Read the text and complete the gaps with suitable words. There is an example at the beginning (0).

Content and Language Integrated Learning

Content and language integrated learning ( CLIL ) is a term created (0) in 1994 by David Marsh and Anne Maljers as a methodology similar to (1) ……….. distinct from language immersion and content-based instruction. It's an approach for learning content (2) ………. an additional language (foreign or second), thus teaching (3) ………. the subject and the language. The idea of its proponents was to create an " umbrella term" (4) ……….. encompasses different forms of using language as the medium of instruction.

CLIL is fundamentally based (5) ………….. methodological principles established by research on " language immersion". This kind of approach has (6) ……….. identified as very important by the European Commission (7) ………..: " It can provide effective opportunities for pupils to (8) ……….. their new language skills now, rather than learn them now (9) ………… use later. It opens doors on languages for a broader (10) …………. of learners, nurturing self-confidence in young learners and (11) ………… who have not responded well to formal language instruction in general education. It provides exposure (12) ……….. the language without requiring extra time in the curriculum, which can be (13) ………… particular interest in vocational settings." The European Commission has (14) …… decided to promote the training of teachers to ", enhancing the language competences in general, in (15) …… to promote the teaching of non-linguistic subjects in foreign languages".

[20] Content and Language Integrated Learning. Wikipedia, 2015

Discuss the following.

1. What are the advantages of CLIL in teaching and learning foreign languages?
2. What subjects can CLIL be best applied to?
3. Which of the trends in education do you consider the most progressive and significant? Why?

 

INFORMATION-ACCUMULATION: READING

Answer the following questions.

1. Do you like learning?
2. How do people learn? What is learning?

Read the text and choose the extract (A-H) which best fits the gap (1-6).

What is Learning?

A lot of our learning occurs randomly throughout life, from new experiences, gaining information and from our perceptions, for example: reading a newspaper or watching a news broadcast, talking with a friend or colleague, chance meetings and unexpected experiences.

This type of experiential learning is in contrast to more formal approaches to learning such as training, mentoring, coaching and teaching, all of which have a certain type of structure implying that they describe planned learning involving a facilitator.

Teaching, training and other structured learning opportunities are activities that one person does to another, while learning is something we can only do for ourselves.

If we do not have the will to learn, we will not learn and if we have learned, we are actually changed in some way. If the learning makes no difference it can have very little significance beyond being random ideas that float through our consciousness.

The diagram below represents a generic learning cycle and uses the acronym PACT. The cycle is relevant to all types of learning.

The PACT learning cycle stages are:

• Procure. New knowledge (theory) or ability (skill) is acquired.
• Apply. The new knowledge or skill is then practiced in some way.
• Consider. The results of the practice are evaluated and/or assessed.
• Transform. The original knowledge or ability is modified accordingly.

The cycle then continues and repeats.

There are many examples of these processes in action - usually we learn the basics of a subject or skill before progressing to intermediate, advanced and ultimately expert levels. At each stage we build on the knowledge and experience we have already acquired, gaining further knowledge, experience or techniques and repeating the learning cycle.

Working on an awareness of your own learning processes means 'learning how to learn'. For example, in university settings students are usually taught some study skills, which include learning how to seek information when needed and how to use it appropriately.

Learning is not something that can be directly observed in others. We can, however, observe the results of learning in ourselves and others – this is why, in formal learning situations, assessment is such a crucial part of the teaching process.

The results of academic assessment, essays, exams etc. are simply attempts to measure how much an individual has learnt but they cannot measure the actual process of learning.

Learning brings about changes in the way we act, think and/or feel about ourselves, other people and the world around us. Such changes may be permanent or temporary depending on our own perceptions of the importance and relevance of the gained knowledge.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

A. Many attempts have been made by academics and others to map and explain the learning processes. It is generally recognised that learning takes place in a repetitive cycle, an ongoing series of processes.

B. In summary, learning is an internal activity and a key personal development skill.

1. Many experiences in life provide us with learning opportunities from which we can choose whether or not to learn.
2. The PACT cycle should help to demonstrate that learning is an iterativeprocess: our learning evolves as we develop and we utilise early knowledge for later understanding.
3. Learning involves far more than thinking: it involves the whole personality - senses, feelings, intuition, beliefs, values and will.

F. Almost every action we take is the result of past learning yet, for some people, learning still remains an activity undertaken in, or associated with, an educational context.

G. Our individual learning capacity varies considerably and will depend not only on ability but also on motivation, personality, learning style and an awareness of our own learning processes.

H. As babies we learn to eat, to gain attention, to crawl, to walk, etc. and as we develop into children, and our bodies become more functional, we learn an inordinate range of skills.

[21] SkillsYouNeed, 2011-2015

THE ANALYTICAL CHART

Organize information according to the categories of the chart:

Familiar Information (V)	New Information (+)	Information, which is different from what you know ( - )	Information you would like to study in detail (? )

A VISUAL ORGANISER

⇐ Предыдущая234567891011Следующая ⇒

Поделиться:

Популярное:

1. A. Complete this table by filling in the correct forms.
2. A. Study the following example of a business letter.
3. B. Say whether the following statements are true, false or there is no information on the subject of the text.
4. Chipmaker Freescale, spun from Motorola, is a prime example of the power of spin-offs
5. Complete the following sentences.
6. Ex. 10. Complete the sentences with an adjective from the list.
7. Ex.4. Read the text, translate 1, 2, 3 paragraphs in written form, and complete the task after it.
8. Ex.5. Complete the sentences using the correct word in the box.
9. Example: only went there because Penny invited
10. EXAMPLES OF SAFETY AND URGENCY MESSAGES
11. Exercise 3 Render the contents of the dialogue in indirect speech with the use of the highlighted words.
12. Generate ideas and say what forms can each of the teacher education stages take, give examples to illustrate your answer.