THE CLIL PYRAMID
Lina Katerine AmayaPaola Andrea Cortés Alba Estrella del Alba García Bautista
The clil pyramid
Justification
Principles & Strategies
Unit Plan
References
JUSTIFICATION
- CLIL Approach popularity.
- CLIL students have a higher level of English than non- CLIL students (DESI 2006; Zydati 2007a; Lasagabaster 2008).
- CLiL students and non-CLIL students achieve same level of content.
JUSTIFICATION
- How do teachers plan a CLIL lesson plan?
CLIL-PYRAMID
The 4Cs-Framework
(Coyle 1999, 2006)
COGNITION
CONTENT
COMMUNICATION
CULTURE
+ VIDEO
+ VIDEO
+ VIDEO
+ VIDEO
CLIL PYRAMID
PYRAMID
THE CLIL
(Meyer, O. 2010)
CLIL-WORKOUT
TASK DESIGN
CHOICE OF MEDIA
TOPIC SELECTION
PRINCIPLES
QUALITY PRINCIPLES
RICH INTERACTION AND PUSHED OUTPUT
SCAFFOLDING LEARNING
RICH INPUT
It is a temporary support to help students to learn a new concept through authentic materials.
The purpose of it is to achieve a real interaction reinforcing the learning skills..
It must be authentic, meaningful and challenging to the students. .
INTERCULTURAL DIMENSION
MAKE IT H.O.T
SUSTAINABLE LEARNING
It is important to foster thinking skills in order to use academic and social language.
It is key to incorporate cultural aspects and generate awareness about the students community..(Real world)
It is to ensue the previous knowledge promoting autonomous learning through active knowledge and solving problems.
UNIT PLAN
General information
clil unit plan
General Information
OBJECTIVE
SUBJECT
TOPIC
TIMING
GRADE LEVEL
To Identify the differenthabitats found on our planet.
Science
Habitats
8 sessions
Third grade of primary education.
CONTENT
Learning the characteristics of different habitats, animals and plants that live in them and their relationships.
COGNITION
*Progression from LOTs to HOTs. Objectives according to Bloom’s Taxonomy:
COMMUNICAtion
Language of learning:
Language for learning
Videos
sessions
Using cooperative learning strategy students will answer some questions.
Session 1
1.Motivation session and previous knowledge awareness. 2. Key Vocabulary
Session 5
1. Watch the video: 2. Diagram with information about habitats.
Build a habitat using recyclable material.
Session 2
Session 6
1. Role play and interview. 2. Discussion
Build a habitat using recyclable material.
Session 7
Session 3
Exposition of the creations and explanation to the class.
Students will show the location of the habitats.
Session 8
Session 4
How did we apply the QUALITY PRINCIPLES?
RICH INTERACTION AND PUSHED OUTPUT
SCAFFOLDING LEARNING
RICH INPUT
Different scaffolding techniques were used throughout the unit. Check the videos on the different sessions.
They were promoted through different cooperative learning strategies. Check the videos of the different sessions.
Information was introduced and worked through a video, cooperative strategies, cards, text, discussions, etc.
INTERCULTURAL DIMENSION
MAKE IT H.O.T
SUSTAINABLE LEARNING
The unit started from their previous knowledge and work, students had to face different situations like role-play and were active during the process.
We used Bloom's taxonomy to create our objectives, making sure we added all the different layers. From L.O.T. to H.O.T.
It was worked trhough learning habitats around the World bearing in mind the importance of taking care of our Planet.
References
Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Summer (Eds.), Basic Issues in EFL-Teaching and Learning. Heidelbeerg: Winter.
Custodio Espinar, M. (2023). Collaborative Lesson Planning for CLIL Student Teachers of Primary Education.
Sepesiova, M. (2015). CLIL Lesson Planning.
