El CLIL

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clil

vocabilario

49 fois fait

Créé par

Bea Amante

Spain

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Isabel Bagudanch

11 Janvier 2022

00:54

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Jordi Núñez Freixa

2 Janvier 2022

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3

Ferran Cuello

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David Alarcón García

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José Tomás Galera Reinado

11 Janvier 2022

01:46

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Sònia

15 Janvier 2022

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Alba Mateos

6 Janvier 2022

02:20

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Ana Ferrer Vazquez

11 Janvier 2022

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9

Joan-Antoni Vilaseca Giralt

11 Janvier 2022

03:06

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10

Rosa

15 Janvier 2022

03:22

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100

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El CLILVersion en ligne Para practicar los terminos Clil par Bea Amante 1 Language demands 2 Language needs 3 Target language 4 Activate prior/previous knowledge 5 Higher Order Thinking Skills (HOTS) 6 Language support 7 Lower order thinking skills (LOTS) 8 Student Talking Time (STT) 9 Teacher talking time (TTT) 10 L2 11 Scaffolding What learners need to understand from teacher, or other input from subject textbooks and digital materials, when they study subjects in a non-native language. In CLIL, learners need to understand both general and academic vocabulary as well as the sentence and text level features of subject materials. Language demands The language needs which specific learners in any group have when studying a particular curricular subject, lesson, coursebook or other materials. Subject lessons make language demands on a whole class whereas individuals in the class have individual language needs related to those demands. Language needs The non-native language used in a CLIL approach. Target language To encourage learners to produce language or ideas they already know about a CLIL subject before it is taught, e.g. Tell me six words connected with electricity. Think of three sources of electricity. Activate prior/previous knowledge Skills such as analysing, evaluating and creative thinking. These develop reasoning skills, critical judgement and producing new ideas, e.g. How can we change the design of the building to make it more energy efficient? Higher-order thinking involves the use of advanced language. Higher Order Thinking Skills (HOTS) Forms of support given in order to help learners understand both teacher and other subject input or to help learners communicate subject output. Language support scaffolds learning. anguage support Skills such as remembering, understanding and applying new subject knowledge. Learners develop LOTS for example when they recognise new vocabulary, classify, give examples and compare objects. Lower-order thinking can involve the use of basic or advanced vocabulary. Lower order thinking skills (LOTS) This is about the time learners spend speaking in a lesson. Student Talking Time (STT) This is about the time the teacher spends talking in a lesson. Teacher talking time (TTT) Second language of the speaker. L2 A term originally used to refer to teacher talk that supports pupils in carrying out activities and helps them to solve problems. Examples include simplifying tasks by breaking them down into smaller steps, keeping pupils focused on completing the task by reminding them of what the goal is, showing other ways of doing tasks. Also includes support strategies for writing. Examples are the use of substitution tables and writing frames. Scaffolding is temporary support which is gradually taken away so that learners can eventually work without it. Scaffolding

What learners need to understand from teacher, or other input from subject textbooks and digital materials, when they study subjects in a non-native language. In CLIL, learners need to understand both general and academic vocabulary as well as the sentence and text level features of subject materials.

Language demands

The language needs which specific learners in any group have when studying a particular curricular subject, lesson, coursebook or other materials. Subject lessons make language demands on a whole class whereas individuals in the class have individual language needs related to those demands.

Language needs

The non-native language used in a CLIL approach.

Target language

To encourage learners to produce language or ideas they already know about a CLIL subject before it is taught, e.g. Tell me six words connected with electricity. Think of three sources of electricity.

Activate prior/previous knowledge

Skills such as analysing, evaluating and creative thinking. These develop reasoning skills, critical judgement and producing new ideas, e.g. How can we change the design of the building to make it more energy efficient? Higher-order thinking involves the use of advanced language.

Higher Order Thinking Skills (HOTS)

Forms of support given in order to help learners understand both teacher and other subject input or to help learners communicate subject output. Language support scaffolds learning.

anguage support

Skills such as remembering, understanding and applying new subject knowledge. Learners develop LOTS for example when they recognise new vocabulary, classify, give examples and compare objects. Lower-order thinking can involve the use of basic or advanced vocabulary.

Lower order thinking skills (LOTS)

This is about the time learners spend speaking in a lesson.

Student Talking Time (STT)

This is about the time the teacher spends talking in a lesson.

Teacher talking time (TTT)

Second language of the speaker.

A term originally used to refer to teacher talk that supports pupils in carrying out activities and helps them to solve problems. Examples include simplifying tasks by breaking them down into smaller steps, keeping pupils focused on completing the task by reminding them of what the goal is, showing other ways of doing tasks. Also includes support strategies for writing. Examples are the use of substitution tables and writing frames. Scaffolding is temporary support which is gradually taken away so that learners can eventually work without it.

Scaffolding

El CLIL

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El CLIL

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El CLILVersion en ligne

par Bea Amante

Language demands

Language needs

Target language

Activate prior/previous knowledge

Higher Order Thinking Skills (HOTS)

Language support

Lower order thinking skills (LOTS)

Student Talking Time (STT)

Teacher talking time (TTT)

L2

Scaffolding