Challenges and Benefits of CLIL in Teaching English and Science for Grade 5 Students

Teaching Content in English
– a Challenge for Teachers
and Students
                                            
Irina Grinevska
                                              Marina Barbashina
                                                 
Riga Secondary School 34
CLIL- Content and Language
CLIL- Content and Language
Integrated Learning
Integrated Learning
 
 
… is a dual-focused educational approach in which
an additional language is used for the learning and
teaching of both content and language.”
Mehisto, Marsh and Frigols (2008, p.9)
 
“... 
i
nvolves using a language that is not a student’s
native language...”
(ibid. 
p
.11)
4Cs
4Cs
D
esign
ing
 a CLIL program for teaching
English and science 
f
o
r
 Grade 
5
 students
 
Making a plan together with a science teacher
Content !!!
Language is only the instrument
Vocabulary;
Receptive (reading and listening
comprehension) skills;
Productive (speaking for discussing, predicting,
presenting projects, writing) skills;
D
esign
ing
 a CLIL programme for
teaching English and science 
f
o
r
 Grade 
5
students
 
 
Write down ten nouns related to water
as quickly as you can.
 
Write down as many nouns related to water
 as you can in two minutes.
 
precipitation
 
groundwater
 
runoff
 
transpiration
 
condensation
 
evaporation
Guess the
topic.
The Water Cycle
Accumulation
The
 
Water
 
Cycle
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language
integrated learning. Cambridge: Cambridge University Press.
References
Dale, L., & Tanner, R. (2012). CLIL activities: A resource for
subject and language teachers. Cambridge: Cambridge
University Press.
Mehisto, P., Marsh, D., & Frigols, M.J. (2008) Uncovering CLIL:
Content and language integrated learning in bilingual and
multilingual education. Oxford: Macmillan.
Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge
University Press.
 
WHY  DO  PLANES   FLY?
1.
Pre-reading activity
Pre-reading activity
(pre-teaching the new words)
(pre-teaching the new words)
 
 
2. While-reading activity
(label the picture)
3. After-reading activity
3. After-reading activity
 
Fill in the gaps
Match the terms and definition
Synonyms
 
Vocabulary
LOTs
 
Preparation for Listening
3. Listening
3. Listening
https://youtu.be/bGtyR6Ah5xQ
Principle of Bernoulli
Principle of Bernoulli
(experiments)
(experiments)
 
 
 
Fold a piece of paper in half to make a tent.
Place the paper tent on the desk.
Using a straw, blow under the tent and
observe what happens.
Blow harder and observe what happens.
Adapting Materials
Adapting Materials
Assessment in CLIL
Assessment in CLIL
“Assessment for learning” – success criteria
Success criteria help teachers to decide whether
their students have in fact achieved the learning
intention
Clear and transparent criteria, which are SMART.
S – Specific
M – Measurable
A – Achievable
R – Realistic
T – Time bound
Assessment Criteria
Assessment Criteria
Research on students’ motivation and
wellbeing during 
CLIL 
lessons
Riga Secondary School 34
Spring 2015 – spring 2016
148 Grade 5 and Grade 6 students
6 teachers
Data collection method - questionnaire
Grade 5 Students’ motivation during
integrated science and English lessons in
2015 and 2016 years.
Grade 5 and 6 Students’ wellbeing during
integrated content (science and social studies)
and English lessons in 2015 and 2016 years
Grade 5 and 6 Students’ 
attitude towards raising
their content and language proficiency 
during
integrated content (science and social studies) and
English lessons in 2016
Subjects preferred by Grade 5 and Grade 6 students
during CLIL lessons
 
History           
34
  (48%)
Social studies
21
 (30%)
Computers     
20
 (28%)
Maths             
7
   (10%)
Sports
 
       
9
   (13%)
 
History
 
  
   
39
 (51%)
Maths           
23
 (30%)
Biology           
22
 (29%)
Geography      
12
 (16%)
Grade 5
Grade 6
Research on teachers’ wellbeing during
CLIL 
lessons (advantages)
 
the students’ attitude towards integrated content and
English learning is positive
learning content in English helps to motivate
students for learning English
learning new information on content
 (personal
development)
increasing the vocabulary
using new methods of teaching English
 
difficult terminology
lack of text books
laborious adaptation of texts for students
lack of technical equipment in the classrooms
Research on teachers’ wellbeing during
CLIL 
lessons (drawbacks)
practical CLIL courses organisation 
possibility to attend courses on the subject (may be
in English)
English language courses for subject teachers
communication with the colleagues from other
schools and countries
Research on teachers’ wellbeing during
CLIL 
lessons (possible solutions)
Questions?!
Irina Grinevska
Marina Barbashina
D
esign
ing
 a CLIL program for teaching
English and 
social studies f
o
r
 Grade 
6
students
Motto: «I am a part of the whole world»
Rights and Obligatons of Children;
Personality Traits and Intelligence Types
Cultures
Economics
Slide Note
Embed
Share

Using Content and Language Integrated Learning (CLIL) as an educational approach presents challenges and opportunities for teachers and students alike. This method involves teaching both content and language in an additional language, such as English. The CLIL program designed for Grade 5 students includes topics like Science lessons, vocabulary building, receptive and productive language skills development, and exploration of various science subjects. The program aims to enhance students' understanding of English and science in an integrated manner, fostering a holistic approach to education.


