CLIL
<ul><li>' CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-...
<ul><li>To name the main parts of their body. </li></ul><ul><li>To describe the main features in their face. </li></ul><ul...
<ul><li>Understand and respect similarities and differences between boys and girls </li></ul><ul><li>To first-hand observe...
<ul><li>Many of the competences overlap and interlock: aspects essential to one domain will support competence in another....
<ul><li>Every day a different child is the leader of the class. Leading the daily routines comprises different Key Compete...
KEY COMPETENCES FOREIGN LANGUAGE MATHEMATICAL COMPETENCE SOCIAL AND CIVIC COMPETENCE SENSE OF INITIATIVE AND ENTREPRENEURS...
<ul><li>Every day children have their snack in class. At the end they need to  clean up their tables.  </li></ul><ul><li>K...
<ul><li>After having their snack children spend the rest of the session playing at the end everybody tidies up and puts ev...
<ul><li>The  story  gave the teacher the chance to talk about tall and short children in the class as well as to reflect o...
<ul><li>Guided drawing to become aware of  the main parts of our head. </li></ul><ul><li>Key Competence: </li></ul><ul><li...
<ul><li>Children took pictures of their peers- </li></ul><ul><li>Key Competence: </li></ul><ul><li>Digital Competence </li...
<ul><li>Children identified themselves and their peers in the  photos </li></ul><ul><li>Key Competences: </li></ul><ul><li...
<ul><li>Photos of every child were printed in colour and black&white.  </li></ul><ul><li>Children coloured the B&W photo u...
Portraits were displayed:  We learn to accept and respect differences and similarities. We learn to accept the way we are ...
<ul><li>Children made puppets: </li></ul><ul><li>By mixing primary colours we produced paint which matched the colour of o...
<ul><li>ASSESMENT AND SELF-ASSESSMENT: </li></ul><ul><li>Children assess their own work. </li></ul><ul><li>Peer assessment...
<ul><li>Linguistic competences  : Include knowlege of vocabulary and functional grammar. (In our case in both languages) <...
<ul><li>Cultural expression : Includes the ability to respect and appreciate the pieces of art done by others </li></ul><u...
 
