Practical number 9 - Urbizu & Schneider
Exercise 1
1 & 2) The five dimensions of CLIL are
1. The Cultural dimension
• A. B...
Practical number 9 - Urbizu & Schneider
Exercise 3: CLIL class for Primary School level
Class: 4th grade
Students’ age: 9-...
Practical number 9 - Urbizu & Schneider
Activity 1: The teacher will give the children the following worksheet in which th...
Practical number 9 - Urbizu & Schneider
Activity 2: The students will receive a worksheet containing two columns: one with...
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Practical 9 urbizu & schneider

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Practical 9 urbizu & schneider

  1. 1. Practical number 9 - Urbizu & Schneider Exercise 1 1 & 2) The five dimensions of CLIL are 1. The Cultural dimension • A. Build intercultural knowledge & understanding • B. Develop intercultural communication skills • C. Learn about specific neighbouring countries/regions and/or minority groups • D. Introduce the wider cultural context 2. The Environment Dimension • A. Prepare for internationalisation, specifically EU integration • B. Access International Certification • C. Enhance school profile 3. The Language Dimension • A. Improve overall target language competence • B. Develop oral communication skills • C. Deepen awareness of both mother tongue and target language • D. Develop plurilingual interests and attitudes • E. Introduce a target language 4. The Content Dimension • A. Provide opportunities to study content through different perspectives • B. Access subject-specific target language terminology • C. Prepare for future studies and/or working life 5. The Learning Dimension • A. Complement individual learning strategies • B. Diversify methods & forms of classroom practice • C. Increase learner motivation The ideal situation would be to develop more than one of these dimensions interrelatedly and at the same time. For instance, the dimension number 3 and 4 are interrelated in the sense that language (in our case, English) becomes a medium to understand content of other disciplines. 3) The advantages of CLIL for acquisition in young children are: - the subject matter teaching in the L1 provides background knowledge that will mek English input more comprehensible -students can see the usefulness of English as it is not taught in isolation -English is viewed as authentic as it is learnt in real contexts -Students can learn English by focusing on a topic that interests them -Children learn by doing even if their level of linguistic competence is elementary 4) As a CLIL lesson consists of learning other subjects through an additional language, children will be exposed to the target language, in our case English, through texts related to the content taught in other subjects. ICTs can be used as a medium to introduce the content of these subjects. The use of another language to teach the same topics studied in the students own mother tongue will raise intercultural awareness and at the same time language awareness since students are able to re-structurate old information and the new one into one schema of knowledge. Also, as CLIL allows children to learn by experiencing and by doing, it can be considered a learning style. This is so due to the fact that students learn English by means of content of other subjects they have already studied.
  2. 2. Practical number 9 - Urbizu & Schneider Exercise 3: CLIL class for Primary School level Class: 4th grade Students’ age: 9-10 years old Number of students: 21 Class time: 40 minutes Topic: Animal classification (co-working with Natural Sciences) Aims: To teach vocabulary in English related to animal classification. To revise concepts already learned in their L1. To contrast English language to their L1. To teach children express their old ideas in Spanish in English. Teaching points: Lexis Functions Structure Vocabulary about animals and their calssification. Classifying and communicating. Nouns and adjectives. Warm up Game: Four posters corresponding to four classes of animals (mammals, fish, reptiles and birds) will be stuck on the board. The class will be divided into two groups. Each group will be given a set of 10 cards (the same set for both groups). The teacher will explain that she will say a type of animal and the students have to look for one animal that belongs to that class and then stick it to the corresponding poster. The first group to stuck the picture correctly will one point and so on. The group with more points wins.
  3. 3. Practical number 9 - Urbizu & Schneider Activity 1: The teacher will give the children the following worksheet in which they have to cut and paste the images in the right box. These will reinforce the knowledge revised in the previous exercise (warm up).
  4. 4. Practical number 9 - Urbizu & Schneider Activity 2: The students will receive a worksheet containing two columns: one with animal classes and the other with characteristics of animals. The teacher will explain to the students: they have to match with an arrow the characteristics from one column to the corresponding class on the other column. Animal Class  Fish  Reptiles  Mammals  Birds  Amphibians  Insects Characteristics  Hard skin, can live in the water and earth.  Live in the water and have scales.  Have feathers and can fly.  When they are little they live in the water, when they are adults they live in the earth.  They have teeth, hair and their mothers give them milk to help them grow.  They are little and can live almost everywhere (mountains, deserts, trees, sea). Activity 3: Students will be instructed to choose 2 animals from the previous exercise and write two sentences that include said animals and its characteristics. Evaluation: Due to the short time available (40 minutes) the teachers will be constantly going around the classroom, checking the students’ progress and correcting any mistake found. If the exercise is well done, the teacher will put a seal to the student’s work.

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