Tie-Clil Module 4 en

MODULE 4 LANGUAGE AWARENESS
IN BILINGUAL TEACHING
Authors: Franca Quartapelle Roberto Ceriani Annamaria Gilberti Marie Hofmannov Jarmila Novotn Eleonora Salvadori
TABLE OF CONTENTS
138 140 142 144 146 148 150 152
OUTLINE NOTES TO THE TRAINER UNIT 1 Text structures UNIT 2 Language structures UNIT 3 Lexis UNIT 4 Lexis UNIT 5 Linguaculture APPENDIX 1 Module Programme APPENDIX 2 Texts in textbooks or other documents APPENDIX 3 Texts in different languages version a) for national courses version b) for multinational courses APPENDIX 4 Text types APPENDIX 5 Text forms and text types APPENDIX 6 Text form characteristics in different languages APPENDIX 7 To analyse a text APPENDIX 8 To analyse the language structures
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APPENDIX 9 Exercises version for History version for Physics APPENDIX 10 Exercises version for History version for Physics APPENDIX 11 Exercises version for History version for Physics APPENDIX 12 Form for the assessment of knowledge and competences acquired by participants BIBLIOGRAPHY
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OUTLINE
AIM
This module will make foreign language teachers, subject teachers and eventually mother tongue teachers aware of cultural, language and text characteristics. It will help them to work together more efficiently and to take care of students difficulties approaching texts 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 appendices provided exemplify CLIL teaching in History and Physics. Foreign language teachers, subject teachers and mother tongue teachers 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 mother tongue 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. CLIL experts, experts in linguistics (for different languages).
TARGET GROUP
TRAINERS
EXPECTED OUTCOMES
By the end of this module, the participant will achieve sufficient knowledge of learners mother tongue and target language be able to identify linguistic difficulties (e.g., language construction rules) resulting from first/other languages, or subject conceptualisation be able to work with learners of diverse linguistic/cultural backgrounds
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be able to identify conceptual/semantic relations between the different languages active in the environment be able to adapt and exploit materials in consideration of conceptual structure, textual, syntactic and vocabulary features.
SUBJECT CONTENT
Any subject. Examples are provided for History and Physics. The exemplified activities are based on the following topics: for History: events of the 19th century for Physics: Keplers laws. 5 working units/25 hours, to be organised in 3 hour sessions and individual work. Reflexive approach to teacher training. Task based and comparative analyses on texts in two languages. Interaction types: group work, individual work. (Working groups can be composed of at least 3 members and should not be bigger than 5 members. L1 teachers should be able to work in the target language). Through evaluation sheets and discussion. According to local programme implementation.
STRUCTURE
METHODOLOGY
EVALUATION CERTIFICATION
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Notes to the Trainer

