日本でのCLIL の進展 [Japan CLIL Development] 2013 volume 1
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本冊子は、日本でのCLIL の発展を期して、2012 年12月に上智大学で行わ れたCLIL 懇談会に出席した人を中心に、CLIL の実践をまとめたものである。 この懇談会をもとに、『英語教育6月号』(2013)(大修館書店)に特集を組んだ。 しかし、紙面の都合もあり、CLIL の実態を詳細に記述することはできなかった。 ここにはそこには書かれていない内容を盛り込んである。 日本でCLIL が少しずつ注目されるにつれて、「CLIL とは何か?」という声が さらに聞かれるようになってきている。そのような質問は発祥の地であるヨー ロッパでもいまだにあり、CLIL に対して懐疑的な見方もある。理論的な枠組み は多少明確ではないが、事実CLIL はヨーロッパではすっかり定着したと言って よいだろう。実態は様々であるが、CLIL の一つ魅力はその点にある。日本では、 これまで同様の指導法、指導形態は取られてきた。バイリンガル教育、イマー ジョン教育、内容重視の指導などがそうである。ヨーロッパでCLIL を展開して いる指導者によれば、そのような指導もCLIL の一部となる。では、「CLIL とは 何か?」とさらに尋ねられるのである。 本冊子は、そのような状況に対して事例を示すことで回答したいと意図した。 理論をこねくり回しても実践のない教育は意味がない。また、実践だけであっ っても柱のない教育はやはり不十分である。現時点でのCLIL 教育(CLIL pedagogy)を理解してもらい、また、課題を示すことで、今後の日本における CLIL の発展を期待したい。CLIL は、ヨーロッパでも起きているように言語学 習と科目学習に新しい視点を与え、学習を活性化する要素があり、これまでの コミュニケーションを意識した言語学習の観点を大きく変える可能性がある。 また、科目の学習に対しても言語や思考とどう関連させるかという観点を示し ている。教室という「学び」というコミュニティに対する考え方も変えつつあ る。その意味から、CLIL は内容と言語を統合する指導法(methodology)の可能 性を追求している。本冊子はその一つの重要な資料となると考える。 なお、ここに示した各学校現場の事例は2012 年度実施の内容となっているの で、所属も当時のままにしてあることをことわっておく。
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- 1. CLIL 2013 ()
- 2. 1 CLIL 2012 CLIL CLIL (2013) CLIL CLIL CLIL CLIL CLIL CLIL
CLIL CLIL CLIL CLIL (CLIL pedagogy) CLIL CLIL CLIL (methodology)
2012 2014
- 3. 2 1 CLIL CLIL CLIL 3.1 CLIL 3.2 CLIL 3.3 CLIL SSH CLIL 2010
2013 3.4 SH Post-SELHi CLIL CLIL Can-Do 3.5 CBL CLIL 3.6 CLIL 4 5
CLIL
- 4. 3 1. CLIL 1 1.1 2006 2007 2 3 CLIL 1.2 4 2013 1 2013 12 13 1
smatsumoto@rikkyo.ac.jp 2
http://www.mext.go.jp/b_menu/shingi/chousa/shotou/036/shiryo
/07081717/004.htm: 2014 4 30 3
http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/
afieldfile/2011/01/19/1282000_7.pdf#search='+': 2014 4 30 4
http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/kou/
kou.pdf#search=''
- 5. 4 5 teaching learning CLIL 2 L (Learning) 1.3 6 2014 SGH 7
56 SGH SSH 8 5
http://www.mext.go.jp/b_menu/houdou/25/12/__icsFiles/afieldfile/2013/12/17/
1342458_01_1.pdf#search='': 2014 4 30 6
http://www.mext.go.jp/b_menu/houdou/25/12/1342458.htm: 2014 4 30 7
http://www.mext.go.jp/a_menu/kokusai/sgh/index.htm: 2014 4 30 8
http://ssh.jst.go.jp: 2014 4 30
- 6. 5 1.4 Content-based Instruction Content-based Instruction:
CBI CBI III 9 CBI 1.5 CBI CLIL CBI CBI CBI CLIL 1 3 1 3 9
http://www.kandagaigo.ac.jp/kuis/subject/department/english/: 2014
4 30
- 7. 6 Overseas EAP EAP 1 1 2 3 Content-based Instruction 100%
International Business 2 ESPInternational Business 2 3 100% Oversea
EAP Business Project34 CLIL 4C 10 4 12 4 TOEIC 200 10 4C 2011CLIL
49
- 8. 7 1.6 CLIL CLIL CLIL CLIL CLIL CLIL CBI 2014 Academic
Communication 1 Academic Communication 2 CLIL 11 2014 12 2 TOEIC 11
http://www.sophia-cler.jp: 2014 4 30 12 CLIL 2011CLIL 113128
- 9. 8 TOEIC CLIL CLIL EAP ESP SSH CLIL CLIL CLIL FD
- 10. 9 2. CLIL 2.1 2012 12 CLIL 2013 CLIL CLIL (language teacher
cognition)(Borg, 2003) JACET CLIL CLIL (discourse analysis)SLA CLIL
CLIL CLIL CLIL CLIL CLIL 2005 CILT (the National Centre for
Languages)CLIL LSP (Languages for Specific Purposes)
- 11. 10 CLIL CLIL CLIL CLIL 2.2 CLIL Marsh (2002) John Trim
Function and form, action and knowledge are mutually dependent.
