clil methodology_short guide

Classroom Methodology for Immersion Teaching

Chenderit School

Tile Hill Wood School and Language College

Judith Woodfield: Chenderit School (formerly Tile Hill Wood) Ana Neofitou: Tile Hill Wood School Annette Parrott: Tile Hill Wood School Isabelle Schaefer: University of Worcester (formerly Tile Hill Wood School) Rebecca Barber: Ashfield School (formerly Tile Hill Wood School) Lisa Dolan: Chenderit School John Robertson: Chenderit School Katherine Mobberley: Chenderit School Contact : [email protected] [email protected] [email protected] [email protected] This guide was originally produced at THW but has been updated by Chenderit staff to support the Worcestershire and Northamptonshire Integrated Language Learning Network

Crown copyright 2011, Department for Education These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be reproduced for free provided that this material is acknowledged as Crown copyright, reproduced accurately and not used in a misleading context. Adaptation of these materials for other languages is permissible, providing the original source is acknowledged.

2 Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.

The methods shown in this booklet have been used since 2003. We have experimented with our teaching methods and are continuing to refine our teaching strategies. We are offering you our experiences so far, and would not suggest that they are the only techniques to use. There is still much to be learnt by all staff at both Chenderit and Tile Hill Wood school. Should you wish to start immersion teaching yourselves it would be good to keep in contact and share what you learn as you develop your courses. Video links: Video clips of work at Tile Hill Wood can be seen on the CILT website. A film about Chenderit is available on the Association for Language Learning website http://www.all-nsc.org.uk/nsc/?q=node/93 Before embarking on the delivery: v Try to observe your colleague in their subject area. Discuss

methodology in your specialist subject. This gives both of you the opportunity to look at classroom practice.

v Share current Schemes of Work to give each other an idea of what you cover.

v Share the NC levels for each subject area. v Plan carefully together an overview to assist your long term

planning. v Decide whether or not the current order of the Scheme of Work

is appropriate, it might not be for immersion. You may wish to start with an easier topic than if you were teaching in English

v When planning it is really important to thrash out ideas together. What will work best? What resources should you use? Set aside a weekly slot in the first instance in order to plan and evaluate as you go along.

v Linguists check you understand the concepts that you will be delivering dont be afraid to ask!

v Make good use of your FLA if you have one. They can be an invaluable source of support when producing resources and can also be a great addition in the content lesson. If possible arrange conversation sessions with the FLA for the non-linguists.

v Provide the non-linguist with teacher classroom phrases/instructions to use. Decide together a bank of key generic and transferable phrases, opinion giving phrases, linking words. It is really important for pupils to be exposed to key question words: qui, pourquoi .


v Decide where pupils will complete the work, in exercise books, in workbooks or folders. Pupils need to be made aware that they may need to bring their Geography book to a French lesson once per week for example.

Geography Introducing immersion teaching to the class: the first 6 weeks!! For pupils

Provide a list of classroom phrases for use in the classroom these should be common to both subject areas. Put the classroom language up around both teaching rooms.

Produce words and pictures for the wall for each topic. Produce speaking prompts and learning mats. Establish a routine in the classroom with the use of language;

meeting and greeting, starters, plenary. Pupils need this so they feel confident.

Linguists should be using a much target language as possible from lesson 1.

French Language in the Classroom Try really hard to use these phrases in your French & Geography

lessons! You could earn yourself lots of commendations! She is absent Elle est absente She is on holiday Elle est en vacances I have forgotten my book Jai oubli mon livre How do you say ? Comment dit-on How do you spell.? Comment crit-on .. I am sorry Je suis dsol(e) Can I speak English? Est-ce que je peux parler en anglais? Me too! Moi aussi! I agree! Je suis daccord I disagree! Je ne suis pas daccord Again! Encore! What is the date? Quelle est la date aujourdhui? And you! Et toi! I do not understand! Je ne comprends pas What is the title? Quel est le titre?

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See you tomorrow! A demain! Have a nice weekend! Bon week-end! I am ready Jai fini Sorry I am late Je suis dsol(e) je suis en retard I need Jai besoin .. I dont know Je ne sais pas Can I have some paper? Est-ce que je peux avoir du papier? Can we work in a group of three? Est-ce quon peut travailler en groupe de

trois?

