1. Kamil Trzebiatowski (EAL Coordinator, Newland School for Girls, Kingston-upon-Hull) ASE TeachMeet, York: 6 July 2015 Do You CLIL? http://valuediversity-teacher.co.uk/

2. CLIL Content and Language Integrated Learning Teaching subjects such as science, history or geography through another language. Perfect for the subject teacher using English as the language of instruction. Result: learning content and English at the same time. PERFECT FOR EAL WHY? NALDIC: “EAL is primarily about teaching and learning language through the content of the whole curriculum.” NALDIC, 1999: The Distinctiveness of English as an Additional Language: a cross- curriculum discipline PERFECT FOR EAL WHY? NALDIC: “EAL is primarily about teaching and learning language through the content of the whole curriculum.” NALDIC, 1999: The Distinctiveness of English as an Additional Language: a cross- curriculum discipline

3. The task ahead of EAL learners BASS (2006) Distinguishing the difference – SEN or EAL? EAL Learners have to : Learn English Learn content through the curriculum Socialise with other children in the yet-unlearnt language Learn culturally-embedded social practices of the classroom Catching up is essentially EAL children’s problem – curriculum doesn’t wait. EAL children have a moving target. NALDIC (1999) The Distinctiveness of English as an Additional Language: a cross-curriculum discipline: A Handbook for All Teachers If a child is 3 years behind (linguistically), every year they need to make 1 ½ years of progress (for 6 years) to catch up with native speakers.

4. All the questions are in Present Simple. Let’s teach that! 1 Read the text Complete the diagram 2 Underline all the verbs in one of the texts 3 Provide substitution table for writing sentences in Present Simple 4 Write a paragraph (in Present Simple) using only the diagram From: Grieveson, M. and Superfine, W. (2012) The CLIL Resource Pack. DELTA Publishing: Peaslake

5. FOCUS ON IMPERATIVES Heat Put Leave Take Put Take FOCUS ON IMPERATIVES Heat Put Leave Take Put Take 1.______ the oven to 100 degrees C. 2._____ the chocolate, bread, stone, paper and water on the trays. 3._______ one tray empty. 4._______ a photograph of each tray. 5._____ all the trays in the oven for 5 minutes. 6._______ out the trays and _________ each one. 1.______ the oven to 100 degrees C. 2._____ the chocolate, bread, stone, paper and water on the trays. 3._______ one tray empty. 4._______ a photograph of each tray. 5._____ all the trays in the oven for 5 minutes. 6._______ out the trays and _________ each one. CONFUSING! PutLeavePut TakeHeatTake photograph From: Grieveson, M. and Superfine, W. (2012) The CLIL Resource Pack. DELTA Publishing: Peaslake

6. AND AGAIN – FOCUS ON LANGUAGE AND AGAIN – FOCUS ON LANGUAGE WHAT TYPE OF WORDS ARE MISSING? Are they: content words? language words? WHAT TYPE OF WORDS ARE MISSING? Are they: content words? language words? From: Workman, G. (2014) CLIL Maths and Science Materials. Gem Publishing

7. Sequencing – words, paragraphs, sentences Labelling a diagram Grouping parts of texts according to categories Completing a table, diagram or flowchart Gap-fills: missing words, phrases or sentences Underline or highlight parts of texts: e.g. adjectives, adverbs, connectives Give each paragraph a title Draw a table or diagram using information from a text Write questions about a text CHANGE THE TEXT A LITTLE USE THE ORIGINAL TEXT

8. Millions of tonnes of metals are used every year for many different jobs. They are used for building cars and bridges (iron), making drink cans and food packaging (aluminium), plumbing and electrical wires (copper) and making batteries (zinc). But they all face one problem. That is corrosion. Weusemillions of tonnes of metalsevery year for many different jobs. Millions of tonnes of metalsare usedevery year for many different jobs. YOU CAN’T USE “WE” NOW

9. IRONALUMINIUMCOPPER BUILDING BRIDGESBUILDING CARS MAKING DRINK CANSFOOD PACKAGING ELECTRICAL WIRESPLUMBING MAKING BATTERIES Weusemetalsto NOW WRITE ABOUT METALS BUT DON’T USE “WE”.

10. Sentence and paragraph scrambler : http://davidbrett.uniss.it/eLearningTools/paragra ph%20scrambler.html Gap-fill generator: http://random-idea- english.blogspot.co.uk/2011/07/tools-gapfill- generator.html Cloze generator (removes specific types of words): http://l.georges.online.fr/tools/cloze.html Total Cloze generator: http://esl.fis.edu/learners/writing/misc/star1.htm DO NOT spend hours on this!

11. Graham Workman: CLIL Maths and Science Materials. Gem Publishing Margaret Grieveson and Wendy Superfine: The CLIL Resource Pack. DELTA Publishing: Peaslake Liz Dale and Rosie Tanner: CLIL Activities: A resource for subject and language teachers. Cambridge University Press: Cambridge MacMillan’s CLIL pages: http://www.onestopenglish.com/clil/young-learners/science/http://www.onestopenglish.com/clil/young-learners/science/ Graham Workman’s pages: https://grahamworkmansecondary.wikispaces.com/?responseToken=0794874e0ee2a892e3 27ef1f3936452e7 https://grahamworkmansecondary.wikispaces.com/?responseToken=0794874e0ee2a892e3 27ef1f3936452e7 CLIL - Resources