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“ To CLIL or not to CLIL ” P art III IES “Fuentesaúco”

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Presentation on theme: "“ To CLIL or not to CLIL ” P art III IES “Fuentesaúco”"— Presentation transcript:

1 “ To CLIL or not to CLIL ” P art III IES “Fuentesaúco”

2 Third Meeting: March-2010 “ Grupul Scolar "Matei Basarab“ Craiova (Romania) Between the 2nd (Spain) and the 3rd meeting (Romania), each partner will use some of the methodologies and strategies previously discussed to start involving the students in these learning and teaching processes. These lessons will be recorded. Thereafter there will be on-going activities with an emphasis on comparing CLIL with other methodologies in all partner schools..

3 NEW GRID TO ANALYZE 1. Classical Culture 2. Literacy and journalist language 3. Economy 4. Natural Science (videoclip) Subjects:

4 EVALUATION WITH THE NEW GRID TEACHING TECHNIQUES AND STUDENTS ACHIEVEMENT

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6 CLASSICAL CULTURE

7 TRADE IN THE ROMAN WORLD THE BEGINNING OF THE EUROPEAN COMMON CURRENCY

8 MAP 1 ACTIVITIES Look at map number 1: Look at map number 1: Can you tell us what a Roman road is for? Can you tell us what a Roman road is for? Are you capable of situating the countries of the European Union in the map? Are you capable of situating the countries of the European Union in the map? Try to guess the ancient name of their inhabitants. Try to guess the ancient name of their inhabitants.

9 1- ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 125 with the Main Roads

10 MAP 2 ACTIVITIES Look at map number 2: Look at map number 2: Can you guess what the meaning of the word trade is? Can you guess what the meaning of the word trade is? What is a trade route? What is a trade route? There were trade routes by land and by sea, discuss about the height of the Roman Empire. Can we compare it with the European Union nowadays? There were trade routes by land and by sea, discuss about the height of the Roman Empire. Can we compare it with the European Union nowadays?

11 2-ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 200 with the principal Trade Routes by sea and by land

12 MAP 3 ACTIVITIES Look at map number 3: Look at map number 3: Have a look at the goods that the Romans bought and sold along their Empire. Can you define what each of them is? Have a look at the goods that the Romans bought and sold along their Empire. Can you define what each of them is? Do the countries in Europe have the same goods for the market now as then? Do the countries in Europe have the same goods for the market now as then? Look at the other empires. Do you think that Romans had good relations with them? Look at the other empires. Do you think that Romans had good relations with them?

13 MAP 3

14 DIAGRAM OF THE MOVEMENTS IN THE ROMAN MARKET

15 Look at the previous diagram and try to define how the different relations with the market between rich people and farmers and craftmen were. Look at the previous diagram and try to define how the different relations with the market between rich people and farmers and craftmen were. What was a slave? What do you think about their role in the Roman economy? What was a slave? What do you think about their role in the Roman economy? Remember the film Spartacus and relate it to our diagramm. Remember the film Spartacus and relate it to our diagramm. DIAGRAM OF THE MOVEMENTS IN THE ROMAN MARKET

16 Technical words in English and Spanish coming from Latin SPANISH WORDORIGIN IN THE ROMAN WORLD ENGLISH WORD MONEDAMONEY PECUNIARIOPECUNIARY SALARIOSALARY

17 ACTIVITIES WITH THE WORDS (Research work in pairs) 1-Search in the Internet which is the Roman origin of the previous words and try to define their meaning. After that, fill in the grids. 1-Search in the Internet which is the Roman origin of the previous words and try to define their meaning. After that, fill in the grids. 2- Do you know why the symbol of the common currency in the European Union is € ? Search it in the Internet and try to explain it to the class group. 2- Do you know why the symbol of the common currency in the European Union is € ? Search it in the Internet and try to explain it to the class group.