This module will make foreign language teachers, subject teachers and possibly mother tongue teachers aware of text characteristics, analysing the language and the culture they are made of. Any subject deals with a part of human knowledge, which is expressed in texts by recurrent language elements that will be analysed at different levels. This teacher training module is composed of 5 units which lead the participants to look into texts starting from what can be seen at a glance and analysing the text elements more and more in detail.
Unit 1 helps the participant recognise how texts are structured and become aware of the
relation existing between human thought and text organisation. At a superficial level there are different text forms, which can be recognised by their layout. At a deeper level recurrent typical syntactic features can be identified, which allow us to group texts into five different categories. Participants will identify the most recurrent text forms and text types and will recognise the relation existing between text form and text type. They will also look for differences in the various countries. They are asked to analyse texts taken from textbooks using two different grids. With the first one (Appendix 2) they can classify text forms, completing the list with a short description of the text form characteristics. The second grid (Appendix 3) allows them to compare the results of the analysis for each text form in different languages. Considering that the group composition in a national course may be different from that of a multinational group, two different versions of the grid are provided: version a) for teachers of different foreign languages all sharing the same mother tongue; version b) for teachers of the same foreign language having different mother tongues. Both grids aim to compare more than two languages. Having become aware of the text form characteristics, participants will be made familiar with Werlichs text classification, which relates text types to forms and ranges of human cognition (Appendix 4). On the basis of this classification participants have to consider some texts to identify the text types (Appendix 5). Then they will analyse some examples of a text form in order to recognise the way it can be structured (Appendix 6).
Unit 2 focuses on the language structures of the texts that are most used in textbooks. This is a more detailed analysis than the one performed in Unit 1. To this aim a sheet is provided (Appendix 7), which leads participants to look into texts more and more thoroughly. They will have to consider: 1. texts as a whole, in order to recognise the units they consist of; 2. single text units, in order to identify the most recurrent types of sentences, how they are linked and the presence of denial elements, which are essential to classify texts into the corresponding type; 3. single sentences, in order to identify what nominal and verbal phrases are mostly composed of; 4. nominal and verbal phrases, in order to specify which word categories they consist of. Participants will produce lists of text types and text forms which are typical of the considered subject(s) and will complete them with language exponents. In the end a comparison between the characteristics of texts representing different languages will be produced. Using a grid (Appendix 8) participants will consider a text form in more than one language,
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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 are provided. 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 subjects they 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 History
and 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 but differ 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 1
Text structures
6 hours
OBJECTIVES
1. To identify the underlying methodology of textbooks 2. 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 1. Group work for task based text analysis 2. Plenary work for comparing and discussing results 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 1. Text classification
PROCEDURES
WORKING MATERIALS
EXPECTED OUTCOMES
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UNIT
Working plan
Session Steps 1.1 Time Methodology Plenary: trainer presents the programme and the methodology of the course. He/she gives any explanation the participants ask for. Materials Module programme (Appendix 1, to be completed by the trainer)
Module plan 20
Text forms
1 h 20 Group work: CLIL groups work on two documents or two textbooks in L2 and eventually in L1 and analyse them in order to identify the text forms (tables of contents, captions, exercises, biographies, maps, charts, etc.). Expected outcomes: a list with the most used text forms completed with a short description of their characteristics (see Appendix 2). 40 Plenary: each group presents its own lists. The trainer summarises the single outcomes. Discussion about the most recurrent text forms. Expected outcomes: a common list of text forms used for teaching the subject. Group work: CLIL groups point out if there are differences in the text forms in L1 and L2. Plenary: trainer presents Werlichs classification of text types and gives examples. He/she gives any explanation the participants ask for. Group work: CLIL groups work on texts chosen by the trainer in books and documents. The texts should be representative of at least two text forms. Task 1: to analyse the texts to identify the types each text form consists of (see Appendix 5). Task 2: to find out the text characteristics which are similar or different between languages (see Appendix 6). Expected outcomes: a sheet with the specification of text forms characteristics; a comparison sheet (L1 L2).
Textbooks or other documents in L2 the students could work with in their CLIL lessons Textbooks in L1 Grid (Appendix 2)
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Grids (Appendices 3a & 3b)
1.2
Text types
1h
Adaptation from Werlich, A Text Grammar of English, Heidelberg, 1976. (Appendix 4) Grid (Appendix 5) Grid (Appendix 6)
2h
4
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MODULE
Unit 2
Language structures
6 hours
OBJECTIVES
