Parte 3 CLIL4U MAIN COURSE A cura di

Parte 3 CLIL4U MAIN COURSE A cura di

Parte 3 CLIL4U MAIN COURSE A cura di Simona Corio e Patrizia Maida IC Monte Grappa Bussero (Milano) - Italy CLILma da dove cominciare? Con un inizio graduale!

E importante rendere gli alunni sempre pi self-confident con la lingua inglese E in che modo? A. Introducendo routine quotidiane, B. Strutturando lambiente di apprendimento C. Implementando il Classroom English

A. Routine quotidiane https://vimeo.com/112638452 Morning Conversation COME IN !!!!! GOOD MORNING CHILDREN ! HELLO TEACHER ! HOW ARE YOU TODAY ? FINE THANK YOU, AND YOU ?

VERY WELL THANKS! WHAT DAY IS IT TODAY ? TODAY IS MONDAY SEPTEMBER, 15 TH. WHATS THE WEATHER LIKE TODAY = TODAY IS SUNNY ! WHO IS ABSENT TODAY? ( name ) IS NOT HERE. ARE YOU READY TO START ?

YES, TEACHER ! B. Strutturando lambiente di apprendimento https://vimeo.com/1135339 12 DATE

What day is it today? Today is Monday, November 14TH ( ricordare mesi e giorni in maiuscolo/ stagioni in minuscolo!) Aggiungere un

elenco Mesi e Giorni come promemoria WEATHER and TIME Whats the weather like today? - Today is sunny, cloudy, rainy, foggy,

snowy, What time is it? Its 9 o clock. Its half past 7. CLASSROOM CORNERS e ALTRO CARTELLI OGGETTI

Chair, teachers desk, window, door, floor, wall, map, cupboard, CARTELLI MATERIALE Books/Copybooks: Math, Italian, Science, Geometry, Religion, English, MENSA Today we eat + Nomi dei cibi SCATOLE dei nomi per le estrazioni per le estrazioni NAMES

delle cose perse LOST AND FOUND INCARICHI Children in charge: Collect, Give out, Fruit, Towel, Soap, Postman, ANGOLI DEDICATI AD UNA DISCIPLINA Science Corner, History Corner, SCIENCE CORNER

HISTORY CORNER LUNCH TIME!! CHILDREN IN CHARGE

C. Implementando il Classroom English Usare le everyday expressions durante le comunicazioni casuali in classe Marcare lintonazione e sottolineare il ritmo proprio dellinglese Utilizzare la gestualit es: pollice alzato dicendo Right!

Pronunciare chiaramente ed enfatizzare Usare le espressioni in contesti reali Usare sinonimi es. Take this handout = paper = copy=worksheet Usare esempi es. Low/High, Long/Short Usare simboli o fare associazioni OPEN/CLOSE YOUR

BOOK/COPYBOOK TAKE A RED/BLUE PEN /PENCIL WRITE THE TITLE DO EXERCISE ON PAGE ONE MORE TIME, PLEASE HAVE YOU FINISHED?

ANY QUESTIONS? CAN you CLEAN THE BLACKBOARD, please? PAY ATTENTION BE SILENT, PLEASE QUEUE UP PLEASE SIT DOWN /STAND UP RISE YOUR HAND REPEAT AFTER ME

Frasi basilari TURN TO PAGE LETS CHECK THE ANSWERS CLOSE/open THE DOOR/WINDOW, please SWITCH ON/OFF THE LIGHT

THROW IT IN THE BIN / WASTE PAPER BASKET, please TAKE A PEN AND WRITE THE TITLE ON THE TOP OF THE PAGE, please CLOSE YOUR EXERCISE BOOK AND PUT IT UNDER YOUR PENCIL-CASE DRAW A COLOUR LINE ALL

AROUND THE WORKSHEET, please CLEAN UP YOUR DESK, GO TO THE TOILET AND WASH YOUR HANDS Prime FRASI RICHIESTE AI BAMBINI CAN/MAY I GO TO THE

TOILET, please? CAN YOU HELP ME, please? I HAVE FINISHED MY WORK SEE YOU TOMORROW Parte 4

CLIL4U MAIN COURSE A cura di Simona Corio e Patrizia Maida IC Monte Grappa Bussero (Milano) - Italy Progettazione di un modulo CLIL scelta del contenuto disciplinare

analisi dei prerequisiti fattibilit scelta degli obiettivi e conseguentemente strutturazione delle attivit ricerca e selezione dei materiali modalit di valutazione 1fase

Riflettere sul proprio curricolo e cercare gli argomenti interdisciplinari pi adatti: allet degli alunni; alle loro competenze linguistiche; al periodo dellanno. 2 fase Individuare :

un contenuto significativo tempi obiettivi linguistici e disciplinari pre-requisiti disciplinari e linguistici strategie comunicative strategie per la motivazione sequenze di lavoro risorse e materiali

Attivit e Abilit Cognitive Le attivit che si propongono devono essere mirate al passaggio da abilit cognitive di ordine inferiore (LOTS) a quello di ordine superiore (HOTS) Il Linguaggio Ruolo fondamentale in tutte le

fasi della lezione Clil: Prima Durante - Dopo The 3 As Tool Communication is in 3 planning stages: 1. ANALYSE: The content, cognition, culture for language OF learning. 2. ADD: language FOR learning - all the language students will need to operate

in the CLIL classroom. Eg discussion skills, effective group work skills, research skills. 3. APPLY: language THROUGH learning new language which grows from the learning to the recycling of language. Classify the words and sentences using the table 1. RIVER

2. I AGREE WITH YOU 3. THIS HAPPENS BECAUSE THE WATER PARTICLES WERE MORE SEPARATED 4. WHAT DOES BONE MEAN? 5. BONE 6. MOUNT EVEREST IS THE HIGHEST IN THE WORLD 7. SHAPE: IT HAS GOT... 8. CITYSCAPE 9. READ THE INSTRUCTIONS CAREFULLY 10. HOW MANY TIMES DO YOU BREATH IN A MINUTE?

