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

“To CLIL or not to CLIL”Part III

IES “Fuentesaúco”

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.

.

NEW GRID TO ANALYZE

1. Classical Culture

2. Literacy and journalist language

3. Economy

4. Natural Science (videoclip)

Subjects:

EVALUATION WITH THE NEW GRID

TEACHING TECHNIQUESANDSTUDENTS ACHIEVEMENT

CLASSICAL CULTURE

TRADE TRADE

IN THE IN THE

ROMAN WORLDROMAN WORLD

THE BEGINNING THE BEGINNING

OF THE OF THE

EUROPEANEUROPEAN

COMMON CURRENCYCOMMON CURRENCY

MAP 1 ACTIVITIESMAP 1 ACTIVITIES

Look at map number 1:Look at map number 1: Can you tell us what a Roman road Can you tell us what a Roman road

is for?is for? Are you capable of situating the Are you capable of situating the

countries of the European Union in countries of the European Union in the map?the map?

Try to guess the ancient name of Try to guess the ancient name of their inhabitants.their inhabitants.

1- ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 1251- ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 125with the with the Main RoadsMain Roads


Look at map number 2:Look at map number 2: Can you guess what the meaning of Can you guess what the meaning of

the word the word trade trade is?is? What is What is a trade routea trade route?? There were trade routes by land and There were trade routes by land and

by sea, discuss about the height of the by sea, discuss about the height of the Roman Empire. Can we compare it Roman Empire. Can we compare it with the European Union nowadays?with the European Union nowadays?

2-ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 2002-ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 200with the principal Trade Routes by sea and by landwith the principal Trade Routes by sea and by land


Look at map number 3:Look at map number 3: Have a look at the goods that the Have a look at the goods that the

Romans bought and sold along their Romans bought and sold along their Empire. Can you define what each of Empire. Can you define what each of them is? them is?

Do the countries in Europe have the Do the countries in Europe have the same goods for the market now as then?same goods for the market now as then?

Look at the other empires. Do you think Look at the other empires. Do you think that Romans had good relations with that Romans had good relations with them?them?

MAP 3MAP 3

DIAGRAM OF THE MOVEMENTS IN THE ROMAN MARKET

Look at the previous diagram Look at the previous diagram and try to define how the and try to define how the different relations with the different relations with the market between rich people and market between rich people and farmers and craftmen were.farmers and craftmen were.

What was a slave? What do you What was a slave? What do you think about their role in the think about their role in the Roman economy?Roman economy?

Remember the film Remember the film SpartacusSpartacus and relate it to our diagramm.and relate it to our diagramm.

DIAGRAM OF THE MOVEMENTS DIAGRAM OF THE MOVEMENTS IN THE ROMAN MARKETIN THE ROMAN MARKET

Technical words in English and Technical words in English and Spanish coming from LatinSpanish coming from Latin

SPANISH WORD ORIGIN IN THE ROMAN WORLD

ENGLISH WORD

MONEDA MONEY

PECUNIARIO PECUNIARY

SALARIO SALARY

ACTIVITIES WITH THE WORDSACTIVITIES WITH THE WORDS(Research work in pairs)(Research work in pairs)

1-Search in the Internet which is the 1-Search in the Internet which is the Roman origin of the previous words Roman origin of the previous words and try to define their meaning. After and try to define their meaning. After that, fill in the grids.that, fill in the grids.

2- Do you know why the symbol of 2- Do you know why the symbol of the common currency in the the common currency in the European Union is € ? Search it in European Union is € ? Search it in the Internet and try to explain it to the Internet and try to explain it to the class group.the class group.

TEACHING TECHNIQUEST1 Traditional teacher expositionT2 BrainstormingT3 Informally checking KUT4 Formal assessment of KUT5 Differentiated tasksT6 Differentiated materials (common task & lang)T7 Differentiated materials (language levels) XT8 Clarification of terminologyT9 Technology involved: blackboard

T10 interactive whiteboardT11 presentation/projectorT12 PCT13 internetT14 Other tech:...........................................................T15 Group work: pairs/small groupsT16 peer teachingT17 Other ............................................................. X

XX

XX

N/A MIN LOW AVG HIGH MAX

X

XX

XX

X

X

XX

XX

STUDENTS' ACHIEVEMENTS1 Actively participate in L2 (at any level)S2 Display accuracy in language skillsS3 Acquire confidence through practiceS4 Speak to whole groupS5 Speak 1:1 with other students(s)S6 Display good knowledge & understanding S7 Achieve expected outcomes XS8 Other ........................................................... X

XX

XX

X

N/A MIN HIGH MAXX

LOW AVG

Date: 12-14 /03/10 Teacher: SOLEDAD GRANDEClass: 4º 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

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.

