Bloc de l'Aula d'Anglès de l'Escola del Parc, El Prat de Llobregat | Pàgina 2 THE RESPIRATORY SYSTEM 3r The respiratory system is a group of organs that work together to help us breathe. + We breathe in air through our nose and mouth. + The air goes down into our lungs. + Oxygen is passed to the circulatory system, where it moves around the body. + We breathe in oxygen and breathe out carbon dioxide. THE CIRCULATORY SYSTEM 3r The circulatory system moves blood through the heart and around the body in the arteries and veins. How our eyes and ears work Our brain is the control centre of our body. How do we see things? 1. 2. 3. 4. How do we hear things? 1. 2. 3. 4. Our ears are the organs of hearing. Our ears have three parts: the outer ear, the middle ear and the inner ear. Our ears are very delicate. The circulatory system consists of the heart, blood vessels and blood. Our eyes are the organs of sight. The pupils are black but the iris can be different colours. Our eyes are very delicate and protected by the eyebrows, eyelashes and eyelids.
Principios del AICLE / CLIL Algunos de los principios básicos de la práctica del AICLE / CLIL en el aula: La lengua se usa para aprender contenido del área pero también hay que aprender la lengua con objeto de comprender y comunicar. Es decir, el uso de la lengua es significativo porque no es el objetivo único del aprendizaje sino que hay un doble objetivo. Esto implica que el profesor CLIL necesita tener en cuenta tanto los objetivos de materia como la lengua que se precisa, es decir, no sólo el currículo de la materia sino también lo que Dalton-Puffer (1) denomina language curriculum. La materia que se estudia es la que determina el tipo de lenguaje que se necesita aprender. Por tanto, tanto el vocabulario específico como las estructuras o los tipos de discurso (describir, relatar, etc.), y, también en parte, las destrezas lingüísticas que se pueden practicar (oir, escuchar, hablar, escribir o interaccionar) vendrán determinados sobre todo por la materia que se esté enseñando (2).
CO-CLIL HANDBOOK Language in content instruction download pdf As its title indicates, it is a Handbook with a specific focus on Language in Content Instruction. It offers information, advice and encouragement on the everyday practicalities of a wide range of relevant matters such as the learning of vocabulary, the role of grammar, the teaching of listening, speaking, reading & writing, the development and the application of thinking skills and learning strategies, the opportunities offered through task-based instruction and the possibilities which arise in the area of assessment and evaluation. KEY COMPETENCES FOR LIFELONG LEARNING European Reference Framework download pdf Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. AM I READY TO BE A TEACHER TRAINER? Read on the web download pdf CLIL: A lesson framework download pdf See the video The you tube video is called “Why CLIL?”. European Framework for CLIL Teacher Education download pdf
Fun science experiments and project ideas for kids - educational, exciting and safe Article: Planning CLIL lessons By John Clegg To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching. John Clegg explores the strategies that can be applied. Teaching in L1 If you teach a subject in the first language (L1) of your learners – or in a language in which they are fluent – there are some things which you normally feel you can count on. a) Basic language ability Most teachers feel they can count on their learners being able to use the language of learning; in other words that they can talk without struggling with vocabulary and syntax; that they can listen with reasonable understanding to people talking at some length about a topic; and that can read and write at least at a minimally skilled level. If you teach your subject in a second language (L2), you know that you normally can’t count on these things. b) Academic language proficiency The truth is that schools don’t often teach these skills explicitly. Teaching in L2
Useful Links AA Foundation for Road Safety Research www.aatrust.com Arrive Alive www.arrivealive.info Association of Industrial Road Safety officers (AIRSO) www.airso.org.uk Bicycle Helmet Initiative Trust www.bhit.org Child Accident Prevention Trust (CAPT) www.capt.org.uk Child Car Seats www.childcarseats.org.uk dbda www.dbda.co.uk Department of the Environment in Northern Ireland (DOE) www.doeni.gov.uk/roadsafety Department for Transport (DfT) www.dft.gov.uk Institute of Road Safety Officers (IRSO) www.irso.org.uk Living Streets www.livingstreets.org.uk National Children's Bureau www.ncb.org.uk Nationwide Education www.nationwideeducation.co.uk The Neighbourhood Road Safety Initiative (NRSI) www.nrsi.org.uk Parliamentary Advisory Council for Transport Safety (PACTS) www.pacts.org.uk RAC Foundation www.racfoundation.org RoadSafe (Prince Michael International Road Safety Awards) www.roadsafetyawards.com Road Safety Council of Wales (RoSCoW) www.roscow.org.uk Road Safety GB www.roadsafetygb.org.uk
GOING BILINGUAL. ESSENTIAL SECONDARY CLIL IPL2-- Kidspace Kids -- Reference 84 resources Cancellations.Com Wondering if you get to stay home from school tomorrow for a snow day? Subject: LD Online: Learning Disabilities Information and Resources This searchable site offers information about learning disabilities and A.D.D. Reference Resources for Teachers & Parents; Special Education Resources on the Internet "Special Education Resources on the Internet (SERI) is a collection of Internet accessible information resources of interest to those involved in the fields related to Special Education. For Educators "For Educators is a clearinghouse of ideas, from educators to educators. Small Planet This Web site contains articles, strategies, lesson plans, links, and materials for teachers and students. Helping Children Succeed in School "Helping Children Succeed in School is a program written by University of Illinois Extension educators that gives successful strategies for parents and caregivers to help their children succeed in school." Free Worksheets News;