Action without knowledge is blind, vacuous. Knowledge without
action is sterile. Finding the correct balance is the key to
successful learning and teaching. CLIL Content and Language
Integrated Learning EMILE (Enseignement d une Matire par l
Intgration d une Langue Etrangre) Trim CLIL CLIL CLIL CLIL CLT
(Communicative Language Teaching)
- 12. 11 CLIL EU CEFR CLIL CLIL CLIL 2.3 CLIL CLIL AILA IATEFL
CLIL CLIL ECML (European Centre for Modern Languages) CLIL CLIL
(method) (methodology) (pedagogy)
- 13. 12 CLIL CLIL CLIL 2.4 Lesson Study reflection(Schn, 1983
Lesson Study Lewis (2002: 1) Lesson study provides an ongoing
method to improve instruction based on careful observation of
students and their work. (classroom research)
- 14. 13 Lesson Study Lesson Study 2.5 CLIL Lesson Study Lesson
Study (research lesson) CLIL CLIL Coyle(2008) CLIL
- 15. 14 Lesson Study Lesson Study CLIL CLIL Lesson Study 2.6
CLIL (2012)PLT: Practical Language Teacher PLT 1. CEFR(Common
European Framework of Reference for Languages) CRL (Common
Reference Levels) RLD (Reference Level Descriptor) 2. CEFR ELP
(learner autonomy) 3. CLIL (Content and Language Integrated
Learning) 4. LSP
- 16. 15 CLIL CLIL CLIL CLIL (2012) 10 CLIL CLIL Lesson Study
CLIL 1 2Why did the industrial revolution happen in Britain?
- 17. 16 CLIL l l l l l l
(http://library.thinkquest.org/26026/History/results_of_the_industrial_revo.html)
- 18. 17 2.7 CLIL CLIL CLIL CLIL CLIL CLIL CLIL CLIL CLIL CLIL
CLIL CLIL 2012 12 CLIL CLIL CLIL TOEICTOEFL Lesson Study CLIL
- 19. 18 Pisker(2012) Collaborative Lesson Study Network
(http://lessonstudybihjapan. blogspot.jp) Lesson Study Sanela Halac
Sanela Halac Lesson Study CLIL 2.8 CLIL CLIL (CBI) C (Content,
Communication, Cognition, Culture/Community) (context) C CLIL CLIL
Lesson Study
- 20. 19 Borg, S. (2003). Teacher cognition in language teaching:
A review of research on what language teachers think, know,
believe, and do. Language Teaching, 36 (2). pp. 81-109. Marsh, D.
(2002). CLIL/EMILE The European Dimension: Actions, Trends and
Foresight Potential. Bruxelles: The European Union. Schn, D.
(1983). The reflective practitioner. New York: Basic Books. Lewis,
D. (2002). Lesson Study: A Handbook for Teacher-Led Improvement of
Instruction. Philadelphia: Research for Better Schools. . (2012). .
JACET 2012. Language Teacher Cognition Research Bulletin 2012. i
ix. (2013 7 21 ) https://www.box.com/shared/static/sjdt44nma9l67
x5rljxz.pdf. , Lydia Pisker, , , . (2012). Lesson Study in INSET
between BiH and Japan The Japan Foundation Project of Human
Resources Development for Implementing International Exchange 2012.
(2013 7 21 ) https://www.box.com/shared/static/
4wdwlr8k9mvaq8w5qqjx.pdf.
- 21. 20 3. CLIL CLIL CLIL CLIL CLIL CLIL CLIL CLIL CLIL CLIL
CLIL
- 22. 21 3.1 CLIL 3.1.1 global issues CLIL 2011 CLIL 3.1.2 C
CContentCommunicationCognition CommunityCLIL (1) Content Content
CLIL YouTube CLIL Content
- 23. 22 (2) Communication Communication CLIL CLIL C CLIL CLIL
CLIL Oral Method CLIL Content and Language Integrated Learning
Content Oral Method Oral Introduction Story Retelling Oral
Introduction interactive dialogic teacher talk interaction CLIL
dialogic Focus on form CLIL (3) Cognition Story Retelling Summary
Writing Cognition CLIL Cognition
- 24. 23 (4) Community CLIL Community C CLIL Community (5) C C
Community CLIL scaffolding interaction interaction fluency
interaction fluency paraphrasing interaction
- 25. 24 3.1.3 CLIL CLIL CLILStrong CLIL CLILWeak CLIL (1)
CLILStrong CLIL CLIL CLIL CLIL CLIL global issues global issues (2)
CLILWeak CLIL CLIL global issues global issues global warming
global warming
- 26. 25 CLIL CLIL CLIL CLIL 3.1.4 CLIL CLIL CLIL CLIL CLIL C
Cognition Community (1) Content YouTube (2) Communication (3)
Cognition (4) Community C
- 27. 26 CLIL
- 28. 27 3.2 CLIL 3.2.1 SSH SSH SSH
- 29. 28 SSH 2012 130 2012 1 9 12 1 1 1 5 SS 9
- 30. 29 3.2.2 CLIL CLIL CLIL CLIL CLIL CLIL 4 (Surface area and
volume)(Diffusion) diffusion Senior Biology and 1 Student Workbook
2008 BIOZONE p.123-124 Surface area and volume m m
- 31. 30 * glucose / goldibody / ribosome / nucleus / size cell /
red blood cell / surface area / volume / multi cellar organism
(creature) / diffusion / 2 times 2 times 2 makes 8 cubic
centimeters * * 1) Greeting & Attendance check 2) Introduction
3) Presentation of today s main topic 4) Pair work 5) Explanation
& discussion 6) Wrap up 1) Hello, everyone. Hello. I was not
good at science at school, but today I will start over biology with
you. Are you ready? Yes! 2) Small Talk Do you remember what you
learned last time? What did you learn? What was the topic? Cell
What is cell in Japanese?
