Tie-clil Module 4 En

7/22/2019 Tie-clil Module 4 En

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Authors:Franca Quartapelle

Roberto CerianiAnnamaria GilbertiMarie Hofmannov

Jarmila Novotn

Eleonora Salvadori

MODULE 4 LANGUAGE AWARENESSIN BILINGUAL

TEACHING


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136 TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TABLE OF CONTENTS

138 OUTLINE

140 NOTES TO THE TRAINER

142 UNIT 1 Text structures

144 UNIT 2 Language structures

146 UNIT 3 Lexis

148 UNIT 4 Lexis

150 UNIT 5 Linguaculture

152 APPENDIX 1Module Programme

153 APPENDIX 2Texts in textbooks or other documents

154 APPENDIX 3Texts in different languages

version a)for national coursesversion b)for multinational courses

155 APPENDIX 4Text types

156 APPENDIX 5

Text forms and text types

157 APPENDIX 6Text form characteristics in different languages

158 APPENDIX 7To analyse a text

159 APPENDIX 8To analyse the language structures


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137TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

159 APPENDIX 9Exercises

version for Historyversion for Physics

161 APPENDIX 10

Exercisesversion for Historyversion for Physics

164 APPENDIX 11Exercises

version for Historyversion for Physics

165 APPENDIX 12

Form for the assessment of knowledge andcompetences acquired by participants

167 BIBLIOGRAPHY


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OUTLINE

AIM This module will make foreign language teachers, subject teachersand eventually mother tongue teachers aware of cultural, languageand text characteristics. It will help them to work together moreefficiently and to take care of students difficulties approachingtexts in the target language. Subject teachers have to be aware of linguistic characteristics

of texts. Foreign language teachers have to be aware of how the content

is presented in texts. Mother tongue teachers have to be aware of the common

difficulties of language and content.The module description is suitable for any subject. The appendicesprovided exemplify CLIL teaching in History and Physics.

TARGET GROUP Foreign language teachers, subject teachers and mother tongueteachers involved in pre-service and in-service teacher training.There can be two course types:national courses

the course participants represent one nationality, i.e.: language teachers all teaching the same foreign language

subject teachers teaching one or more subjects (perhaps) mother tongue teachers teaching the same mothertongue

multinational courses

the course participants represent different nationalities, i.e.: foreign language teachers all teaching the same language of

the course place subject teachers teaching one subject (perhaps) mother tongue teachers teaching different

languages.

TRAINERS CLIL experts, experts in linguistics (for different languages).

EXPECTEDOUTCOMES By the end of this module, the participant will

achieve sufficient knowledge of learners mother tongue andtarget language

be able to identify linguistic difficulties (e.g., languageconstruction rules) resulting from first/other languages, orsubject conceptualisation

be able to work with learners of diverse linguistic/cultural

backgrounds


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be able to identify conceptual/semantic relations between thedifferent languages active in the environment

be able to adapt and exploit materials in consideration ofconceptual structure, textual, syntactic and vocabulary features.

SUBJECT Any subject. Examples are provided for History and Physics.

CONTENT The exemplified activities are based on the following topics: for History: events of the 19th century for Physics: Keplers laws.

STRUCTURE 5 working units/25 hours, to be organised in 3 hour sessions andindividual work.

METHODOLOGY Reflexive approach to teacher training.Task based and comparative analyses on texts in two languages.Interaction types: group work, individual work. (Working groupscan be composed of at least 3 members and should not be biggerthan 5 members. L1 teachers should be able to work in the targetlanguage).

EVALUATION Through evaluation sheets and discussion.

CERTIFICATION According to local programme implementation.


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in order to identify the functions. They should recognise if there are differences in the choice

of the structures used in the mother tongue and the foreign language(s).

Unit 3 focuses on lexis and has to be subject specific. Examples for History and Physics areprovided. Participants have to identify typical and recurrent words and expressions and to

recognise the specific meaning these words and expressions have in the considered subject.