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Mslf 97

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Mslf 97

  1. 1. CLIL
  2. 2. <ul><li>' CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language '. (Marsh, 1994) </li></ul>
  3. 3. <ul><li>To name the main parts of their body. </li></ul><ul><li>To describe the main features in their face. </li></ul><ul><li>To sing songs using them as models for pronunciation. </li></ul><ul><li>To enjoy listening to a story. </li></ul><ul><li>Recognise their own names and many of their classmates </li></ul><ul><li>Begin to write their names. </li></ul>
  4. 4. <ul><li>Understand and respect similarities and differences between boys and girls </li></ul><ul><li>To first-hand observe and investigate the colour of their skin using drawing, painting and ICT: photography </li></ul><ul><li>Evaluate and develop their work, commenting on what others do and suggesting ways of adapting and improving their own work. </li></ul>
  5. 5. <ul><li>Many of the competences overlap and interlock: aspects essential to one domain will support competence in another. Key Competences for Lifelong Learning. European Reference Framework ( http://europa.eu ) </li></ul>
  6. 6. <ul><li>Every day a different child is the leader of the class. Leading the daily routines comprises different Key Competences </li></ul>
  7. 7. KEY COMPETENCES FOREIGN LANGUAGE MATHEMATICAL COMPETENCE SOCIAL AND CIVIC COMPETENCE SENSE OF INITIATIVE AND ENTREPRENEURSHIP
  8. 8. <ul><li>Every day children have their snack in class. At the end they need to clean up their tables. </li></ul><ul><li>Key Competence: </li></ul><ul><li>Social and Civic Competence </li></ul>
  9. 9. <ul><li>After having their snack children spend the rest of the session playing at the end everybody tidies up and puts everything in the right place. </li></ul><ul><li>During the time that children play they learn to negotiate, give in and learn to become part of the society. </li></ul><ul><li>At the end everybody is responsible for taking care of the class equipment and toys. </li></ul><ul><li>Key Competence: </li></ul><ul><li>Social and Civic Competence </li></ul>
  10. 10. <ul><li>The story gave the teacher the chance to talk about tall and short children in the class as well as to reflect on the colour and length of our hair, the colour of our eyes. </li></ul><ul><li>Final aim: to realise that we are different and to learn to show respect to all kinds of people. </li></ul><ul><li>Key Competence: </li></ul><ul><li>Social Competence </li></ul><ul><li>English nursary rhymes give students the opportunity to model phonological sounds of the foreing language and to become familiar with cultural aspects. </li></ul><ul><li>Key Competences: </li></ul><ul><li>Cultural Expression and Foreign Language </li></ul><ul><li>Book: All Kinds of People </li></ul><ul><li>Songs: Two Little Eyes </li></ul><ul><li>Head, shoulders, knees and Toes </li></ul>
  11. 11. <ul><li>Guided drawing to become aware of the main parts of our head. </li></ul><ul><li>Key Competence: </li></ul><ul><li>Communication in foreign languages </li></ul><ul><li>We look at ourselves in a mirror, to observe the colour of our eyes, the length and colour of our hair and the tone of our skin. </li></ul><ul><li>Key Competence: Social Competence </li></ul>
  12. 12. <ul><li>Children took pictures of their peers- </li></ul><ul><li>Key Competence: </li></ul><ul><li>Digital Competence </li></ul><ul><li>Pictures were downloaded and printed in colour and black and white. </li></ul><ul><li>Key Competence: </li></ul><ul><li>Digital Competence </li></ul>
  13. 13. <ul><li>Children identified themselves and their peers in the photos </li></ul><ul><li>Key Competences: </li></ul><ul><li>Cultural and Social Competences </li></ul><ul><li>Children associated every picture with the written name of the child </li></ul><ul><li>Key Competence: </li></ul><ul><li>Communication in the mother tongue </li></ul>
  14. 14. <ul><li>Photos of every child were printed in colour and black&white. </li></ul><ul><li>Children coloured the B&W photo using the colour one as a mirror becoming then, aware of the colour of their eyes and hair, the tone of their skin. </li></ul><ul><li>Children knew the portraits would be displayed in the school </li></ul><ul><li>Key Competence: </li></ul><ul><li>Digital Competence </li></ul><ul><li>Learn to learn </li></ul><ul><li>Cultural expression </li></ul>
  15. 15. Portraits were displayed: We learn to accept and respect differences and similarities. We learn to accept the way we are Key Competence: Cultural expression
  16. 16. <ul><li>Children made puppets: </li></ul><ul><li>By mixing primary colours we produced paint which matched the colour of our skin. </li></ul><ul><li>Children chose the hair and the eyes they liked. </li></ul><ul><li>Children drew the mouth. </li></ul><ul><li>Children stapled the paper to make it into a puppet. </li></ul><ul><li>Key Competence : </li></ul><ul><li>Cultural Expression </li></ul>
  17. 17. <ul><li>ASSESMENT AND SELF-ASSESSMENT: </li></ul><ul><li>Children assess their own work. </li></ul><ul><li>Peer assessment is also done with </li></ul><ul><li>respect and critical thinking. </li></ul><ul><li>Key Competence: </li></ul><ul><li>Learning to Learn </li></ul><ul><li>Teachers assess every child by: </li></ul><ul><li>Daily observation. This information is collated in a questionnaire designed by the teachers. </li></ul><ul><li>Notes taken which evidence the child´s progress. </li></ul><ul><li>The result of the tasks and activities proposed . The best ones kept in their portfolios as well as the dvd´s of their oral presentations done in the class. </li></ul>
  18. 18. <ul><li>Linguistic competences : Include knowlege of vocabulary and functional grammar. (In our case in both languages) </li></ul><ul><li>Digital competence : Includes the use of different ICT instruments integrated as the everyday tools (digital cameras, computers, printers, etc) </li></ul><ul><li>Mathematical & Science Competences : Include the use of numbers in their every day life. (counting the children) </li></ul><ul><li>Learning to Learn : Includes the ability to actively participate in all the different activities </li></ul>
  19. 19. <ul><li>Cultural expression : Includes the ability to respect and appreciate the pieces of art done by others </li></ul><ul><li>Social Competence : ability to be aware of the existence of boys and girls learning to show respect for both understanding that there are similarities and differences, but that we all have the same rights and obligations (when tidying up and cleaning tables) </li></ul><ul><li>Sense of initiative and entrepreneurship : An entrepreneruiral attitude is characterised by initiative and independence in personal and social life. This is the reason why everyday a different child is the leader of the class and has the role of leading the daily routines. </li></ul>

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