- 32. 31 We looked at the cell structure- how ribosome,
goldibody, and nucleus work inside the body of an animal. How does
goldibody work in the cell? How does mitchondorion work in the
cell? Yes. A mitchondorion can make energy to live by using oxygen
and glucose. So, mitchondorion is waiting for oxygen and glucose.
glucose oxygen 3) O.K. You have learned what the function of cell
is. Now today s topic is the size of cell. Visual Aids I believe
you already know about the size of some kinds of cells. Let me give
you an example. How large is red blood cell? 5 meters How large is
a mouth cell? How large is an amoeba? 4) : O.K. what about this?
How large is a cell in an elephant? : I ll give you five choices.
Guess which is correct. Choices are: A. 5 B. 50 C. 500 D. 5 mm E. 5
cm :The answer is B. Remember that cell size is very small. Multi
cellar organism including us human beings have as small cells as
single cellar organisms such as amoeba. cm
- 33. 32 small talk Now look at this. They look like cubes. :
Yes, they are. This cube shows a model of cell. : O.K. I understand
this is just an example of cells of different sizes. This area
shows surface area or and this whole thing is volume or . Is that
right, Hinako sensei? : That s right. Why don t we say the words? :
O.K. Now, class, repeat after me. Surface area . Volume . : Good.
Once again, let s look at the surface area and volume. 5) 2 times 2
times 2 makes eight. How big is each cube? : Let s calculate how
big each one is. First, let s look at the surface area of this
cube. 2cm times 2 cm times 6cm makes 24 . Repeat Cube size Surface
area volume Surface area to volume ration 2cm cube 2 2 6=24 2 2 2=8
24 to 8 = 3:1 3cm cube 4cm cube 5cm cube
- 34. 33 after me. () For the volume of this cube, 2 times 2
times 2 makes 8 . Repeat. (). : The volume of both one large cube
and eight small cubes is exactly the same. But what about the
surface area? Now, let s try to complete the table in your
worksheet and compare it with your friends. 6) diffusion()
diffusion You have learned from the chart that when the cell is
smaller, the surface area is bigger compared to the bigger cells.
And if the cell is smaller and the surface is smaller, diffusion
will be effective. 7) Small Talk diffusion() Hinako sensei, I have
learned that the size of cell of multi cellar organisms have small
in size no matter how large the bodies are. : Yes. That s the
mystery of cells. Inside our body as well, many kinds of cells
function well so that diffusion will work efficiently. CLIL
- 35. 34 50 15 20 CLIL CLIL 3.2.3 CLIL CLIL Mars Seed bank small
talk CLIL CLIL Seed Bank
- 36. 35 B= Biology teacher E=English teacher Introduction B:
Now, class. There are many different species in and around this
school. Take a moment in a pair to talk about what you see and have
seen. E: Has anybody seen this?Ms. Sato, what is this bird called?
Have you seen it? B: Yes. I have seen all of these birds, animals,
reptiles This is mukudori or starling. This is hiyodori or bulbul.
This is crow nesting on fir trees. Some are very rare species that
happened to get into this school. I have even seen Japanese rat
snakes. I hear from other biology teachers a raccoon dog took to
the basement of the lecture hall. Presentation of today s main
topic B: O.K. Next slide. This is a very interesting experiment
conducted on the seashore in the U.S.A. You see many different
seashells like hizaragai, kasagai, makigai, and fujitsubo and their
predator, starfish. Starfish is their greatest predator that eats
most seashells on the rocks. What would happen if we cleared all
the starfish on the rocks? E: I guess there would be a peaceful
environment for seashells without the predators. Class, what do you
think? Discuss in pair. B: Do you think the seashells are all safe
and their population would
- 37. 36 increase? Raise your hands if you think so. E: Most of
you feel the same way as I do. B: The truth is these two kinds
hizaragai and kasagai all disappeared. Why is that? After starfish
were cleared, fujitsubo and kamenote propagated. The balance of
biodiversity that involves starfish collapsed, and resulted in the
number of species decreasing. Fujitsubo and kamenote settle down on
the rocks without moving like other seashells. On the other hand,
Hizaragai and Kasagai, which move from place to place couldn t find
their places to settle. This led to their disappearance. Like this
example the balance of species is complicated and hard to imagine
what would survive and what would disappear when one species
increases or decreases. E: This slide shows how the interaction
works between species including us humans. B: Yes. I want you to
think about what would happen if you cleared cockroaches from the
earth? E: Who don t like cockroaches? B: As you may imagine, the
balance of biodiversity will collapse like the example I showed
above. B: Next, let s think about evolution. Let s stand up.