Foreign language teachers will get used to expressions and concepts belonging to subjectsthey are not competent in. Subject teachers will get used to words and expressions in the foreign

language. To this aim, lexis exercises are provided (Appendix 9), which should allow them to

manage words and their definitions easily. Definitions are important for recognising the meaning

which words and expressions are endowed with in specific contexts. Therefore the provided

appendices are not only subject specific, but refer also to a particular topic. Examples are

provided for two topics, one for History and one for Physics.

With these exercises participants will become aware of the fact that different topics may have

different characteristics even if they belong to one subject; in addition, they are trained to work

together as they should do when preparing their school lessons.

Unit 4 offers work on lexis; it goes on with subject specific exercises, exemplified for Historyand Physics (Appendix 10). These exercises aim to improve the teachers competence in:

deriving and compounding words;

using verb tenses correctly;

using functional words correctly;

choosing the appropriate syntactic forms according to the text forms;

using words and expressions which can have different meanings in different contexts.

After these training activities, participants should be able to produce exercises for students by

themselves.

Unit 5 is conceived to look into the content of words which may sound quite similar butdiffer very much in their meaning because of the culture they belong to. Participants have to

deal with the explanation of words and expressions. Mother tongue teachers will write examples

of culturally heavy words in their tongue, foreign language teachers will write them in the

foreign language. They will explain similar words and compare their explanations. Example

of culturally heavy words are provided for History and Physics (Appendix 11), as in Units

3 and 4.

Appendices 1, 2, 3, 4, 5, 6, 7, 8 and 12 refer to any subject.

Appendices 9, 10, 11 are subject specific.


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Unit 1Text structures 6 hours

OBJECTIVES 1. To identify the underlying methodology of textbooks2. To recognise text types and text forms mainly used in the

subject and in its textbooks

3. To identify the structure of each of the text forms involved

PROCEDURES 1. Group work for task based text analysis2. Plenary work for comparing and discussing results

WORKINGMATERIALS 1. Textbooks and other specific materials in the mother tongue

and in the foreign language

2. Grids

3. Written tasks

4. Werlich E.,A Text Grammar of English, Quelle & Meyer,

Heidelberg, 1976

EXPECTEDOUTCOMES 1. Text classification

NIT

1


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Working plan

4

MODULE

Session Steps Time Methodology Materials

1.1 Module plan 20 Plenary: trainer presents the

programme and the methodologyof the course.He/she gives any explanation theparticipants ask for.

Module programme

(Appendix 1, to becompleted by the trainer)

1.2 Text types 1 h Plenary: trainer presents Werlichsclassification of text types and givesexamples. He/she gives anyexplanation the participants ask for.

Adaptation from Werlich,AText Grammar of English,Heidelberg, 1976.(Appendix 4)

2 h Group work: CLIL groups workon texts chosen by the trainer inbooks and documents. The textsshould be representative of at least

two text forms.Task 1: to analyse the texts toidentify the types each text formconsists of (see Appendix 5).Task 2: to find out the textcharacteristics which are similaror different between languages(see Appendix 6).Expected outcomes: a sheet withthe specification of text formscharacteristics; a comparisonsheet (L1 L2).

Grid (Appendix 5) Grid (Appendix 6)

Text forms 1 h 20 Group work: CLIL groups work ontwo documents or two textbooksin L2 and eventually in L1 andanalyse them in order to identifythe text forms (tables of contents,captions, exercises, biographies,maps, charts, etc.).Expected outcomes: a list with themost used text forms completedwith a short description of theircharacteristics (see Appendix 2).

Textbooks or other documentsin L2 the students could workwith in their CLIL lessons

Textbooks in L1 Grid (Appendix 2)

40 Plenary: each group presents itsown lists. The trainer summarisesthe single outcomes. Discussionabout the most recurrent text forms.Expected outcomes: a commonlist of text forms used for teachingthe subject.