LANGUAGE OF LANGUAGE FOR I agree with you River Bone Shape: It has got

Cityscape What does bone mean? Read the instructions carefully LANGUAGE THROUGH This happens because

Mount Everest is the highest in the World How many times do you breath in a minute? Specific Language Functions for the CLIL Classroom

The following specific functions are frequently used in the classroom: Defining Describing objects Giving instructions / Sequencing Classifying

Exemplifying Comparing and contrasting Expressing degrees of certainty and doubt Generalising Emphasising Cause and effect Rhetorical questions

Simplifying / Clarifying DEFINING The language of defining often includes relative clauses / pronouns (which, that, who, etc.) plus the following forms: is ..., is called ..., is known as ..., is a type (kind) of ... , is defined as Examples:

The centre of the hurricane, which is relatively calm and rain-free, is called the hurricanes eye. A botanist is a person who studies plants. GIVING INSTRUCTIONS/SEQUENCING The language used for instructions includes imperatives (usually accompanied by please), and the following forms:

Id like you to ... I want you to ... Would you ... ? Can / Could you ... ? Examples: Now fill in the missing words on the pictures, please. Can you tell me when youve finished? COMPARING AND CONTRASTING

Language for comparing ... is greater than ...,..., is the same as..., is similar to ..., On the one hand, On the other hand The first object is , while (whereas) the second is However, Language for contrasting is unlike, is different from, contrasts with, On the other hand, In contrast , However, whereas, while, but, although, in spite of, despite,

3 fase Definire modalit di verifica e valutazione Obiettivi Contenuti e lingua Strumenti adeguati Come

Procedere: Attenzioni didattiche: enfatizzare sezioni importanti, riprendere i punti., ecc.) far lavorare gli studenti a coppie o gruppi interrompendo le sequenze frontali dopo ogni sezione di lavoro chiedere agli studenti di fare una sintesi (completare , disegnare un grafico,.ecc.)

intervenire sugli errori solo quando questi sono tali da impedire la comprensione ATTIVITA CHE AIUTANO LA COMPRENSIONE Prima della lezione: creare

motivazione, parole chiave, creare aspettativa Durante la lezione: pensare a delle attivit mirate che favoriscano la comprensione Dopo la lezione: attivit di consolidamento e riutilizzo ACCOMPAGNARE LA

LEZIONE Fare uso di immagini Mimare Usare espressivamente il tono di voce Evidenziare con sottolineature o altro i punti salienti del testo

Segnalare, mediante frecce, circoli, diagrammi, le relazioni tra parti del testo SIMPLIFYING /CLARIFYING Simplification techniques include paraphrasing or summarising the main points using synonyms writing the main ideas on the board

using visual representation (drawings, photos, pictures, etc.) using gestures: hand and body movements Examples: A desert is an arid zone, where vegetation is extremely poor and it grows in a scattered way, except in oases. There are only a few plants which have adapted to extreme drought conditions, like cactus, palm and esparto grass. (Geography

and History 1, Richmond Publishing) A desert is very dry and arid, with little vegetation. Only a few plants like cactus, palm and esparto grass can live in this dry area. Desert very dry, arid few plants, cactus, palm, esparto grass Vocabulary activities Word groups

Personal dictionaries / glossaries Fill the gap exercises Word families: prefixes and suffixes Pictures with labels Synonyms Dictionary practice Word Groups Science: Inventions

Computer communications satellite microchip Microscope microwave robot thermometer Science: People Inventor researcher scientist technician Science: Machinery Appliance engine gadget machine Science: Adjectives battery-operated high-tech Mobile remote-controlled Scientific technical

Cercare i materiali e adattarli Presenting Vocabulary Visually Word group: fruit Related words: cars and driving

Specific vocabulary: musical notation Resources: http://www.slideshare.net/KAT_ANDRI/ teaching-esp-implementing-clil-and-ca ll http://www.cbv.ns.ca/sstudies/links/lea rn/1414.html http://www.slideshare.net/mirun/clil-4activities

http://slideplayer.com/slide/6238317/ Siti Utili https://www.superteachertools.net/speedmatch/ speedmatchfromj.php?gamefile=1425675997# https://quizlet.com/latest http://www.upc.edu/slt/classtalk/ http://www.upc.edu/slt/classtalk/a.php? fer=guianova&tematica=3&idioma[]=1&idioma[]=7

http://www.teachers-pet.org/index.php http://hotpot.uvic.ca/index.php https://simple.wikipedia.org/wiki/Main_Pge http://www.teachingenglish.org.uk/teaching-teens/ resources/clil http://www.isabelperez.com/clil/clicl_m_6.htm http://www.uefap.com/speaking/group/ grouplan.htm#Advising

http://www.finchpark.com/courses/links/ classroom.htm http://srvcnpbs.xtec.cat/cirel/cirel/index.php? option=com_content&view=category&layout=blog&id =125&Itemid=212

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