1. To recognise language structures mostly used in the different texts 2. To identify the functional use of language structures 3. To identify structures with corresponding functional meaning in different languages 1. Group work for task based text analysis 2. Group work for preparing and comparing sheets 3. Plenary work for presenting, comparing and discussing results 1. Texts on the subject in L1 and L2 2. Written tasks 3. Grids 1. Comparative sheets in different languages
PROCEDURES
WORKING MATERIALS
EXPECTED OUTCOMES
2
UNIT
Working plan
Session Steps 2.1 Language structures Time 3h Methodology Group work: following the attached sheet, national groups analyse texts to recognise the language structures used in them. Each group works on texts dealing with the same topic or having the same function. Expected outcomes: completed sheets (see Appendix 7). Group work: CLIL groups compare the sheets prepared by the national groups. Expected outcomes: comparative sheets in different languages (see Appendix 8). Plenary: each group presents its own lists. Discussion and integration. Materials Texts on the subject Sheet taken from Quartapelle F., Per una didattica del testo, in LEND n. 4, 1987: 44-55. (Appendix 7)
2.2
Language exponents
2h
Grid (Appendix 8)
1h
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MODULE
Unit 3
Lexis
6 hours
OBJECTIVES
1. To identify the most typical and frequent words the texts consist 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 1. 2. 3. 4. Group work for analysis Individual work on dictionaries Group work for preparing word lists, miniglossaries, definitions Plenary work for comparing and discussing results
PROCEDURES
WORKING MATERIALS
1. Texts on the subject in the target language 2. Bilingual dictionaries 3. Exercises 1. Lists of words and definitions in L2, miniglossaries in different languages
EXPECTED OUTCOMES
3
UNIT
Working plan
Session Steps 3.1 Lexis 1 Time 3h Methodology Group work: CLIL groups analyse texts on a specific topic to identify typical and recurrent words and expressions. Words and expressions will be translated into the other language. Expected outcomes: word lists, miniglossaries in different languages. Group work: CLIL groups make a list of useful expressions and write definitions in the target language. Expected outcomes: lists of definitions in the target language (see Appendix 9). Plenary: each group presents its own definitions. Discussion, correction and integration. Materials Documents on the subject Bilingual dictionaries Examples
3.2
Lexis 2
2h
Sheet with lexis exercises (Appendix 9)
1h
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MODULE
Unit 4
Lexis
3 hours
OBJECTIVES
1. To compare how words work (how they can be generated and compounded) in the target language and in the mother tongue 1. Group work and plenary 1. Texts in the mother tongue and in the foreign language 2. Dictionaries, grammar books 3. Exercises 1. List of expressions which could cause comprehension problems
PROCEDURES WORKING MATERIALS
EXPECTED OUTCOMES
4
UNIT
Working plan
Session Steps 4.1 How lexis works Time 2h Methodology Group work: multinational CLIL groups do one of the exercises presented in the attached sheet (Appendix 10) and prepare a similar one using words and expressions belonging to the subject and checking these using grammar books. Expected outcomes: lists of words or expressions put together following language (grammatical) criteria. Plenary: each group presents its own lists. Discussion, correction and integration. Materials Sheet with lexis exercises (Appendix 10) Grammar books Dictionaries
1h
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MODULE
Unit 5
Linguaculture
4 hours
OBJECTIVES
1. To achieve awareness of the cultural content of words 2. 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 exercises 3. Plenary work for presenting and comparing products
WORKING MATERIALS EXPECTED OUTCOMES
1. List of words
1. Compared explanations of culturally heavy words and expressions in different languages
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UNIT
Working plan
Session Steps 5.1 Time Methodology Individual work: the trainer gives a list of words expressing relevant concepts belonging to the subject. Each participant writes concrete examples (see Appendix 11). Mother tongue teachers write them in the mother tongue, foreign language teachers write them in the foreign language. Materials List of words (Appendix 11)
Linguaculture 1 h
1 h 30 Group work: CLIL groups compare the examples produced representing different cultures and prepare sheets suited for more than one nationality. Expected outcomes: sheets with explanation of culturally heavy words adding examples suitable for two or more cultures. 1h Plenary: each group presents its own explanation. Discussion, correction and integration. Individual work: each participant works on a questionnaire. Evaluation sheet (Appendix 12)
Course evaluation
30
4
MODULE
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 forms Expected outcomes: text classification Activities: 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 languages Expected outcomes: comparative sheets in different languages Activities: group work and plenary Sessions on and on . Unit 3 Lexis (6 hours)
APPENDIX
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 languages Expected outcomes: lists of words and definitions in L2, miniglossaries in different languages Activities: 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 tongue Expected outcomes: list of expressions that could cause comprehension problems Activities: 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 cultures Expected outcomes: compared explanations of culturally heavy words and expressions in different languages Activities: individual work, group work and plenary Session on
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Appendix 2
Texts in textbooks or other documents
to be used in Unit 1
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
Texts in different languages
to be used in Unit 1 - national courses Subject(s): ......................................
Text form: ........................................................................................................................ Characteristics in L2 (.....................) .................................................................................. Characteristics in L2 (.....................) .................................................................................. Characteristics in L2 (.....................) .................................................................................. Characteristics in L1 (.....................) ..................................................................................