40 Group work: CLIL groups pointout if there are differences in thetext forms in L1 and L2.

Grids (Appendices 3a & 3b)


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NIT

2

Unit 2Language structures 6 hours

OBJECTIVES 1. To recognise language structures mostly used in the differenttexts

2. To identify the functional use of language structures

3. To identify structures with corresponding functional meaning

in different languages

PROCEDURES 1. Group work for task based text analysis2. Group work for preparing and comparing sheets

3. Plenary work for presenting, comparing and discussing results

WORKINGMATERIALS 1. Texts on the subject in L1 and L2

2. Written tasks

3. Grids

EXPECTED

OUTCOMES 1. Comparative sheets in different languages


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Working plan

MODULE


2.1 Language

structures

3 h Group work: following the

attached sheet, national groupsanalyse texts to recognise thelanguage structures used in them.Each group works on textsdealing with the same topic orhaving the same function.Expected outcomes: completedsheets (see Appendix 7).

Texts on the subject

Sheet taken from QuartapelleF., Per una didattica deltesto, in LEND n. 4, 1987:44-55. (Appendix 7)

2.2 Languageexponents

2 h Group work: CLIL groups comparethe sheets prepared by the nationalgroups.

Expected outcomes: comparativesheets in different languages (seeAppendix 8).

1 h Plenary: each group presents itsown lists. Discussion andintegration.

Grid (Appendix 8)


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NIT

3

Unit 3Lexis 6 hours

OBJECTIVES 1. To identify the most typical and frequent words the textsconsist of

2. To define the possible meaning of words and expressions

3. To recognise the (special) meaning words assume in their

context

4. To compare the meaning of words and expressions in different

languages

PROCEDURES 1. Group work for analysis2. Individual work on dictionaries

3. Group work for preparing word lists,miniglossaries, definitions

4. Plenary work for comparing and discussing results

WORKINGMATERIALS 1. Texts on the subject in the target language

2. Bilingual dictionaries

3. Exercises

EXPECTEDOUTCOMES 1. Lists of words and definitions in L2, miniglossaries in different

languages


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Working plan

MODULE


3.1 Lexis 1 3 h Group work: CLIL groups analyse

texts on a specific topic to identifytypical and recurrent words andexpressions. Words and expressionswill be translated into the otherlanguage.Expected outcomes: word lists,miniglossaries in different languages.

Documents on the subject

Bilingual dictionaries Examples

3.2 Lexis 2 2 h Group work: CLIL groups makea list of useful expressions andwrite defini tions in the targetlanguage.

Expected outcomes: lists ofdefinitions in the target language(see Appendix 9).

1 h Plenary: each group presents itsown definitions. Discussion,correction and integration.

Sheet with lexis exercises(Appendix 9)


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NIT

4

Unit 4Lexis 3 hours

OBJECTIVES 1. To compare how words work (how they can be generated andcompounded) in the target language and in the mother tongue

PROCEDURES 1. Group work and plenary

WORKINGMATERIALS 1. Texts in the mother tongue and in the foreign language2. Dictionaries, grammar books3. Exercises

EXPECTEDOUTCOMES 1. List of expressions which could cause comprehension

problems


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Working plan

MODULE


4.1 How lexis

works

2 h Group work: multinational CLIL

groups do one of the exercisespresented in the attached sheet(Appendix 10) and prepare asimilar one using words andexpressions belonging to thesubject and checking these usinggrammar books.Expected outcomes: lists of wordsor expressions put togetherfollowing language (grammatical)criteria.

1 h Plenary: each group presents itsown lists. Discussion, correctionand integration.

Sheet with lexis exercises

(Appendix 10) Grammar books Dictionaries


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NIT

5

Unit 5Linguaculture 4 hours

OBJECTIVES 1. To achieve awareness of the cultural content of words2. To recognise the differences between similar words belonging

to different cultures

PROCEDURES 1. Group work for task based text analysis (heterogeneous groups)

2. Individual work for exercises3. Plenary work for presenting and comparing products

WORKINGMATERIALS 1. List of words

EXPECTEDOUTCOMES 1. Compared explanations of culturally heavy words and

expressions in different languages


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Working plan

MODULE


5.1 Linguaculture 1 h Individual work: the trainer gives

a list of words expressing relevantconcepts belonging to the subject.Each participant writes concreteexamples (see Appendix 11).Mother tongue teachers writethem in the mother tongue, foreignlanguage teachers write them inthe foreign language.

1 h 30 Group work: CLIL groups comparethe examples produced representingdifferent cultures and prepare sheets

suited for more than one nationality.Expected outcomes: sheets withexplanation of culturally heavywords adding examples suitablefor two or more cultures.

