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IED SOFIA CAMARGO DE LLERAS 10th GRADE ENGLISH PROGRAM CLIL SPEAKING COURSE TO ENHANCE PERSONAL DEVELOPMENT NAME OF COURSE: CLIL 1 GRADE: 10th MODULES: 5 DURATION: 48 HOURS HOURS PER WEEK: 5 TERM: 3rd and 4th COURSE DESCRIPTION This is a two term English Content and Language Integrated course program that focus on the development of speaking skills through the enhancement of cognitive and socio affective strategies in order to acquire lifelong learning and communicative competences. This course will also help students to acquire strategic competences – “the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code” (Mariani, 1994) – in order to contribute to the development of an overall communicative competence. The type of content based instruction to be used is the Theme based model. Theme based CBI is usually found in EFL contexts. Theme based CBI will be taught by an EFL teacher with a content specialist on Natural science, Religion, Spanish, technology and Human Development school subjects. The topics of study and the teaching-learning strategies were carefully selected and built on students own interest and school demands. These topics to be dealt in the classes are tailored to enhance personal development through speaking activities and group and pair work interaction. The program is divided in 5 modules that will be covered in the third and fourth terms. A total of 48 hours. COURSE GOAL Target: Building of speaking skills to get fluency. Learning: Development of cognitive and socio affective strategies to promote speaking. Human: Respect for different opinions and choices. Build foundation on personal development awareness about specific aspects. OBJECTIVES GENERAL OBJECTIVES Target: Students should be able to: Use speaking skills to fluently interact in different situations that imply natural language. Learning:
Students should be able to: Use cognitive and social affective strategies to promote speaking. Human: Students should be able to: Recognize the value of respect for other people’s opinions and choices as a fundamental principle that surrounds the human person as a social being. Discuss and reflect on personal aspects to grow. SPECIFIC OBJECTIVES Understand and appreciate different viewpoints and arguments of extended speech and texts provided by topic that are reasonably familiar. Understand various reasonably complex authentic or edited informative, descriptive and argumentative texts. Produce clear, detailed viewpoints and supported arguments orally on subjects related to personal development. Interact in discussions defending viewpoints with little difficulty. Exchange opinion about different aspects related to their personal life and interest. Discuss and speculate about different aspects that would raise awareness on the importance to grow personally to become a better person. Interact with a degree of fluency and spontaneity that makes interaction with peers and teacher quite possible. Take an active part in discussions in familiar contexts, accounting for and sustaining viewpoints. Self-evaluate their learning process to help develop their life long learning competence. COMPETENCE Strategic competence. Oral communication competence. Interpersonal competence Life long learning competence ESTANDAR GENERAL Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos. También puedo iniciar un tema de conversación y mantener la atención de mis interlocutores; cuando hablo, mi discurso es sencillo y coherente. Aunque mi acento es extranjero, mi pronunciación es clara y adecuada. ESCUCHA Muestro una actitud respetuosa y tolerante cuando escucho a otros.
Me apoyo en el lenguaje corporal y gestual del hablante para comprender mejor lo que dice. Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho. MONOLOGO Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2 Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar. Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre temas del currículo y de mi interés. Puedo expresarme con la seguridad y confianza propios de mi personalidad. Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo. Sustento mis opiniones, planes y proyectos. Uso estrategias como el parafraseo para compensar dificultades en la comunicación. CONVERSACIONES Participo espontáneamente en conversaciones sobre temas de mi interés utilizando un lenguaje claro y sencillo. Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto. Utilizo una pronunciación inteligible para lograr una comunicación efectiva. Uso mis conocimientos previos para participar en una conversación. Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un lenguaje claro y sencillo. Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar acuerdos en debates preparados con anterioridad. Utilizo estrategias que me permiten iniciar, mantener y cerrar una conversación sencilla sobre temas de mi interés, de una forma natural. 1 COURSE CONTENT THEMES: MODULE 1: Learning about yourself: The Unique you.
SUB-THEMES 1. Your self image. 2. Improving the way you see yourself. 3. How are you like other people? 4. How can you deal with uncomfortable feelings 5. How can you get along with others better? 6. Growing and changing: Your body and how it grows.
CONTENT SPECIALIST Religion and human development Natural science Technology
TIME 12 hours
MODULE 2: Foods, nutrition and you.