Appendix 3b
Texts in different languages
to be used in Unit 1 - multinational courses Subject(s): ......................................
APPENDIX
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Text form: ........................................................................................................................ Characteristics in L2 ( ....................) .................................................................................. Characteristics in L1 ( ....................) .................................................................................. Characteristics in L1 ( ....................) .................................................................................. Characteristics in L1 ( ....................) ..................................................................................
Appendix 4
Text types
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1 2 Lenneberg, E.H., Biological Foundations of Language, New York, 1967. Werlich E., A Text Grammar of English, Quelle & Meyer, Heidelberg, 1976. TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING 155
MODULE
A text will correlate with only some categories of human cognition at one time. On the basis of an analysis of the syntactic structures which form texts, conceived of as thematic and communication units, Werlich (1976) identified five different text types that reflect the categories of human cognition classified by Lenneberg1, corresponding to five different processes used by communicants to structure knowledge. According to Werlich2: Texts [..] appear to correlate with biological properties of the communicants mind. A text grammar can be based on the hypothesis that texts, conceived of as 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. They reflect the basic cognitive processes of contextual categorization. These are: 1. differentiation and interrelation of perceptions in space in the text type of description; 2. differentiation and interrelation of perceptions in time in 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 of exposition; 4. judging, that is, the establishment of relations between and among concepts through the extraction of similarities, contrasts, and transformations from them in the text type of argumentation; 5. and planning of 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 text base units phenomena are registered through sentences characterised by be or another verb of nonchange and adverbials of place. In narrative texts, changes are recorded through a verb of change and adverbials of time, as well as of place. In synthetic expository texts, phenomena are identified through the non-change verb be, while in analytic expository texts phenomena are recorded through the 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 adverbials and 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 only lexical, but also morphosyntactic and textual. Functions and attitudes expressed through them can be identified on the basis of both the selection of morphosyntactic structures and the organisation of sentences within the text.
Appendix 5
Text forms and text types Language ...................................................... L1
to be used in Unit 1 Subject:........................................... 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 instruction description narration exposition argumentation instruction description narration exposition argumentation instruction
APPENDIX
Appendix 6
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:
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Examples:
MODULE
Appendix 7
To analyse a text
Text title ........................................................... language ....................................................... References ............................................................................................................................ The text is composed of (1) ................................., with (2) .....................................................structure, which (3) ............................................................................ 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 words are (9) ..........................................................present. Within each sentence there is (10)....................a list of similar elements (11) ...........................of the sentence. In the sentences there is (12)......................................, which is (13) .......................... at the beginning. Verbs are mainly (14) ............................... Modal verbs are (15) ............................................................. present. 1. one/more text unit(s) 2. similar/different 3. follow one another/ are linked one to the other 4. long /short 5. affirmative/interrogative /imperative 6. never /seldom/often 7. similar/different 8. never/seldom/often 9. never/seldom/often 10. never/sometimes/often/ always 11. at the beginning/in the middle/at the end 12. the same subject/a different subject 13. never/mostly/always 14. verbs of change/verbs of non-change/be/have 15. never/seldom/often 16. never/sometimes/often/ always 17. never/seldom /whenever it is possible 18. seldom/often/always 19. active/passive 20. indicative/subjunctive/ imperative 21. present/past/future
SENTENCE
TEXT UNIT
TEXT
APPENDIX
SYNTAGM
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NOMINAL GROUP: The subject is (16) ....................... a noun. Nouns are (17)........................ replaced with pro-forms. Nouns are (18) ......................................... accompanied by attributive adjectives. VERBAL GROUP: Mostly in the (19) ........................... form, (20) ....................................................... mode, (21)................................................................. tense.
taken from Quartapelle F., Per una didattica del testo, in LEND n. 4, 1987: 44-55.
Appendix 8
To analyse the language structures