The Geography scheme of work at THW begins with an introduction to Geography and maps. This is a great place to start because this is skills and knowledge based for the first few lessons and allows students to get used to listening to French and following classroom protocol. At THW our lessons are structured so that the Geography takes the most challenging items and introduces immersion gradually, while at the same time the French teacher chooses introductory activities which are easy to immerse straight away. At Chenderit it is not a language college and therefore there are fewer linguists on the staff. We have therefore designed our curriculum so that each subject teacher teaching the immersion course is separate from the main language teaching. The teachers are aware of the course design and have adapted assessments and teaching content within the language teaching but the course does not directly link. At Chenderit the first unit for Year 7 students is Globalisation and the assessment is an extended essay. Therefore we have had to negotiate to teach the map work unit (normally completed as the third unit) first. This enables students to gain confidence and skill in the MFL before tackling parts of the course that need extended writing. v During the first lesson introduce the reward system that you are

going to use and then stick to it, rewarding every word spoken even merci and bonjour. Also reward for interpreting for the rest of the class. This will encourage participation. It is most helpful if both


teachers can have a common system. This encourages pupils to see it as a joint subject.

v It is important to tell the students that they do not need to know every single word and that getting the gist is the most important aim. Avoid using too much language in your explanation. Keep it simple and use lots of mimes and actions.

v Make sure that the students can ask you in French to explain the work in English!

v During the first lesson at THW What is Geography we produce a venn diagram for physical, human and environmental Geography. The register (lappel) is taken in French, the date is written in French and the heading en classe

v At Chenderit the first lesson is drawing a map of the continents and oceans .

v In the first French immersion class at THW the students classify pictures of Geographical things and use a dictionary to identify them in French. It is really important that pupils have been taught how to use a dictionary as this is quite a difficult skill in itself. Ensure that the linguist has covered this previously.

First two weeks v One technique used a lot in the first few lessons is Vrai ou faux? It

is a good idea to start your lesson with the classroom routine and the first ten to fifteen minutes in French. This works well with our map work lessons where students are producing maps. You can use compass directions for the true and false activities

v Skill based assessment objectives as easily introduced in the first of these map creation lessons

I use Wilf, a cartoon person and then give a list of 5 things that I am looking for e.g. 1. le titre


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2. la couleur 3 la prsentation 4. les tiquettes 5. la lgende v During the next lesson I will ask them to set the assessment

objectives for another mapping task. v I clearly say when I am about to change to English Maintenant je

vais parler en anglais v You will probably notice that there is a huge sigh or sometimes a

cheer when you go back to English!!

v Dont be put offjust keep praising them. They may moan a lot

.why cant we do this in English. v Pick off moaners away from their peersone by one by talking to

them in very simple French and asking if they understand what you have said or take them through the task slowly and then praise profusely. The moaners usually lack confidence.

v With every new module you introduce there will be a certain

amount of pain before gain!!

v Classroom exit and entry: make the most of the classroom entry and exit to help recall. For example I may ask them for a name of a continent or a country in a continent in French as they leave. As students enter I ask them a personal question. It is always a useful technique to ask a pupils opinion on something or ask them if they disagree or agree.

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v Choose a levelled assessment which is accessible to students with limited language but will inspire and motivate and make them feel proud. Our West Midlands leaflet task does this. The task is bilingual so allows the use of French to add to the quality of the product. Pupils can clearly see the relevance of producing a bilingual leaflet as they have all seen them in tourist information offices. This task enables pupils to feel that they are using language for a real purpose. This allows less able students to access a lot of English and less French if necessary without them feeling that they are underachieving. It allows very able students to research in detail and to attempt some sentences. This task is knowledge and skills based, and so is easier to write. Headings can be used which avoid complicated sentence structure.

Heart of England Tourist Board 35 Highway Buildings Smith Street Birmingham B34 7GH October 1st 2001 Dear Sir/Madam, HEART OF ENGLAND TOURIST BROCHURE I understand that your school has some excellent Year 7 bilingual Geography students who have a good overview of the West Midlands region and a knowledge of French. I would therefore like to invite your students to help us design the next bi-lingual tourist brochure for the West Midlands area. I would like you to aim to produce high level work. This is what you need to do Look at some sample brochures and make a list of what makes a good

brochure. What information needs to be on the brochure and what does it need to look like?

Discuss the places that there are to visit in the West Midlands. Research the main attractions that will appear in your brochure. You

could use the internet, other brochures, newspapers and magazines to help. You will need to include examples of physical, human and environmental attractions.

Plan the layout of your brochure and produce it. The brochure can be word-processed. You could use Publisher or other similar programs. You could also hand write it and cut and paste illustrations.

The brochure should also be used by French tourists visiting the area and should contain information in French.