1 h Plenary: each group presents itsown explanation. Discussion,correction and integration.

List of words (Appendix 11)

Courseevaluation

30 Individual work: each participantworks on a questionnaire.

Evaluation sheet(Appendix 12)


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Appendix 1

Language awareness in bilingual teaching

Module Programme

Unit 1 Text structures (6 hours)

Objectives: to identify the underlying methodology of textbooks to recognise text types and text forms mainly used in the subject and in its textbooks to identify the structure of each of the involved text formsExpected outcomes: text classificationActivities: group work and plenary Sessions on and on .

Unit 2 Language structures (6 hours)

Objectives: to recognise language structures mostly used in the different texts to identify the functional use of language structures to identify structures with corresponding functional meaning in different languagesExpected outcomes: comparative sheets in different languagesActivities: group work and plenary Sessions on and on .

Unit 3 Lexis (6 hours)

Objectives:

to identify the most typical and frequent words the texts consist of to define the possible meaning of words and expressions to recognise the (special) meaning words assume in their context to compare the meaning of words and expressions in different languagesExpected outcomes: lists of words and definitions in L2, miniglossaries in different languagesActivities: group work and plenary Sessions on and on .

Unit 4 Lexis (3 hours)

Objectives: to compare how words work (how they can be generated and compound) in the target language

and in the mother tongueExpected outcomes: list of expressions that could cause comprehension problemsActivities: group work and plenary Session on .

Unit 5 Linguaculture (4 hours)

Objectives: to achieve awareness of the cultural content of words to recognise the differences between similar words belonging to different culturesExpected outcomes: compared explanations of culturally heavy words and expressions in differentlanguages

Activities: individual work, group work and plenary Session on

A

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Appendix 2 to be used in Unit 1

Texts in textbooks or other documents

Subject: ..........................................

1. Language: ................................................ L1 L2 Textbook/document:................................................................................................................Author(s)/editor(s): ................................................................................................................Title: ......................................................................................................................................Publisher: ..............................................................................................................................Year of publication: ................................................................................................................Notes: ...................................................................................................................................

Text forms Notes

2. Language ................................................. L1 L2 Textbook/document:................................................................................................................Author(s)/editor(s): ................................................................................................................Title: ......................................................................................................................................Publisher: ..............................................................................................................................Year of publication: ................................................................................................................Notes: ...................................................................................................................................

Text forms Notes

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Appendix 3a to be used in Unit 1 - national courses

Texts in different languages Subject(s): ......................................

Text form: ........................................................................................................................Characteristics in L2 (.....................) ..................................................................................Characteristics in L2 (.....................) ..................................................................................Characteristics in L2 (.....................) ..................................................................................Characteristics in L1 (.....................) ..................................................................................



Appendix 3b to be used in Unit 1 - multinational courses

Texts in different languages Subject(s): ......................................

Text form: ........................................................................................................................Characteristics in L2 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................

Text form: ........................................................................................................................

Characteristics in L2 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................

Text form: ........................................................................................................................Characteristics in L2 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................Characteristics in L1 ( ....................) ..................................................................................

A

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Text types

A text will correlate with only some categories of human cognition at one time. On the basis of ananalysis of the syntactic structures which form texts, conceived of as thematic and communicationunits, Werlich (1976) identified five different text types that reflect the categories of human cognitionclassified by Lenneberg1, corresponding to five different processes used by communicants to structureknowledge. According to Werlich2: Texts [..] appear to correlate with biological properties ofthe communicants mind. A text grammar can be based on the hypothesis that texts, conceived ofas assignable to text types, primarily derive their structural distinctions from innate cognitive properties.Accordingly, the five basic text types correlate with forms and ranges of human cognition. Theyreflect the basic cognitive processes of contextual categorization. These are:1. differentiation and interrelation of perceptions in spacein the text type of description;2. differentiation and interrelation of perceptions in timein the text type of narration;3. comprehension of general concepts through differentiation by analysis and/or comprehension

of particular concepts through differentiation by subsumptive synthesis in the text type ofexposition;