Imagine you are all my daughters. That s too many, though. There
are many different people who have unique characters. You have
grown up and had a comfortable life so far. But, all of a sudden
the environment has shifted to the one where only green peas grow
on earth. Among those of you who cannot eat green peas, you won t
survive. Sit down. E: Wow. The number has shrunk. It s such a big
decrease. B: After a while dinosaurs like T-Rex have appeared. They
are all flesh eaters. You have to run and escape. Now, who has
little confidence in
- 38. 37 running fast? Raise your hands. Sit down. E: Oh, it s a
shame. Only five of you have survived. B: Now what do you think if
these five girls who have survived give birth to children under
this environment? There may be a group of humans who can run fast.
They may be new different types. Wrap up E: I have learned a lot
today. I hope you did, too. Now I want you to write about what you
learned today. On your notebook, write down what the biodiversity
on earth will be like in 100 years. How and to what extent do you
think it will be changed? 3.2.4 CLIL CLIL CLIL CLIL CLIL CLIL 2
CLIL
- 39. 38 CLIL Team teaching Team teaching 65 TT CLIL 65 10 15
CLIL CLIL CLIL CLIL TT CLIL 65 TT 15 15
- 40. 39
- 41. 40
- 42. 41
- 43. 42 3.3 CLIL SSH CLIL 2010 2013 () 2010 2009All English CLIL
3.3.1 SSC IIIIII OCI SSC IIIIII SSC IIIIIIOCI CLIL SSCI CLIL OCI
SSCII CLIL SSCIII CLIL SSCIIIIIICLIL
- 44. 43 CLIL 2012 2012 CLIL (1)CLIL Math English 1 2 (2)Math
English Text Content and support series Mathematics (Oxford
University Press) (3)Science English Chemistry 3.01 Elements,
Compounds, and Mixtures 3.02 Solids, Liquids, and Gases General
General 1.01 Doing an investigation 1.02 Investigating further
Physics 4.13 Balanced and unbalanced force 4.17 Energy 4.18 Energy
on the move 4.19 More energy on the move 4.20 Supplying the energy
4.21 How the world gets its energy 2007 2008 2008 2010 2011 2011
2011 2011
- 45. 44 Presentation SpeechExplanation Debate Communication
Presentation
- 46. 45 2011 Video Conference System (Internet) Armidale High
2011 ( LithanHigh APU Smart School)( Tankang APU )
- 47. 46 CLIL 3.3.2 SSCIIIIII CLIL A Concise Course Science to
GCSE (Oxford University Press) Content and Language Support Series
Mathematics (Oxford University Press) CLIL CLIL CLIL SSH SSH SSH
CLIL CLIL
- 48. 47 CLIL a. I Chemistry 3.02 Solids, Liquids, and Gases
Solids, Liquids, and Gases TEXT Lesson Plan (Super Science
Communication I) Teacher Mr.MIKAMI Masahiro Students 1- H (20) Date
Sat 10. 27, 2012 Text Science to GCSE 3.05: Atoms and isotopes
(OUP) Theme The structure of atoms Protons, Neutrons, Electrons and
Isotopes (Chemistry) Learning Objectives The students will be able
to: 1) understand the structure of atoms and describe it. 2)
explain about mass number, relative atomic mass, and isotopes. 3)
answer the questions on isotopes, including Ar, radioactive
isotopes, and carbon dating. # FOCUS MAIN ACTIVITIES LANGUAGE
HOMEWORK 1 Introducing science vocabulary Understanding the
structure of atoms and isotopes Explaining key points on the topic
1) To describe the structure of an atom. 2) To explain the Features
of parts of an atom and the atomic number of the element. 3) To
explain the difference between Carbon-12 & Carbon-14.
Vocabulary Basic words related to atoms and Isotopes Nucleus,
Orbitals, Proton, Neutron Electron, Ar, Charge Expressions Be
concentrated in To review the structure of atoms and isotopes. To
research carbon dating on the Internet.