Text(s): .................................................................................................................................. Text form: ............................................................................................................................. functions 1 stating the time 2 main structures in ............. (language) main structures in ............... (language)
Appendix 9 History
Exercises The following exercises are related with European events of 1848. These should be done with the help 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: to defeat to pacify to set up to take on to withdraw to ask for truce enemy government troops leadership revolt
4. Explain what these pairs of words mean and find the word they come from. You can use the dictionary. Example: society association
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a system in which people live together in organized communities
social a group of people joined together for a shared purpose, an organisation
revolution/revolt resurrection/insurrection emigration/immigration conservative/conservation
MODULE
Appendix 9 Physics
Exercises
The following exercises are related to Keplers laws. These should be done with the help of a school Physics book covering the Laws of Gravity. 1. Look in the dictionary and find the definition of following words: orbit major axis revolution eccentricity proportional aphelion ellipse perihelion fire radius planet vector 2. Make a list of useful terms in Physics. 3. Match each noun with the suitable verb: describe be measure sweep occupy raise an area a fire proportional at square an orbit a distance
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 the operation of subdivision into segments
APPENDIX
segmentation:
segment
proportional/proportionally eccentricity/eccentric semiaxis/major axis orbital/orbit elliptic/elliptically rotatory/rotating epicycle/cyclic
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Appendix 10 History
Exercises
The following exercises are related with European events of 1848. These should be done with the help of a school History book. 1. Identify in these adjectives the basic word and the affix. Check using a grammar book to find other affixes you can use to build adjectives. Write for each affix at least two adjectives. revolutionary constitutional nationalistic industrialised communist republican = revolution = .. = .. = .. = .. = .. + ary + .. + .. + .. + .. + ..
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 believed that countries should not tax foreign goods to prevent them competing . their own. But it took many years . argument and political campaigns before policies . free trade were adopted. 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 was over, Parliament feared that millions . sacks . foreign corn particularly wheat would be imported . Britain. Their importation would lower the price . British corn, and the days of prosperous farming would be over. The Corn law passed . 1815 said that foreign corn could not be imported unless the price . British corn stood . 4 a quarter a high price. This law was followed . other similar ones.
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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
MODULE
6. Write at least two examples of exercises using subject terminology. You can choose the words among the following list and use any exercise format (look at the exercises in this Appendix). Examples of exercises are also provided in Appendix 9. Nouns protest population crisis production government proletariat bourgeoisie constitution suffrage insurrection revolt expansion battle treaty power Verbs sack develop reduce depend concede defeat fight advance withdraw Adjectives popular liberal economic nationalistic powerful sovereign
Appendix 10 Physics
Exercises
The following exercises are related to Keplers laws. These should be done with the help of a school Physics book covering the Laws of Gravity. 1. Identify the adjectives with the basic word and the affix. Check using a grammar book to find other affixes you can use to build more adjectives. For each affix write at least two adjectives.
APPENDIX
revolutionary = inertial = planetary = copernican = heliocentric =
revolution + + + + +
ary
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 from the 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.
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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, one sentence for every meaning. sweep, describe, take, correspond 6. Write at least two examples of exercises using subject terminology. You can choose the words among the following list and use any exercise format (look at the exercises in this Appendix). Examples of exercises are provided also in Appendix 9. Nouns 1 hypothesis axiom thesis deduction law postulate definition operation analogy difference property variable constant datum factor parameter theory model system structure element body balance strength energy power work heat time space movement speed acceleration gradient production relation operator size scalar vector dimension Nouns 2 measure unit function conservation percentage probability frequency period measure mistake limit oscillation invariance environment substance particle variation transformation cycle continuity discontinuity equality equivalence resulting relation approximation computer graph graphic table device black box scale measure instrument diagram histogram areogram matrix determinant sample algorithm lattice Cartesian plan Verbs recognize demonstrate record classify put in order elaborate compare measure define formalize approximate schematize analyze suppose deduce turn into a problem apply solve value generalize falsify calculate tabulate represent
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Appendix 11 History
Exercise
The following exercise is related with European events of 1848. This should be done with the help of a school History book. Find examples of the following concepts: monarchy bourgeoisie migration army border Church
Appendix 11 Physics
Exercise
The following exercise is related to Keplers laws. This should be done with the help of a school Physics book covering the Laws of Gravity. Find examples of the following concepts: ellipse radius speed period system the laws of Physics satellite
APPENDIX