Uploaded on Sep 13, 2024 | 0 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. Teaching Content in English a Challenge for Teachers and Students Irina Grinevska Marina Barbashina Riga Secondary School 34

  2. CLIL- Content and Language Integrated Learning is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. Mehisto, Marsh and Frigols (2008, p.9) ... involves using a language that is not a student s native language... (ibid. p.11)

  3. 4Cs Science CONTENT Social studies LOTs COGNITION HOTs THEME Lexis COMMUNICATION Forms of Language Classroom Language CULTURE

  4. Designing a CLIL program for teaching English and science for Grade 5 students Making a plan together with a science teacher Content !!! Language is only the instrument Vocabulary; Receptive (reading and listening comprehension) skills; Productive (speaking for discussing, predicting, presenting projects, writing) skills;

  5. Designing a CLIL programme for teaching English and science for Grade 5 students Topics Science lessons 74 lessons CLIL lessons 37 lessons 4 lessons What we ll learn 2 lessons 6 lessons 3 lessons Flying 8 lessons 4 lessons Solar System 10 lessons 5 lessons Materials and their Properties 4 lessons 2 lessons Heat and Fuels 6 lessons 3 lessons Light and Sound 6 lessons 3 lessons Plants 8 lessons 4 lessons Animals 10 lessons 5 lessons Humans 8 lessons 4 lessons Earth 4 lessons 2 lessons Habitats

  6. Write down ten nouns related to water Write down ten nouns related to water as quickly as you can. as quickly as you can. Write down as many nouns related to water Write down as many nouns related to water as you can in two minutes. as you can in two minutes.

  7. groundwater groundwater precipitation precipitation condensation condensation evaporation evaporation runoff runoff transpiration transpiration Guess the Guess the topic. topic.

  8. The Water Cycle

  9. The The Water Water Cycle Cycle Accumulation

  10. References References Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press. Dale, L., & Tanner, R. (2012). CLIL activities: A resource for subject and language teachers. Cambridge: Cambridge University Press. Mehisto, P., Marsh, D., & Frigols, M.J. (2008) Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan. Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press.

  11. WHY DO PLANES FLY?

  12. 1. Pre-reading activity (pre-teaching the new words) force pressure to increase to decrease lift thrust drag gravity engine current shape forward 2. While-reading activity (label the picture)

  13. 3. After-reading activity Fill in the gaps Match the terms and definition Synonyms Vocabulary LOTs Preparation for Listening

  14. 3. Listening https://youtu.be/bGtyR6Ah5xQ

  15. Principle of Bernoulli (experiments) Fold a piece of paper in half to make a tent. Place the paper tent on the desk. Using a straw, blow under the tent and observe what happens. Blow harder and observe what happens.

  16. Adapting Materials

  17. Assessment in CLIL Assessment for learning success criteria Success criteria help teachers to decide whether their students have in fact achieved the learning intention Clear and transparent criteria, which are SMART. S Specific M Measurable A Achievable R Realistic T Time bound

  18. Assessment Criteria Label the forces, which influence the plane during the flight. Give the definitions to the forces. Use the TL vocabulary in the context Understand that the Bernoulli s principle applies in any situation in which air is moving. Understand the Bernoulli s principle, which states, the faster the air is moving, the less pressure it has. Understand, that during the flight the pressure under the wing is greater than the pressure above the wing. Solve the problems, using the principle of Bernoulli.

  19. Research on students motivation and wellbeing during CLIL lessons Riga Secondary School 34 Spring 2015 spring 2016 148 Grade 5 and Grade 6 students 6 teachers Data collection method - questionnaire

  20. Grade 5 Students motivation during integrated science and English lessons in 2015 and 2016 years.

  21. Grade 5 and 6 Students wellbeing during integrated content (science and social studies) and English lessons in 2015 and 2016 years

  22. Grade 5 and 6 Students attitude towards raising their content and language proficiency during integrated content (science and social studies) and English lessons in 2016

  23. Subjects preferred by Grade 5 and Grade 6 students during CLIL lessons Grade 5 Grade 6 History 34 (48%) Social studies21 (30%) Computers 20 (28%) Maths 7 (10%) Sports 9 (13%) History 39 (51%) Maths 23 (30%) Biology 22 (29%) Geography 12 (16%)

  24. Research on teachers wellbeing during CLIL lessons (advantages) the students attitude towards integrated content and English learning is positive learning content in English helps to motivate students for learning English learning new information on content (personal development) increasing the vocabulary using new methods of teaching English

  25. Research on teachers wellbeing during CLIL lessons (drawbacks) difficult terminology lack of text books laborious adaptation of texts for students lack of technical equipment in the classrooms

  26. Research on teachers wellbeing during CLIL lessons (possible solutions) practical CLIL courses organisation possibility to attend courses on the subject (may be in English) English language courses for subject teachers communication with the colleagues from other schools and countries

  27. Questions?! Irina Grinevska Marina Barbashina

  28. Designing a CLIL program for teaching English and social studies for Grade 6 students Motto: I am a part of the whole world Motto: I am a part of the whole world Rights and Obligatons of Children; Personality Traits and Intelligence Types Cultures Economics

Related


More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#