This is WILFWhat I am looking for. Level 3 brochure: You may miss the point of the task slightly i.e. you may

just complete one of the tasks you are asked to do. Level 4 brochure: You recognize and describe physical, human and

environmental places of interest in the West Midlands. You show what these have to offer visitors. You use a range of skills such as map drawing. You use some important geographical words.

Level 5 brochure: You do the things for level 4 and also select and use appropriate skills e.g. labelled sketch maps and secondary sources such as IT, books, magazines, brochures and videos to gain access to extra information. You use many interesting facts and figures to back up the points you make. You show appropriate use of important geographical words.

Level 6 brochure: You show initiative in the way that you have designed your brochure. You may have used some excellent IT techniques or have put your brochure together skilfully. The content will be totally relevant and very well researched, using a variety of information sources.

Level 7 brochure: The finished product is of a very high quality. It suits its audience and purpose completely. There is a large range of skilful techniques and very well researched information. The vocabulary used is sophisticated geographical language that is well understood.

Yours sincerely Bob Holliday Marketing manager v Celebrate the production of the big piece of work. Reward with

postcards home.

v When you do a full lesson of immersion start by speaking in French

but use a sheet which has a mixture of French and English on it so that the students dont lose confidence

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Quarry Ridge Enquiry Exercise The surveyor has been asked to look at 3 possible sites for new housing. Read the surveyors notes and then choose the best site for the new housing. The surveyor also needs to make notes about key words that he will need to use in order to report his decision to a French Building company that will build the houses. Site number 1

La route Narrow country road to the site

Cest ngatif Cest positif ?

La rivire Large part of the site alongside a river

River floods after heavy rain

Les usines No factories or warehouses in the area.

La ville Nearest town is seven miles away.

Site 2 Le terrain The site is on the

boundary of a town Cest ngatif ? Cest positif ?

Le logement There is other housing around the site

Les autoroutes

The site is near two major roads-the M6 and the M1

La gare The railway station is two miles away

La route The road to the site has already been built


Les usines There is an industrial estate near to the site

Les emplois Warehouses on the industrial estate are advertising jobs in the local newspaper

Site 3 Lusine The site is next to

a factory producing cars

Ngatif? Positif?

La route The road to the site is already

built

Le terrain The site slopes down to a river

Le terrain There is enough land for about 900

houses

WILF 1. Write a short report on each site. 2. Make sure that you mention 4 good points and 4 bad

points about each site. 3. Write in sentences. 4. Try to explain why each point is good or bad 5. Make a decision about the best site to build on Extension Make a list of the French words that you would use if you had to tell the builders why you have chosen the site

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Techniques used in the early stages to give the students confidence v Cater for different learning styles. You will find that to convey the

language you will have to use kinaesthetic, auditory and visual learning techniques in every lesson. Use a variety so that the language is acquired through a variety of activities. Pupils need sufficient opportunity to practice language before they are required to present it.

v Use language for a purpose, dont give lists of vocabulary in the

Geography lesson. Linguists must remember that the language is a vehicle for delivering the content so repetition of newly acquired vocabulary as in a traditional language lesson is not appropriate.

v For example introduce words and classify them into a table or card sort. Colour coding to denote masculine and feminine nouns also helps.

La gographie physique

La gographie humaine

La gographie de lenvironnement

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Les boutiques


v Always use pictures/objects alongside words these give clues and act as prompts.

v Always have exemplar materials so that it is clear what the task is aiming for.

v Repeat the key words again and again in each subsequent activity. At the start of the unit of work, identify the key words and language that they will need to use to be able to convey understanding of the topic.

v Start with an activity which uses the words simply but involves some thinking e.g. classification exercise.

v Use the words again in another activity e.g. true or false. v An interactive powerpoint where the words and pictures are in

French, where you question in French but the students reply in English so that concepts are clear.

Qui suis-je ? Matching numbers to letters Cest ngatif ou cest positif v A questionnaire where they are using the words to research views

or gather information Pour ou contre? 1940 ou 2006? Mort ou vif? Spot the difference v Move cards to sort out cause and effect v Stick cards around the room and then find words and pictures that

go with those headings v Use a range of short techniques to convey concepts

v Then introduce big assessment task. Students will then have

enough language to produce explanation and analysis. Always include an opportunity to write and speak at length with each assessment.

E.g. Design a shopping centre Write a justification to present to the council. Show the shopping centre to the teacher and justify it while being videoed. Present a powerpoint on a topic to the rest of the class v It is important to decide what you are assessing, the content or

the language. In most cases each subject specialist would assess their own subject.

v It is appropriate for some assessments to award a level for both pieces of work.

v Use questionnaires to find out information.