4. judging , that is, the establishment of relations between and among concepts through theextraction of similarities, contrasts, and transformations from them in the text type of argumentation;

5. and planningof future behaviour by subdivision or subsumption in the text type of instruction.The five different forms of human cognition correlate with typical text base units. In descriptive textbase units phenomena are registered through sentences characterised by beor another verb of non-change and adverbials of place. In narrative texts, changes are recorded through a verb of changeand adverbials of time, as well as of place. In synthetic expository texts, phenomena are identifiedthrough the non-change verb be, while in analytic expository texts phenomena are recorded throughthe verb have. The attribution of quality, which is typical of argumentative texts establishing or

negating relations between concepts, is accomplished through contrasting elements such as adverbialsand negation. Instructive texts, used to give instructions, are characterised by enumerative elements(first of all, later, then, so, etc.) and by action-demanding verb forms.Therefore it can be stated that any text relies on the right selection of language elements, not onlylexical, but also morphosyntactic and textual. Functions and attitudes expressed through them canbe identified on the basis of both the selection of morphosyntactic structures and the organisationof sentences within the text.

1 Lenneberg, E.H., Biological Foundations of Language, New York, 1967.

2 Werlich E.,A Text Grammar of English, Quelle & Meyer, Heidelberg, 1976.

MODULE


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Text forms and text types Subject:...........................................

Language ...................................................... L1 L2

Choose a text, analyse it and identify its form. Check which text types it consists of.

Text title (references) Text form The text consists of following text types:

description narration exposition argumentation instruction


description narration exposition argumentation

instruction


description narration exposition argumentation instructionA

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Text form characteristics in different languages

Subject: ..........................................

Text form .............................................

Language .................................. L1 L2

Text structure:

Examples:

Language .................................. L1 L2

Text structure:

Examples:

Language .................................. L1 L2

Text structure:

Examples:

MODULE


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To analyse a text

Text title........................................................... language .......................................................References ............................................................................................................................

taken from Quartapelle F., Per una didattica del testo, in LEND n. 4, 1987: 44-55.A

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The text is composed of (1) ................................., with(2) .....................................................structure, which(3) ............................................................................

1. one/more text unit(s)2. similar/different3. follow one another/

are linked one to the otherTEXT

The text unit is mainly composed of (4)...................,(5)...............................sentences. Secondary clauses are(6)........................present. The sentences are built in a(7) ..................................................way and they are

(8)...........................joined by linkers. Negative wordsare (9) ..........................................................present.

4. long /short5. affirmative/interrogative

/imperative6. never /seldom/often7. similar/different

8. never/seldom/often9. never/seldom/often

TEXTUNIT

Within each sentence there is (10)....................a list ofsimilar elements (11) ...........................of the sentence.In the sentences there is (12)......................................,which is (13) .......................... at the beginning. Verbsare mainly (14) ............................... Modal verbs are(15) ............................................................. present.

10. never/sometimes/often/always

11. at the beginning/in themiddle/at the end

12. the same subject/a differentsubject

13. never/mostly/always14. verbs of change/verbs of

non-change/be/have

15. never/seldom/often

SENTENCE

NOMINAL GROUP: The subject is (16) .......................a noun. Nouns are (17)........................ replaced withpro-forms. Nouns are (18) .........................................accompanied by attributive adjectives.

VERBAL GROUP: Mostly in the (19) ...........................form, (20) ....................................................... mode,(21)................................................................. tense.

16. never/sometimes/often/always

17. never/seldom /wheneverit is possible

18. seldom/often/always

19. active/passive20. indicative/subjunctive/

imperative21. present/past/future

SYNTAGM


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To analyse the language structures

Text(s): ..................................................................................................................................Text form: .............................................................................................................................

functions main structures in ............. main structures in ...............(language) (language)

1 stating the time

2

Appendix 9 History to be used in Unit 3

ExercisesThe following exercises are related with European events of 1848. These should be done with thehelp of a school History book.

1. Look in the dictionary and find a definition of the following words:insurrection / restoration / revolution

2. Make a list of useful expressions in History.

3. Match each noun with the suitable verb:

4. Explain what these pairs of words mean and find the word they come from. You can use the

dictionary.

