Leeuwarden - DT - Year 2 - lecture content Hoofdfase

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Year 2 - class 2.2HBOStudiejaar 2

This lesson contains 32 slides, with interactive quizzes, text slides and 3 videos.

time-iconLesson duration is: 120 min

Items in this lesson

Slide 1 - Slide

Taaldossier 2 - lecture 2 
Learning objectives:

1. You independently teach theoretically substantiated, communicative English language activities/lessons at your work placement school. 
2. You flexibly use Classroom English at i+1 level depending on your students’ level and aligned with the (language) learning needs of young and older children. 
3. You can explain choices based on didactic principles. 
4. You show specialized knowledge on CLIL and you can put this to practice. and in relation to teaching. 

Slide 2 - Slide

5. You show how you can successfully use books and film in the classroom. 
6. Furthermore, you independently work on the development of your English language skills (listening, speaking and vocabulary) towards CEFR level B2

Slide 3 - Slide

Your favorite English food?

Slide 4 - Open question

- Taaldossier 2
- Assignments
- Four fase model in a nutshell
- CLIL in a nutshell

Slide 5 - Slide

Assignment 1: four phase model idea
Study about the "four phase model" and make an accessible overview of the information, in English.

Slide 6 - Slide

Assignment 2: four phase model lesson 
1. Design and give a lesson according to the four phases model. - In your lesson form it is clear how you followed the phases.
- You make your own material and add this to the dossier.
- You ask for feedback on the lesson plan and materials from two fellow students and your mentor.
- Also, you reflect on the lesson yourself.
- You also give feedback to two fellow students. 

Slide 7 - Slide

Assignment 3: CLIL Leson
- Study about CLIL and make an overview of CLIL criteria
- Design and give a CLIL lesson.
- Describe both language and content goals and fill in the lesson form, which is provided on Blackboard, in detail.
- Explain how the CLIL criteria apply to your lesson.
- Ask two fellow students and your mentor for feedback
- Give feedback to two fellow students  

Slide 8 - Slide

Assignment 4: Book/film/YouTube
- Choose a book/film/YouTube clip and use it in your classroom.

- Explain a fellow student, or record a short presentation, in which you explain why you chose the book/film, how you used it in class, what the purpose was and what pupils learned from it. 
- You show materials used or pupils’ work. 
Collect written feedback on the presentation and give feedback to others' presentations. Also, add a short description of the book / film with a pictures for your dossier together with the feedback.

Slide 9 - Slide

Check the Studiehandleiding for the assessment forms, credit.

Slide 10 - Slide

Slide 11 - Video

Which fase of the 4-fase model is this teacher teaching? Give an example of a next fase in this class.

Slide 12 - Open question

CLIL in a nutshell
Content & Language Integrated Learning:

Combines learning content with learning a foreign (or additional) language, focusing on learning both at the same time. It creates a rich learning environment for children.

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What is CLIL?

Slide 14 - Quiz

Slide 15 - Video

Slide 16 - Slide

What are the benefits of CLIL?

Slide 17 - Open question

Slide 18 - Video

How did this teacher use the 4 C's in this CLIL class?

Slide 19 - Open question

Slide 20 - Slide

Four C's of CLIL
- content (subject)
- communication (receptive &
productive language skills)
- cognition (critical thinking skills)
- culture (join global community)

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Slide 22 - Slide

Slide 23 - Slide

What CLIL features did you see?

Slide 24 - Open question

Save time and challenge yourself!
1 lesson with: 
- four fase model 
- Book

Slide 25 - Slide

CLIL & Use of authentic, meaningful and challenging materials
Real materials, unlike materials made specifically for teaching, are not created with certain grammatical structures or vocabulary in mind. Instead they provide an opportunity for students to read or hear language as it is used in a real-life situation. This can help advance students’ language learning by exposing them to new vocabulary and grammatical concepts in a meaningful way.

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Some materials can pose a challenge for beginner or even intermediate students. English language learners may have trouble with vocabulary and grammar structures in materials created for a fluent audience. To address this challenge, teachers have to plan thoughtful ways for students to interact with these materials.

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We think about authentic materials as any materials that use language to communicate information and meaning (Thomas, 2014)
...interact with English in a meaningful and relevant way, and maintain a high level of interest and motivation.

Slide 28 - Slide

Comprehensible input = i+1
Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood. According to Krashen's theory of language acquisition, giving learners this kind of input helps them acquire language naturally, rather than learn it consciously.

Slide 29 - Slide

How to determine (i)+1?
Will they understand me if I speak English? 
What do I need to do in order for them to understand me? 

Gradually build towards English language friendly environment.

First assessment: 
Have class respond to "what" and "where" questions?
Ask class for or respond to clarification.

Slide 30 - Slide

How to use book?
  • What do I want to teach language wise?
(- is level correct? i+1)
  • What do I want teach subject wise?
(-does subject fit level/age of pupils?)
  • What activity will I use to teach both?
(engaging, motivating, meaningful)

Good CLIL class: i+1 & fitting subject for age + cool activity

Slide 31 - Slide

Slide 32 - Slide