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Practice 4. CLIL

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by

Maria Martin

on 12 January 2014

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Transcript of Practice 4. CLIL

.
A new methodological approach
Thanks for your attention
COGNITION
Applying CLIL to a science lesson
Practice 4. CLIL
CLIL
Additional language
Teaching of both content and language.
Positive effects demonstrated:
Better cognitive processes.
Natural context for language development
The 4Cs Framework
CONTENT
COMMUNICATION
CULTURE
Aspects to take into account when planning CLIL lessons
Teaching should be learner-centred.

Language develops in social interactions and its use in practice.

Active role of students in classroom activities.

Co-operative learning should be introduced.

Co-operation of foreign language teachers with subject teachers

Developing learner autonomy.

Variety of teaching techniques with a variety of materials.

Learning should always be context-based, placed in natural contexts.

Developing different language skills

Well-balanced approach to teaching content and language.

Etc.

Spanish students. Second year of Primary Education.
Fifteen students in the class.
Science classes: 3 hours per week.
Native teachers: role of science teacher and foreign language teacher.
MATERIALS
Contents
• Materials: metal, wood, paper, glass, cotton, wool, clay.
• Able to float / sink.
• Carry out simple observations about materials and heat.
• Record observations in simple form.
• Make predictions about the results of experiments.
• Show interest in carrying out experiments.

Lesson Plan
Pre-tasks
Flashcards: Questions
e.g What is made of glass? A window is made of glass.

Materials´ song
Main tasks
Experiment 1: (20 min) Does it float?
(10 min)
Experiment 2: (20 min)
Which materials keep things warmest?
Post-task
Listen to the song again + revise
García Calvo, Ana Mª
Martin Franco, María
Full transcript