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20 Date: /03/10 Teacher: SOLEDAD GRANDE Class: 4 º E.S.O. Age: 15/16 Comments: We could observe how the students improved in the knowledge of these matters and how they acquired selfconfidence with the use of English language Observer: Castora Aparicio

21 COMMENTS ABOUT THE METHODOLOGY USED The traditional teacher explanation was used with the maps and the diagram. The brainstorming technique has been used for the clarification of the meaning of the unknown terminology. The students worked in pairs with the computers in order to search some information to answer the suggested questions; after that, one of them explains it to whole group. The same techniques were used to work with the technical words in English and in Spanish.

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23 LITERACY JOURNALIST LANGUAGE

24 CLIL AT SPANISH LANGUAGE AND LITERATURE CLASS: 1- LANGUAGE CLASS 2- STUDENT´S AGE 14 ( 3TH ESO) 3- SUBJECT: USING NEWSPAPERS 4- TIME: TWO HOURS

25 CLASSROOM PLANNIG 1. WAYS TO USE THE NEWSPAPER IN HIGH SCHOOL 2. ORAL SUMMARIZING 3. WRITTING AN ARTICLE

26 GOALS : WAYS TO USE NEWSPAPERS IN HIGH SCHOOL 1- Locating Specific Information 2- Who, What, When, Where, Why Content Discrimination 4- Sequencing, Story structure 5- Fact and Opinion 6- Evaluating

27 Methodology: USING NEWSPAPERS 1- Introduction 2- Short of newspaper : Paper / on line 3- Brainstorming: Parts of the newspaper 4- Teacher´s explanation: Parts of the article 4- In groups: Reading an article 5- Explanation to the other groups: conclusion 6- Writting an article: teacher´s correction. 7- Evaluation

28 TEACHING TECHNIQUES N/AMINLOWAVGHIGHMAX T1 Traditional teacher exposition X T2 Brainstorming X T3 Informally checking KUX T4 Formal assessment of KU X T5 Differentiated tasks X T6 Differentiated materials (common task & lang) X T7 Differentiated materials (language levels) X T8 Clarification of terminology X T9 Technology involved: blackboard X T10 interactive whiteboardX T11 presentation/projectorX T12 PC X T13 internet X T14 Other tech: T15 Group work: pairs/small groups X T16 peer teaching X T17 Other

29 STUDENTS' ACHIEVEMENT N/A MIN LOWAVG HIGH MAX S1 Actively participate in L2 (at any level) X S2 Display accuracy in language skills X S3 Acquire confidence through practice X S4 Speak to whole group X S5 Speak 1:1 with other students(s) X S6 Display good knowledge & understanding X S7 Achieve expected outcomes X S8 Other

30 Date: 9-11/3/2010 Teacher: LUIS MIGUEL PERDIG Ó N Class: 3rd ESO Age: 14 years old Comments: The students look through a newspaper to locate four articles that express factual information and another four ones that express an opinion and they had to explain their decisions to the rest of pupils and successfully they tried to do it with CLIL methology which it´s the main goal. The experience must go on in the future. Observer: Jorge Prieto

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32 SUBJET: ECONOMY

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35 The unemployment rate

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39 If you don´t understand some words, go to the computer and search them…

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41 …………………………………………… …………………………………………… …………………………………………… …………………………………………… ………..

42 ………………………………………… ………………………………………… ………………………………………… ………………………………………… …………………………………….

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47 Could you please write the names of the countries?

48 Could you please write the countries? BelgiumBulgariaThe Czech Republic DenmarkGermany EstoniaIrelandGreeceSpainFrance ItalyCyprusLatviaLithuaniaLuxembo ug HungaryMaltaThe Netherlan ds AustriaPoland PortugalRomaniaSloveniaSlovakiaFinland SwedenThe United Kingdom

49 at

50 Count ry name Unem ploym ent rate Janua ry 2009 Unem ploym ent rate Janua ry 2010 Male Rate Janua ry 2010 Femal e rate Janua ry 2010 Youth rate (under 25) Janua ry 2010 With the recomended web fill the following colums:

