This CLIL lesson plan aims to teach primary school students about food and health. The lesson focuses on vocabulary related to food groups, healthy and unhealthy foods, and illnesses related to diet. Students will complete charts about the food pyramid and daily sugar intake. They will read about the importance of different food groups and match foods to their nutrients. Students will analyze sample daily diets to calculate sugar intake and discuss obesity prevention. The lesson incorporates reading, writing, listening and speaking skills through various class activities. The goal is for students to learn about making good food choices and the risks of an unhealthy diet.
Code switching and mixing in internet Chatting Hani Shakir
This case study examined the occurrences of
code switching and code mixing in a chatroom
based environment. In Fall 2004, the chat
room conversations of 12 non-native speakers
of English from Spanish and Indonesian backgrounds
were collected during a two month
period and analyzed to identify: 1) frequency
of code switching and code mixing for both
cultures; 2) topics that triggered code switching
and code mixing in each culture; and 3)
topics common to both cultures and topics
less likely to occur within both cultures. The
findings suggest that technology-related terms,
along with introductory terms, triggered more
instances of code switching and code mixing
regardless of the linguistic background of the
participants. Conclusions and suggestions for
further research are provided.
This is a presentation I prepared for our class in the Teaching of Composition. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc. The presentation was given last April 21, 2010.
Code switching and mixing in internet Chatting Hani Shakir
This case study examined the occurrences of
code switching and code mixing in a chatroom
based environment. In Fall 2004, the chat
room conversations of 12 non-native speakers
of English from Spanish and Indonesian backgrounds
were collected during a two month
period and analyzed to identify: 1) frequency
of code switching and code mixing for both
cultures; 2) topics that triggered code switching
and code mixing in each culture; and 3)
topics common to both cultures and topics
less likely to occur within both cultures. The
findings suggest that technology-related terms,
along with introductory terms, triggered more
instances of code switching and code mixing
regardless of the linguistic background of the
participants. Conclusions and suggestions for
further research are provided.
This is a presentation I prepared for our class in the Teaching of Composition. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc. The presentation was given last April 21, 2010.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
This presentation was given on Methodology Day on 18 April 2014 by Tatiana Polovinkina.
"A Chinese proverb says, “When the winds of change blow, some people build walls and others build windmills”. Yes, there have been more updates to one of the most popular exams but there is no need to panic; in fact, there are all the reasons to be enthusiastic and embrace this change. In our session we will
* analyse the update to Cambridge English: First and First for Schools for 2015 providing a brief rationale for the revision
* outline the new structure of the exam, focusing on the papers that have undergone the biggest change
* highlight continuity and teaching implications.
We will also discuss whether/how we may need to adjust our teaching to meet the new exam specifications and ensure our students’ success in the exam."
This lesson plan was prepared for teaching prepositions through a short story for children called : Where's Rex?- The puppets representation serves to entertain our students while they also learn
Intercultural workshop lesson plan - touristic places in la pampaAmorella Fantino
We taught this lesson plan in Caleufu with the presence of a foreign girl called Ailie. She showed touristic places of Edinburgh and my partner and I prepared different texts about Touristic places in La Pampa (our province)
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Practice II Practice Paper N° 14 Student:AmorellaFantino
THEORY
I) After Reading www.clilcompendium.com, Chapter 5 “Opening windows for personal
achievement” by David Marsh et al and Chapter 4 on CLIL from “Towards a Didactics of
ELT at Primary School level”. Answer the following questions:
1) Which are the five dimensions of CLIL? Do they act in isolation?
David Marsh mentioned five fundamental dimensions that characterize CLIL as an
instructional approach: culture, environment, language, content and learning. He pointed
out that the dimensions should not be viewed as standing alone, because they are usually
heavily interrelated in CLIL practice. It is useful to distinguish the dimensions because it
allows to identify the separate, yet inter-locking reasons why CLIL is implemented in
different contexts.
2) Explain each of them in detail.
1. Culture dimension: contributes to the growth of intercultural knowledge resulting in
most of the cases in cultural understanding. Similarly, culture dimension helps to
introduce wider cultural context, learning at the same time about specific neighboring
countries, regions and minority groups. It emerges as a means to handle issues relating
to regional-political conditions where even if cross-border contact has been minimal
in the past, the future invites much greater contact. CLIL is used to promote both
understanding and awareness through language-enhanced methodologies.
2. Environment dimension: CLIL prepares for internationalization. The programme
curriculum may be influenced by specific environmental needs or opportunities
identified in the institution. In the same way, thanks to this internationalization, there
is an international certification access. Students have preparation for future studies or
work that involves different languages, so they are ready to face any culture with all
the necessary skills to take an exam in which their proficiency is valued. When
integrating content and language, students have the opportunity to acquire both Basic
Interpersonal Communications Skills (BICS) and Cognitive Academic Language
Proficiency (CALPS) with the former being all the social language skills and the latter
the language skills to cope with academic requirements (Cummins, 2000). Being able
to communicate academically and socially opens new borders and encourages students
to explore and travel around the world.