LITERACY

JOURNALIST LANGUAGE

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

CLASSROOM PLANNIG

1. WAYS TO USE THE NEWSPAPER IN HIGH SCHOOL

2. ORAL SUMMARIZING

3. WRITTING AN ARTICLE

GOALS : WAYS TO USE NEWSPAPERS IN HIGH SCHOOL

1- Locating Specific Information 2- Who, What, When, Where, Why ... 3- Content Discrimination 4- Sequencing, Story structure 5- Fact and Opinion 6- Evaluating

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

TEACHING TECHNIQUES N/A MIN LOW AVG HIGH MAX

T1 Traditional teacher exposition X

T2 Brainstorming X

T3 Informally checking KU X

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 whiteboard X

T11 presentation/projector X

T12 PC X

T13 internet X

T14

Other tech:...........................................................

T15 Group work: pairs/small groups X

T16 peer teaching X

T17 Other .............................................................

STUDENTS' ACHIEVEMENT N/A MIN LOW AVGHIGH

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 ...........................................................

Date: 9-11/3/2010 Teacher: LUIS MIGUEL PERDIGÓN 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

SUBJET:

ECONOMY

•The unemployment rate

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

• ……………………………………………………………………………………………………………………………………………………………………………………………..

• ……………………………………………………………………………………………………………………………………………………………………………………………………………….

Could you please write the names of the countries?

Could you please write the countries?

Belgium Bulgaria The CzechRepublic

Denmark Germany

Estonia Ireland Greece Spain France

Italy Cyprus Latvia Lithuania Luxemboug

Hungary Malta The Netherlands

Austria Poland

Portugal Romania Slovenia Slovakia Finland

Sweden The UnitedKingdom

•http://ec.europa.eu/eurostat

Country name

Unemployment rate January 2009

Unemployment rateJanuary 2010

MaleRateJanuary 2010

Female rateJanuary2010

Youth rate (under 25)January 2010

With the recomended web fill the following colums:

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:

22.979 million

Netherlands (4,2%) and Austria ( 5,3%)

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%)

• 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?

• PC• PROJECTOR• INTERNET• INTERACTIVE WHITEBOARD

TEACHER: Lucía LópezTIME: 2 CLASSESNUMBER OF PUPILS: 7 pupilsACTIVE PARTICIPATION: 3 pupilsSPEAKING TO THE WHOLE GROUP: in the conclusions time.SPEAK 1:1 WITH OTHER STUDENT: during the group work

PERSONAL QUESTIONAIRE FOR PUPILS



T2 Brainstorming X




T6







T12 PC X

T13 internet X

T14

Other tech:...........................................................


T16 peer teaching X

T17 Other ............................................................. X

STUDENTS' ACHIEVEMENT N/A MIN LOW AVG HIGH MAX






S6

Display good knowledge & understanding X


S8

Other ...........................................................

Students have participated actively in the activities.

Date: 2-4/3/10 Teacher/s: LUCIA LÓPEZClass: 2nd Bachillerato Age: 17

Comments:. Students have participated actively in the activities.

Observer: Luis Miguel Santos

NATURAL SCIENCE

The environment and its present-day problems

Brief teacher's introduction Vocabulary round-up Students roleplay a discussion Record of a video-clip



T2 Brainstorming X




T6







T12 PC X

T13 internet X

T14

Other tech:........................................................... X


T16 peer teaching X

T17 Other .............................................................

STUDENTS' ACHIEVEMENT N/A MIN LOW AVG HIGH MAX






S6

Display good knowledge & understanding X


S8

Other ...........................................................

Date: 12,16,18/3/2010 Teacher: ROSA Mª COUGILClass: 4º ESO Age: 15-16 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

The fact of using English language into The fact of using English language into other subjects at school has been a other subjects at school has been a very positive experience not only for very positive experience not only for

students but also for teachers.students but also for teachers.

MAIN CONCLUSION:

IES “Fuentesaúco”

Cordinator: Mª Victoria Rivas

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

Documents

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