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CLIL didactic units for the EFL classroom
Introduction
Welcome and information
Course outline
Chapter 1- Why implementing didactic units
Introduction Chapter 1 (0:13)
Why implementing didactic units?
Why challenging and brain friendly CLIL units? video (2:59)
Main considerations for a CLIL didactic unit
Writing the learning objectives of the unit
Main concepts behind a good unit
Why predictions and questions are so important
Read a teacher's plan and anticipate
Task chapter 1.
Chapter 2- Reflecting on content
Introduction Chapter 2 (0:20)
Reflecting on contents.
Curricular academic content to provide purpose and meaning
Specific content to organize a unit
How to approach the Linguistic Content
Where do we locate the linguistic and curricular content to select for our didactic units
Finding the language our students need
Text types in primary school
Task chapter 2.
Chapter 3 - Thinking Skills, Prior knowledge and Cognitive Challenge
Introduction Chapter 3 (0:28)
Pause and Ponder
Making connections
Prior knowledge and Hypotheses
Analysing prior knowledge activities
Cognitive challenge (4:02)
Practical examples of scaffolding strategies
Mental processes- Bloom's taxonomy
Thinking skills
Thinking skills- Click on HOT and LOTS to see the video
Task chapter 3- Identify HOTS and LOTS
Chapter 4 - The place for Grammar and Metalinguistic awareness
Introduction Chapter 4 (0:14)
Grammar in context
How do we work on the grammatical/linguistic contents in context?
The place of grammar
Student's awareness of how language and grammar work
Final task
Final Reflections
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How do we work on the grammatical/linguistic contents in context?
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