Example:society a system in which people live together in organized communities

social

association a group of people joined together for a shared purpose, an organisation

revolution/revolt

resurrection/insurrection

emigration/immigration

conservative/conservation

MODULEto defeat

to pacifyto set upto take onto withdrawto ask for

truceenemygovernmenttroopsleadershiprevolt


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Appendix 9 Physics to be used in Unit 3

Exercises

The following exercises are related to Keplers laws. These should be done with the help of a schoolPhysics book covering the Laws of Gravity.

1. Look in the dictionary and find the definition of following words:

orbit major axisrevolution eccentricity proportional aphelionellipse perihelionfire radiusplanet vector

2. Make a list of useful terms in Physics.

3. Match each noun with the suitable verb:

4. Explain the meaning of these words and find their roots. Use a dictionary where necessary.

Example:segmentable: element that can be subdivided into several segments

segmentsegmentation: the operation of subdivision into segments

proportional/proportionally

eccentricity/eccentric

semiaxis/major axis

orbital/orbit

elliptic/elliptically

rotatory/rotating

epicycle/cyclicA

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describebemeasuresweepoccupyraise

an areaa fireproportionalat squarean orbita distance


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Exercises

The following exercises are related with European events of 1848. These should be done with thehelp of a school History book.

1. Identify in these adjectives the basic word and the affix. Check using a grammar book to findother affixes you can use to build adjectives. Write for each affix at least two adjectives.

revolutionary = revolution + aryconstitutional = .. + ..nationalistic = .. + ..industrialised = .. + ..communist = .. + ..republican = .. + ..

2. Translate a text and compare the verb tenses.

verb in L1 tense tense verb in L2

3. Put the missing prepositions in the blanks.

. most . the 19th

century, Britains governments believed . free trade. They believedthat countries should not tax foreign goods to prevent them competing . their own. But ittook many years . argument and political campaigns before policies . free trade wereadopted.The years . war . France were prosperous years . British farmers and landlords.Foreign corn did not enter the country, so the price . British corn was high. After the war wasover, Parliament feared that millions . sacks . foreign corn particularly wheat wouldbe imported . Britain. Their importation would lower the price . British corn, and the daysof prosperous farming would be over. The Corn law passed . 1815 said that foreign corn couldnot be imported unless the price . British corn stood . 4 a quarter a high price. Thislaw was followed . other similar ones.

4. Translate a text and compare the use of subordinate clauses.

5. The following verbs can have different meanings. Write some sentences using these verbs,each one related with a specific meaning.

delay, withdraw, repress

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6. Write at least two examples of exercises using subject terminology. You can choose thewords among the following list and use any exercise format (look at the exercises in thisAppendix). Examples of exercises are also provided in Appendix 9.


Exercises

The following exercises are related to Keplers laws. These should be done with the help of a schoolPhysics book covering the Laws of Gravity.

1. Identify the adjectives with the basic word and the affix. Check using a grammar book to findother affixes you can use to build more adjectives. For each affix write at least two adjectives.

revolutionary = revolution + aryinertial = + planetary = + copernican = + heliocentric = +

2. Translate a text and compare the verb tenses.

verb in L1 tense tense verb in L2

3. Fill in the missing preposition.

The planets describe elliptic orbits ........... the Sun. The described areas ........... equal times fromthe planets are proportional ........... times used to describe them.The eccentricity ........... an ellipse is the relation ........... the focal length and the major semi axis.The squares ........... used times ........... Planets to cover an orbit are proportional ........... cube

........... orbital major semi axis.

A

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Nounsprotestpopulation

crisisproductiongovernmentproletariatbourgeoisieconstitutionsuffrageinsurrectionrevoltexpansionbattletreaty

power

Verbssackdevelop

reducedependconcededefeatfightadvancewithdraw

Adjectivespopularliberal

economicnationalisticpowerfulsovereign


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4. Translate a text and compare the use of subordinate clauses.

5. The following verbs can have different meanings. Write sentences using these verbs, onesentence for every meaning.

sweep, describe, take, correspond

6. Write at least two examples of exercises using subject terminology. You can choose thewords among the following list and use any exercise format (look at the exercises in thisAppendix). Examples of exercises are provided also in Appendix 9.