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Appendix 12
Form for the assessment of knowledge and competences acquired by participants Circle the number which best represents your opinion: 1 = very bad ..................... 6 = excellent For 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 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 2. The progression was logical and coherent. 1 2 3 4 5 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 3. The overall aims and the aims specific to each unit were clear and well explained. 1 2 3 4 5 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 4. The amount of time given and the rhythm of the work were well planned. 1 2 3 4 5 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 5. The explanations given for each task were sufficient and efficient. 1 2 3 4 5 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 6. The working materials were varied and appropriate. 1 2 3 4 5 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 7. The method chosen for the exploitation of each sequence was consistent with the work to be done. 1 2 3 4 5 6 Remarks:.......................................................................................................................... .......................................................................................................................................
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8. The members of the teaching team were competent and worked together. 1 2 3 4 5 6 Remarks:.......................................................................................................................... ....................................................................................................................................... 9. L1, L2 and subject teachers working together permitted useful comparisons. 1 2 3 4 5 6 Remarks:.......................................................................................................................... .......................................................................................................................................
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 work on a day-to-day basis): ............................................................................................................................................ ............................................................................................................................................
APPENDIX
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Bibliography
General Allwright, R.L. & Bailey, K.M., Focus on the Language Classroom: an Introduction to Classroom Research for Language Teachers, Cambridge University Press, Cambridge, 1991. Bell, J., Doing your Research Project. A Guide for first-time Researchers in Education and Social Science, 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., Language and Social Situations, Springer, New York, 1985. Chaudron, C., Second Language Classroom: Research on Teaching and Learning, Cambridge University 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.
Kolb, D.A., Experiential Learning. Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, 1984. Lambert, W.E., Persistent Issues in Bilingualism, in Harley & al. (eds.), The Development of Second Language 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 in Education 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 LEND n. 4, 1987: 44-55.
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Freeman, D., Language Teachers Education: Reflecting upon Practice, Oxford University Press, London, 1989.
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. Council of 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, Newbury House, New York, 1989. Fruhauf, G., Coyle, D. & Christ, I. (eds.), Teaching Content in a Foreign Language. Practice and Perspectives in European Bilingual Education, European Platform for Dutch Education, Alkmaar, 1996. Laurn, C. (ed.), Kielikylpymenetelm: kielen kytt mielekkksi. Vaasan yliopiston tydennyskoulutuskeskuksen julkaisuja, 1/1991.
Bibliography
168
Marsh, D., Oksman-Rinkinen, P. & Takala, S. (eds.), Mainstream Bilingual Education in the Finnish Vocational 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 and Content 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.

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MODULE 4 LANGUAGE AWARENESS

138 140 142 144 146 148 150 152

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

Notes to the Trainer

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

Grids (Appendices 3a & 3b)

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

Sheet with lexis exercises (Appendix 9)

PROCEDURES WORKING MATERIALS

WORKING MATERIALS EXPECTED OUTCOMES

1. Compared explanations of culturally heavy words and expressions in different languages

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

to be used in Unit 1 - national courses Subject(s): ......................................

to be used in Unit 1 - multinational courses Subject(s): ......................................

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

to be used in Unit 1 Subject:........................................... L2

Subject: .......................................... Text form ............................................. Language .................................. L1 L2

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

a system in which people live together in organized communities

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

revolution/revolt resurrection/insurrection emigration/immigration conservative/conservation

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

proportional/proportionally eccentricity/eccentric semiaxis/major axis orbital/orbit elliptic/elliptically rotatory/rotating epicycle/cyclic

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

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

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

revolutionary = inertial = planetary = copernican = heliocentric =

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

TIE-CLIL MODULE 4 - LANGUAGE AWARENESS IN BILINGUAL TEACHING

TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE

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