient times/between 2550 and 2490 BC , pyramids were built in Egypt to protect the body of the deceased pharaoh
Tell the students to start with "when".
Slide 23 - Diapositive
Sentence expansion #5 Animal Farm
Directions: Expand the following sentence using question words.
He called a meeting
Who: ....................................................................
Where:...................................................................
When:......................................................................
Why: .......................................................................
Expanded sentence:
_____________________________________________________________________________________________________________________________________________________________
Old Major
Manor Farm
3 days before he died
Three days before he died, Old Major called a meeting at Manor Farm to encourage the animals to revolt.
to encourage animals -> revolt
Tell the students to start with "when".
Slide 24 - Diapositive
Sentence expansion #5
Directions: Expand the following sentence using question words.
Kernel sentence __________________________
Who: ....................................................................
Where:...................................................................
When:.....................................................................
Why: .......................................................................
Expanded sentence:
_______________________________________________________________________________
Work backwards from the information that you expect the students to be able to produce. Then consider which question words you will give your students.
Slide 25 - Diapositive
CLIL coaching
CLIL coaches at school: Priscilla Kauling & Ruth Nusser
- pre-chat establishes where you would like support
- lesson observation
- Post-chat further support & reflection
Slide 26 - Diapositive
CLIL digital materials
1. Digiplein
2. Bestanden
3. Onderwijs algemeen
4. CLIL
5. Classroom vocabulary/ workshop presentations/AWL wordlists/support materials
