1st session CLIL4SUBJECTS

1. Practical Introduction toPractical Introduction to
CLILCLIL
Rebecca.j.place@gmail.comRebecca.j.place@gmail.com
Primary

2. Today’s Menu
Introductory Session
- Getting to know each other
- Ice-Breaking & Warm-up activities
Natural Science
Maths
Reflection and Homework!

3. Find someone who…
CLIL
CBI
CCQ
LOTS
HOTS
L2
L1
ICT
TTT
CALP
BICS
4Cs
KWL
KWHLAQ

4. Find someone who...
* Expectations
* Set-up
* Step-by-step instructions
* Elicit language needed for exercise
* Relevance? Use? Adaptability?

5. Spaced repetition

6. Spaced repetition
* BICS to CALP journey
* Pace and need
* Measure of progress
* Versatile

7. CLIL & Natural ScienceCLIL & Natural Science
rebecca.j.place@gmail.comrebecca.j.place@gmail.com
Primary

8. Warm-up Time
_ _ _ _ our hands
_ _ _ _ _ our arms
_ _ _ _ our knees
_ _ _ _ our feet
_ _ _ _ _ _ _ up tall

12. Why do smelly
socks remind me
of my brother?
How many
smells can I
smell?
Why do I
get
nosebleeds
?
What is
snot for?

13. bitter
sour
salty
sweet
Crisps
Biscuits
Pickled onions
Lemons
Can I ask you
some
questions,
please?
What do you
like to eat?
My favourite
food is….

15. Resources
Classroom
dynamics
Teacher role
Student role
CLIL
so far

16. CLIL & Natural ScienceCLIL & Natural Science
Rebecca.j.place@gmail.comRebecca.j.place@gmail.com
Secondary

17. The 4 Cs

18. Making texts accessibleMaking texts accessible

19. Boring but important

20. From Latin?

21. Like Spanish?Like Spanish?

22. I know this word from anotherI know this word from another
contextcontext

23. Look it upLook it up

24. Text made the student’s own!Text made the student’s own!

25. Making texts accessibleMaking texts accessible
* Step-by-step* Step-by-step
approachapproach
* Practical parsing* Practical parsing
* Personalising and* Personalising and
contextualisingcontextualising
* False friends? Messy?* False friends? Messy?
Anarchy?Anarchy?
The pringle squiggled
down the road.
It koshed the scrob
because it dingled.

26. Cummin’s QuadrantCummin’s Quadrant

27. Context embedded &Context embedded &
CognitivelyCognitively
demandingdemanding
Your homework is to find
out about the differences
between left-brain and
right-brain functions. OK?
Any questions? Good. See
you on Monday.

28. The curse ofThe curse of
Wikipedia???Wikipedia???
Make the
text your
own
Look in the
Spanish version
to check
Identify the key
words –
Practise the Art
of paraphrasing

30. Pop psychologyPop psychology

31. Sex differences
In the 19th century, it was thought that each side
of the brain was associated with a specific
gender: the left corresponding with masculinity
and the right with femininity and each half could
function independently.
The right side of the brain, the inferior side, was
thought to be prominent in women, savages,
children, criminals, and the insane. A prime
example of this in literature is Robert Louis
Stevenson’s Strange Case of Dr. Jekyll and
Mr. Hyde.

32. Handedness
Handedness has been implicated in
determining which hemisphere is
naturally dominant.
Due to decussation the dominant
hemisphere is opposite to the main
hand/foot.
Left-handed and ambidextrous
individuals have been shown to have
more efficient hemispheric interactions.

33. Self-harm
Damage to the RHS has been shown to
drastically increase the likelihood of self-
inflicted harm and suicide as calculative
ideas such as the prospect of future are
lost.
RHS damage has also been shown to
drastically decrease social performance
and appropriateness as these behaviors
stem from inhibition of boisterous activities
which is no longer possible in these
patients.

34. CognitionCognition

35. Bloom’s TaxonomyBloom’s Taxonomy
LOTS
HOTS

36. SCAMPER
Combine
Adapt
Modify
Put to another use
Eliminate
Reverse
Substitute

37. SCAMPER
Substitute

38. SCAMPER
Combine

39. SCAMPER
Adapt

40. SCAMPER
Modify

41. SCAMPER
Put to another use

42. SCAMPER
Eliminate

43. SCAMPER
Reverse

44. The four Cs?The four Cs?
Curiosity
Cooperation
ConfidenceCreativity
Codes
Combinations
Competencies

45. Day 1 Round-UpDay 1 Round-Up
Primary