3. Language dimension: CLIL is a significant approach to improve overall target
language competence. This focus stresses language competence in general and
therefore includes reading, writing, speaking and listening skills. In the same way, this
dimension provides opportunities to use the language as a tool to communicate. This
2. Practice II Practice Paper N° 14 Student:AmorellaFantino
means that methods to be used are the ones that lead to a high degree of interaction
within the class. In such cases, it is not necessary for a teacher to have native-like
competence in the target language; what matters is the ability to interact and transmit
knowledge by means of the target language.
4. Content dimension: CLIL is seen as helping to provide opportunities to study content
through different perspectives. Marsh et al (2001) claimed that “Languages, and the
cultures associated with them, sometimes reveal differing world-views that can be
seen in the ways in which some content is taught.” One obvious example lies in how
educational curricula in different countries may describe shared historical events.
However, traditions in the different disciplines can lead to significantly diverse ways
of approaching and understanding similar phenomena. CLIL enables learners to study
through these different perspectives that can lead to achieving a deeper understanding
of the subject matter. Tackling a topic from different perspectives fosters critical
thinking and broadens students’ perspectives on different issues. The Moreover, the
content dimension enables students to acquire specific target language terminology.
Students learn new lexicon in order to understand concepts or express academic
language accurately. CLIL is suitable for all levels of education, from elementary to
graduate or vocational to professional education.
5. Learning dimension: CLIL complements individual learning strategies. CLIL is
specifically geared to learner-centered methodologies that attempt to improve learning
by giving attention to individuals’ needs in terms of social and thinking skills.
Likewise, this Learning Dimension suggests that CLIL helps to increase learner
motivation which is at the heart of all education.
3) What are the advantages for acquisition/learning in young children?
CLIL follows basic insights into foreign language acquisition by young children, for
example that children can develop the use of two languages simultaneously until the age
when lateralization occurs. Thus, they have an enormous potential for cognitive and social
development.
Other positive aspects as regards CLIL approach which will make learning easier are
the concepts of comprehensible input and authenticity. Krashen and Biber referred to
comprehensible input to the fact that students have the necessary background knowledge
needed thanks to their L1 which turns beneficial when working with the same content in
English. Authenticity refers to learning a foreign language that builds on content related to
the rest of the school curriculum. In this way it is authentic as opposed to artificial
situations.
3. Practice II Practice Paper N° 14 Student:AmorellaFantino
4) How do you think the following CLIL key terms interact in a CLIL lesson? Target
language, exposure, ICT, Intercultural knowledge and understanding, language
awareness, learning styles and learning strategies.
The teaching school subject content that uses the target foreign language increases the
amount of exposure the learner gets in the foreign language and provides him with richer
L2 input.
In classrooms, the most common scenario is to find various learning style
preferences which need to be taken into account as they can act as bridges that enhance
communication and learning.
5) How do visual organizers help to scaffold students’ learning? Provide graphic
examples.
The use of visual organizers such as webs, diamond frameworks or fishbone graphic
organizers will allow the students to classify, categorize or summarize the information
provided. By dividing long texts into chunks of meaningful information we favor the
understanding of our students.
6) Explain the impact of Bloom’s taxonomy to help students reach higher order
thinking. How can we achieve this at Primary School level?
In education circles, perhaps one of the most widely known models of critical thinking
is Bloom’s taxonomy. He states that all learners need to develop both lower and higher
thinking skills. The six levels of difficulty start with practical lower order thinking (e.g,
labelling a diagram) and move upwards to more abstract and complex higher order skills (
(e.g, critical evaluation). However, not all teachers have found all levels of Bloom’s model
easy to use.
Creativity employs cognitive as well affective skills explained as fluency (ability to
generate ideas), flexibility (ability to change categories), originality (being able to come up
with a unique idea), and elaboration (expanding on one’s idea). Basically, teacher’s
intervention is needed to help students achieve these intellectual processes of observing,
interpreting, comparing, classifying, generalizing, inferring, analyzing, synthesizing,
making predictions and evaluating outcomes. In this way the teacher will be a guide who
will support learner’s critical thinking and who will help them develop their creativity.
II) Design a CLIL lesson plan for Primary School level. Follow this format to design the
class: Aims, content, language (lexis, grammar, functions, macroskills); preparation,
procedure, students’ production, extension.
5. Practice II Practice Paper N° 14 Student:AmorellaFantino
CLIL Project: Food and health
Aims - To review vocabulary related to food and drink.
- To encourage them to make healthy food choices.
- To identify the risks of a poor diet for our health.