51 1.How many people live in the EU27? 2.How many million men and women in the EU27 were unemployed in January 2010? 3.In which countries were the lowest unemployment rates recorded? With the previous results answer the following questions: million Netherlands (4,2%) and Austria ( 5,3%)

52 3. In which countries were the highest unemployment ratesrecorded? Write two 4. Compared with a year ago, all Members States recorded an increase in their unemployment rates. Which was the smallest increase? Which was the highest increase? 5. Which country has the highest youth unemployment rate? Answer the following questions: Latvia ( 22,9%) and Spain (18,8%) Germany (7,2% to 7,5%) and Luxembourg (5,4% to 5,9%) Latvia (12,3% to 22,9%) and Lithuania (6,4% to 14,6%) Latvia (43,2%) and Spain (39,6%)

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54 After analysing the unemployment rates, What do you think about the situation of the Labour Market in Spain compared to the rest of the Members in the European Union?

55 PC PROJECTOR INTERNET INTERACTIVE WHITEBOARD

56 TEACHER: Lucía López TIME: 2 CLASSES NUMBER OF PUPILS: 7 pupils ACTIVE PARTICIPATION: 3 pupils SPEAKING TO THE WHOLE GROUP: in the conclusions time. SPEAK 1:1 WITH OTHER STUDENT: during the group work

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58 PERSONAL QUESTIONAIRE FOR PUPILS

59 TEACHING TECHNIQUES N/AMINLOWAVGHIGHMAX T1 Traditional teacher exposition X T2 BrainstormingX T3 Informally checking KU X T4 Formal assessment of KUX T5 Differentiated tasks X T6 Differentiated materials (common task & lang) X T7 Differentiated materials (language levels) X T8 Clarification of terminology X T9 Technology involved: blackboardX T10 interactive whiteboard X T11 presentation/projector X T12 PC X T13 internet X T14 Other tech: T15 Group work: pairs/small groups X T16 peer teachingX T17 Other X

60 STUDENTS' ACHIEVEMENT N/A MINLOWAVGHIGHMAX S1 Actively participate in L2 (at any level) X S2 Display accuracy in language skills X S3 Acquire confidence through practice X S4 Speak to whole group X S5 Speak 1:1 with other students(s) X S6 Display good knowledge & understanding X S7 Achieve expected outcomes X S8 Other

61 Students have participated actively in the activities. Date: 2-4/3/10 Teacher/s: LUCIA L Ó PEZ Class: 2nd Bachillerato Age: 17 Comments:. Students have participated actively in the activities. Observer: Luis Miguel Santos

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63 NATURAL SCIENCE

64 The environment and its present-day problems Brief teacher's introduction Vocabulary round-up Students roleplay a discussion Record of a video-clip

65 TEACHING TECHNIQUES N/AMINLOWAVGHIGHMAX T1 Traditional teacher exposition X T2 Brainstorming X T3 Informally checking KUX T4 Formal assessment of KUX T5 Differentiated tasks X T6 Differentiated materials (common task & lang) X T7 Differentiated materials (language levels) X T8 Clarification of terminology X T9 Technology involved: blackboard X T10 interactive whiteboardX T11 presentation/projector X T12 PC X T13 internet X T14 Other tech: X T15 Group work: pairs/small groups X T16 peer teaching X T17 Other

66 STUDENTS' ACHIEVEMENT N/A MINLOWAVGHIGH MAX S1 Actively participate in L2 (at any level) X S2 Display accuracy in language skills X S3 Acquire confidence through practice X S4 Speak to whole group X S5 Speak 1:1 with other students(s) X S6 Display good knowledge & understanding X S7 Achieve expected outcomes X S8 Other

67 Date: 12,16,18/3/2010 Teacher: ROSA M ª COUGIL Class: 4 º ESO Age: years old Comments: Students have been very motivated with the new activities. It has been the first and successful experience for them recording a video-clip. Observer: Victor Peque

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69 The fact of using English language into other subjects at school has been a very positive experience not only for students but also for teachers. MAIN CONCLUSION:

70 IES “Fuentesaúco” Cordinator: Mª Victoria Rivas


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