Coyle, D ., (2 005). CLIL. Planning Tools for Teachers. University of Nottingham. Available
HSquare, H. [HarmonySquare]. (2019, septiembre 12). Habitats for kids | kids learn about tundra, desert, Grasslands, Forests and more | science for kids. Youtube. https://www.youtube.com/watch?v=x7jwJ2bI9Lg
Habitats. (2019, junio 27). Generation Genius. https://www.generationgenius.com/videolessons/habitats-video-for-kids/
2. COGNITION
Using ‘Let’s spin the sheet’ cooperative learning strategy students will answer the following questions. Students will think of the answers first individually and later in groups with the cooperative activity:
1. What are the features of a camel that help it become suited to live in the desert? 2. What happens if a clownfish is removed from the sea and placed into a lake? Why? 3. The Arctic fox lives in the Arctic region where it is cold and covered by snow. Explain the features that help the artic fox to live in its habitat. 4. Climate change is causing polar ice to melt in the Arctic. How will the melting of the Arctic affect the polar bear?
To introduce the topic the students will watch a video about the different types of habitats.
To explain the topic the students will read the following diagram that represents the concept of habitat and the different types.
1.CONTENT
The students will represent botanists and zoologists of different continents (Asia, Africa, North America, South America, Antarctica, Europe, and Australia). They will show in different maps the location of the habitats in the respective places, give characteristics, and show some pictures of animals and plants.
¿4.culture
Students will choose a habitat around the world, build the habitat using recyclable material, show some animals and plants that we can find there, describe the temperature and some conditions.
Role play and interview.
Group A: Some students will represent scientists that are working in a wild caring center. This center provides care for different rescued and abandoned animals and gets them ready to go back to their habitats. Each student will be given a card with information about one habitat and the adaptations of specific animals. Students will have time to prepare it and be able to answer the questions. Group B: Some students will represent kids from a school. They will be going on a field trip to visit the wild caring center. They will interview the scientists of the center to know characteristics of the habitats and the adaptations of the different animals. They will try to figure out what habitat each animal should go back to when they feel better. Students will be given sentence starters to create their interviews.
3.COMMUNICATION
THE CLIL PYRAMID-Group 2
Katerine Amaya
Created on November 1, 2023
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Higher Education Presentation
View
Psychedelic Presentation
View
Vaporwave presentation
View
Geniaflix Presentation
View
Vintage Mosaic Presentation
View
Modern Zen Presentation
View
Newspaper Presentation
Explore all templates
Transcript
THE CLIL PYRAMID
Lina Katerine AmayaPaola Andrea Cortés Alba Estrella del Alba García Bautista
The clil pyramid
Justification
Principles & Strategies
Unit Plan
References
JUSTIFICATION
- CLIL students have a higher level of English than non- CLIL students (DESI 2006; Zydati 2007a; Lasagabaster 2008).
- CLiL students and non-CLIL students achieve same level of content.
JUSTIFICATION
CLIL-PYRAMID
The 4Cs-Framework
(Coyle 1999, 2006)
COGNITION
CONTENT
COMMUNICATION
CULTURE
+ VIDEO
+ VIDEO
+ VIDEO
+ VIDEO
CLIL PYRAMID
PYRAMID
THE CLIL
(Meyer, O. 2010)
CLIL-WORKOUT
TASK DESIGN
CHOICE OF MEDIA
TOPIC SELECTION
PRINCIPLES
QUALITY PRINCIPLES
RICH INTERACTION AND PUSHED OUTPUT
SCAFFOLDING LEARNING
RICH INPUT
It is a temporary support to help students to learn a new concept through authentic materials.
The purpose of it is to achieve a real interaction reinforcing the learning skills..
It must be authentic, meaningful and challenging to the students. .
INTERCULTURAL DIMENSION
MAKE IT H.O.T
SUSTAINABLE LEARNING
It is important to foster thinking skills in order to use academic and social language.
It is key to incorporate cultural aspects and generate awareness about the students community..(Real world)
It is to ensue the previous knowledge promoting autonomous learning through active knowledge and solving problems.
UNIT PLAN
General information
clil unit plan
General Information
OBJECTIVE
SUBJECT
TOPIC
TIMING
GRADE LEVEL
To Identify the differenthabitats found on our planet.
