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This document is meant to create interest to learn the Khasi Language. The arrangement of the sentences in two columns is random. If you would like to learn this language please leave a message or ...
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Teaching Second Language Learners in the Mainstream Classroom
Descripción: by I.S.P. Nation
Teaching Second Language Learners in the Mainstream Classroom
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Descrição: by I.S.P. Nation
by I.S.P. NationFull description
Introduction Introd uction to TKT TKT:: CLIL CLIL Content and Language Integrated Learning
Aims of the presentation
to agree what CLIL is
to understand the TKT:CLIL test
to look at some test tasks and items
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What is CLIL? Content and Language Integrated Learning An approach approach in which a f……... language is used as the m…………….. for teaching a c……………. subject such as S…………, H………... or …………..t. The target language and the subject content have a j……… ……. role in the learning.
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What are the main aims of CLIL? Change slide to triangle p.12?
To develop…
C………………: subject knowledge and skills C………………: C………………:: meaningful interaction C……………… C………………:: thinking skills C……………… C………………: an awarenessof other societies of what it is to be a responsible citizen of being part of local and global communities ‘the 4Cs’ (Coyle, 1999)
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Why CLIL? Learners:
become more sensitive to vocabulary and ideas in their L1 as well as in the target language
gain more extensive and varied vocabulary in the target language
reach proficiency levels in all four skills and in ICT skills far beyond what is expected in ELT programmes
are more cognitivel cognitively y active during the learning process
develop intercultural understanding understanding and community values Johnstone, R. & and R. Mckinstry. (2008)
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and
Van de Craen, P.; Mondt, K; Allain, L and Gao,Y. (2008)
TKT:CLIL
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Who is TKT:CLIL for?
What does TKT:CLIL test?
How is TKT:CLIL tested?
How is TKT:CLIL marked?
What is TKT:CLIL?
a test of knowledge about CLIL
an optional module of TKT
independent of TKT
TKT:CLIL is NOT
a test of subject knowledge
a test of language proficiency
a test of teaching skills
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Who is TKT:CLIL for?
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subject teachers who use English as a medium of study English language teachers who teach curriculum subjects classroom teachers who teach curriculum subjects in English classroom assistants working in CLIL contexts English as an Additional Language (EAL) teachers who work with non-native speaker learners in mainstream classes
What does TKT:CLIL test ? Part 1
Knowledge of CLIL and Principles of CLIL
Part 2
Lesson Preparation
Lesson Delivery
Assessment
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Part 1 Sample task Main aims of CLIL A B C D
to focus on content vocabulary to develop communication skills to develop cognitive skills to raise awareness of culture
Classroom activities 1 Learners discuss in groups how they set up their science experiments. 2 Learners find out about different ways of celebrating spring festivals. 3 The teacher highlights the parts of a river from a geography text which the class has just read. 4 Learners give poster presentations about their group projects. 5 Learners classify plants according to several criteria. 6 Learners predict the outcome of an electricity experiment. 7 Learners do a web search to find out about traditional recipes for bread-making. 10
Part 1 Test Sample: Answers
1. B (Communication)
2. D (Culture)
3. A (Content)
4. B (Communication)
5. C (Cognitive)
6. C (Cognitive)
7. D (Culture)
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Task 2 Visual Organisers – lesson planning .
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Task 2 Part 2: Answers 1. E 2. A 3. C 4. B 5. D
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Candidates are expected to be familiar with the language of teaching represented in the separate TKT glossary as well as the terminology related to the description of language, subject vocabulary and concepts for TKT:CLIL. for TKT:CLIL.
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How is TKT:CLIL tested?
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80 items 80 minutes objective test format: 1-1 matching 3/4/5 option matching 3-option multiple-choice odd-one-out ordering sequencing separate answer sheet
How is TKT:CLIL graded? Band Ba nd
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A can candi dida date te at th this is le leve vell dem demon onst stra rate tes: s:
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extensive knowledge of TKT: CLIL content areas
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breadth and depth of knowledge of TKT:CLIL content areas
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basic but systematic knowledge of TKT:CLIL content areas
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limited knowledge of TKT:CLIL content areas
What teachers say about CLIL
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“It would have been useful for us if during the last year of our degree we had had the chance to sit a test like this.”
“I was surprised to find such a good mixture of methodological, psychological and technical questions, very good indeed”
“TKT CLIL has made me reflect on my teaching style, methodology methodolog y and the way I cater for my students’ needs.”
application bullet points click and drag column database
Mathematics
angle bar graph calculator
Science
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ancient archaeologist coronation
absorb / absorbent acceleration acid
TKT:CLIL Glossary sample while teaching code switching: moving between first and target language while and learning
compare and contrast: What is X and what is not X? To look for similarities and differences.
content- obligatory language: language needed for subject matter mastery in the mainstream classroom. This T his language may be the primary focus of second language lessons
visual organisers/ graphic organisers: aids which help learners to understand and remember new information by making thinking visible. They involve writing down or drawing ideas and making connections. They combine words and phrases, symbols and arrows arr ows to map knowledge. They include diagrams, tables, columns and webs. webs. 19
