CLIL Workshop 13/5/21

• Maatschappijkunde
• Middelbare school
• vwo
• Leerjaar 6

CLIL Workshop

Lauren Hunt & Marsha Rowland

Lauren Hunt

• Geography, History, Enterprise, Global Perspectives teacher
  
• Havo 2 mentor
  
• RSG Enkhuizen 
  
• Sheffield - UK 
• Self proclaimed crazy cat lady

Marsha Rowland

Halifax – West-Yorkshire

Marsha Rowland

I’m not a crazy cat lady but I have a crazy cat!

And you are?
Share an image or a word that makes you happy!

Aims for the session:

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.
  

What is CLIL?

1. Collaborative Learning in Languages
2. Content & Language Integrated Learning
3. Continuous learning in Languages
4. Content & Learning in Life

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.

What do you think makes a good CLIL writing activity?

And just listen

When I was looking back I was looking at my?

When the curtains opened I was looking forward and who was it that was buzzing?

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….?

With my clothing I wanted to express my informal…?

My sneakers made me feel confident and I felt I had a strong foundation to build my speech and define the….?

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….?

Writing in CLIL

The PASST Model

Purpose

• to persuade
  
• to inform
  
• to recount
  
• to explain
  
• to convince
  
• to predict

• to advise 
  
• to compare and contrast 
  
• to instruct 
  
• to describe 
  

Audience

• 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
  

Structure

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.

Style

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). 
  

Text type

Study the following document (see chat):

Copy and complete the table:

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?

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)

Let's discuss...

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?

[e-mail]

[e-mail]

Thank you for your time!

Any questions?

Before you go, please complete the following feedback form:

https://forms.office.com/r/cq4cv3FtDY