Anda di halaman 1dari 5

2009 P.A.R.K.

/OUP 6th International Conference

Kat Kinsella kbkinsella@gmail.com www.jspark.cz

Teaching Other Subjects through English


This workshop is designed to give some practical ideas (as well as a little background & theory) for teaching subjects through English for both subject and language teachers. The lessons have been designed with YL and teens in mind. As both subject and language lessons require a lot of preparation, many of the activities are lowpreparation or have the learners do it themselves. I hope you find them useful and can adapt them for your classes

Teaching Other Subjects through English


or

CLIL: Content and Language Integrated Learning


CLIL is expanding rapidly in both public schools and private language schools (try googling it and see what happens). Science, social studies, maths, arts, business, legal classes all take place for YL, teens and adults alike. CLIL and TEFL can complement each other; neither has been proven more effective than the other in language learning (although maybe wait and see what the results of IATEFL conference next week are)! There are clear motivational advantages for using CLIL (both in the classroom and for the students future professions or studies) and clear language and methodological advantages for using TEFL There are clear difficulties for both subject teacher (understanding how to explain/practice/use English, adapting texts for language learners) and the EFL teacher (shifting the emphasis on accuracy, integrating structures, learning the subject itself!- see RESOURCES )

CLIL Methodology (Darn; Dellar & Price)


A CLIL lesson should combine elements of the following 4Cs: o Content- progression in knowledge, skills and understanding related to specifc elements of a defined curriculum o Communication- using language to learn whilst learning to use language o Cognition- Developing thinking skills which link concept formation, understanding and language o Culture- exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self. (Coyle 1999). Tasks can include All four skills should be used: LISTENING, READING, Listen/Read and SPEAKING & WRITING label a diagram, fill in a table, make notes, reorder info, o Strategies to support understanding and identify, label stages, fill in gaps. learning need to be in place such as o Incorporating different learning styles Speaking/Writing activities can include: (Auditory, visual, kinesthetic etc) Question loops, information gaps. Trivia searches, word guessing, surveys, presentations, reports, essays o Planning lessons to support language and learning needs o Varying classwork to include whole-class, small-group, pair and consolidation o Use multimedia in all stages of lesson as appropriate and if possible!!! o Lots of recycling and consolidation At certain stages of the lessons, it may be appropriate to use L1 in order to facilitate later language stages For Language elements, different approaches can be used, including ones EFL teachers know well

2009 P.A.R.K./OUP 6th International Conference

Kat Kinsella kbkinsella@gmail.com www.jspark.cz

From EFL we can incorporate elements of skills-based and language based lessons into CLIL Task Based Learning
Pre-task Select a task that is engaging and appropriate!. Check or input useful new language May use model of others doing the same or a similar task that learners can use for the task Task Cycle 1) Task: Learners complete the tasks in pairs/small groups in a time limit. The teacher acts as a monitor and facilitator. (Note- how much English do you expect/want to be used at this stage? What is realistic and achievable) 2) Planning: Learners prepare to report to the class about their performance/results/discoveries etc from the task. They have the opportunity to rehearse and organise their reports. The teacher acts as facilitator 3) Report: Learners present their written or spoken reports to the class. The teacher acts as a chairperson and sets a purpose for listening/reading. Brief feedback on content. The teacher can then decide to do a Language Focus Analysis based on language forms (i.e. teach/review/practice language based on issues learners had in report stage)

A Traditional Language Lesson (PPP)


Set context / create interest Clarify new language Meaning e.g. -Flashcards/mime/story Form age appropriate Pronunciation e.g. repetition/drills/chants Practice Recognition (spoken/written/drawn/acted etc) Production (spoken/written/drills/gapfills etc) Integrating with other language structures Review, review, review, review Using language to communicate

We owe it to our students to make subjects come to life! We can think about maximising the content subject AND language before, during and after tasks.
For example

Before
Review previous linked subject areas. Create an interest in the topic.

During
Tasks e.g.: Listen/Read and label a diagram, fill in a table, make notes, reorder info, identify, label stages, fill in gaps. Speaking/Writing activities can include: Question loops, information gaps. Trivia searches, word guessing, surveys, presentations, reports, essays Sts work out vocabulary from context.

