Parte 3 CLIL4U MAIN COURSE A cura di Simona Corio e Patrizia Maida IC Monte Grappa – Bussero (Milano) - Italy

CLIL…ma da dove cominciare? Con un inizio graduale! E’ importante rendere gli alunni sempre più “self-confident” con la lingua inglese E … in che modo? A. Introducendo routine quotidiane, B. Strutturando l’ambiente di apprendimento C. Implementando il Classroom English

A. Routine quotidiane 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. WHAT’S THE WEATHER LIKE TODAY = TODAY IS SUNNY ! WHO IS ABSENT TODAY? ( name ) IS NOT HERE. ARE YOU READY TO START ? YES, TEACHER !

B. Strutturando l’ambiente di apprendimento

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 What’s the weather like today? - Today is … sunny, cloudy, rainy, foggy, snowy, … What time is it? It’s 9 o clock. It’s half past 7. …

CLASSROOM CORNERS e ALTRO… CARTELLI OGGETTI Chair, teacher’s 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 l’intonazione e sottolineare il ritmo proprio dell’inglese Utilizzare la gestualità 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

Frasi basilari 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 ME FIRST THEN YOU TURN TO PAGE … LET’S 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 COME IN!

Parte 4 CLIL4U MAIN COURSE A cura di Simona Corio e Patrizia Maida IC Monte Grappa – Bussero (Milano) - Italy

 scelta del contenuto disciplinare  analisi dei prerequisiti  fattibilità  scelta degli obiettivi e conseguentemente strutturazione delle attività  ricerca e selezione dei materiali  modalità di valutazione Progettazione di un modulo CLIL

1°fase Riflettere sul proprio curricolo e cercare gli argomenti interdisciplinari più adatti:  all’età degli alunni;  alle loro competenze linguistiche;  al periodo dell’anno.

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

Le attività che si propongono devono essere mirate al passaggio da abilità cognitive di ordine inferiore (LOTS) a quello di ordine superiore (HOTS) Attività e Abilità Cognitive

Ruolo fondamentale in tutte le fasi della lezione Clil: Prima – Durante - Dopo Il Linguaggio

Communication is in 3 planning stages: The 3 As Tool 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.

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 CITYSCAPE 9. READ THE INSTRUCTIONS CAREFULLY 10. HOW MANY TIMES DO YOU BREATH IN A MINUTE? LANGUAGE OFLANGUAGE FORLANGUAGE THROUGH Classify the words and sentences using the table River I agree with youThis happens because… What does ‘bone’ mean? BoneMount Everest is the highest in the World Shape: It has got… Cityscape Read the instructions carefully How many times do you breath in a minute?

Specific Language Functions for the CLIL Classroom Specific Language Functions for the CLIL Classroom The following specific functions are frequently used in the classroom: Defining Describing objects Describing objects Giving instructions / Sequencing Giving instructions / Sequencing Classifying Classifying Exemplifying Exemplifying Comparing and contrasting Comparing and contrasting Expressing degrees of certainty and doubt Expressing degrees of certainty and doubt Generalising Generalising Emphasising Emphasising Cause and effect Cause and effect Rhetorical questions Rhetorical questions Simplifying / Clarifying 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 … → 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 hurricane’s 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: → I’d 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 you’ve 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,… → On the other hand, … In contrast …, However,… → whereas, while, but, although, in spite of, despite,

3° fase Definire modalità 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

Prima della lezione: creare motivazione, parole chiave, creare aspettativa Durante la lezione: pensare a delle attività mirate che favoriscano la comprensione Dopo la lezione: attività di consolidamento e riutilizzo ATTIVITA’ CHE AIUTANO LA COMPRENSIONE

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 ACCOMPAGNARE LA LEZIONE

SIMPLIFYING /CLARIFYING Simplification techniques include paraphrasing or summarising the main points paraphrasing or summarising the main points using synonyms using synonyms writing the main ideas on the board writing the main ideas on the board using visual representation (drawings, photos, pictures, etc.) using visual representation (drawings, photos, pictures, etc.) using gestures: hand and body movements 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 Word groups Personal dictionaries / glossaries Personal dictionaries / glossaries “Fill the gap” exercises “Fill the gap” exercises Word families: prefixes and suffixes Word families: prefixes and suffixes Pictures with labels Pictures with labels Synonyms Synonyms Dictionary practice Dictionary practice

Word Groups Science: Inventions Computercommunications satellite microchip Microscopemicrowaverobot thermometer Science: People Inventorresearcherscientisttechnician Science: Machinery Applianceenginegadgetmachine Science: Adjectives battery-operatedhigh-tech Mobile remote-controlled Scientifictechnical

Cercare i materiali e adattarli

Word group: fruit Related words: cars and driving Presenting Vocabulary Visually

Specific vocabulary: musical notation

ng-esp-implementing-clil-and-call 4.html activities Resources:

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