MODULE

Nouns 1hypothesisaxiomthesisdeductionlawpostulatedefinitionoperationanalogydifferencepropertyvariableconstantdatumfactorparametertheorymodelsystem

structureelementbodybalancestrengthenergypowerworkheattimespacemovement

speedaccelerationgradientproductionrelationoperatorsizescalarvectordimension

Nouns 2measure unitfunctionconservationpercentageprobabilityfrequencyperiodmeasuremistakelimitoscillationinvarianceenvironmentsubstanceparticlevariationtransformationcyclecontinuity

discontinuityequalityequivalenceresultingrelationapproximationcomputergraphgraphictabledeviceblack box

scalemeasure instrumentdiagramhistogramareogrammatrixdeterminantsamplealgorithmlatticeCartesian plan

Verbsrecognizedemonstraterecordclassifyput in orderelaboratecomparemeasuredefineformalizeapproximateschematizeanalyzesupposededuceturn into a problemapplysolvevalue

generalizefalsifycalculatetabulaterepresent


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Exercise

The following exercise is related with European events of 1848. This should be done with the helpof a school History book.

Find examples of the following concepts:

monarchybourgeoisiemigrationarmyborderChurch


Exercise

The following exercise is related to Keplers laws. This should be done with the help of a schoolPhysics book covering the Laws of Gravity.

Find examples of the following concepts:

ellipse

radiusspeedperiodsystemthe laws of Physicssatellite

A

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Form for the assessment of knowledge and competences acquired by participants

Circle the number which best represents your opinion:

1 = very bad ..................... 6 = excellentFor each item, give personal opinions and suggestions, referring to your experience.

A. Overall organisation of the module

1. The overall organisation of the work in the module was clear and easy to understand.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

2. The progression was logical and coherent.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

3. The overall aims and the aims specific to each unit were clear and well explained.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

4. The amount of time given and the rhythm of the work were well planned.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

5. The explanations given for each task were sufficient and efficient.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

6. The working materials were varied and appropriate.

1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

7. The method chosen for the exploitation of each sequence was consistent with the work to bedone.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

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8. The members of the teaching team were competent and worked together.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

9. L1, L2 and subject teachers working together permitted useful comparisons.1 2 3 4 5 6Remarks:..........................................................................................................................

.......................................................................................................................................

B. Acquired competencies

At the end of the module I have learned

(Unit 1)..................................................................................................................................

(Unit 2)..................................................................................................................................

(Unit 3)..................................................................................................................................

(Unit 4)..................................................................................................................................

(Unit 5)..................................................................................................................................

C. In a professional context I intend to use what I have learned by taking the following decisions(describe how you are going to use the competences you have acquired in this module in your workon a day-to-day basis):

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................A

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Bibliography

General

Allwright, R.L. & Bailey, K.M., Focus on the Language Classroom: an Introduction to ClassroomResearch for Language Teachers, Cambridge University Press, Cambridge, 1991.

Bell, J., Doing your Research Project. A Guide for first-time Researchers in Education and SocialScience, Open University Press, Buckingham-Philadelphia, 2nd ed., 1993.

Bialystok, E., Achieving Proficiency in a Second Language: a Processing Approach, in Phillipson,R., Kellerman, E., Selinker, L., Sharwood-Smith, M. & Swain, M. (eds.), Language Pedagogy Research- A Commemorative Volume for Claus Faerch, Multilingual Matters, Clevedon, U.K., 1991: 63-78.

Bruner, J.S., The Role of Interaction Formats in Language Acquisition, in Forgas, J.P., Languageand Social Situations, Springer, New York, 1985.

Chaudron, C., Second Language Classroom: Research on Teaching and Learning, CambridgeUniversity Press, Cambridge, 1988.

Curtain, H.A., The Immersion Approach: Principle and Practice, Milwaukee, 1985.

De Beaugrande, R.A., Dressler, W.U., Introduction to Text Linguistics, London-New York, 1981.

Dulay, H. & Burt, M.K. in Krashen, S.D., Language Two, Oxford University Press, Oxford, 1982.

