V Trobada Aicle i semiimmersió a la UAB maig 2011. #aiclecat Presentació de l'experiència a l'escola Ruíz Amado de Castelló d'Empúries amb alumnat de 4rt i 5è. Docent: Rosamaria Felip Falcó

1. V Trobada sobre aicle i semiimersió a Catalunya
Clil undercover
Social studies through English
Rosamaria Felip Falcó May 2011

2. Clil as an umbrella term

3. Units around five themes:
1. Location and the interaction between places
2. Place : physical & human characteristics
3. Human-Environment interaction
4. Movement: interaction with other people, places
& things
5. Regions: their unifying characteristics and change
over time
From Guidelines for Geographic Education, Elementary & Secondary Schools.
By the NCGE/AAG

4. Image from http://www.geography.org.uk/resources/toptenideas/

5. “Geographers observe, measure and collect
data, make predictions, test hypotheses and
draw conclusions about the places, events and
phenomena which they see”
Extracted from the Irish curriculum

6. Our local area

7. Planning a unit
Investigation questions :
• Where are we? Where’s the school?
• Where do I live? Where do my classmates live?
• How do I get to school? How do my classmates
get to school?
• What are the school surroundings like?
• What do people do in our local area?
• How do people spend their free time?
• What changes are taking place in our local
area?

8. Where are we? Where’s the
school?
In the world In Europe

9. In the peninsula
In l’Alt Empordà
In Castelló d’Empúries

10. Map work with google maps

11. Our school in our local area

12. Map work with maps

14. Where do I live?
Where do my classmates live?

16. The school grounds on a plan

17. Planning routes

18. Plans

19. The compass rose

20. Exploring the local area: fieldwork

21. What are the school surroundings
like?
Recording information

22. Buying stamps and posting letters

23. Exploring the facilities in Castelló
Taking photos of the facilities and shops

25. Developing other skills

27. What do people do in our local
area?
Fieldwork again

28. Assessment
• Children should be able to:
• locate the school and the local area around it
in maps at different scales
• draw a plan of the local area out of an aerial
photograph
• Say their personal address and understand the
meaning of each one of its lines
• Represent in a simple graph the various types of
travel
• Draw a map showing their route to school

29. • Identify some features seen on their route to
school and use the correct vocabulary to
describe them
• Show understanding of the most common
traffic signs
• Identify the facilities in the local area.
• Use a range of resources to show their views on
the environment
• Recognise that different places in the area
support different kinds of work
• Identify some changes that are taking place or
that have taken place in their locality
• Realise that the process of change is continous

31. Planning a unit
• Investigation questions :
• Where are our goods made in?
• Where are most goods made in?
• How are goods transported?
• Procedures:
• Making predictions
• Collecting, recording, comparing data and
reporting findings
• Using ict tools such as wikis & blogs

32. Learning the continents

33. Where are goods made in?

35. Writing frames come from speaking

38. Let’s talk about our findings

39. Assessment reports
• Participates actively in class activities
• Uses English as the language of communication for all purposes in class.
• Can explain , both in oral and written form, a simple recipe (listing the
ingredients and explaining the cooking steps), and can locate the
recipe in the corresponding country and continent in a map.
• Can edit a wiki with text, photos and video to prepare a presentation
of the recipe.
• Can explain, both in oral and written form, where his/her goods are
made in and locate them in a map of the world. Can express how
many items out of the total are made in one continents or another, and
can illustrate the information in a bar graph.

40. Informes d’avaluació
• Ha participat activament en totes les activitats d'aula
• Utilitza l'anglès per a comunicar-se a classe
• Sap explicar , tant de forma oral com escrita, una recepta de
cuina de forma senzilla, detallant-ne els ingredients i els passos
a seguir i sap situar la recepta en el país i continent
corresponent.
• És capaç d'editar un wiki per fer-hi la presentació de la recepta
amb text, fotos i vídeo.
• Sap explicar, tant de forma oral com escrita, d'on provenen els
béns que posseeix i situar-los en el mapa i sap indicar quina
proporció prové de cada continent. Pot expressar aquesta
informació en un gràfic de barres.

41. V Trobada sobre aicle i semiimersió a Catalunya
Clil undercover
Social studies through English
Rosamaria Felip Falcó May 2011