Download CLIL, The classroom perspective

EN ESPAÑOL, ¿POR QUÉ NO?
Delivering the Curriculum through
Spanish
Liverpool, 30th November 2012
María Antonia Justo
Planning a CLIL lesson
* Objective of the lesson. The content objective
determines the language objective.
* Key vocabulary and sentence patterns.
* Resources that will make the tasks both
comprehensible and attractive.
* How will the class be organized during the lesson?
* Is this lesson developing thinking skills?
• How the teachers work together influences
both planning and implementation.
• Co-operation with the MFL teacher.
Delivering P.E through Spanish
Follow the P.E Curriculum.
Set the aim.
Plan the lesson according to:
warm up - main activity - cool down.
Place the children into different groups (according
to colours, animals ...) This allows you to organise
group activities very quickly.
Delivering P.E through Spanish
Clear vocabulary and simple instructions. Show how
to do it: teacher , teacher-child/ren, child/renchild/ren, the whole group.
Practise the same activity several times with slight
differences to reinforce listening comprehension.
Ask children to repeat the instructions.
Have fun!
CLIL : Maths
Follow the Numeracy Curriculum.
Set the aim.
Teaching procedures and strategies based on “learning by
doing”.
Manipulative activities, using a range of materials to reinforce
the same aim. Ludic approach.
Clear vocabulary and short instructions (using visual help:
pictures, mime... if it is necessary).
Co-operation with MFL teacher and/or the class teacher.
Let the children talk “Maths”
Delivering Maths through Spanish
Different approaches:
A.- Revising a content already developed by the
subject teacher.
B.- Choosing a mini maths project to work on.
C.- Introducing CLIL through a “cross-curricular topic”.
Delivering Maths through Spanish
A.- Revising a content already developed by
the subject teacher
2D shapes/3D shapes
• Manipulative materials.
• We can reinforce 2D and 3D vocabulary easily by asking
children questions like:
- What shape is your pencil case/ ball…?
- How many sides does the white board have?
- Which one is a sphere: this ball or this box?
Delivering Maths through Spanish
A.- Revising a content already developed
by the subject teacher
Handling data : Bar chart
Class survey: What´s your favourite subject?
Delivering Maths through Spanish
B.- Choosing a mini maths project to work on.
Shape and space: Finding shapes around us
Delivering Maths through Spanish
B.- Choosing a mini maths project to work on.
Solve problems involving money (euros)
carrying out appropriate calculations
Delivering Maths through Spanish
B.- Choosing a mini maths project to work on.
World time differences
Londres: 12:00
Atenas: 14:00 (+2h)
Madrid: 13:00 (+1h)
San Francisco: 4:00 (-8h)
Delivering Maths through Spanish
C.- Introducing Maths CLIL through a
cross-curricular topic.
Earth and Space: The planets
¿Cuál es el planeta más grande?
¿Cuál es el planeta más pequeño?
¿Qué planeta está más cerca del sol?
¿Qué planeta está más lejos del sol?
El segundo planeta es ……..
Mercurio
Venus
El tercer planeta es ……..
La Tierra
El primer planeta es……..
El cuarto planeta es ……..
Marte
El quinto planeta es .…..
Júpiter
El sexto planeta es……..
Saturno
El séptimo planeta es……..
Urano
El octavo planeta es……..
Neptuno
El noveno planeta es……..
Plutón?
Delivering Maths through Spanish
C.- Introducing Maths CLIL through a
cross-curricular topic.
Be Healthy
PAN
Ingredientes:
250g de harina
1 x 5ml cuchara de sal
7g de levadura
1 x 5ml cuchara de azúcar
150ml agua templada
Delivering Maths through Spanish
Cross-curricular activity:
Maths & Spanish & Drama
Title: “Probabilidad en español,
¿por qué no?”
Aim: Use the language associated with probability to
create a short performance in Spanish .
Cast:
St. Cuthbert´s: Inalegwu & Miriam
St. Sebastian´s: Toni & Kellam
mariajuspe@yahoo.es