Ebbut, D. & Elliot, J., Issues in Teaching for Understanding, Longman, York, 1985.

Flanders, N.A.,Analysing Teaching Behaviour,Addison-Wesley Publishing Company, New York, 1970.

Freeman, D., Language Teachers Education: Reflecting upon Practice, Oxford University Press, London, 1989.

Kolb, D.A., Experiential Learning. Experience as the Source of Learning and Development, PrenticeHall, Englewood Cliffs, 1984.

Lambert, W.E., Persistent Issues in Bilingualism, in Harley & al. (eds.), The Development of SecondLanguage Proficiency, CUP, Cambridge, 1990: 201-218.

Mcdonough, J. & Shaw, C., Materials and Methods in ELT. Blackwell, Oxford (UK) Cambridge(MA), 1993.

Naiman, N., Frhlich, M., Stern, H.H. & Todesco, A., The Good Language Learner, Research inEducation No 7, Ontario Institute for Studies in Education, Toronto, 1978.

OMalley, M. & Chamot, A.U., Learner Strategies in Second Language Acquisition, CUP, Cambridge, 1990.

Peck, A., Language Teachers at Work. A Description of Methods, Prentice Hall International,Hertfordshire, 1988.

Quartapelle, F., Per una didattica del testo, in LENDn. 4, 1987: 44-55.

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Short, D.J., How to Integrate Language and Content Instruction. A Training Manual, CAL, Washington,1991.

Tarone, E. & Yule, G., Focus on the Language Learner, Oxford University Press, Oxford, 1989.

van Lier, L., The Classroom and the Language Learner, Longman, London, 3rd ed., 1988.

Werlich, E.,A Text Grammar of English, Quelle & Meyer, Heidelberg, 1976.

Werlich, E., Typologie der Texte, Tbingen, Niemeyer Verlag, 1979.

Specific for CLIL

Baetens Beardsmore, H., Bilingual Learning: Theories, Concepts, Models, in Thrmann, E. &Helfrich, H. (eds.), Language Learning for European Citizenship, Report of Workshop 12A. Councilof Europe CC-Lang (93), 1993: 39-56.

Baker, C.,A parents and Teachers Guide to Bilingualism, Multilingual Matters, Clevedon, U.K., 1995.

Baker, C., Foundations of Bilingual Education and Bilingualism, Multilingual Matters, Clevedon, U.K.,1993.

Brinton, D. M., Snow, M.A. & Wesche, M., Content-based Second Language Instruction, NewburyHouse, New York, 1989.

Fruhauf, G., Coyle, D. & Christ, I. (eds.), Teaching Content in a Foreign Language. Practice andPerspectives in European Bilingual Education, European Platform for Dutch Education, Alkmaar, 1996.

Laurn, C. (ed.), Kielikylpymenetelm: kielen kytt mielekkksi. Vaasan yliopistontydennyskoulutuskeskuksen julkaisuja, 1/1991.

Marsh, D., Oksman-Rinkinen, P. & Takala, S. (eds.), Mainstream Bilingual Education in the FinnishVocational Sector, Opetushallitus, Helsinki, 1996.

Nikula, T. & Marsh, D., Kartoitus vieraskielisen opetuksen tarjonnasta peruskoulussa ja lukiossa,Opetushallitus, Helsinki, 1996.

Rsnen, A. & Marsh, D., Content Instruction through a Foreign Language. Reports from the

Continuing Education Centre, University of Jyvskyl, No. 8, 1994.

Snow, M. A., Met, M. & Genesee, F., A Conceptual Framework for the Integration of Language andContent in Second/foreign Language Instruction, in TESOL Quarterly, Vol. 23, No. 2, 1989: 201-217.

Swain, M., Integrating Language and Content in Immersion Classrooms: Research Perspectives,in The Canadian Modern Language Review, Vol. 52, No. 4, 1996: 529-548.

Swain, M. & Lapkin, S., Evaluating Bilingual Education: a Canadian Case Study, Multilingual Matters,Clevedon, 1982.

Vlaeminck S., Foreword, in Fruhauf, G., Coyle, D. & Christ, I. (eds.), 1996: 5-6.

B

ibliography