After
Language & content issues can come up during & after tasks, so monitor sts throughout process supporting them with Recycle and review language and content Projects! This is where creativity can run free (yours and students) -make a film, poster, booklet, presentation (written/spoken), further research For inspiration- google the word project and your subject/topic area and see what comes up. Youll be amazed (hopefully)!

Pre-teaching subject language. Preteach, use and encourage appropriate classroom and subject language functions- e.g. Whats ____ called? This material consists of _____. The end result is_____ For a comprehensive list of language for students AND teachers see Appendix 1 of Teacher Other Subjects Through English Dellar and Price.

Sts use and develop different cognitive skills Students learn and apply knew knowledge

2009 P.A.R.K./OUP 6th International Conference

Kat Kinsella kbkinsella@gmail.com www.jspark.cz

The Battle of Hastings


Warning- this lesson plan includes activities for a variety of ages/levels. Use your wisdom!

Ideas for history, literature & culture lessons

Pre-teach vocabulary: e.g. higher levels: to inherit the crown, to sit on the throne, to carry a sword, a heavy shield, a furious rage lower levels: bow, arrow, soldier, battle, fight, promise Vocab sheet for Czechs! http://www.helpforenglish.cz/slovni-zasoba/okruhy-slovnizasoby/slovicka-z-clanku/c2008020203-The-Battle-of-Hastings--vocabulary-.html Set the context Show some pictures, (a map of the England, Scotland, Wales, Normandy and Norway is vital), set the context verbally. Tell the tale Either through pictures and explanations or by getting the class to act it out. Refer back to the visuals and the pre-taught vocab and check the students understanding (e.g. after Harold becomes king, how does William feel? Betrayed/angry etc) Use language appropriate to your class to retell the story:
January 1066. English = nervous. King Edward- old, dying, no children. Edward promises William of Normandy the crown (English dont want Norman king). King Hardrada (Norway) wants crown (never!). January 6th 1066. Edward gives crown to English Harold Godwinson. William and Hardrada ready for battle. 25th September 1066. Battle of Stamford bridge (North England). English vs Vikings. English win. Very tired and lost men. 28th September 1066. William arrives in Hastings (south England). Harold must travel and get new men! Saturday 14th October 1066 9am-battle starts on Senlac Hill. Long day. William fakes retreat and ambushes Harold. Normans win. Harold shot in eye. William quarters him. Becomes king. Bayeux Tapestry. Politics. Doomsday book. Culture. Language. http://upload.wikimedia.org/ wikipedia/commons/e/e7/Bat tle_of_Hastings_map.jpg

TASKS All levels: At various stages or at the end of the story, stop and ask pairs or small groups to retell what they know so far. Can use keywords or pictures as prompts. Lower levels- Echoing. Small groups of 4 max. Read sentences out loud (using past simple). Repeat each one. Every time you stop speaking, one student in each group has to echo to their group exactly what you said. The group echos what they just heard back to the echoer. Continue to the end. Write key words on board. Ask groups to reconstruct sentences/stories in their groups. Higher levels- reordering with grammar in mind. Draw a timeline. Have class order story on timeline. Refer back to narrative tenses lessons and have students pick out appropriate places for past simple, continuous and perfect. Higher levels- create dialogues Point out two dramatic moments (Edward and Harold alone/ William and Harold alone). In pairs, have students create dialogues of what MAY have been said. All levels- Research Bayeux Tapestry. Draw missing scenes and describe them All levels- research history around the battle or specific areas (e.g. the battle, Harold and Tostig, clothing & food of Norman Age, Doomsdaybook) and write/present them.

