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Practice 4. CLIL
Transcript of Practice 4. CLIL
A new methodological approach
Thanks for your attention
Applying CLIL to a science lesson
Practice 4. CLIL
Teaching of both content and language.
Positive effects demonstrated:
Better cognitive processes.
Natural context for language development
The 4Cs Framework
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.
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: 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.
e.g What is made of glass? A window is made of glass.
Experiment 1: (20 min) Does it float?
Experiment 2: (20 min)
Which materials keep things warmest?
Listen to the song again + revise
García Calvo, Ana Mª
Martin Franco, María