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  • CLIL Lesson Day 2

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    Magdalena Ogiello
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    The document provides guidance on how to improve children's comprehension of English in the classroom. It recommends using consistent classroom language for different activities like starting lessons, giving instructions, praising students, reading and writing activities, playing games, and ending lessons. Examples of specific phrases are provided for each category. It also discusses planning CLIL or content and language integrated learning lessons by using content objectives to define what students will know or be able to do, and language objectives to define the language skills students will practice, like listening, speaking, reading, and writing. Verbs are suggested for different thinking levels in content and language objectives based on Bloom's taxonomy of critical thinking skills.

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    CLIL lesson Day 2

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    The document provides guidance on how to improve children's comprehension of English in the classroom. It recommends using consistent classroom language for different activities like starting lessons, giving instructions, praising students, reading and writing activities, playing games, and ending lessons. Examples of specific phrases are provided for each category. It also discusses planning CLIL or content and language integrated learning lessons by using content objectives to define what students will know or be able to do, and language objectives to define the language skills students will practice, like listening, speaking, reading, and writing. Verbs are suggested for different thinking levels in content and language objectives based on Bloom's taxonomy of critical thinking skills.

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    © All Rights Reserved
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    52 views11 pages

    CLIL Lesson Day 2

    Uploaded by

    Magdalena Ogiello
    The document provides guidance on how to improve children's comprehension of English in the classroom. It recommends using consistent classroom language for different activities like starting lessons, giving instructions, praising students, reading and writing activities, playing games, and ending lessons. Examples of specific phrases are provided for each category. It also discusses planning CLIL or content and language integrated learning lessons by using content objectives to define what students will know or be able to do, and language objectives to define the language skills students will practice, like listening, speaking, reading, and writing. Verbs are suggested for different thinking levels in content and language objectives based on Bloom's taxonomy of critical thinking skills.

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    of 11

    How to improve children’s comprehension of English?

    Use classroom language


    · When starting the lesson Good morning!, Hello everyone!, Who is absent today? Let’s start!
    · During the lesson Get out your books..., Open your books on page…, Turn to page…., Look at exercise … on page …., Look
    at line/picture…., Let’s say it together., All together!, This row/group…., Say it again, please!, The whole sentence, please.,
    Your turn., Louder please., In English, please., What’s…/.in English?, In English, please. Come here., Go back to your place.,
    Stand up., Sit down., Hands up/down, Hurry up., Close the door, please., Open the window, please., Come in, Just a minute.
    · When you praise the children Good, Fine, That’s (much) better, Well done, Great, Excellent, Very good, That’s very nice, It’s
    all right. - Don’t worry, Try again
    · During reading, writing and speaking activities Can you read this? Who can read this sentence?, Go on, Say it after me,
    Read John’s part, Mary, Write/Copy that in your notebooks, Who wants to write that on the board?, How do you spell this?
    · When playing games Who’s your partner? Has everyone got a partner? Sit back-to-back, Don’t show your partner, Change
    partners/places with…. Are you ready?, Whose turn is it?, Take it in turns, You’re next, Start now, Guess, It’s time to stop.
    Have you finished?, Who has finished?
    · When you try to keep order Quiet, please!, Stop talking/playing, Don’t do that please., Stop that, Don’t be silly, Give that to
    me, please.
    · When ending the lesson That’s all for now/today, Let’s stop now, OK. You can go now, Put your books away, See you on
    Monday, Have a nice weekend!
    PLANNING CLIL LESSONS
    Planning in an integrated way
    Adapted from
    https://achievethecore.org/peersandpedagogy/using-content-and-language-objectives-to-help-all-students-in-their-learning/

    Verbs for Content Objectives Verbs for Language Objectives


    Students will… Students will be able to..

    Knowledge- list, describe, identify Listening- identify, tell, show

    Comprehension- summarize, explain, Speaking- discuss, explain, summarize,


    recall ask and answer questions

    Application- compare, contrast, Reading- find specific information,


    classify, solve preview, read aloud or with a partner

    Synthesis- compose, create, infer, Writing- summarize, provide evidence


    elaborate to support your answer, state and justify
    opinions
    The very hungry caterpillar
    Lesson Plan sample
    Lesson plan

    Lesson “X” (e.g. from the module: The world of animals)

    Linguistic objectives:
    Vocabulary and structures: e.g. Students know the names of domestic animals, wild animals and pets; students know verbs and expressions
    (or structures) to describe different abilities (e.g. swim, jump, run, etc.), where animals live, what they eat, and their characteristics.
    Specific vocabulary or Key language (what the children need to recognise/produce): e.g. Jungle, farm, house; tiger, crocodile, monkey,
    lion, parrot, pig, duck, cow, hen, horse, fish, cat, hamster, dog, bird; swim, jump, run, walk, climb, fly, live.
    Specific structures or Language functions: e.g. what can you see in this picture? I can see. A jungle/ farm...What animal is this? It's a tiger/
    rabbit....Where does it live? What can a tiger do? It can...Can a tiger fly? Etc.
    (Cognitive) Skills:
    e.g. students understand simple information from authentic video;
    Students answer and ask questions about animals (habitat, food, actions); Students describe animals (oral form)

    Content objective(s): e.g. students understand the diversity of animal kingdom.


    Bloom's taxonomy
    Bloom's taxonomy is a long-standing cognitive framework that categorizes critical reasoning in order to help educators set

    more well-defined learning goals. Benjamin Bloom, an American educational psychologist, developed this pyramid to define

    levels of critical thinking required by a task.

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