- 49. 48 Answering some questions on the theme 4) To answer the
questions on atoms and isotopes. Group Work be made up of = consist
of be defined as TODAYS TEACHING PLAN (1/1) PROCEDURE MAIN
ACTIVITIES LANGUAGE HOMEWORK 1 READING & EXPLAINING The
Structures of atoms and their atomic number(15 min) 1) To read the
text and understand the structures of atoms 2) To describe the
structure of a carbon atom and its mass number 3) To complete the
picture of an carbon atom Group Work Vocabulary Basic words related
to atoms and Isotopes Nucleus, Orbitals, Proton, Neutron Electron,
Ar, Charge To check the new science words and Expressions in the
text. To review the structure of an atom and isotopes. 2 READING
& EXPLAINING Isotopes and Ar (20mins) 1) To read the text and
get the main points of isotopes and the difference among them 2) To
explain the points of isotopes and Ar with notes 3) To answer
questions on isotopes of Carbon, Chlorine, and Hydrogen Group Work
Expressions be concentrated in be made up of = consist of 3
ANSWERING QUESTIONS (10 min) 1) To answer the questions with
Expressions be defined as To research carbon
- 50. 49 regard to the structure of an atom and Isotopes 2) To
discuss and check the answers of the questions Group Work dating on
the Internet. Evaluation 1) The students will be able to describe
the structure of an atom. 2) The students will be able to explain
the atomic number of the element and the difference of isotopes of
Chlorine and Hydrogen. 3) The students will be able to answer the
questions on atoms and isotopes. b. I Chemistry 3.02 Solids,
Liquids, and Gases Worksheet Solids, Liquids, and Gases TEXT
Worksheet Super Science Communication I Science English Lesson 2
3.02:Solid, liquids, and gases 1. Listen to the explanations of the
followings and take a note (1) Particle theory particle
- 51. 50 of matter (2) Solid particle (3) Liquid particle (4) Gas
particle 2. Explain the above with notes in English. 3. Read the
text and take a note to explain the followings. (1) Diffusion (2)
Temperature (3) Changing State 4. Answer the following questions in
English (1) Q What is the equation of Density? A Density = (2) Q In
what are the followings measured? A Mass = Volume = Density = (3) Q
What is the density of the following? a. air b. water c. steel mass
= 15,600kg volume =2m3 (4) Q If a block of steel has a mass of
18,600kg and a volume of 3m3, its density is c. I Math Quadratic
Equations Lesson Plan (Super Science Communication I) Teacher
Mr.MIKAMI Masahiro Students 1-H (20) Date Wed 10. 17, 2012
- 52. 51 Text Content and Language Support Series
Mathematics(OUP) Theme Quadratic Equations (Math) Learning
Objectives The students will be able to: 1) understand the terms of
Quadratic equations. 2) solve the questions of Quadratic equations.
3) explain the process of solving Quadratic equations. isotopes,
and carbon dating. # FOCUS MAIN ACTIVITIES LANGUAGE HOMEWORK 1
Introducing Math vocabulary Understanding Quadratic equation
Explaining the main points of Quadratic equation Answering some
Questions on Quadratic equation 1)To understand the terms of
Quadratic equation in English 2)To explain about transforming
equations and isolating variables in English 3)To be able to solve
some given quadratic equations and present solutions in English
Vocabulary Basic words related to quadratic equation Polynomial,
Degree, Parabola, Root, Linear/Quadratic/Cubic Variable,
Coefficient, Implies, Transform, Isolate, Factoring, Solutions To
solve questions involving quadratic equations TODAYS TEACHING PLAN
(1/1) PROCEDURE MAIN ACTIVITIES LANGUAGE HOMEWORK 1 Introduction
(15min) 1) To learn the quadratic formula in English using
Mathematics vocabulary. 2) To understand Vocabulary Basic words
related to the quadratic equation Polynomial, To review the new
math terms about quadratic equations.
- 53. 52 questions posed about quadratic questions in English. 3)
To show how to read and solve problems. Pair Work quadratic,
variable, coefficient, degree (linear/cubic), parabola 2 Solving
& Explaining (20min) 1) To read the text on the board and
explain each part as a class. 2) To explain the main points
thoroughly while taking notes. 3) To discuss problem -solving with
others in the class. Group Work implies, transform standard form,
factoring, root To check for understanding about the explanations
presented. 3 Solving Questions (10min) 1) To solve answers to
written and spoken questions. 2) To check the answers. Group Work
isolate, solutions To practice solving quadratic equations by oral
and written means in English Evaluation 1) The students will be
able to understand solving quadratic equations in English. 2) The
students will be able to solve quadratic equations using different
methods of solution. 3) The students will be able to discuss the
process of solving quadratic equations in English.
- 54. 53 d. I Math Quadratic Equations Worksheet Worksheet Super
Science Communication I Math English Chapter 1 Quadratic Equation
1. Quadratic Equation ax2 + bx + c = 0 cf. Quadratic Expression ax2
+ bx + c Quadratic Formula X = 2. Questions Answer the following
questions in English. (1) Q Which is a quadratic equation?
