CLIL Course – Nottingham 2009 EXPERIMENTING WITH PHYSICAL PROCESSES Anabel Borràs González CEIP...
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Transcript of CLIL Course – Nottingham 2009 EXPERIMENTING WITH PHYSICAL PROCESSES Anabel Borràs González CEIP...
![Page 1: CLIL Course – Nottingham 2009 EXPERIMENTING WITH PHYSICAL PROCESSES Anabel Borràs González CEIP Joan Sallarès i Pla.](https://reader030.fdocuments.us/reader030/viewer/2022032804/56649e545503460f94b4b247/html5/thumbnails/1.jpg)
CLIL Course – Nottingham 2009
EXPERIMENTING WITH PHYSICAL PROCESSES
Anabel Borràs González CEIP Joan Sallarès i Pla
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Main aspects of the presentation
The school & the background Our English project Theoretical approach A general overview Some activities Assessment Conclusion
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My school
It’s a CAEP Around 400 students and 40 teachers Infant + Primary education 2 form entry Learners’ mother tongue: 80% Spanish (including South-
american) , 5% Catalan, 15% others
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The background
Sabadell – Campoamor Industrial area Mainly state subsidised
housing Large number of gypsies
and immigrants (foreigners + other Spanish communities)
Working class – low/medium economic level
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Infant P530 mins. a week
Our English project
English bags, theater, role plays,
projects, ICT
EnglishCI – 1’30CM – 2
CS – 2’30
CLILCI – Art&crafts – 1’30CM&CS – Science –
1 unit per term
Oral language(split group)
CM&CS – 1h/fortnight
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CLIL – Art & crafts
Art & crafts Artists: Mondrian, Seurat, Warhol. The seasons: displays, crafts. Festivities: Halloween, Xmas, Easter, Carnival. Topics worked in the English class: toys, pets, fruit,
house, clothes. Songs & rhymes: Old McDonald, 2 little butterflies,
Humpty Dumpty, Incy Wincy Spider.
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CLIL - Science
CM-1: matter states, plants, recycling.
CM-2: dissolving, the senses, transport.
CS-1: magnetism, machines, the pond.
CS-2: volcanoes, light, substances.
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Theoretical approach
The 4Cs – in the whole planning Bloom’s Taxonomy – cognition Cummins’ Matrix – cognition+language The 3As – language of, for and through Vygotsky ZPD – activities Scaffolding – activities
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Content
Cognition
- Predicting & checking results- Remembering vocabulary learnt
- Experimenting- Classifying & making lists
- Interpreting & relating experiments to theory
- Comparing different issues- Applying practice to get theory- Reporting theory by completing
charts or drawings- Stating facts
Culture
Communication
Language of learning- specific vocabulary from the 3 content areas & the language of experiments
Language for learning
- understanding instructions- asking & answering questions
- language of discussion- collaborative skills
Language through learning- language which emerges
from experiments- questioning that cannot be
predicted
Magnetism- magnetic & non-magnetic objects
- magnetic strength- magnetic forces- magnetic fields Light
- light & reflection- refraction & lenses- the light spectrum
Substances- dissolving substances- separating mixtures
- reversible & irreversible changes
- Raise awareness of physical processes
- The use of English as a tool- A look into the past
- Sharing ideas and opinionsExperimenting with physical
processes
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Some activities – Group work + report
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Some activities – Pair & individual work
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Some activities – Oral comprehension
http://videos.howstuffworks.com/hsw/6242-out-of-darkness-lenses-video.htm
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Teacher assessment
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Student self-assessment
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Conclusion
Explain what CLIL is to colleagues but also to the rest of teachers
Review all the Science and Art&crafts lessons to introduce the 4Cs methodology and teach THROUGH English
Scaffold EVERYTHING Create an individual CLIL portfolio Always try to be in touch with people who works with
CLIL to get feedback