Further tips developed from 2008 at Chenderit Developing listening skills with topical materials

v Use some of the social networking sites. The best one is Daily motion (French site like Youtube). You can cut and paste the following link with the web address and use it in your powerpoint

v http://www.dailymotion.com/video/x1iuxj_a-qui-le-tour_news v Zoom in to show how much forest has disappeared v Use your FLA to transcribe the video extract if you are not very

fast at this . v Produce video cards which are then given to the students when

they hear and watch the video in French. v Spread the cards on the table and when students hear them,

they put them in the order they have heard them. v Instruct students to work out the gist of the video using the

key phrases. v Write a transcript of the whole video in a supporting

booklet/handout.

It is possible to find clips on just about every Geographical issue. Developing Geography games v Starter games are fun, engage the students and build up

confidence in students

v The following games work really well : v Question of Sport style questions where you give picture

clues and a few words of French and the student has to say how they are connected to the issue. Produce cards with the connection in French. Students have to find the card that matches the picture and hold it up


v Picture/word dominoes

Students link the definition to the next

key word.

LA FORT

AMAZONIENNE ------------

Un pays ou se trouve la fort tropicale la plus

grande .

BRSIL

------------ Le nom du climat ou se trouve les

forts tropicales.

LE CLIMAT TROPICALE

HUMIDE ------------

Les arbres les plus grands dans la fort

tropicale.

Bingo. Le Lotto a y est !

1 2 3 4 5 6

7 8 9

Les forts tropicales


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v This works well with map symbols. Use a powerpoint alongside the bingo cards, with the symbol plus the word in French.

Literacy development through French The Geography dept at Chenderit has an excellent reputation for developing extended pieces of writing. Very clear guidance is given to students to use formula such as: Point Evidence Explain. Use the same highly structured advice and guidance and link it to French writing frames.

Encouraging pupil spontaneous language v Pupils need real encouragement to speak spontaneously. Unless the

spontaneous language is planned for then it is unlikely to happen. Routine is the key, as is sticking to insisting on the use of language when appropriate.

OS map symbol for National trust

land/property should be inserted here.

OS map symbol for Forestry Commission

visitor centre should be inserted here.

OS map symbol for vegetation should be

inserted here.

OS map symbol for different types of footpath should be

inserted here.

OS map symbol for a Roman site should be

inserted here.

OS map symbol for battlefield site should

be inserted here.

OS map symbol for a visitor centre should be

inserted here.

OS map symbol for recreational

routes/cycle tracks should be inserted here.

OS map symbol should be inserted here.


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v Use a point scoring system points can be awarded across the two

subjects. Points can be awarded by the teacher or by other pupils in the class.

v Set pupils challenges of using as much target language as they can in a lesson.

v Give out phrases on card that can be used in class, pupils must get rid of their phrase by the end of the lesson.

v Use learning mats on the desks so pupils can have an accessible prompt during a lesson.

v Have key classroom language put into planners/homework diaries. v Try to plan for and facilitate pupil to pupil spontaneous talk; pupils

can use simple language to communicate effectively with one another on a task; its my turn, I agree, me too.

v Have key phrases on display for pupils. v Questionnaires where penalty points given when English is used. v Debating cards


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Cest intressant

Cest ridicule

Je suis

Je ne suis pas daccord

Mais

Je pense que cest

Cest une bonne ide

Cest un bon argument

Cest vrai Cest faux


v Use speaking to justify why they have completed the work at the end of an assessment. Ask them to talk about why they have completed the assessment in the way they have.

v Computer sheet to encourage use of ICT based vocabulary. v Peer assessment

Developing writing v Start with single word based activities e.g. labels, checklists, bullet

points, lists, labelled plans and maps. v Model written explanations by using interactive powerpoints v Introduce pupils to word frames and use for description and

explanation

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WILF Quarry Ridge A talk in French which says: What has been planned. Why is it planned. Who will use the different places. Where are the things? Why are they there?

Jai choisi

les familles. les enfants. les jeunes hommes et les jeunes femmes. les retraits.

pour

une cole primaire une cour de rcration une glise

respecter lenvironnement

des bungalows des maisons des appartements des arbres

un supermarch un tabac un bureau de poste un arrt de bus

les familles. les enfants. les jeunes hommes et les jeunes femmes. les retraits.

prs

Cest bien pour

Il y a

un supermarch

des bungalows

une cole primaire

du supermarch

des bungalows

de la banque de lcole primaire

respecter lenvironnement


v Concentrate on really useful ways of communicating to be able to

explain geographical understanding, e.g. Pour ou contre? Moins de et plus de, prs de, loin de, . cest bien pourLavantage est.. Jai choisi ..parce que

v Tell the students never to use the computer translators. v Emphasise the need to communicate with the language you haveits

not what you have it is the way that you use it! v Write pen friend letters and questionnaires to partner school.