A.(X+1)(X+2) = 6 B.X2+X+2 =X3 C.X21 = X24X A (2) Q How many real
solutions are there for X22X24 = 0? A (3) Q Solve 5X210 = 0 A (4) Q
Solve X2+4X = 5 A completing the square (5) Q Find a quadratic
equation whose solutions are 2 and 3. (6) Q Solve X23X12 = 0, using
any appropriate method. In general, try Factoring first. Then use
the quadratic formula if factoring is not possible. A e. II Physics
4.13 Balanced and unbalanced forces Balanced and Unbalanced Force
terminal velocity TEXT
- 55. 54 2012 Disk CLIL 3.3.3 All English CLIL All English CLIL
TOEFLTOEIC CLIL SSH CLIL N Sodium Linear, Quadratic, Cubic
Expression/Equation All English CLIL All English SSH CLIL
- 56. 55 SSH SSH GTEC 3.3.4 2013 CLIL 2012 12 CLIL Japan CLIL
CLIL 2013 CLIL CLIL Team-teaching CLIL CLIL CLIL CLIL
- 57. 56 3.4 SSH Post-SELHi CLIL CLIL Can-Do () 2003 SELHi Can-Do
2011 SSH(Super Science High School) CLIL 11 3.4.1 SSH SELHiPost
SELHi 2003 2010 SELHiPost SELHi (Can-Do)Statements CDS CAN-DO
(Common European Framework of Reference for Languages, CEFR) CDS
CEFR Can-Do Can-Do Can-Do
- 58. 57 Can-Do Can-Do Can-Do Can-Do 2 Can-Do Can-Do CDS Can-Do 4
Scaffolding Can-Do Can-Do 4 4 SSH (,2012) Can-Do
(http://kasumigaoka.fku.ed.jp/) 3.4.2 SSH CLIL 3.4.2.1 SSH CLIL SSH
SS SS
- 59. 58 SS SS 4 1 SS INPUT SS OUTPUT () SSH2011-2015 r INPUT
OUTPUT 4
- 60. 59 SSH CLIL Can-Do 4 SSH (Content) Science Works CLIL
Oxford Read & Discover SSH SELHi
- 61. 60 CEFR Footprint Reading Library A1 B1 Communication
Cognition Critical thinking Community LOTS HOTS LOTS HOTS Content
3.4.2.2 SSH CAN-DO
- 62. 61 CLIL Scaffolding Can-Do SELHi 1 2 1 2 1
- 63. 62 Can-Do SSH (Cognition) Can-Do () Can-Do SSH 3.4.2.3
Can-Do Can-Do Can-Do 2006 Post-SELHi 4 4 7 12 2011 2012
- 64. 63 5 8Pre-SSH 5 8 SSH A1 A2) A3) A4) () A5) SPEAKING CDS
Can-Do 2011-2012 1.00 1.50 2.00 2.50 3.00 3.50 4.00 A1 A2 A3 A4 A5
1.00 1.50 2.00 2.50 3.00 3.50 4.00 A1 A2 A3 A4 A5 1.5 2.0 2.5 3.0
3.5 A 1 A 2 A 3 A 4 A 5 2006( 1 1 2 2
- 65. 64 LISTENING CDS B1) B2) B3) B4) B5) 1.00 1.50 2.00 2.50
3.00 3.50 4.00 B1 B2 B3 B4 B5 Can-Do 2011-2012 1.00 1.50 2.00 2.50
3.00 3.50 4.00 B1 B2 B3 B4 B5 1.5 2.0 2.5 3.0 3.5 B1 B2 B3 B4 B5
2006 1 1 2 2 READING CDS C 1) C 2) C 3) C 4) C 5) 1.00 1.50 2.00
2.50 3.00 3.50 4.00 C1 C2 C3 C4 C5 1.00 1.50 2.00 2.50 3.00 3.50
4.00 C1 C2 C3 C4 C5 1.5 2.0 2.5 3.0 3.5 C 1 C 2 C 3 C 4 C 5 2006( 1
1 2 2 Can-Do 2011-2012
- 66. 65 WRITING CDS D1) D2) D3) D4) D5) 1.00 1.50 2.00 2.50 3.00
3.50 4.00 D1 D2 D3 D4 D5 Can-Do 2011-2012 1.00 1.50 2.00 2.50 3.00
3.50 4.00 D1 D2 D3 D4 D5 1.5 2.0 2.5 3.0 3.5 D1 D2 D3 D4 D5 2006( 1
1 2 2 SELHi 11 7 12 2 2011 SSH
- 67. 66 3.4.3 CLIL 3 SSH SSH CLILHard CLIL Soft CLIL SSH Soft
CLIL Q&A Comprehension Communication CDS ,2013 Can-Do Q&A
A1.
- 68. 67 Comprehension B2a. Communication C1c. CLIL 4 Can-Do
CLIL
- 69. 68 Can-Do SELHiPost SELHi Can-Do Can-Do 10 CLILCan-Do
Can-Do Can-Do Can-Do Can-Do CLIL Hard CLIL) (Soft CLIL): Can-Do
(2012). 10 ,10 (pp.53-55) (2013). Teacher s Manual LANDMARK English
Communication Can-Do Can-Do 2011CLILL 1
- 70. 69 3.5 CBL CLIL CBLContent Based Learning 2003200420102012
4 1 1 I CLILContent and Language Integrated Learning 2012 12 22
CLIL 3.5.1 CBL CLIL CBL CLIL 2011 CBL III task-based 1 CBL CLIL CBL
CLIL CLIL 4 CContent, Communication, Cognition, Community 1.