Science
Habitats
8 sessions
Third grade of primary education.
CONTENT
Learning the characteristics of different habitats, animals and plants that live in them and their relationships.
COGNITION
*Progression from LOTs to HOTs. Objectives according to Bloom’s Taxonomy:
COMMUNICAtion
Language of learning:
Language for learning
Videos
sessions
Using cooperative learning strategy students will answer some questions.
Session 1
1.Motivation session and previous knowledge awareness. 2. Key Vocabulary
Session 5
1. Watch the video: 2. Diagram with information about habitats.
Build a habitat using recyclable material.
Session 2
Session 6
1. Role play and interview. 2. Discussion
Build a habitat using recyclable material.
Session 7
Session 3
Exposition of the creations and explanation to the class.
Students will show the location of the habitats.
Session 8
Session 4
How did we apply the QUALITY PRINCIPLES?
RICH INTERACTION AND PUSHED OUTPUT
SCAFFOLDING LEARNING
RICH INPUT
Different scaffolding techniques were used throughout the unit. Check the videos on the different sessions.
They were promoted through different cooperative learning strategies. Check the videos of the different sessions.
Information was introduced and worked through a video, cooperative strategies, cards, text, discussions, etc.
INTERCULTURAL DIMENSION
MAKE IT H.O.T
SUSTAINABLE LEARNING
The unit started from their previous knowledge and work, students had to face different situations like role-play and were active during the process.
We used Bloom's taxonomy to create our objectives, making sure we added all the different layers. From L.O.T. to H.O.T.
It was worked trhough learning habitats around the World bearing in mind the importance of taking care of our Planet.
References
Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Summer (Eds.), Basic Issues in EFL-Teaching and Learning. Heidelbeerg: Winter.
Custodio Espinar, M. (2023). Collaborative Lesson Planning for CLIL Student Teachers of Primary Education.
Sepesiova, M. (2015). CLIL Lesson Planning.
Coyle, D ., (2 005). CLIL. Planning Tools for Teachers. University of Nottingham. Available
HSquare, H. [HarmonySquare]. (2019, septiembre 12). Habitats for kids | kids learn about tundra, desert, Grasslands, Forests and more | science for kids. Youtube. https://www.youtube.com/watch?v=x7jwJ2bI9Lg
Habitats. (2019, junio 27). Generation Genius. https://www.generationgenius.com/videolessons/habitats-video-for-kids/
2. COGNITION
Using ‘Let’s spin the sheet’ cooperative learning strategy students will answer the following questions. Students will think of the answers first individually and later in groups with the cooperative activity:
1. What are the features of a camel that help it become suited to live in the desert? 2. What happens if a clownfish is removed from the sea and placed into a lake? Why? 3. The Arctic fox lives in the Arctic region where it is cold and covered by snow. Explain the features that help the artic fox to live in its habitat. 4. Climate change is causing polar ice to melt in the Arctic. How will the melting of the Arctic affect the polar bear?
To introduce the topic the students will watch a video about the different types of habitats.
To explain the topic the students will read the following diagram that represents the concept of habitat and the different types.
1.CONTENT
The students will represent botanists and zoologists of different continents (Asia, Africa, North America, South America, Antarctica, Europe, and Australia). They will show in different maps the location of the habitats in the respective places, give characteristics, and show some pictures of animals and plants.
¿4.culture
Students will choose a habitat around the world, build the habitat using recyclable material, show some animals and plants that we can find there, describe the temperature and some conditions.
Role play and interview.
Group A: Some students will represent scientists that are working in a wild caring center. This center provides care for different rescued and abandoned animals and gets them ready to go back to their habitats. Each student will be given a card with information about one habitat and the adaptations of specific animals. Students will have time to prepare it and be able to answer the questions. Group B: Some students will represent kids from a school. They will be going on a field trip to visit the wild caring center. They will interview the scientists of the center to know characteristics of the habitats and the adaptations of the different animals. They will try to figure out what habitat each animal should go back to when they feel better. Students will be given sentence starters to create their interviews.
3.COMMUNICATION