2009 P.A.R.K./OUP 6th International Conference

Kat Kinsella kbkinsella@gmail.com www.jspark.cz

Short Subject Bursts! Activities to fit into your lessons


Science: Periodic Table of Elements
A fun consolidation lesson- memorising elements, their chemical symbol and receptive/productive syllable stress and rhythm. . MaterialsThe Elements Song Tom Lehrer (see Resources for youtube links) Bits of paper Suggested Lesson Plan The Elements Song - Tom Lehrer Brainstorm elements/symbols (full lyricsListen to first part of song. How many elements http://www.ncl.ox.ac.uk/talkweb/elements.html) can students hear? Write the following chemical symbols on strips of There's antimony, arsenic, aluminum, selenium, paper (or dictate!) and elicit/teach name of And hydrogen and oxygen and nitrogen and rhenium, element! (you can choose only a verse or two And nickel, neodymium, neptunium, germanium, And iron, americium, ruthenium, uranium, from song Listen to song. Students order elements (this may take some time!) TPR- listen again. Sts hold up chemical symbol when they hear it! Listen again- focus on stress. Students underline syllable stress. Elicit stress rules or tendencies e.g. words with ium- stress falls on syllable before ium Drill! Sing! At Speed! Follow up activity. Students pick an element they like and create a Myspace.com page for it. Think this sounds mad? Look at this- it is absolutely brilliant!
http://teachersnetwork.org/EnglishLanguageLearners/Science_JacksonJaramillo_Chemical.cfm

The Human Body- Muscles and Bones (free worksheet from www.onestopclil.com)
To introduce the muscle and bone system Materials Illustration of bone and muscle system Worksheet Language- have got, is/are. Suggested Lesson Plan Set context by having sts run, jump, touch wall etc. What do we have in our legs to help us? (muscles and bonesBones are hard. Muscles are soft- refer to pictures). Pre-teach: triceps, biceps, femur, ribs, skull, backbone. Label illustration TPR- touch your skull! Touch your bicep! Etc TPR- designate a part of the body to a child/group. you are the skull! You are the triceps etc. Have the children stand in appropriate places to form a HUMAN human body! Make them do actions when you call out their body part. Practice- jumble up a word (ulskl) and have class unjumble (skull) Encourage groups to jumble up all words and test each other!

Art Appreciation (for YL there are some great Art lessons in Incredible English. Use this for Music Appreciation too) Select some pictures to show the class and place round room, like a gallery. Using a worksheet or letting students work freely, ask them to 1) describe the picture 2) speculate what the painter was thinking or feeling or doing when s/he painted it 3) how does the painting make YOU feel Students then write a few sentences on 2) and 3) (not describing the picture). In a mingle, they try to guess which picture is being described. OR they can write about it in class. Note- there are no right or wrong answers here! Also, some students may feel uncomfortable sharing their feelings in class- use your judgment.

2009 P.A.R.K./OUP 6th International Conference

Kat Kinsella kbkinsella@gmail.com www.jspark.cz

Resources
The IATEFL CLIL debate, Friday 3rd April 2009. Join in/watch it here: http://www.onestopclil.com/section.asp?theme=mag&catid=280
CLIL THEORY http://www.clilcompendium.com/ http://www.clil-axis.net/ http://www.teachingenglish.org.uk/think/articles/clil-a-lesson-framework CLIL MATERIALS CLIL Resources (some free) http://www.onestopclil.com/ Teaching Other Subjects Through English. Sheelagh Dellar & Christine Price. OUP. Learner Based Teaching. Colin Campbell & Hanna Kryszewska. OUP.

SUBJECT INFORMATION & TEACHING SUPPORT Subject Films http://www.teachers.tv www.oup.com/elt/teacher/rbt www.howstuffworks.com www.letts-education.com www.bbc.co.uk/schools/teachers www.enchantedlearning.com Art: www.impressionism.org Business Studies www.businessweek.com Geography www.nationalgeographic.com/resources/ngo/education History www.historyworld.net Mathematics www.mathgoodies.com Music www.essentialsofmusic.com Science www.planet-science.com EXAMPLES OF PROJECT IDEAS Want to put your projects online? Some inspirations from Ambleside C.E. Primary School: http://www.amblesideprimary.com/ambleweb/literacy.htm (plus some GREAT educational links) Turn a chemical into a Myspace page! My Chemical Spaces. Kevin Jackson & Juanita Jaramillo: http://teachersnetwork.org/EnglishLanguageLearners/Science_JacksonJaramillo_Chemical.cfm VERY SILLY STUFF TO BRING CLASS, SUBJECT & ENGLISH TO LIFE! Everything you never knew about history: http://www.horrible-histories.co.uk/ The Elements Song- Tom Lehrer (with great graphics! X2) o http://www.youtube.com/watch?v=SmwlzwGMMwc o http://www.youtube.com/watch?v=GFIvXVMbII0

I hope this was useful for you. Thanks for coming! Kat Kbkinsella@gmail.com