CBL
- 71. 70 Content extra-reading Communication language of learning
CBL incidental extended activity target grammar community Cognition
LOTS: Lower Order Thinking Skills HOTS: Higher Order Thinking
Skills 3.5.2 3.5.2.1 1 5 I 21 24 45 80 I 4 IOCI 2 OCI 2 22 23
I
- 72. 71 4050 3.5.2.2 Prominence English I Lesson 1Lesson 6Lesson
4 Lesson 5 1 1. Lesson Title Goal 1 High School Life around the
World Writing Japanese high school life 2 You Can Change the World!
Understanding Severns messages and making her speech 5 The Future
Is In Your Hand... Or Is It? Creating their own birth month
fortune-telling 3 Meister Kanda Writing about their own future
dream Lesson 3Lesson 6Lesson 3 1 Lesson introduction 4 PowerPoint
vocabulary sheetworksheet 3.5.2.3 Lesson 1 Lesson 1 4 4 1
productive words receptive words
- 73. 72 vocabulary sheet 2 an extended activity 3OCI OCI 3.5.2.4
Lesson 2 Lesson 2 1992 6 11 12 Severn Suzuki key words Lesson 1
productive/receptive 4Lesson Introduction PowerPoint Severn Suzuki
5 extra reading 6 VTR 2.
- 74. 73 2 3.5.3 3.5.3.1 2 2 2. 2 Lesson Title Goal 7 Lefties
Have Rights! Clarifying the reason why some people are left-handed
8 Japans Goodwill Ambassadors to the world Clarifying what manga is
and why manga became popular with people Lesson 7 extra-reading
Lesson 8 Lesson 8 I Oral Communication I Lesson 8 1 I Oral
Communication I 7 Lesson 6 The Future Is In Your Hand... Or Is It?
3 Lesson 6 20022000 2 Lesson 3 Meister
- 75. 74 Kanda 1 Lesson 3 LHR I I I 3.5.3.2 Lesson 3 Meister
Kanda Lesson Introduction pre-reading Lesson 6 The Future Is In
Your Hand... Or Is It? Content authentic 1 authentic
- 76. 75 authentic reciprocal learning2006 2002 2000 2006 2003 11
2004 12 2010 18 2011CLILL 1
- 77. 76 1. Lesson 1
- 78. 77 2. Lesson 1 vocabulary sheet
- 79. 78 3. Lesson 1
- 80. 79 4. Lesson 2 vocabulary sheet
- 81. 80 5. Lesson 2 Lesson Introduction- PowerPoint slides
- 82. 81 6. Lesson 2 extra reading (Source:
http://kids.nationalgeographic.com/stories/spacescience/ozone/)
- 83. 82
- 84. 83 7.
- 85. 84 3.6 CLIL 3.6.1 2011 (2010) (p. 1) 2011 2011 4 2012 (p.
30) 90 (2005) 2005p.151
- 86. 85 ContentCommunication Cognition/Communication/Culture 4
CLILCoyle, 2007; Coyle, Hood & Marsh, 2010; , 2011; 2011 CLIL
Yamano, 2012, 2013a, 2013b, 2013c 3.6.2 CLIL 2010 Hi, Friends! CLIL
CLIL CLIL 3 Hi, Friends! CLIL CLIL CLIL How is the weather today?
What is the temperature today?
- 87. 86 It thirteen degrees.It s sunny.It s windy. Why? How is
the weather today? It s windy! CLIL CLIL Hi, Friends! 2 Lesson3 I
can swim! 2 Hi, Friends! CLIL Hi, Friends! 1 Lesson4 CLIL Language
through learning Hi, Friends! 2 Lesson3 Who am I? I am Japanese. I
can swim very fast. I have two gold medals of the Olympic Games. I
will swim in the London Olympic Game this summer. 2012
- 88. 87 I can swim. Here we go! It s in! It s out! You can do
it! Do your best! Don t worry! So next lesson, we can play soft
volleyball in English! 1 2 Let s start! 3
- 89. 88 You can do it. I can do it! ALT ALT We don t have
Yoroshiku onegai-shimasu in English. We only shake hands when we
start the game. Today, I was very impressed by you and Japanese
spirit. You are wonderful! ALT Hi, Friends! CLIL CLIL CLIL 1 CLIL
(Yamano, 2012, 2013a, 2013b) 5 3
- 90. 89 () Language of learning Communication Cognition What
animal do you like? What color do you like? What color do you want?
5 5 What are you making? What s this? Is it a pig? No. interaction
2 () ocean, forest, savanna 1 What animals live in the ocean?
1
- 91. 90 3 3 CLIL 4 There are no trees. I m very hungry. WWF Are
you happy? Are you sad? CLIL CLIL 3.6.3 CLIL 2 CLIL fun sad
interesting CLIL
- 92. 91 CLIL CLIL CLIL CLIL 4 C Communication , 2010, p.1 CLIL 3
(Coyle, 2007; Coyle et al., 2010; , 2011) Content CLIL Cognition
Community Culture CLIL 4 C
- 93. 92 CLIL (Authentic materials ) CLIL (Yamano, 2012, 2013a)
CLIL , 2013; Yamano, 2012, 2013a, 2013b , 2013c CLIL Japan CLIL
(2005). Coyle, D. (2007). Content and language integrated learning:
Towards a connected research agenda for CLIL pedagogies. The
International Journal of Bilingual Education and Bilingualism, 10,
543-562. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content
and language integrated learning. Cambridge: Cambridge University
Press.