MODULE 3: Values and Ethics MODULE 4: Communication skills
MODULE 5: Careers: preparing for your future
COGNITIVE AND SOCIO AFFECTIVE STRATEGIES -Analysis -Relating information -Repetition strategies -Note taking -Relate new information to visual concepts -Working cooperatively -Paraphrasing -Asking for clarification -Mind maps construction -Inferencing
7. Project: A movie biography. 1. Nutrition: what food does for you, your food choices, protein, carbohydrates and fats. 2. Developing healthy habits 3. Using the daily food guide. 4. Planning to make a meal: Basic kitchen skills. 5. Project: Building a healthy diet. 1. Definition. 2. Workshop 1. Verbal and non-verbal communication. 2. listening skills 3. asking the right question 4. Combating shyness. 5. Project: Senior class president. 1.Decisions about work 2. Preparing for your career. 3. Focus on the future. 4. Project: My Job perspectives SPEAKING SKILLS -Asking conversation controlling questions -Paraphrasing. -Using controlled fillers -Using minimal response -Using language to explain language -Avoiding getting blocked by controlled communication breakdowns expressions - Using physical response or sensation.
Natural science
10 hours
Technology
Ethics
6
Communication
10
practice (Spanish)
Counseling
10
LANGUAGE TEACHING POINTS Discourse markers Particle (such as oh, well, now, then, you know, and I mean) -Turn taking expressions: I just want to add something, well, I think that, the problem is‌ -Mark the beginning and the end expressions: To sum up, in other words, First, one of the‌ To start. -Formulaic expression
-Use of graphic organizers -Placing new word in context using its concepts -Imagery
-Useful expressions to express opinions -Useful expressions to show disagreement in a polite way. -Polite expressions -Adequate expression of agreement and disagreement.
METHODOLOGY The methodology aims at encouraging students both intellectually and affectively in order to achieve a meaningful learning. The theory behind the nature of language and language learning will focus on Content based Instructions. These activities are designed for the purpose of remembering, understanding, practicing, obtaining information, thinking for themselves, learning by doing, going beyond memorization, reflecting on own thinking and feelings, monitoring own process and keeping a record of what it is done. These activities would also provide the learners with the opportunity to work with their peers in role playing, panels and to interact with teacher’s lectures and with the materials. The type of activities selected can pursue the following order: presentation, practice and evaluation. The activities design for the presentation phase can help the learners be introduced to the learning material for the first time. It can generate the input for speaking. It will involve authentic reading or listening texts. The practice phase will engross activities that provide learners with controlled practice, guided practice and free practice. This will lead to a set of comprehension and application activities where students must show understanding of written or spoken discourse and an integration of knowledge, personalized learning and creativity. INSTRUMENTS OF EVALUATION Oral testing: (After each module). Through familiar speaking activities in order to evaluate different cognitive and socio affective strategies. The use of rubrics will help the teacher to assess students learning process. The rubrics focus on fluency and content rather than accuracy. Decision making on what criteria to apply on the different techniques to evaluate speaking: Interpersonal mode and/or presentational mode, moving from skill building to skill using and moving from meaningful to communicative to situational activities. Teacher’s assessment: A subjective estimate of the learner`s overall performance Continuous assessment: observation of performance during assignments. Grading schemes that include some measure of class participation. Teacher records participatory action during the classes. Learning journal (Diaries): Students write what they have learned so far and what technique was very helpful for them. What they need to review or straighten. Personal growing (PEI demands). They write how they have grown as a person under the perspective of personal development and the value of respect.
Self assessment: The learners themselves evaluate their own performance, using clear criteria and weighing systems agreed on beforehand MATERIALS AUTHENTIC READING PASSAGES TAKEN FROM THESE SOURCES http://www.stevepavlina.com/ http://www.stevepavlina.com/articles/courage-to-live-consciously.htm http://seattlecentral.edu/faculty/baron/Winter_courses/ITP145/ITP145values_and_ethics_activity.htm http://changingminds.org/explanations/values/values_morals_ethics.htm http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-dm/pt4ch15.html http://www.personalitytype.com/ http://www.personalitytype.com/career_quiz?type=1 AUTHENTIC SUBJECT TEXT BOOKS: Teen living. Prentice hall. Health for life. Scott, Foresman. 1990. Young living. Clayton, Nanalee. Mac Graw Hill. 2002} Science with me. Scott, B. Mc. Graw Hill (2010) TECHNOLOGICAL TOOLS: Excel Movie maker. Smart board Power point presentation University lab. OTHERS: Booklets for projects, Fine boards, water paints, markers, etc. CONTACT INFORMATION Instructor: Elizabeth Vides Orozco. E-mail: elizabethvides@gmail.com