This gives the work a real purpose, a real audience. It is provides excellent comparison and discussion of topics.

Developing reading skills v Teach use of cognates. Pupils can pick out words they already

know, ones they can guess and words they definitely dont know. v Teach the technique skimming and scanning the text. v Teach how to read for gist. They should try to work out what the

key words are, do they need to understand everything? v Encourage pupils to use the pictures as clues, to read titles, to look

out for numbers, names. v Avoid over use of the dictionary. It can be used as a support, but

discourage pupils looking up every word! v Attempt tasks needing simple written responses e.g. Vrai ou Faux,

multiple choice to test understanding

Vrai ou faux

1. 5% de la population sont agriculteurs. 2. Au 19 me sicle il y avait plus dhommes pour labourer la

terre. 3. Six agriculteurs sur dix ont disparu depuis 1950.

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4. Les agriculteurs ont choisi de se spcialiser dans une ou

plusieurs cultures afin dtre moins comptitifs.

5. Le vin est fabriqu en France dans les rgions ensoleilles comme la Provence.

6. Le cidre cest le jus de pomme ferment 7. Les produits du terroir sont les produits rgionaux 8. Aujourdhui il y a beaucoup de machines parce que les

fermiers veulent produire plus. 9. Il y a plus de pcheurs quagriculteurs en France 10. Les fromages sont fabriqus au lait de vache ou de

brebis.

v Provide extension material from authentic text. The text itself can be challenging but what the pupils need to do with the text could be at a more accessible level.

v Use real French websites but start with those where students can switch from English to French.

Use authentic French text but put in small clip art pictures to help understanding of gist. It is important to simplify text but keep the meaning and use images, try to think carefully about how much text you need, what is essential. v Try to put in cognates or words that are similar to

English.


Developing listening skills v During debates give something constructive to do. E.g. fill in a table

to reflect debate e.g. classify answers. When listening in another language it is always important that pupils are doing not just listening. It may also be to use a non verbal response each time they hear a particular piece of relevant information or to demonstrate understanding.

v Encourage pupils to listen for key words, to listen for gist. v Encourage pupils to predict what they might hear, brainstorm the

language they think they might hear before the activity. v Use kinaesthetic activities in combination with listening; listen and

put cards in to order, matching activity whilst listening. v Use peer and self assessment La prsentation est bien parce

que Students can write their comments on a small board and then share them at the end.

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Tips for immersion PSHE First steps

Establish who you are going to work with to prepare lessons and resources / it is more beneficial to work as a team.

Try to plan one term in advance, not lesson by lesson. Plan lessons alongside your schools PSHE scheme of work. You can use or adapt some of the resources that already exist

for PSHE taught in English. Try to involve teachers who will be able to act as translators in

the first few lessons to enable you to speak in the target language all the time.

Planning and teaching the lessons

Remember that the PSHE content is more important than the language content.

Pictures and English text (poems, stories and newspapers articles) can be good as a stimulus for discussion.

Language provided needs to be accessible to students and broken down into manageable and meaningful chunks (use of cognates)

Remember that discussion in English by the students is fine. It is important to get pupils to learn early on how to express

their opinions and how to justify them. Kinaesthetic activities and language mats are a good way of

providing students with the key language. Examples of activities to support students in their task (OHTs,

power points) reassure them. Use PSHE type activities in your lesson (role plays, discussion,

question and answer session, slogans, poster work, songs, poems)

Encourage students to use classroom phrases in the target language by creating a reward system.

At the end of the first year, review activities and create a PSHE scheme of work. A booklet for students with all the PSHE activities can then be produced. Tips for immersion ICT (Being developed at Chenderit) v Start with powerpoint techniques . This will enable you to convey

the point that less is often more on a powerpoint design. It will also allow you to start introducing the vocabulary gradually.


v Encourage peer and self assessment of each others work by using speaking frames

v Use writing frames to develop evaluation skills right from the beginning of the course. This will enable students to evaluate their work independently later and therefore they will be able to access the higher levels

Tips for a 20 minute tutorial time activity (Being developed at Chenderit) v Always think ahead. Always think of the outcome before you

attempt to construct the lesson. v Then plan the activities that will lead to that outcome. v Work as a team with an additional member of staff at the

beginning. Plan the work together. As soon as the class are confident about using target language, the second teacher can then be used to supplement teaching in other tutor groups, thereby extending the immersion experience.

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