Language
-Reading
-Writing
-Listening
-Speaking
-Food groups (cereals-fruits-vegetables
-dairy products- fats-meat).
-Healthy and unhealthy food.
-The four meals of the day (breakfast-lunch-tea-dinner)
-Illnesses: heart attack- diabetes
-Use of the verb to be.
- Use the structures: What do you like for….?
I like / don’t like…
Do you like…?
Yes, I do / No I don’t
6. Practice II Practice Paper N° 14 Student:AmorellaFantino
*Warm up:
- The teacher will show students the Food Pyramid making emphasis on how important is
to eat the right amount of each type of food to be strong and fit. Moreover, she will
explain them the significance of eating natural food. She will ask the students different
questions: What is this? Which food group is this one?
*Activities:
Activity 1: The teacher will give students a copy with the food pyramid chart that does not
have the names in the category written on it. They will have to complete the chart and list
five healthy food items and five unhealthy ones.
Activity 2: -The teacher will show students this Power Point presentation about “The eat
wellplate”: http://www.foodafactoflife.org.uk/sheet.aspx?siteId=15§ionId=64&contentId=50
The teacher will give students a copy of the “The eat well plate” and the students will have
to complete with the information provided about the portions of each food group that
they have to consume daily or weekly. Moreover, they will have to write the name of
three food items per section.
Activity 3: The teacher will give students a short text describing the importance of each
food group in our diet. The students will have to match the name of the food group with
the nutrients that they contain.
Activity 4: The teacher will present the topic “Sugar in food and drink” by showing the
students different food and how much sugar they contain by measuring it in teaspoons.
The teacher will give the students a copy with all the food that children eat for breakfast,
lunch, tea and dinner. Moreover, they will receive another copy with a chart containing
the recommended maximum intake of added sugar suggested by the World Health
Organization. They will have to work in pairs and calculate the total amount of teaspoons
of sugar that the boy or girl eats and how many teaspoons of sugar other than
recommended for his/her age has consumed. Half of the class will receive a copy of a High
Sugar day for Susan, and the other half a copy of a High sugar day for Tom.
Activity 5: The teacher will present a poster with the risks of too much sugar intake. (It
would be a great idea to invite a nutritionist to explain children all the illnesses that they
can suffer from if they do not care about their own diet).
7. Practice II Practice Paper N° 14 Student:AmorellaFantino
She will distribute a copy containing different pair of pictures containing different realities
connected with obesity. They will have to circle the most suitable and write what children
are doing in that picture.
Activity 6: The teacher will give students a copy with different food items and the
students will have to write four sentences following the structure provided (I like/ don’t
like chocolate and it is good / bad for teeth).
Activity 7: The teacher will give students a copy with different situations and the students
will have to tick the ones that are good for their teeth.
*Homework
The students must write down what they eat for breakfast, lunch, snacks and dinner for
two days.
- Suggested activities: at school, they will have to look at their dairy and write five
sentences about their diet following this structure: (I have ….. for breakfast/ lunch/ tea/
dinner). What is more, they will have to choose one of their meals and calculate the total
amount of calories following the “The food intake chart” and produce a poster.
8. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 1: Complete the chart. List five HEALTHY food items and five UNHEALTHY ones.
HEALTHY UNHEALTHY
9. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 2: Complete with this information:
Eat 5 portions everyday- Eat lots (all meals) - Eat some everyday- Eat two
portions per week- Limit the number- Eat small amounts
*Name three food items per food group.
Activity 3: Read. Match.
10. Practice II Practice Paper N° 14 Student:AmorellaFantino
*calcium Fruitand vegetables
*Minerals Bread and cereals
*Vitamins Meat, fish and eggs
*Proteins Milk and dairy products
11. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 4: Look at the chart andcomplete.
* Total Numberof sugar teaspoonsthatSusaneats:
*Estimatedsugarintake fora childof herage:
*Numberof extrasugar spoons:
Susan is 9 years old and in grade 4.
Age Daily amount in teaspoons
4-8 8
9-13 10.5
14-18 13
12. Practice II Practice Paper N° 14 Student:AmorellaFantino
Tom is 14 years old and in 8 grade.
* Total Numberof sugar teaspoonsthatSusaneats:
*Estimatedsugarintake fora childof herage:
*Numberof extrasugar spoons:
Age Daily amount in teaspoons
4-8 8
9-13 10.5
14-18 13
Activity 5: Circle the best option to AVOID obesity. NAME what you circle.
13. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 6: Write four sentences. (I like/ don’t like…. and it is good/bad for my teeth)
*I LIKE APPLE AND IT IS GOOD FOR MY TEETH
*I DON’T LIKE APPLE AND IT IS GOOD FOR MY
TEETH
14. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 7: Tick what is GOOD for your TEETH.
*Homework: Write down what you eat for breakfast/lunch/tea/dinner for two days.