- 94. 93 (2011). 1 CLIL CLIL() (pp. 1-13) (2010) (2010)Hi,
friends! 1 (2010)Hi, friends! 2 (2013). JES Journal 13 pp. 84-99
(2012). Retrieved from
http://www.eiken.or.jp/news/kyoukai/120518r01.html (2011) CLIL
Yamano, Y. (2012). Content and language integrated learning (CLIL)
in a Japanese elementary school: A comparative study of a CLIL
program in early EFL education (Master s thesis). Sophia
University, Tokyo. Yamano, Y. (2013a). Exploring the use of content
and language integrated learning (CLIL) in foreing language
activiteds. JES Journal, 13. 20-25. Yamano, Y. (forthcoming,
2013b). Utilizing the CLIL approach in a Japanese primary school: A
comparative study of CLIL and EFL lessons. The Asian EFL Journal.
15 (4), 70-92. (2013c) CLIL STEP BULLETIN. Vol. 25
- 95. 94 . CLIL Activity & aim Teachers (Ts) Pupils (Ps)
community & time Warming up (Familiarize the pupils with the
expression about their feelings) Greeting in English Good morning,
everyone! How are you today? Greet each other and answer the
teachers questions. Class (3 min) Introduction to the vocabulary
about colors & animals. (Provide the pupils with the input
while using visual aids) 1.Show the pupils color picture cards 2.
Ask them the names and catch the pupils answer. 3. Provide the
pupils with feedback depending on their responses. 1.Listen to the
English teachers 2. Try to answer the questions as much as
possible. Class (8 min) Task 1: Distribute the colored clay
(provide the pupils with the opportunity for output by using the
target vocabulary) Ask the pupils their required colors and
distribute the colored clay. Answer the teachers question to obtain
the colored clay in order to make a favorite animal. Pair (T-P) (8
min) Task 2: Lets make your favorite animal! (Familiarize the
pupils with the vocabulary and provide them with an enjoyable
experience) Have as much interaction as possible with the pupils by
asking them questions, such as What color is this? What animal are
you making? or Whats this? Make a favorite animal in the lunch
group while having interaction with teachers and their peers. Also
ask teachers if they need a help or have a question. Solo Pair
Group (26 min)
- 96. 95 .CLIL
- 97. 96 4 CEFR CLIL
- 98. 97 5 CLIL 12/22/2012 13:0017:15 CLIL CLIL 4 C Content
Communication Cognition Community CLIL Cognition Community CLIL
CLIL 21 CLIL
- 99. 98 CLIL CLIL CLIL CLIL CLIL CLIL TKT CLIL CLIL CLIL CEFR
CLIL CLIL WALS (Lesson Study)CLIL CLIL CLIL 2
- 100. 99 Global Issues 2 50 90 ALT TT40 Global Issues CLIL C
You, Me and the world 2011 Input Process Output C Content Global
Issues Communication Retelling LOTS (Lower Order Thinking Skills)
Cognition Community
- 101. 100 scaffolding : : SSH 2009 TT HOTS (Higher Order
Thinking Skills)
- 102. 101 15 50 NZ Small talk 50 3 3
- 103. 102 CLIL CLIL 15 50 CLIL CLIL
- 104. 103 SSH 3 SSH OC SSH Science to GCSE
- 105. 104 ALT ALT TT SSH SSH SSH SSH
- 106. 105 CLIL SELHi SSH SELHi SSH SELHi SSH SSH
- 107. 106 SSH 1 show and tell Can Do
- 108. 107 CLIL CLIL CLIL Can Do CLIL Can Do Can Do CEFR CEFR
CLIL ELP (European Language Portfolio) CEFR Can Do Can Do CLIL
PresentationProcessingProduction scaffolding Dynamic testing LOTS
(Lower Order Thinking Skills) HOTS (Higher Order Thinking
Skills)
- 109. 108 Can Do Scaffolding Can Do Q&A SSH CBL
(Content-based Learning) CBL CLIL CBL CBL CLIL
- 110. 109 2012 45 CLIL CBL CLIL CBL CLIL LHR CBL CLIL CLIL Focus
on Form
- 111. 110 CLIL (Hard CLIL) CLIL (Soft CLIL) CLIL CLIL CLIL : : :
Lexical approach CLIL
- 112. 111 CLIL CLIL 2007 35 Hi Friends
- 113. 112 How is the weather today? UNICEF CLIL CLIL CLIL
CLIL
- 114. 113 CLIL CLIL CLIL CLIL CLIL CLIL
- 115. 114 CLIL CLIL CLIL CLIL SELHI SSH CLIL CLIL CLIL
- 116. 115 CLIL CLIL CLIL 7 5 5 CLIL CLIL CLIL CLIL C
- 117. 116 CLIL CLIL CLIL C CLIL CLIL CLIL Japan CLIL CLIL 2014
CLIL CLIL International CLIL Journal CLILJapan CLIL
- 118. 117 CLIL 2013 CLIL JAPAN 2014
- 119. 118 CLIL 2013