CLILingmesoftly | The practice and theory of CLIL Guide to the OER (Open Educational Resources) for CLIL in primary schools - Clil To use the hyperlinks of this report, you have to unzip the file using the “extract here” command: you have to mantein the same directory structure contained in the zipfile. The Guide to OERs for CLIL in Primary Schools – ZipFile 22 MB If you have not an unzip software installed in your computer, you can download the open source 7-zip software here. The Guide to OERs for CLIL in Primary Schools is a kit of contents resulted from the combined effort of four C4C partners to collect and census 90 Open Educational Resources (OERs) to teach English through CLIL in primary schools (ages 5 to 12 or grades 1 to 6) in a series of European countries, namely: Czech Republic, Italy, Germany, Poland, Portugal, Romania, and Spain. C4C partners surveyed CLIL OERs of good quality in the areas of Science, Mathematics and Geography in order to establish a sound baseline from which to develop the following products targeted at primary school teachers:
CLIL activities and materials | Lenguas extranjeras y algo más En esta entrada, me gustaría facilitar a los profesores CLIL enlaces útiles e interesantes sobre algunas de las materias. Ni son todos los que están, ni están todos los que son, pero es cierto que, al ser un tema relativamente nuevo, hay poca literatura sobre él, lo que hace que la elaboración de unidades resulte complicado. Lo que he realizado ha sido unas cuantas búsquedas, observado y analizado el material, y añadido aquello que he considerado que puede ser provechoso en el aula. La puesta en práctica y su posterior evaluación… te toca a tí ;). Espero que lo que describo a continuación te sea de utilidad. Ten en cuenta que algunas actividades para descargar son totalmente gratuitas, como las de Teaching English, mientras que otras, como algunas de One Stop English, requieren suscripción o son de pago. En primer lugar, podrás ver enlaces sobre metodología y cómo organizar la clase. Vamos allá. Esta Wiki llamada Coordinación Bilingüe es un verdadero tesoro. Material CLIL por áreas Arte
Towards Quality CLIL -Oliver Meyer´s article of Succesful Planning and Teaching Strategies | Merjanblog In his article of quality CLIL -planning, Oliver Meyer(2010,1) highlights the meaning of planning -not only from the content´s point of view, but from the holistic perspective of the planning process. According to Meyer as well as CLIL researchers around the world (Genesee 1994, Lyster 2010, Swain2002 etc.) there is still, after 50 years of CLIL and Immersion education existence, a lack of appropriate teaching materials and a comprehensive CLIL methodology. Oliver Meyer is working in the field of CLIL education and has created a practical planning tool with deep connections to CLIL theory that enables teachers to develop teaching and learning materials based on Coyles (1999, 2006) 4Cs principles. The 4Cs Framework (Coyle 1999), as Coyle defines in his article (1999) integrates content and cognition and communication and cultures. Meyer has created a CLIL -Pyramid which is based on the 4Cs-Framework. The second stage is called Choice of Media. Like this: Like Loading...
7+1 tips to make CLIL work with your class CLIL (Content and Language Integrated Learning) has been adopted by a growing number of schools and language schools for a number of reasons, including more opportunities for language practice, motivation for learners who are interested in subjects other than English and developing 21st century skills. Yet, many educators often feel that the syllabus and previously followed practices, hinder CLIL and their students are deprived of the opportunity to reap benefits from its implementation. Indeed, habits from the past may jeopardize the efforts of the leadership and the teaching staff to facilitate learning and raise the standards. The following tips may help towards creating an environment that will allow CLIL to be fruitful and boost language production and reception : 1. Balance testing with language production time Tests are tangible, measurable and go down well with parents who feel that their kids are closely monitored. 2. 3. Νο! 4. 5. 6. 7. +1 Be consistent and patient
E-CLIL Games Welcome to the UWS E-CLIL Games Engine. The UWS e-CLIL Games Engine has been developed to provide teachers of CLIL (Content and Language Integrated Learning) with an easy-to-use tool that will allow them to create simple educational games in one or more languages that their students can play online. Games created by teachers are freely available for other teachers to use and adapt to suit their own teaching purposes. Teachers can select the games that they want their students to play from the growing list of games that the platform will support. The UWS e-CLIL Games Engine has two main sites: For Students: The student site holds all the games that a teacher wants a student to use. Selecting from all the previously created, available games on the platform (teacher site) Creating new games for the student (by the teacher on the teacher site). For Teachers: