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The project focuses on bilingual education and CLIL methodology. Implementing these
two ideas into the project and school every day work we are planning to help our teachers and
students improve their key competences, language skills and motivate them for further
development of international relations by means of EU projects like Erasmus+ and/or
eTwinning.
Knowing that the idea of CLIL is quite unknown to wider publicity our actions will also
aim at promoting this methodology among other educators, students and their parents in our
countries and beyond them.
Aims of the project
Multidisciplinary approach of our actions would focus on:
1. Bilingual education and CLIL in teaching
2. ICT
3. Strengthening cooperation between organisations acting for educational areas and the
exchange of good practices
Partners
Przedszkole Miejskie Nr 206 z Oddzialami Integracyjnymi w Lodzi, Poland– coordinator
Przedszkole Miejskie nr 152 w Łodzi, Poland
Szkola Podstawowa nr 41 w Lodzi
Rainbow English Łódź, Poland
PLATON M.E.P.E. Katerini, Greece
Koundoura Language Centre Katerini, Greece
Liceul Național de Informatică, Arad, Romania
Grădinița Program Prelungit ,,Perluțele mării” Constanța, Romania
Asociația de părinți ,,Perluțele magice” Constanța, Romania
DHMOTIKO SXOLEIO NEOI PORROI, Greece
Bahçeşehir Koleji Gaziantep Ortaokulu, Turkey
Samsun Buyuksehir Belediyesi, Turkey
Tekkekoy 19 Mayis Ortaokulu Samsun, Turkey
Asociația Creative Human Development Constanța, Romania
A FEW WORDS ABOUT THE PROJECT
IDENTIFICATION NUMBER: 2014-1-PL01-KA201-003382
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When Europe gets unifying and all political barriers disappear, successful and cheap
communication with the world becomes possible. Therefore we call each other, text messages,
surf the Internet. We go abroad to enjoy holidays, exchange ideas, do business, make friends,
earn money, study, get to know ourselves and one another. We discover alternative cultural
lifestyles and learn to appreciate the variety of thinking and behaviour patterns.
To communicate successfully with others we need to speak foreign languages. The
easier it is for us to make friends with people beyond our language cicle, the more effort we
make to become fluent and reliable flow of information.
Basically, to understand why EU wants to eliminate European syndrome of the Babel
Tower we have to become aware of the fact that English becomes lingua franca – according to
some research up to 2100 almost half of the world population will be able to communicate in
English. That is why European Council issued the document, declaring that each citizen of EU
should be able to speak English.
Taking into consideration that English has become a language of academic research
and science and at the same time the second obligatory subject in many schools, it seems more
that logical to connect these two achievements into one so that the student could benefit from
tchem at the same time. This is the core value of CLIL (Content and Language Integrated
Learning) where we replace traditional teaching of school subjects (let’s say chemistry) in
Polish and a few hours of English lessons per week with a brand new perspective and
methodology. We use „2 in 1” method teaching chemistry THROUGH English language. This
preposition is crucial here as it is more about teaching THROUGH a foreign language, or even
instead of teaching IN it. Our ambitious aim is to describe chemical changes and processes
with all correctness and satisfy needs of language learners at the same time. Cognitive and
academic skills needed to understand scientific experiments, synthesis and analysis of the
matter go hand in hand with basic but content communication skills1.
What CLIL can do for your classroom?
Some might say that it makes no sense to implement CLIL at early school levels.
Our professional experience as well as project works prove that the reality is totally different.
The age groups that had the least problems with adjusting to the new style of lessons and
communicate in English to describe the content were children from pre-school and early
primary classes. CLIL introduces a breath of fresh air into traditional teaching – it needs more
Energy, more visuals, ICT use, and is more student-oriented that they especially appreciate.
In many cases, CLIL can increase your students’ motivation to learn what you’re
teaching them. The fact that they have an influence on the lesson plan makes them progress
more quickly and solidly than they would with deliberately separated subjects taught in a
1 https://www.ore.edu.pl
CLIL and its benefits Julia Budzowska
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traditional way. There are very few instances in the real world in which black and white don’t
mix, so letting two subjects paint a broader picture of reality for students is a great advantage
of CLIL. The language in CLIL is a tool. You can make use of L1 for more complicated issues.
The content-specific subject is the primary objective and that your linguistic goals are
secondary – this provides consistency and sturdy scaffolding on which to build linguistic
progress.
Because CLIL is so strongly associated with both a content area and a foreign
language, it’s naturally connected with cultural and societal significance. In the world where
there is so much need for tolerance and acceptance of other cultures your students will develop
a stronger understanding of a foreign culture as a result of CLIL instruction and will be more
likely to “see the big picture” in terms of the relationship between language and society.
Even in CLIL lessons, it will become apparent that some skills and knowledge are
applicable to a wide range of subjects in a variety of languages. They will learn content and
complimentary language where the latter is simply what they need in everyday life. Students
will gain a healthy appreciation for these types of skills and may be more motivated to improve
them.
By challenging your students with CLIL, you’ll be able to help them build confidence
in their abilities. The idea of formative assessment, restraining from traditional, summative
grades helps them understand that learning is a source of fun and self-development. That not
everything at school must be graded. They will become self-motivated that brings back the joy
of learning. The best part of this is that their confidence won’t be inflated – the legitimate
cognitive and academic skills encouraged by CLIL are widely recognized and valued2.
CLIL’s advantages
Learners’ Advantages of adopting a CLIL approach include:
Increasing motivation as language is used to fulfill real purposes to learn the substantive
material.- It is not the same to learn a language with no real purpose in mind as that as to know
a second language, than to have the need to do it. This makes it more purposeful and therefore
more motivating for the learner.
Introducing learners to the wider cultural context.- Learning a subject such as History makes
the learner understand the L2 culture far too much.
Developing a positive ‘can do' attitude towards learning languages.- Learning not only
grammar, but personalizing the language through teaching something meaningful might lower
the affective filter.
Developing student multilingual interests and attitudes.- Knowing more about a language
increases sometimes the learners’ interests in different cultures such as the one they are learning
the language from. It also broadens their horizons.
Preparing students for further studies and work.- Knowing a language and subjects and
culture in L2 can increase the learners’ opportunities in life.
2 https://oupeltglobalblog.com
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Access subject specific target language terminology.- Which may be difficult otherwise to
acquire or even to be exposed to.
CLIL creates conditions for naturalistic language learning.- By having to communicate in
the target language, to fulfill some of the tasks or even to understand the subject is how this
kind of learning takes place.
CLIL provides a purpose for language use in the classroom.- Since learners need to
communicate among each other in order to help cooperative learning.
It has a positive effect on language learning by putting the emphasis on meaning rather than
on form.- By having non-disposable contents, it focuses on meaning, grammar is embedded.
Some of my students absolutely hate grammar learnt as it, so this will help them cope with
grammar in a more meaningful way and help them acquire it more than “studying” it.
It drastically increases the amount of exposure to the target language (Dalton-Puffer, 2007;
Dalton-Puffer & Smit, 2007).- By teaching a curricular subject which is already going to be
taught but in the target language, it might double or more the time of exposure to it.
It takes into account the learners’ interests, needs and cognitive levels.- As we have read,
the level of the learners is closely related not to their level of knowledge of L2 but to their
cognitive level, making it better suited for what they are supposed to know in their own
language according to their age.
Teachers’ advantages of adopting a CLIL approach may include:
The use of innovative methods, materials and e-learning - This is something also I will state
as a disadvantage but right now, I will consider it as an advantage.
Individual and institutional networking opportunities and professional mobility - Teachers
knowing something more than just a “language”, I mean, mastering a curricular subject are
more likely to get more opportunities and in this case the opportunities might happen abroad
because of the reasons just mentioned.
The development of good practices through cooperation with teachers in other departments,
schools and countries - Very similar to the last point where the networking takes place but in
this case within their community or even abroad3.
3 http://www.eumed.net/
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In Poland as in other countries we can find numerous examples of public institutions
realising bilingual teaching programmes but it is hard to measure their impact, describe their
features using the same scientific tools. Bilingual teaching (and CLIL introduction) can be
realised so differently – more or less intensively – from teachers and students’ perspectives.
CLIL methodology has so many faces that searching for its optimal version will never end.
One thing is sure - there is no CLIL without bilingual education4.
When talking strictly about CLIL in Polish educational system it is hard to describe it
precisely as there are no regulations concerning this methodology. Therefore we will look
closely at data presenting bilingual education statistics. Not all them though will reflect CLIL
implementation.
Bilingual teaching in Poland is regulated by a few documents. One of them is the Act
of 7th September 1991 about educational system (Dz.U. z 1991 r. nr 95, poz. 425, with further
changes), which establishes secondary schools with bilingual teaching (art. 2) and provides a
definition of a bilingual class5.
In 2006 within Eurydice project the first serious research titled Content and Language
Integrated Learning at School in Europe took place. It examined the use of CLIL in European
Union. The report about Poland can be found at www.eurydice.org.
In the description of the results we can find four models of Polish-English bilingual
education in secondary schools taking part in the research.
Model A – lessons mostly in English;
Model B – lessons partly in English, partly in Polish (mixing Polish and English, so called
code-switching);
Model C – lessons with limited use of English (mixing Polish and English, so called code-
switching);
Model D – lessons where English is used only on special occasions.
Implementations of each model results with different educational outcomes and
achievements of both the content understanding and language acquisition. Each of the models
requires other attitude towards English. Aims are different and each model may have more than
one, putting pressure on various areas while programme realisation. These aims and an added
value for language students. Below we present the ones that are seen as most significant:
1. Linguistic area
• Improving global competence of using English language;
4 https://www.ore.edu.pl 5 https://www.ore.edu.pl
CLIL & bilingual education in Poland Julia Budzowska
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• Developing presentation and oral communication skills in English;
• Increasing language awareness, both Polish and English.
2. Content area
• Learning the content from various perspectives;
• Access to specialistic content vocabulary in English;
• Preparation for future studies and/or professional work
3. Cultural area
• Building intercultural awareness and understanding;
• Developing intercultural skills of communication.
4. Social area
• Developing European and international orientation;
• Acquiring international certificates;
• Enhancing school profile (thus providing students with more sophisticated educational
environment).
5. Metacognitive area
• Differentiating forms and methods of school practice;
• Strengthening students’ motivation6.
To illustrate the present situation in Polish bilingual educational system we make use
of the Report prepared by Ministry of Education that divides the outcomes according to the
school level: primary, lower-secondary and upper-secondary ones.
Primary schools
Bilingual teaching at primary level is realised quite rarely that might be a consequence of the
lack of law system regulations. Precisely speaking, there are only 14 schools of that kind
placed:
3 in mazowieckie voivodeship,
2 in each: dolnośląskie, kujawsko-pomorskie and lubelskie voivodeships,
1 in each: małopolskie, opolskie, podkarpackie, pomorskie and wielkopolskie voivodeships.
Education of this kind is realised mainly in major cities such as: Warszawa, Poznań, Wrocław,
Gdańsk or Toruń. In 2013 in bilingual preschool and primary schools there were 1452 students
in total – 750 girls (51,7%) i 702 boys (48,3%). Unfortunately we do not have any data
6 Raport ewaluacyjny. Edukacja dwujęzyczna w Polsce (język angielski), CODN, British
Council Polska, Uniwersytet Jyväskylä, 2008
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illustrating what languages were taught and what percetage of students participated in the
lessons (we do not know how many bilingual classes existed in each school).
It is worth mentioning that 200 out of 1 452 students were preschoolers. These experiences at
such an early level of education may result – like in case of Canadian immersion teaching – in
popularising this type of teaching.
Junior-secondary schools
In Poland there are 180 junior-secondary schools with bilingual classes. In most cases they are
situated in bigger cities: e.g. in mazowieckie voivodeship 34 out of 45 bilingual schools
operate in Warsaw itself, in wielkopolskie voivodeship 8 out of 16 is in Poznań, in łódzkie
voivodeship – 12 out of 13 is in Łódź, and in zachodniopomorskie voivodeship all of the
schools are from Szczecin. A kind of exception are opolskie and kujawsko-pomorskie
voivodeships where bilingual schools are located in various cities and towns.
Percentage of students learning different European languages in bilingual classes:
English – 65,90%
French – 13,60%
German – 11,79%
Spanish– 7,28%
Italian – 0,96%
Other – 0,33%
Russian – 0,14%
Upper-secondary schools
As we may read in the Report at this level of education bilingual teaching decreases by half in
comparison with junior-secondary schools. There are only 94 such schools with about 348
bilingual classes with 9 403 students attending the lessons.
Percentage of students learning different European languages in bilingual classes:
English – 54,71%
Spanish – 16,07%
German – 13,90%
French – 13,59%
Italian – 1,22%
Russian – 0,51%
The most frequent subjects taught in or through a foreign language are (in order of
frequency): 1. Biology 2. Geography 3. Mathematics 4. Physics 5. Chemistry 6. History.
There are cases of bilingual lessons of Citizenship, Arts & Crafts, and ICT Traditional English
lessons are also included into curriculum together with all other content-subject lessons.
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Conclusions
The above analysis of bilingual education in Poland allows to conclude that there are
important differences between the numer of bilingual schools depending on the educational
level. We can observe 1 452 primary students involved in this kind of learning system, while
at the same time this numer increases up to 19 383 in lower-secondary institutions, to drop
again in case of upper-secondary schools reaching the numer of 9 403 students.
As we can understand the limited access to primary bilingual education because of the
lack of any law regulations, the situation in upper-secondary schools seems alarming. As we
may see the graduates of bilingual junior-secondary schools cannot continue their education at
the next level.
Finally, the dominance of English is highly visible. In lower-secondary schools it is
used in 496 (67,02%) classes with 12 773 (65,90%) students, while in upper-secondary schools
the number of English bilingual classes reaches over 190,44 (54,72%) with 5 144 (54,71%)
students that is over a half of all the people able to benefit from this kind of educational
approach7.
By the end of twentieth century English was already well on its way of becoming a
language widely used for communication between people who don't share the same first
language. David Crystal suggests that there are currently around 1.5 billion speakers of English
worldwide, of whom only around 300 million are native speakers. ”Moreover”, he writes, ”the
population growth in areas where English is a second language is about 2.5 times that in areas
where it is a first language”. The triumph of English over other foreign languages is due to
colonisation, economy (it is the language of international businesses), travel and information
exchange. It is now a worldwide phenomenon.
A great deal of academic discourse around the world takes place in English. It is
often a lingua franca of conferences and many publications use it as a default language. English
has become the language for research and study in many countries around the world. It is used
in primary, secondary and tertiary education. Children study this language in school starting
with the Preparatory grade. The topics taught are taken from the very close universe of the
child (such as Introducing oneself, My toys, My animals, My Family, My body, I can, Seasons,
My birthday). At this level English is taught to pupils by using the communicative approach,
emphasising classroom interaction, dialogue and negociating meaning, the way people do in
ordinary exchanges.
In Romania there are many private language centres where students learn English
from early ages. A growing trend has been for Content and Language Integrated Learning –
7 "Edukacja dwujęzyczna w polskiej szkole" Raport ewaluacyjny, Warszawa 2015)
An overview on CLIL methodology in the Romanian primary
educational system
Florina Cordoș
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CLIL – where pupils are taught a subject through the medium of English. The children learn
the language for maths at the same time they learn the maths talking about in English. Thus the
language and the subject is taught side-by-side. This method has attracted many parents who
want their children to have an early start in learning English. Thus many children become
proficient in English by the time they attend secondary school. This goes hand in hand with the
perception that English is an international language for career development. Each activity
focuses on particular subject matter like maths, science, geography, history, art, PE and shows
how that subject can be taught in detail. In universities students are asked to write essays, or to
write their scientific papers in English. Professors write their lectures and articles in English.
The contribution of the Internet as a major channel for information exchange saw an important
predominance of English. Travel and tourism is carried on in English. This is not always the
case, because many employees are multilingual, but many airline announcements are translated
into English, whatever the language of the country is.
As for the English teaching perspective one has to be aware of the rules and structures
that governate the language. The teacher must always have in mind and project the activities
according what s/he wants to teach (form and meaning), purpose, appropriacy and register. The
other things which are important when teaching English and not only the settings, the
participants, their gender, the channel by which we transfer information, the topic we teach and
the tone. Some other essential aspects are how the teacher manages to organize discourse, how
well s/he chooses the words and the appropriate grammatical forms to convey the correct
meaning.
The teacher must know what the students are and try to teach them the language
functionally, strategically as well as appropriately and accurately. Sometimes there interfere
certain gaps in teaching English as a second language, because not all have the same speed in
assimilating new vocabulary, not all learn a language in the same way. Some can manifest an
auditive intelligence while others a visual one or both or other types. Children understand
situations more quickly than they understand the language used and use language skills long
before they are aware of them.
CLIL lessons
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LANGUAGE USE
AND
LEARNING IN CLIL
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Introduction
Successful Content and Language Integrated Learning requires teachers to engage in
alternative ways of planning their teaching for effective learning. CLIL is not language
teaching enhanced by a wider range of content. Neither is it content teaching translated in a
different language (code) from the mother tongue. However, in adopting a CLIL approach,
there will be elements of both language and subject teaching and learning which are specific to
the CLIL classroom as well as emerging CLIL methodologies.
1. CLIL Models
CLIL is flexible and there are many different models depending on a range of
contextual factors. These differences are best seen on a continuum where the learning focus
and outcomes differ according to the model adopted. Some examples are as follows:
Subject topic/syllabus adapted for teaching in the target language to explore the subject from
a different perspective whilst improving foreign language skills ie teaching in the target
language to explore the subject from different perspectives whilst developing specific foreign
language skills. Example: Human Geography through the medium of French (study of
Senegal);
Cross curricular project which involves both language teachers and subject teachers
planning together. An example might be a study on different aspects of eco-citizenship or the
global village, fair trade or war & peace;
Language teachers developing a more content type approach to a theme. This might include
taking a typical topic such as house and home and carrying out a comparative study between
house and home in an African country and in an English-speaking western culture;
Where it is possible to re-conceptualise the curriculum in an integrated way, then CLIL
might consist of say the study of ‘water’ in a foreign language which is investigated from
different perspectives such as scientific, geographical, historical, current catastrophes, water
shortages, water for leisure, poetry, art, drama and music, linking wherever possible language
to space and place;
A global project such as those organised by Science Across the World, where identical topics
(eg global warming, renewable energy, what we eat, road safety) are studied by learners in
different countries and in different languages and then the results compared.
There is no single model for CLIL. Different models all share the common founding
principle that in some way the content and the language learning are integrated.
Planning and Monitoring CLIL. Presenting 3 Tools for Teachers
Ilektra Binta
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2.0 CLIL Topic Planning
What is meant by integrating language and content? Does it mean that there are parallel
teaching aims and that to satisfy both will involve some complex management between them
or even some good luck?
2.1 Teaching aims/objectives and learning outcomes
Whatever kind of model, it is fundamental to CLIL that the content of the topic, project,
theme, syllabus leads the way. This means that:
The content is the starting point of the planning process.
However in considering the content, it is useful to think of the project in two ways: the
teaching aims/objectives and the learning outcomes.
Teaching aims and objectives are what the teacher intends to do - the knowledge, skills and
understanding which are intended to be taught and developed.
The learning outcomes focus on what it is we want learners to be able to do and understand
at the end of the teaching unit.
An example:
The aim of this unit is to study specific aspects of water through the medium of English
The teaching objectives are: to understand the water cycle, to raise awareness of the effects of
climate and climate change on water supply, to explore ways of saving water
The learning outcomes
By the end of this unit learners will be able to:
give a small-group power point presentation explaining the water cycle;
discuss the concept of drought in a range of countries and create a policy for reducing its
effects;
design a water saving poster and questionnaire to work with data on how the class saves
water;
discuss and evaluate how to improve saving.
2.2 A CLIL topic or project planning framework: 4Cs curriculum
There are four guiding principles upon which a CLIL programme can be built.
Content- At the heart of the learning process lie successful content or thematic learning and the
acquisition of knowledge, skills and understanding. Content is the subject or the project theme.
Communication- Language is a conduit for communication and for learning. The formula
learning to use language and using language to learn is applicable here. Communication goes
beyond the grammar system. It involves learners in language using in a way which is different
from language learning lessons (of course CLIL does involve learners in learning language too
but in a different way).
Cognition -For CLIL to be effective, it must challenge learners to think and review and engage
in higher order thinking skills. CLIL is not about the transfer of knowledge from an expert to
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a novice. CLIL is about allowing individuals to construct their own understanding and be
challenged – whatever their age or ability. A useful taxonomy to use as a guide for thinking
skills is that of Bloom. He has created two categories of thinking skills: lower order and higher
order. Take Bloom’s taxonomy for a well-defined range of thinking skills. It serves as an
excellent checklist.
Culture -For our pluricultural and plurilingual world to be celebrated and its potential realised,
this demands tolerance and understanding. Studying through a foreign language is fundamental
to fostering international understanding. ‘Otherness’ is a vital concept and holds the key for
discovering self. Culture can have wide interpretation – eg through pluricultural citizenship.
However it is content which determines the learning route. If it were language,
imagine how limiting this would be eg where learners had not yet been introduced to the past
tense. Try to have a conversation with someone using only the present tense in authentic
settings- it is almost impossible. If the content requires use of the past tense and learners have
not studied this, then CLIL lessons will enable learners to access the language needed in the
defined context in different ways. This may initially be in the form of using key phrases in the
past tense without studying the whole tense formation at this stage. The emphasis is always on
accessibility of language in order to learn.
To use the 4Cs planning guide:
Start with content. Define it.
What will I teach?
What will they learn?
What are my teaching aims/objectives?
What are the learning outcomes?
Now link content with communication.
What language do they need to work with the content?
Specialised vocabulary and phrases?
What kind of talk will they engage in?
Will I need to check out key grammatical coverage of a particular tense or feature eg
comparatives and superlatives?
What about the language of tasks and classroom activities?
What about discussion and debate?
Now explore the kind of thinking skills you can develop according to decisions made
above.
What kind of questions must I ask in order to go beyond ‘display’ questions?
Which tasks will I develop to encourage higher order thinking-what are the language
(communication) as well as the content implications?
Which thinking skills will we concentrate on which are appropriate for the content?
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Culture is not a post script but rather a thread which weaves it way throughout the
topic. Think of it as a circle which envelops the topic. It is not enough to justify pluriculturalism
by using another language without explicit reference via the other 3Cs to cultural opportunities
which would not have existed in a mother tongue setting. E.g. Using target language countries
where there is drought so that case studies can be used to examine the project from an
alternative perspective – interviews with children whose lives have been changed when Water
Aid has provided them with a village well.
What are the cultural implications of the topic?
How does the CLIL context allow for ‘value added’?
What about otherness and self?
How does this connect with the all Cs
3.0 CLIL Lesson Planning: the 3As tool
Whilst the 4Cs curriculum provides a useful guide for the overall planning of a unit of
work, the 3As tool can be used for more detailed lesson planning. Whilst there is clearly some
overlap between the tools, their suggested use is significantly different. The 3As tool operates
in 3 stages. The 3As are used with specific content.
Stage 1: Analyse content for the language of learning
Stage 2: Add to content language for learning
Stage 3: Apply to content language through learning
ANALYSE
The content focus for a period of teaching- eg a lesson or a short series of lessons, needs
to be defined. Once defined, then the content can be analysed for the language needed in order
for conceptual learning to take place. This is systematic content analysis to identify key words
(including specialised contextualised vocabulary) phrases, grammatical functions for concept
formation and comprehension. This is NOT translation. This is the language of learning and
this is stage 1.
ADD
Stage 2 puts the focus on the learner. Language experiences are added to the lesson plan
for specific attention which enable the learner to operate effectively in a CLIL setting (eg
strategies for reading and understanding a difficult text). This includes meta-cognitive or
learner strategies, classroom talk, discussion, task demands. It also involves the teacher in
considering ways in which the learning will be scaffolded eg through the use of language
frames to help and support. This is the language for learning. This is a crucial stage if the
content and the language are to be truly integrated and if the learners are to fully realise the
potential of CLIL.
APPLY/ASSURE
The application stage (3) is one where the language which emerges through the
learning context is built on to assure that there is cognitive and cultural capital. It is at this stage
that tasks and opportunities which enable learners to extend their cognitive skills and cultural
awareness are made transparent to learners. This will involve exploring how thinking skills
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have been incorporated into the lesson plan in order to advance learning. This puts task types
and learning activities at the core. It uses emergent knowledge and skills to apply thinking
skills and high level questioning. It demands cultural awareness. Since language and thinking
are explicitly related, this stage is also necessary to assure that a translated transmission model
of learning will not evolve. This is language through learning. Attention to this process assures
learner progression.
The 3As tool uses a pragmatic rather than a linguistic approach to language using and
development. It is not built on a progressive grammatical model where there is chronology
according to the perceived difficulty of acquiring grammatical concepts. Instead the language
is related to the perceived progression of conceptual understanding. This approach to language
is likely to be unfamiliar for both language and content teachers. However, there may be times
when specific grammar is needed and teachers here will make decisions as to the range of
options open.
http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
Types of Αssessment used in classroom instruction
Typically, assessment is divided into different types, diagnostic, formative, summative
or placement assessment.
Formative and summative evaluation techniques are applied at different points across
the educational cycle. Formative evaluation tracks student progress along the way. It may be
iterative, occurring periodically throughout a training session, course, or workshop series. This
allows instruction to be modified on the go. Summative evaluation represents a point in time
usually either immediately after training or longitudinally.
Diagnostic Evaluation. The aim of diagnostic evaluation is to find out the causes of
learning problems and plan to take remedial actions. It detects pupil’s learning difficulties. It
is more comprehensive and specific. This type of evaluation is concerned with finding out the
reasons for students persistent or recurring learning difficulties that cannot be resolved by
standard corrective measures or formative evaluation. Observational techniques or specially
prepared diagnostic techniques can be used to diagnose the problem.
Formative Evaluation. It identifies learning errors that needed to be corrected and it
provides information to make instruction more effective. It is the type of evaluation used to
monitor students learning progress during instruction with the purpose of providing ongoing
feedback to students and teachers regarding success and failure of teaching/learning process.
Formative evaluations strengthen or improve the object being evaluated. In addition, formative
assessment implies that the results will be used in the formation and revision process of an
educational effort. It provides feedback regarding the student’s performance in attaining
instructional objectives. Thus, formative assessments are used in the improvement of
educational programs. Since educators are continuously looking for ways to strengthen their
educational efforts, this type of constructive feedback is valuable.8
8 http://tll.mit.edu/help/types-assessment-and-evaluation and
http://www.slideshare.net/upycon/types-of-evaluation-15926729
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Placement Evaluation. It defines student’s entry behaviours. It determines knowledge and
skills he possesses which are necessary at the beginning of instruction.
Summative Evaluation. It determines the extent to which objectives of instruction
have been attained and is used for assigning grades/marks and to provide feedback to students.
This type of evaluation is given at the end of the course or unit of instructions to find out which
student, to what extent has mastered the intended learning outcomes. Though the results of
summative evaluation are primarily used for assigning the grades or for certifying learners’
mastery of instructional objectives, they can also be used to give feedback on the
appropriateness of objectives and the effectiveness of instruction.9
Principles of Evaluation
Evaluation should be:
Based on clearly stated objectives
Comprehensive
Cooperative
Used Judiciously
Continuous and integral part of the teaching – learning process
Tools of measuring learning outcomes: Types of Teacher – Made Tests
1. Essay type Advantages
easy to construct
economical
minimize guessing
develops critical thinking
minimize cheating and memorizing
develops good study habits
2. Objective type
Recall type – simple recall, completion type
Recognition type – alternate response (true/false, yes/no, right/wrong, agree/disagree);
Multiple choice
Matching type
Rearrangement type
9http://www.slideshare.net/edtechred/educational-measurement-and-evaluation
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Analogy type – purpose, cause and effect, synonym relationship, antonym relationship,
numerical relationship
Identification type
Qualities of a Good Measuring Tools
Validity
Reliability
Usability (practicality)
Conclusion
Educational research is tricky business. Methodologies that are used to measure student
learning each have their own limitations and biases, and no method can be counted on to be
completely error free. In other words, the strongest assessment programs will rely on a mix of
direct and indirect measures.
Games with flashcards
Flash cards are a simple, versatile, yet often underexploited resource. I would like to offer
some reasons for using flash cards and a selection of activities for use in the Young Learner
classroom, although some of the activities could also be used with fun-loving, lower level adult
classes.
In this article there is one example for each type of activity. If you follow this link - Flash card
activities - you will find more examples for each type of activity.
Why use flash cards?
Where to get flash cards?
Activity types for using flash cards
Memory activities
Drilling activities
Identification activities
TPR activities
Why use flash cards?
Howard Gardner's multiple intelligence theory reminds teachers that there are many
types of learners within any one class. Gardner's research indicates that teachers should aim
to appeal to all the different learner types at some point during the course. It is particularly
important to appeal to visual learners, as a very high proportion of learners have this type of
intelligence. Flash cards can be bright and colourful and make a real impact on visual
learners. Many of the activities outlined below will also appeal to kinaesthetic learners.
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For children at reading age, flash cards can be used in conjunction with word cards. These are
simply cards that display the written word. Word cards should be introduced well after the
pictorial cards so as not to interfere with correct pronunciation.
Flash cards are a really handy resource to have and can be useful at every stage of the
class. They are a great way to present, practise and recycle vocabulary and when students
become familiar with the activities used in class, they can be given out to early-finishers to use
in small groups. I sometimes get the students to make their own sets of mini flash cards that
can be taken home for them to play with, with parents and siblings.
Where to get flash cards?
Buy them - Some course books provide a supplementary pack of flash cards or they can be
bought in sets.
Make them yourself - If you don't have access to professionally produced flash cards, don't
worry, it's really easy to make your own even if you're not very artistic. You can use pictures
from magazines, draw simple pictures or copy from the internet or clip art. The most important
thing is to make sure they are all of the same size, on card (different colours for different sets)
so you can't see through them. If possible you can laminate the sets as you make them and they
will last for years. The advantage of making your own, apart from the fact that they're cheap
and yours to keep, is that you can make sets for your specific needs. You may like to make a
set to use in conjunction with a story book or graded reader, or even to accompany project
work.
Students make them - I have recently begun to incorporate the production of flash cards into
the classroom. After introducing a new lexical set, using realia or the course book, ask students
to produce the flash cards for you. Give each one an item to draw. They can be mounted on
card to make the set.
Activities for using flash cards
I have divided the activities into the following categories: Memory, drilling,
identification and TPR activities.
In this article there is an example for each type of activity. If you follow this link - Flash card
activities - you will find more examples for each type of activity.
Memory Activities
Memory Tester
Place a selection of flash cards on the floor in a circle. Students have one minute to memorise
the cards. In groups, they have two minutes to write as many of the names as they can
remember.
Drilling Activities
Invisible Flash cards. Stick 9 flash cards on the board and draw a grid around them. Use a
pen or a pointer to drill the 9 words. Always point to the flash card you are drilling.
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Gradually remove the flash cards but continue to drill and point to the grid where the flash
card was.
When the first card is removed and you point to the blank space, nod your head to encourage
children to say the word of the removed flash card.
Students should remember and continue as if the flash cards were still there. They seem to
be amazed that they can remember the pictures.
Depending on the age group I then put the flash cards back in the right place on the grid,
asking the children where they go, or I ask students to come up and write the word in the correct
place on the grid.
This activity highlights the impact of visual aids. It really proves that the images 'stick' in
students' minds.
Identification Activities
Reveal the word
Cover the flash card or word card with a piece of card and slowly reveal it.
Students guess which one it is.
Once the card is shown, chorally drill the word with the group using different intonation and
silly voices to keep it fun. Vary the volume too, whisper and shout the words. Children will
automatically copy your voice.
Alternatively, flip the card over very quickly so the children just get a quick glimpse.
Repeat until they have guessed the word.
TPR activities
Point or race to the flash cards
Stick flash cards around the class.
Say one of them and students point or race to it.
Students can then give the instructions to classmates.
You can extend this by saying "hop to the cat" or even "if you have blonde hair, swim to the
fish" etc.
You can also incorporate flash cards into a game of Simon Says. "Simon says, jump to the
T-shirt" etc.
https://www.teachingenglish.org.uk/article/using-flash-cards-young-learners
Managing the classroom
Student-Centred Approach to Learning
In this model, teachers and students play an equally active role in the learning process.
The teacher’s primary role is to coach and facilitate student learning and overall comprehension
of material. Student learning is measured through both formal and informal forms of
assessment, including group projects, student portfolios, and class participation. Teaching and
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assessment are connected; student learning is continuously measured during teacher
instruction.10
Pair work, group work and individual work can all be effective, if used at the right times
and if structured in an appropriate way. For teachers, pair work and group work can be excellent
tools to promote student interaction; individual work, on the other hand is easier to assess and
often appeals to students with intrapersonal intelligences. As a teacher it is important to vary
groupings depending on the goals and context of the activity and it is important to know what
supports to offer students for each situation. In this section we will discuss different ways to
group students and how structure can be provided at each level.
The Taxonomy of Teaching Methods11
The following methods have been arranged in terms of increasing sophistication of
the thinking required of students. This is not to say that any one of the techniques is
inappropriate for particular ages. However, when planning for educational experiences,
teachers need to identify the level of cognitive processing they want to engage and select the
technique that best encourages that level of thinking (Lasley, Matczynski, & Rowley, 2002).
The following list of techniques parallels Bloom's Taxonomy,12 The taxonomy begins with the
least sophisticated level of processing, that being the recall of knowledge and facts, and
progresses to the highest level, thinking that involves evaluative processes.
Teacher Centered
Direct Instruction: Teacher explains or demonstrates
Direct instruction is usually listed in the teaching of skills as the lowest level of our taxonomy
of instructional techniques because in this case the teacher decides what is important for the
students to know and specifically explains or demonstrates a skill, and the student attempts to
replicate it. There is very little abstraction involved here, though that is by no means intended
to imply that the task is a simple one. As children struggle to reproduce the letters of the
alphabet, they need all the concentration and control they can muster. Similarly, the high school
student performing the steps of an experiment can be very focused and intent. Nonetheless, the
demands for deep understanding and recombining of information on the part of the student are
minimal in a direct instruction format. The emphasis is clearly on the acquiring of information
or procedural skills.
Drill and Practice: Repetition to hone a skill or memorize information
Drill and practice is one level up from direct instruction. Though it might seem that this
technique is even more rote in nature than direct instruction, the implication is that something
has already been learned, or at the very least been presented, and now the emphasis is on
repetition to hone the skill or provide a strong link to the information to improve remembering
it.
10 http://teach.com/what/teachers-teach/teaching-methods 11 http://www.education.com/reference/article/methods-teaching-classroom/
12 The Taxonomy of Educational Objectives Handbook I: Cognitive Domain (Bloom,
Englehart, Furst, Hill, & Krathwohl, 1956).
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Lecture: Teacher provides information to students in a one-way verbal presentation
The lecture, the mainstay of a traditional college education, shows up third in our instructional
technique hierarchy. Lectures in their pure form serve only to offer information from one
person to another in a one-way verbal transaction.
Dialogue Oriented
Question and Answer: Requires reflection as information is exchanged in response to a
question
At this point we begin considering techniques that actually require reflection on the part of the
student and thus involve evaluation and the synthesis of new information, the two highest levels
of Bloom's Taxonomy. Reflection requires that a student receive information and then consider
it with regard to his or her own experiences and interpretations.
The question-and-answer technique supposes that to one degree or another the teacher and the
student share a common body of knowledge. This does not mean that the student has the same
depth of knowledge or understanding, but there are sufficient elements to the common core
that allow the student and teacher to make consideration of the topic a two-way exchange.
One purpose would be for giving the students practice with the recall (and perhaps application)
of particular information. Another would be for assessing the students’ acquisition of particular
information.
Discussion: An exchange of opinions and perspectives
Discussion differs from the previous level in that neither the teacher nor the student holds the
upper hand. In this situation the teacher is concerned with a very different treatment of
information than possible using the previous methods. Discussions involve the exchange of
ideas. With this approach a teacher hopes to develop greater depth of thinking and perhaps to
foster the manipulation of information for solving problems rather than just the acquisition of
knowledge.
Student Centered
Mental Modeling: Assists students in managing their own learning by modeling a problem-
solving technique
Mental Modeling (Culyer, 1987) and a variation of it, the “I wonder...” model (Bentley,
Ebert, & Ebert, 2000), are techniques specifically intended to enhance students’ ability to direct
their own learning by modeling the use of cognitive processes in the solving of some problem.
Discovery Learning: Uses students’ personal experiences as the foundation for building
concepts
Discovery learning is an approach to instruction that focuses on students’ personal
experiences as the foundation for conceptual development. The challenge is to provide your
students with the opportunities for experiences they need in the context of discovery. That is,
allowing students to find the information for themselves by virtue of some activity provided.
The students will then share a common experience that can be developed as it relates to the
concept under consideration.
Four-Phase Learning Cycle
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Introduction: a question, challenge, or interesting event that captures the students’ curiosity.
Exploration: the opportunity for students to manipulate materials, to explore, and to gather
information.
Concept Development: With a common experience to relate to, terminology is introduced
and concepts developed in class discussion.
Application: This could take the form of an enrichment activity, an opportunity to apply
what has been learned, or a test to assess learning.
Inquiry: Allows students to generate the questions that they will then investigate and answer
We have placed inquiry at the highest level of our taxonomy not only because it involves the
use of prior knowledge and the discovery of new knowledge, but because it also involves
generating the question to be answered
Issues such as the developmental level of the students, the instructional venue (indoors,
outdoors, individual desks, tables and chairs for group work, etc.), and the subject matter to be
presented must be considered. As has previously been the case, the teacher may well determine
that a combination of techniques would be most appropriate.
Types of student work and their benefits13
Type of Student
Work
Benefits Challenges When It Is Suitable Connections to
Theory
Individual
Students work at
their own pace, they
are confident about
what they know and
what they need to
send more time on,
they can use their
preferred learning
styles and strategies
Students don’t get the
benefit of learning
from and working
with their peers
Giving it, Getting it,
final tasks/assignment
Deductive
Learning,
Learning Styles
& Strategies,
Gardner’s
Multiple
Intelligences,
Vygotsky’s Zone
of Proximal
Development
13 http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/pairwork.html
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Pair
Students have the
chance to work with
and learn from their
peers; struggling
students can learn
from more capable
peers; it is especially
useful for students
who prefer
interpersonal
learning settings
If students are not
matched up well (i.e.
low students together,
high students
together, a higher
student with a low
student but they don’t
work well together,
etc.) pair work won’t
be useful; the ability
of the students to
work in this way
needs to be taken into
consideration
Giving it and Getting
it activities, Inductive
learning activities
Gardner’s
Multiple
Intelligences,
Vygotsky’s Zone
of Proximal
Development,
Inductive
Learning
Group
Group work
provides more
opportunity for
practice, an
increased variety of
activities is possible,
increased student
creativity, the Zone
of Proximal
Development
increases
As with pair work, the
groups must be
carefully selected to
ensure students can
work productively;
not all students are
able to work to their
full potential in this
situation; assessment
of student progress
can be challenging
Giving it and Getting
it activities
Gardner’s
Multiple
Intelligences,
Vygotsky’s Zone
of Proximal
Development,
Assessment
for/of learning
A benefit of students working together is that, by explaining a concept or idea to peers,
that idea or concept becomes clearer to the student doing the explaining.
Each type of work-individual, pair and group- has its place in the language classroom.
As the above table shows, there are certain pros and cons of each approach, but all can be
connected to theory dealing with effective language learning. Some activities and topics may
be best suited to one particular style of work, but the key is to use variety and give students a
sufficient number of opportunities to work and learn from one another.
How should pair work be structured?
In order for it to be successful and a valuable use of class time, students need to be able
to practice taking on each role to get maximum exposure with the material. For example, if
students are practicing a two-person dialogue, each student should have a turn with each role.
To take pair work one step further, the teacher should have students work on the same activity
in different pairs; by working with several other students in the class, each student gets ample
practice, they could make use of Vygotsky’s Zone of Proximal Development, and has the
opportunity to hear and help other students.
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Group making Ideas
We know that group work can be a useful tool in the language classroom but how should groups
be chosen? Here are some strategies for forming groups in the language classroom:
Examples of good pair or group work activities
Index
Cards
Put matching stickers on every set of two index cards. When it is time to choose
partners or groups, put cards face down on a table and have students come up and
pick a card. Students then find their sticker match.
Numbered
Sticks
Use tongue depressors and put a number on one end of each one - up to the number
of kids in the class. Number the students in the beginning of the year as well. Keep
the "sticks" in a cup, number down. When it's time for partner work, pull 2, or 3, or
4 (whatever size groups you need) at a time and those numbered kids work together.
The "sticks" are also good for choosing who answers a question during a discussion.
Puzzle
Pieces
Cut the pictures from an old calendar, and have them laminated, then cut them into
puzzle shaped pieces. Have the kids each pull a puzzle piece from a basket and then
tell them to go find the other pieces to their puzzle and when their puzzle is
complete to sit at a group of desks and raise their hands.
Map Quest Students are both given a map. One student asks for directions to a particular place on
the map and the other student gives directions. Students switch roles and repeat activity.
Picture
Description
Students work in partners and compete to draw the most accurate image. One partner
holds an image in their hand and describes the image to the other partner who tries to
draw the image. Once the image is competed partners can switch roles and repeat
activity.
Blindfolded
Directions
In partners, one student leads the blind-folded partner through an obstacle course by
giving verbal directions. Students can switch roles and repeat activity.
Spot the
Difference
Spot the difference is a name given to a puzzle where two versions of an image are
shown side by side, and the player has to find differences between them. For this partner
activity the pair has to figure out what those differences are by asking each other
questions. For second language learning it is important to choose or create images that
incorporate vocabulary known by the student. By asking students to work in stages (5
differences at a time) they will be less likely to get overwhelmed and find the task more
motivating.
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Content
Maths is one of the school subjects which can be easily taught during English lessons.
Teachers can also use the reverse approach – they can teach mathematics using only the English
language. Anyway, they must be aware of the ‘content’, which is the first word in CLIL, as
curricular content leads language learning. For instance, learning mathematics often requires
from learners making hypotheses and then proving whether the hypotheses are true or not.
Maths teachers should pay attention to the language the learners need to think during the
process of learning, make their hypotheses and provide their proof. The example is presented
in Figure 1.
Figure 1. Hypothesis and proof in CLIL maths lessons
HYPOTHESIS
If a whole number ends in 0 or 5, it can be divided by 5.
PROOF
215 ends in 5, which implies that it is divisible by 5.
Source: author’s own study based on ‘Teaching Maths through English – a CLIL approach’,
University of Cambridge, p. 2.
Teachers should teach this language, or help learners to notice it in order to let them
communicate. During CLIL classes students need to hear language models many times before
they are able to produce language in an accurate way.
Cloy’s 4 Cs of CLIL
While preparing a CLIL maths lesson it is suggested to take into consideration Cloy’s
4 Cs of CLIL. They are as follows:
‘C’ for Content: What is the topic of the maths lesson? (e.g. addition and subtraction, fractions,
decimals, etc.),
‘C’ for Communication: What maths language learners are going to use during the class? (e.g.
the language concerning addition, subtraction, comparison, etc.),
‘C’ for Cognition: What thinking skills are required from learners? (e.g.: calculating,
classifying, identifying, etc.),
Language use and learning in CLIL in maths lessons
Tomasz Piotrowski
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‘C’ for Culture (sometimes referred to Citizenship or Community): Is there a cultural context
during the maths lesson? (e.g. students from different language backgrounds may not calculate
in the same way and may also use different maths symbols).
Planning a CLIL maths lesson
Before the lesson it is suggested for teachers to activate the learners’ prior knowledge.
Teachers need to find out what students already know about the curricular topic. Students may
be familiar with many facts concerning the topic in their mother tongue but may have some
difficulties in explaining this knowledge in a foreign language. Teachers should be aware of
the fact that, while brainstorming ideas about a new topic, they may expect learners to use some
L1 and then translate into a foreign language.
Teachers should plan the input - the knowledge which is going to be conveyed during
the CLIL lesson. They need to plan:
- if the information is going to be presented electronically, in writing, on paper or orally,
- if learners are going to work in groups, in pairs or individually,
- if they are going to include practical demonstrations during the class.
Teachers should also plan for student output - the content which is going to be produced
and the language which is going to be spoken by students during the lesson. Teachers should
know:
- if the content and language are going to be communicated in writing, orally or by the
use of practical skills (e.g. by presenting a project),
- if the content and language are going to be done in groups, in pairs or individually,
- what the success for the learners is going to be like.
While planning the CLIL maths lesson it is advised for teachers to pay attention to ‘wait
time’. It refers to the time teachers should spend waiting between their questions and learners’
answers. If maths elements are taught in a foreign language, students may need
a longer wait time than it is usually required. It is really significant, especially at the beginning
of the course. Consequently, teachers should allow for this so that all learners have possibility
of taking part in classroom interaction.
In order to make maths lessons attractive for learners, teachers need to organize
interactive pair or group work tasks. This kind of activities involve learners in producing key
subject-specific vocabulary and structures in meaningful learning. This may be at word level
or at sentence level. Students can give short presentations on different parts of the curricular
maths topic. They may be either digitally or face-to-face presentations. Maths activities should
support the process of creating new content and language.
Maths lessons (with the use of CLIL approach) should be some kind of cognitive
challenge for learners who usually need significant support to develop their thinking skills in a
foreign language. Students need to communicate not only the everyday functional language,
but also the cognitive, academic language of maths. In CLIL, they have the opportunity to meet
cognitively challenging maths materials from the beginning of their courses.
Preparing a CLIL maths lesson teachers may provide scaffolding. This way they assure
content and language support strategies which are very important. Teachers can write sentence
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starters (for example with some gaps) on the board to support skills of reasoning. The example
is presented in Figure 2.
Figure 2. Examples of sentence starters in CLIL maths lessons and answers to them
We found that the number of ....... is ........ than the number of .......
We found that the number of Xs is greater than the number of Ys.
We found that the number of Ys is less than the number of Ss.
There are ...... ...... than ......
There are more dogs than cats.
There are fewer cats than dogs.
Source: author’s own study.
Providing accurate scaffolding is a kind of challenge to all CLIL teachers due to the
fact that students differ when it comes to the amount of support they require and the length of
time the support is necessary for them. In maths lessons students may require more support and
for longer time than in the case of other school subjects. That is because mathematics is one of
the most complicated areas of science.
While planning a CLIL maths lesson it is essential for teachers to develop thinking
skills among learners. Teachers should ask ‘LOTS questions’, which encourage lower order
thinking skills and involve for example the ‘what’, ‘where’, ‘when’ and ‘which’ questions, e.g.:
What number is this?
Which graph is linear and which is non-linear?
How many acute angles can you see?
In the lesson teachers should also employ ‘HOTS questions’, which demand higher
order thinking skills. The questions involve mainly the ‘why’ and ‘how’ question words, so
they demand the use of more complex language, e.g.:
How can you check the equation: x = y + z ?
Why the distance of student A is longer than the sum of distances of students B and C?
In CLIL contexts, students usually have to answer ‘HOTS questions’ at the beginning
of learning curricular content.
Assessment
Assessment is a matter of discussion among teachers and it does not refer to maths
classes only. Teachers of all subjects are not convinced whether they should assess language,
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content or both of them. The assessment vary depending on the region, school and teachers.
However, the most important thing is that assessment in CLIL subjects has both formative and
summative character and that there is a coherency in students evaluation across maths in each
school. Students, parents and teachers of other school subjects should be aware of what students
are being assessed on and how they are being assessed. One of the most effective ways of
formative assessment is called ‘performance assessment’. It makes students involved in
demonstrating their knowledge of both content and language. For instance, they could:
- explain ways of solving a set of equations or inequalities,
- describe mathematical formulas applied to the solution of the task,
- describe charts and draw conclusions from them.
While assessment teachers observe and assess students’ performance using specific
criteria, which students are familiar with. Learners can be assessed in groups, pairs or
individually. CLIL promotes task-based learning. In connection with this, it is appropriate that
students have opportunities to be assessed by presenting what they know about the topic and
what they can do. In order to evaluate learners’ development of communicative and cognitive
skills and their attitude towards learning, teachers may use the performance assessment, too.
For instance, teachers can pay attention to students’ ability to justify their opinions
(communication), give reasons (cognitive skills) and cooperate with others (attitude).
What helps students learn
According to two different surveys carried out by Kay Bentley and Sarah Phillips with
Spanish CLIL students, the most important things which students really appreciate while
learning in English are as follows [Bentley and Phillips 2007]:
- greater number of vocabulary and diagrams on the worksheets,
- more explanations,
- use of easy words for the explanations and vocabulary,
- games,
- explanation of difficult vocabulary in a native language,
- greater number of pictures,
- vocabulary listings.
One of the surveys reveals factors which help students learn school subjects in English.
The results of the survey are presented in Figure 3. They indicate, how crucial is the role of the
teacher who explains and translates the subject content and provides interactive tasks so that
learners can support themselves as they learn. Maths lessons are a perfect school subject for
presenting plenty of diagrams, graphs, pictures which are so essential in learning. That is why
it is strongly advised for maths teachers
to involve the sources in their process
of conveying maths knowledge.
Figure 3. Factors which help students
learn school subjects in English
Source: own study based on Bentley
K., Philips S. (2007), Teaching Science
in CLIL contexts, unpublished.
0 20 40 60
word lists
diagrams
use of computers
friends
pictures
translations
teacher…
percentageof surveyedstudents
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Appropriate task types
There is a wide array of task types which maths teachers can use in CLIL. It is essential
for teachers to use the exercises in order to stimulate output of content and language. Some
tasks are more time-consuming to create for teachers and take more time to be completed by
learners. That is why teachers should be aware of this in order to conduct proper management
of time spent on preparation and giving a CLIL maths lesson. It is advised to keep a list of task
types and put a tick next to the ones that have been applied during a school term or a year.
Some examples of task types, which can be used by maths teachers, are presented in a Table 1:
Table 1. Tasks suggested to maths teachers while giving a CLIL lesson
circle / underline
information transfer
classify
jigsaw
compare
and contrast
label match
complete the diagram
multiple choice
crosswords
sequence
describe and guess
odd one out
domino games
PowerPoint presentations
find the mistake
true / false
gap fill
word searches and web searches
identification keys - e.g. a flow diagram with questions which
help learners identify 3-D shapes
yes / no - e.g. an elimination game to guess the angle:
Is it less than 180º? Is it a right angle? Is it an acute angle?
Source: own study based on ‘Teaching Maths through English – a CLIL approach’,
University of Cambridge, p. 12.
Conclusion
The use of CLIL in teaching mathematics is very broad, and may be limited only by
teachers’ creativity. In view of the above, advices presented in this guide should be treated as
guidelines to further development of teachers’ skills concerning the application of this
approach. There is a whole range of Internet websites dedicated to CLIL in maths lessons, e.g.:
http://www.macmillanenglish.com
http://www.clilreaders.com
http://clil.pearson.es
https://www.teachingenglish.org.uk
https://elt.oup.com
http://www.cambridgeenglish.org
http://languages.dk/clil4u
https://app.nearpod.com/market?view=npInit
and many others.
The links listed above lead to rich sources of ideas which will certainly help teachers in
preparation of attractive and effective CLIL maths lessons. Thus, it is highly recommended for
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maths teachers to take ideas from the portals, as it will bring great benefits for both teachers
and learners.
Bibliography:
Bentley K., Philips S. (2007), Teaching Science in CLIL contexts, unpublished.
Coyle D. (1999), Theory and planning for effective classrooms: supporting students in content
and language integrated learning contexts in Masih, J. (ed.) Learning through
a Foreign Language, London: CILT.
‘Teaching Maths through English – a CLIL approach’, University of Cambridge.
Why would a teacher of English choose to design an optional class based on drama? When
deciding the theme of an optional class one should carefully list all the strengths, weaknesses,
opportunities and possible threats of the general process, i.e. build-up a SWOT analysis of the
activity. A common SWOT analysis needs to take into account several key questions14:
STRENGTHS – what do we do exceptionally well?
- what advantages do we have?
- what valuable resources and assets do we have?
- what do students/teachers identify as our strengths?
WEAKNESSES – what could we do better?
- what are we criticized for or receive complaints about?
- where are we vulnerable?
OPPORTUNITIES – what opportunities do we know about, but have not addressed?
- are there emerging trends on which we can capitalize?
THREATS – are weaknesses likely to make us critically vulnerable?
- what external roadblocks exist that block our progress?
- is there significant change coming in our teachers/students' sector?
- are economic conditions affecting our viability?
Although the above questions are not precisely designed to cover methodological problems,
they can be easily adapted, and there will always be an answer to them from a didactic point of
14 https://www.smartdraw.com/swot-analysis/examples/key-swot-questions-swot-diagram/
How to Design an Optional Class-Teaching English Through Drama
Florina Păsculescu
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view. A personal SWOT analysis of teaching English with the help of drama techniques might
look as the following:
Strengths
It is an interactive activity
It involves the entire group
It promotes team work and cohesion of the
group
The language is use spontaneously
It integrate language skills in a natural way
It can be the answer to fill the gap of learner
differences
It is based on the students creativity and
imagination
It is a very enjoyable activity
It does not need many resources
Weaknesses
It can be difficult to switch from a formal
learning style to a more informal style for both
the teacher and the students
Lack of room
Too many students (more than 30)
Little time for some of the activities
Opportunities
Colleagues whe might offer their help or
collaboration
Other schools partnership
Threats
Lack of administrative support
Lack of students involvement
Now, having all the above in mind when designing an optional drama based course, one
must bear the fact students are all different, have their pace of learning and interacting, and,
most important, the teacher should choose the activities and games according to their level of
language awareness.
Activities are based on offering the opportunity to use language already learnt, so that
one should keep the track of the National Curriculum when structuring the optional classes.
The fact that a drama optional deals mostly with recycling known language does not preclude
a certain amount of incidental learning triggered by the highly interactive character of such
activities.15
Deciding for a drama optional doesn't involve a special training for the teacher, it is
simply a matter of how willing is the teacher to experiment and relax in order to promote a
friendly context for his /her students. There is a large variety of drama resource- activities
books and online, some of which will be provided at the end of the present paper. As long as
the teacher is convinced of what is he/she doing than a drama optional class can be nothing
than a total success. The teacher is the one who plays an inspirational role and he/she can secure
the success of the activity if he/she works out of conviction and passion. Such activities need
energy and drive, a gifted teacher will show enthusiasm to a such a degree that it will be
contagious.
The Romanian educational system involves optional classes which should be designed
according to a certain structure which should be in accordance to the National Curriculum and
The Common European Framework Reference for Languages.
There is a fixed pattern to build up an optional class in which the teacher should provide
his personal school data (i.e. full name, school, school year), a title, an argument, main language
15 Alan Maley and Alan Duff, Drama Techniques, Cambridge: Cambridge University Press, 2005: 4
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and grammatical structures for the level, a plan for the school year and bibliography. With the
aid of the bibliography the teacher then will choose and adapt activities to suit the themes for
the weeks to come.
An A1 level optional drama optional combines a clear and functional presentation of
some grammar and vocabulary issues through a large variety of stimulative activities used in
theatre.
The students are involved in various games in order to use English languge as much as
possible. As a secondary outcome, but not less important, this type of activity triggers a better
cohesion among the students, trust, self-awareness, the ability to carry out differnt tasks and a
better approach to verbal and non-verbal communication.
The course presents vocabulary sections under headings in accordance to the National
Syllabus for fifth graders: The Child about himself, Family, school, The Child and the World
around Him, Fantastic Worlds, Culture and Civilization and The Common European
Specific Aims Learning Activities Assessment
By the end of the fifth grade students will
be able to:
1. understand the main meaning of a
clearly uttered message at a normal speed.
2. correctly articulate phonetically close
sounds and groups of sounds in words.
3. briefly and fluently report an event.
4. talk about himself, about other people or
activities around him.
5. use conversation patterns and to ask
questions according to the situation.
6. get involved in verbal interactions on
familiar issues.
7. ask and give (orally and in writing)
personal details.
8. write about events, familiar people using
a given plan.
9. write short texts on familiar themes.
10. show curiosity about customs and
traditions specific to English culture and
civilization.
Q & A
Comprehension questions
Repetition using a model
Phonetical discrimination
Dialogues, simulations
Pair-work, group-work, role-
play
Guided conversation
Basic descriptions based on
verbal support
( questions, supporting words)
Sentence forming
Personal date completion
Writing activities – text,
paragraph
Writing simple structures
Group activities: auditions, films
watching, reciting, presenting
traditional holidays and customs
using authentic documents.
Answers to
teacher's
questions
Individual
work
Pair work
Group work
Continuous
monitoring
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Framework Reference for Languages. It also contains sections of communicational structures
which determines students to face grammar issues such as: the adjective, the numeral, the
adverb of time, the verb, the preposition. This optional course is an effective plan for each
school syllabus, implying a careful attendance to students needs and offering various and
effective learning opportunities.
MAIN THEMES
1. The Child about Himself: physical and moral features, nationality, the body, clothes,
health.
2. Family: family members, jobs, food.
3. School: schedules, school activities, school subjects.
4. The Child and the World around Him: phone conversations, mail, means of transport,
shopping, leisure.
5. Fantastic Worlds: fairy-tales characters, cartoons, film.
6. Culture and Civilization: city names, monuments, traditions and holidays.
LEARNING CONTENTS:
LANGUAGE COMMUNICATIVE FUNCTIONS:
1. Expressing opinion, preference, intention;
2. Starting a conversation;
3. Asking for information and suggestions;
4. Giving and confirming/refuting information;
5. Asking and giving directions;
6. Making propositions and sugestions;
7. Describing an object, a person;
8. Identifying tense, reporting activities using present, past, future;
9. Expressing physical and cognitive ability in the past;
10. Expressing reason.
ELEMENTS OF COMMUNICATIONAL STRUCTURES:
1. TheAdjective – regular and irregular, comparison;
2. The Numeral - cardinal: 21-100, ordinal 1-30;
3. The Verb: Present Simple and Continuous, Future will (afirmative, negative,
interrogative), going to (afirmative, negative, interogative) Past Simple of be, have, can
(afirmative, negative, interrogative);
4. Adverb of time: yesterday, ago, last, tomorrow, next;
5. The Preposition: between, over, across, above, at.
BIBLIOGRAPHY:
The National Syllabus for English
The Common European Framework Reference for Languages
Vocabulary Activities, Mary Slattery, Oxford
Grammar with Laughter, George Woolard - Thomson
Învăţaţi engleza contemporană, Jacqueline Fromonot, Isabelle Leguy, Gilbert Fontane – Teora
Drama Techniques, Alan Maley and Alan Duff – Cambridge University Press
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Theatre Games, Clive Barker – Methuen
Short and Sweet 1, Alan Maley, Penguin
Short and Sweet 2, Alan Maley, Penguin
https://www.smartdraw.com/swot-analysis/examples/key-swot-questions-swot-diagram/
www.macmillandictionary.com/language-games/
www.vocabulary.co.il/english-language-games
www.icebreakers.ws
dramaresource.com
www.childdrama.com
www.artsonthemove.co.uk
1. Introduction
According to the definition, CLIL means that the students study content through a
second language and they study language with the content. Thus, the students will gain
knowledge of the subject, i.e. geography, while learning and using the target language. (i.e.
English)
CLIL is an acronym for Content and Language Integrated Learning. The word 'content'
comes first, which means that learning the content leads to language learning. By learning
geography, the students will gain basic knowledge about the place where they live, about other
places, about the way people relate to the place where they live, different environments, as well
as geographical processes. In order to be able to communicate their knowledge of the content,
the students will have to learn key content vocabulary or the language of geography as well as
the grammatical patterns which facilitate communication.
2. Planning the activities
The first step in planning a lesson is considering the outcomes. It is important to know
exactly what students will know, what they will be able to do and what they will be aware of
at the end of the lesson.
When teachers plan a CLIL lesson they should keep in mind Coyle's 4Cs: content -
which refers to the topic of the lesson (mountains, rivers, population, tourism), communication
– the geography language (key content words such as: volcano, magma, lava, ash, cone, etc.)
the grammar structures (e.g. Present Simple to talk about processes and general truths:
Orangutans live in the tropical rain forests of Sumatra and Borneo.) and the function language
that the students will use to communicate (classifying, comparing and contrasting, defining and
Language Use and Learning in CLIL-Geography
Andreea Stănculea
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describing, evaluating, sequencing), cognition – the thinking skills demanded of learners
during the lesson (such as: identify location, compare maps, give reasons for changes in the
environment) and culture – each lesson should have a cultural focus and the students should be
able to compare the landscape, the environment, the human features of their home to those they
are studying about and to be able to understand the reasons behind the differences. In addition,
the teachers need to balance the 4Cs of CLIL and focus mainly on one of them.
Any lesson should start by activating prior knowledge, encouraging students to
produce language about the topic before it is taught. (e.g. tell 5 things you know about
volcanoes).
All four language skills should be combined during the lesson: listening – is a normal
input activity, vital for language learning, reading – using meaningful material, is the major
source of input, speaking – focuses on fluency while accuracy is seen as subordinate, and
writing – is a series of lexical activities through which grammar is recycled, the focus of writing
activities can be on accuracy.
The next step for the teacher to take is to decide on the materials and resources they are
going to use in order to help the students learn. There are several differences between materials
for CLIL and general English. Unlike general English materials which are tightly graded,
materials for CLIL lessons have a greater variety of language.
When planning a CLIL lesson teachers should consider the language of learning. There
are two types of language that students use during the lesson: content-obligatory language –
words, structures and functions which are topic oriented (language associated with specific
content: lava, magma, cone, eruption – to talk about volcanos) , content-compatible language
– language needed to operate in a learning environment i.e. asking and answering questions,
agreeing and disagreeing, language for project work, writing reports. When they learn about
volcanos students use words such as hot, melt, ash – which are part of everyday vocabulary.
Since the content-obligatory language can be difficult for students to acquire teachers
need to provide scaffolding (content and language support strategies) to help students develop
their thinking skills in a foreign language. It is a process in which the teacher supports the
learners by breaking down the task into manageable steps, demonstrates the skills and strategies
to complete the steps successfully.
Scaffolding means transforming the abstract concepts in to more concrete ones. For
example the teacher needs to explain the word infrastructure. So the teacher asks the students
questions about their personal life: How do you come to school? (by bike) What do you need
to ride your bike? (a road) – the road is part of infrastructure.
Scaffolding can also be done through a substitution table which shows students how to
put terms together.
e.g. (courses.britishcounci.org)
X is situated in the north/ north east.
X is located
X is on the coast
Visual organisers also play an important part in teaching geography. Students have to
interpret map features, to be able to read bar charts or line graphs (for example when studying
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population), to organize the information in tables, to use process diagrams to explain and
understand the natural phenomena and processes. The maps, charts, diagrams also help students
remember the content-obligatory language.
In order to be successful, the teachers need to use a wide variety of media to explain
the concepts. They can use photos to introduce content vocabulary, project video clips or
PowerPoint presentations. They can also make use of online resources:
www.macmillaninspiration.com/new/files/2012/05/CLIL_NI_1_Unit_5_Geography.pdf
www.macmillaninspiration.com/new/files/2012/05/CLIL_NI_2_Unit_5_Geography.pdf
www.macmillaninspiration.com/new/files/2010/12/CLIL_NI_3_Unit_3_Human_Geography.
elt.oup.com/elt/students/networkitaly/clil/Network_2_CLIL_Lessons.pdf
www.teachingenglish.org.uk/teaching-teens/resources/clil
nationalgeographic.org/education/teaching-resources/
kids.nationalgeographic.com
www.onestopenglish.com
3. Assessment
As with all assessment, we can talk about summative assessment (at the end of a unit)
and formative assessment (ongoing, continuous assessment). Since CLIL lessons have dual
focus, assessment should also focus both on content (natural phenomena, processes) and
language (grammar structures and function language).
Teachers can use assessment scales or tables to make the goal of the assessment clear.
It is important that students know how they will be assessed.
e.g. Volcanoes - assessment criteria
can name the parts of a volcano
can describe a volcanic eruption
can locate volcanoes on the world map
can give examples of effects that volcanos have on people
Students can also be assessed in a written form (tests) – they can be asked to label
diagrams (e.g. write the parts of a volcano), transfer written information into visual organisers,
match words to pictures or definition or can be asked to make a portfolio.
4. Games in CLIL
Games can be used as icebreakers:
• Tape a sheet of paper with a country to each student's back. Add a fact or two. The
students have to ask three questions to guess the country’s name on his back. If he doesn’t
guess, he has to move on to someone else;
• Each student picks a folded piece of paper with the name of a country on it. They have
to find the other matching country within the group. Without giving anything away, they have
to rely on questions and yes or no answers to find their pairs;
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• Divide the class into groups/ continents. Give each group a list of facts about their
continent, such as geography, number of nations and surrounding oceans. When they have
determined which continent the clues point to, give them the clue to find their continent card;
• When children arrive, give them each a giant puzzle piece labeled as a country. Send
them to find another country in their continent before they are allowed to come and put their
puzzle piece in place;
• Give each child a country title and a paper outline of its continent. To finish the game,
they need to meet the other countries in the continent and write their names into the appropriate
outline on their maps.
(http://oureverydaylife.com/)
There is also a wide variety of games that can be played on-line:
• http://www.sheppardsoftware.com/Geography.htm
• http://world-geography-games.com/
• http://www.kidsgeo.com/geography-games/
5. Managing the classroom
To teach geography through English teachers need to possess appropriate levels of
linguistic competence in the foreign language as well as knowledge of the subject matter. It is
also important to be able to cater for the integrated learning of both content and language. One
of the most important things is that the language used by the teacher should be comprehensible
in order to facilitate language acquisition.
Teachers also act as organisers: they engage the students in the tasks, give instructions
and organise feedback. They should facilitate collaborative learning (for example, the students
work in pairs to locate rivers on a map or to interpret a diagram of the water cycle.)
CLIL takes place in a number of different teaching situations. There is a fundamental
difference in the use of language between the language class and the content class. As Christine
Price points out, in the language class the four skills (reading, listening, speaking and writing)
are part of the end product and are also a tool for introducing new language and practising and
checking linguistic knowledge. In the content classroom the four skills are a means of learning
new information and displaying an understanding of the subject being taught. So the language
is a means to an end, rather than an end in itself, and the structure and style of the language is
often less colloquial and more complex.
When we speak about Science in primary school we refer to elements of Biology,
Physics, Chemistry, Environmental Studies, Food Technology. When planning the activities
Teaching Science through CLIL methodology
Florina Cordoș
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the teacher has to have in mind several aspects such as content, students' level of English,
grouping, aims, objectives, procedures, techniques, methods, targeted skills, resources, tasks.
S/he has to visualise how the lesson will take place and which might be the students' difficulties
in getting the message.
The roles of the teacher in this case would be that of a prompter because sometimes
students lose the threat of what is going on or they are lost for words. In such situations we
want to help but we do not want to take charge. S/he will occasionally offer words or phrases,
suggest what could come next in a paragraph or in a phrase. When we prompt students we must
do it sensitively and encouragingly, but with discretion.
The teacher as a controller. When we act as controllers we are totally in charge of the
class and of the activity that takes place, we organise drills, read aloud, exemplify. However if
we place ourselves in the role of the controller we deny students access to their own
experiencial learning, fewer individuals have the opportunity to say anything at all.
Acting as a tutor. When we ask students to work on longer projects or preparation for a
debate or delivering a speech, we can work with individuals or groups pointing them out in
directions they haven't thought about taking. In this case we combine the roles of prompter and
resource and we act as tutors.
Organising students and activities
When we want to organise an activity, the first thing we have to do is to get students
involved, engaged and ready. This means to make it clear that something new is going to
happen and that the activity will be enjoyable, interesting or beneficial. We must give students
information, telling them how they are going to do the activity, putting them into pairs or groups
and finally closing things when it is time to stop. Jim Scrivener suggest the following route
map for planning the activities.
1. Pre-class: familiarise ourselves with the material and activity.
2. In class: Lead-in/prepare for the activity
3. Set up the activity
4. Run the activity (students do the activity)
5. Close the activity and invite feedback from the students
6. Post activity: do any appropriate follow-on work
Below I suggest the project Discover Greenville Park – an alternative method of
teaching/reinforcing the content from the lesson Save the dolphins from the 6th grade English
Factfile coursebook, Oxford Press.
Coursework project
Discover Greenville Park
Name:
Teacher:
Subject:
Project:
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Assignment
On your way to Deepwater Aquatic Park, you will pass through Greenville Village.
During your exploration of the village and the park you have FOUR main things to find out:
why the village is attractive for visitors, what effect tourists have on the village, what kind of
animals live in the park, the effects life in the park has on the animals.
You will need a variety of skills to practice:
* map reading
* finding your way
* making decisions for yourself
* returning to the starting point on time
* having fun without getting in trouble
Map of the Greenville Park.
1. Your bus has just stopped in the square in front of the church. In a few sentences describe
what you see:
e. g. In front of us there is a …
Next to there are …
Behind the church there is a big …
2. Trace your way to the park on the map and describe it in a few sentences.
e.g. We must cross the square, then turn right and …
3. The village is picturesque and interesting. There is a park nearby and it is on a main
road leading to a beautiful lake. As a result it is a really popular place for tourists and visitors.
Tourists have good and bad influences on the village. It is one of your jobs to analyze these
effects. You have one example.
e.g. There is a lot of traffic in the area. This is dangerous for old people and children.
4. The park and its population
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In the spaces below give a brief description of five animals/insects/birds you have seen in the
park. You should insist on: physical description, type of food they eat, region of origin, what
they can/cannot do. In the right box draw a picture of the animal/insect/bird.
e.g. The dormouse is small, four-legged animal with a long tail that lives in trees. It is a
herbivore animal which lives in Europe, America, Africa and Asia.
1. The squirrel is an animal …
2. The beetle is an insect …
3. The woodpecker is a bird …
The activity mentioned above is useful for revising vocabulary connected to animals,
their habits, appearrance, grammar structures such as there is/there are, can/can't, has got and
skills such as writing, speaking, understanding.
An interesting outdoor game that can be used in making the activity fun and interactive
is called ”Catch it!”. Twenty children sit in a circle. The teacher names two animals e.g. duck
and goose. The children that get „Goose” have to run after the one that is „Duck” until they
catch him/her to make him become goose too. The game goes on until several children catch
the ducks. In this activity the teacher plays the role of observer.
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Bibliography & Web resources
3.1 Jim Scrivener, Learning Teaching, Macmillan Book for Teachers, 2005.
3.2 Jeremy Harmer, The Practice of English Language Teaching, Pearson Longman, 2010.
3.3 Adriana Vizental, Metodica predării limbii engleze, Iași, Polirom, 2008.
3.4 Otilia Huțiu, The Discourse of Negotiation in English and Romanian – A Contrastive
Analysis, Editura Universității ”Aurel Vlaicu”, Arad, 2007.
3.5 S. Deller, C. Price, Teaching other subjects through English, Oxford, 2005.
3.6 www.planet-science.com
3.7 www.nationalgeographic.com
3.8 www.activityvillage.co.uk
3.9 www.learnenglish.britishcouncil.org
Initially setting the CLIL method, it should mention that "The CLIL is an educational
approach with a dual aim, which uses additional language teaching, learning both the language
the content of a course." (Euro CLIL 1994). In other words students are taught every lesson
through a target for learning language, in the specific European program Erasmus+ with title
«Bilingual education: a step ahead» English, without the requirement that is perfect hold this
language from earlier and learn and practice this together with the content of the course of
Art. Thanks to the students learn to process active themselves, cooperate, communicate, solve
problems, to present their projects and use the new language effortlessly and in addition to their
mother in authentic teaching and communication situations.
When designing an art lesson using CLIL method as the creator of teaching scenarios
and in collaboration with other teachers I took account of some conditions and I followed a
general lesson plan.
Conditions
Τhe desire of the student to participate in the learning process and to create a pleasant
and safe environment in the classroom
The acquisition of new a knowledge related to the desire of the student to participate in
the learning process, for example during the course of different activities. A necessary
precondition to induce the student to participate is to create a pleasant and safe environment in
the classroom. The positive classroom climate works creative for the children and for this
Design Art Lesson with CLIL method
Tzimagiorgi Dimitra
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reason during the course they hear songs and play educational memory games, tic tac toe,
musical and theatrical games and other related topic.
Τhe students' proficiency level of the classroom
I take into my account the students' proficiency level of the class that I will implement
on the course in order to achieve the best design of the lesson and the main objective which I
had put it. Incoming new knowledge with the overall objective to conquer and handle to new
language learning appropriately based on continuous and effortless learning new words and
their uses in spoken and written speech, in this European program of English, based on previous
knowledge and integrated smoothly through activities and games thanks to their constant
repetition during the course and at the same time allowing the students continuous possibility
to produce spoken and written language.
The arrangement of desks
Also I gave weight to the arrangement of desks according to the availability of space
for each class. I took care of the desks installed in such a way so that all students have visual
contact with each other even when the work was individual and when the activity demanded to
work in a team. It is proven research that students receive stimulus from their classmates even
when they do not speak, with their eyes and posture of their body that influences positively the
achievement of new knowledge.
The corner of the class or school
It is very important to be a special corner in the classroom or school in order to present
or to hang the student’s works So that the creators to feel joy and satisfaction and students of
other classes to informed, learn new words through their creations even to express an interest
to engage themselves with the same subject of Art.
General lesson plan
• Title of course
I planned the title of course in order to attract the interest of students and their concern about
the issue which they would proceed in continuation. Sometimes it was more concrete and
sometimes abstract not to be monotonous and to stimulate thinking and interest of students.
Initially the teacher showed it with a picture (source of the picture was the Internet or any art
book) and freely leave the children to express their initial thoughts about the title and the new
academic subject.
• Ideogram
Next we formed an ideogram of this course. In its center the title of the course was written
and around the rays with the ideas and thoughts of students around the subject. This was done
in two ways either by kindspiration software or designing the pupils themselves in large
measure paper. In this way the students learn new words related to the new topic with the help
of teachers and restored the oldest in memory associated with the issue interacting with each
other in an pleasant and creative atmosphere.
• Basic target
I was planning the main objective of the course according to the curriculum of my country
and the CLIL method and special targets so that they relate to each other and with the main
objective. I took care of my main aim to be simple and achievable.
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• Τeaching time
I calculated the approximate total length of the course. More specifically calculates the time
required in each part of the course separately (warm up - particular scenario - evaluation -
consolidation) as each activity in each phase. It is necessary for the smooth running of a course
to be a calculation of the time it will take from the teacher. Also in the application of the lesson
the teacher who taught observed and noted whether the time was sufficient or needed more
both for the design of the next lesson plan and in the implementation of the same lesson plan
to another group of children, so that the results are better.
• Materials
In any art lesson which materials and tools will be used it is necessary to have designed and
assembled before the start of the course so as not to lose teaching time and created uproar
atmosphere in the classroom. If it is possible in the school building separate art room it is the
best, because there will always be collected material. But at our school the lesson is taught in
each classroom with the suitable preparation of the class . Well it would certainly be present in
each class basic and ordinary materials like coloured cardboard, scissors, glue, paint of all kinds
and colors, papers and a projector (H / PC).
• Working form
We apply with other teachers any activity similar to the target, the possibilities and age of the
children one or more forms of cooperation such as in pairs, in small groups (3-4 people), most
major groups (6-8 people), all class or individual end or "front", that only the teacher teaches
and students monitor simple.
• Warm up
Both the title and the presentation of any new information through image, video, audio file
thanks to new technologies acted as a warm up and stimulate students interest and a cause of
free discussion.
• Mainly scenario- Procedure
Each phase-activity of the main scenario as a teacher with my colleagues care is done in order
to produce an outgoing material (out put) and acquired an ability and skill of the student
enriching both the vocabulary of around learning the new knowledge-based the parent and new
to learning language (English) in order for students to understand that language is something
alive that serves the communication needs of people and it is a language code that differs only
grammatical from one language to another.
The specific question "What I want to be every time the produced material?" I ask myself
constantly in the design of teaching an art course and I urge the teachers to continually ask
themselves if they want to evaluate their students properly and help constructively to achieve
the targets.
Note at this point that if at the end of an Art course a student wishes to repeat an activity at
home of the already produced we gave the worksheet, and that they want to produce a new
work of art with the necessary materials. The new student work were placed and were exhibited
with the oldest and with the works of his peers. In this way the student were to one self very
creative at all traumatic.
• Evaluation
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Each lesson plan has its own form of appreciable according to how students manage to get
the basic target at first and special aims.
Basic general objectives of the evaluation in my judgment are:
a) the student to cultivate his own the ability of self-assessment,
b) to evaluate the lesson plan and not individually each student and
c) to assess over time the student's progress around the art class by the method in combination
with the progress in learning a new language through the use of CLIL method.
The following table lists the stages of teaching a lesson plan . The phases according to their
objectives differ, alternate, omitted or repeated.
Introduction – warm up
Mobilize students interest around the new theme through optical, acoustic stimuli and detection
of pre-existing knowledge about the topic or related to the subject. (10-15 minutes)
Main scenario
Procedure
It consists of at least three different target activities where new material is presented in detail
in order to be mastered by students according to their abilities. It's long teaching phase and
tiered difficulty activities according to the new teaching subject and objectives set. The format
varies and if the teacher feels during the course necessary he/she repeats some activity in order
to better win the new object or reject an activity because it considers that it is more difficult
than originally estimated. The time varies if and when the original design becomes a time
calculation but fluctuates during teaching practice of student performance.
Consolidation- Evaluation – Follow up
Students using the new vocabulary present their projects personally. Note that at this stage they
are prohibited strictly evaluative comments from the teacher and classmates yet. The role of
the teacher is still supportive recalling new words v presentation, synonyms or indicating the
relevant pictures and presentations. The works displayed in a prominent corner of the
classroom or the school. (20-30 minutes)
Note that in all phases of teaching the use of new information technologies and facilitate the
students and the teacher. Also the presentation of the student work individually or in groups,
whether it is a theatrical act, song and other fills the student satisfaction. And mainly acts as a
student but as effortless self both work separately and in comparison with the works of his
peers. At the same time accepting new approach a work of art stimuli by presenting the eyes
of his peers which as mentioned above is manifested in the creation of a new work of art
allowing free expression, creativity, liberation and relief from problems and stresses.
Completing our presentation to be noted that the use of CLIL method in the course of
art will be a new creative impetus and mobilization to the students interest. The method allows
the course content and the acquisition of new language to become one, and that students may
learn more slowly but steadily and long in relation to other students studying the language in
separate classes and special books. Thanks CLIL method students learn the new language by
a natural way, in a safe atmosphere and through teaching scenery which attract their interest
and give meaning to why to learn a new language and where they will use it. In closing modern
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technologies, the Internet and games contribute helper, so a course designed by the CLIL
method to be successful even for the students with learning problems such as dyslexia and to
prepare children from the elementary small even order for the future for a multicultural society
where citizens of spontaneous, respect each other, communicate through a language always
accepting the local language of each country.
Sources of lessons: internet art books craft books software
In recent years, there has been increased interest in teaching and learning other subjects
through the medium of a foreign language The bilingual classes are an opportunity to improve
the English level of our students through Physical Education lessons.
General objectives of a bilingual program:
Intensify the learning of the English language through means of physical education (P.E.)
Incorporate English as a communicative language in the subject of P.E.
Learn technical vocabulary affiliated with subject (P.E).
PE is usually one of the subjects the students feel comfortable with, and the reason is its
dynamism. PE is a subject where pupils don’t just sit in their chairs, work with books or take
notes. But when we need to teach some contents (such as the importance of some parts of the
body in the physical effort), problems could appear, especially, when teaching in a foreign
language, because catching pupils’ attention is more difficult than in other cases. Pupils have
to realise that PE is getting to know our body, inside and out, how it works, and how our mind
takes a big part of the movement of the body.
Students are different from intellectually and emotionally point of view, and the teacher
must have the ability to remove any problems in understanding the message sent and adapting
it to the peculiarities of each message.
Communication is a fundamental condition in teaching and help to strengthen both
relationships between students and teacher and the cohesion of the group. Communication
within the class (team) is complex, combining different forms, types of communication and
media. It is very important to create a friendship based on mutual respect and good ambience
that takes place in physical education time.
How can a teacher transmit information during a PE lesson?
1. Exposure is a verbal monologue of introducing a volume of information the teacher to
students. The exposure can take the form of: story, explanation, lecture teaching.
- The story is used especially in preschool and primary school and consists of presenting the
information in a description
CLIL Methodology in Physical
Education
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- Presentation of data related to the history and evolution of branches sports, some significant
episodes from major competitions (such as Olympic Games) or the biographical elements of
great champions arouse children’ interest in sports while creating a motivation for its practice.
2. Explanation is a rational and argumentation of a movement, its components and their
influences on body
3. Conversation lies in the dialogue between teacher and student
- Teacher plays the role of a partner who not only put questions, but answers students' questions
- Through conversation students' thinking is stimulated, knowledge and skills are fixed and
cooperation and team spirit are developed
- It can be used at the beginning or end of the physical education lesson
4. Problem-solving and discovery learning consists of putting the student in front of the
difficulties created deliberately, which will help the pupil to learn something new by
overcoming them with its own effort
- New knowledge is obtained by personal effort.
- Problem solving purpose is to train the pupils (athletes) in finding solutions for solving
problem situations that occur during physical education classes (applied different routes, stage
races, games), the leisure activities of students (tourism orientation, etc. ) and the resolution of
specific tactical situations sports games
- Promote the creativity, stimulates imagination and combat routine
5. Brainstorming is an excellent way to stimulate pupils’ creativity
- It is conditioned on a prior background knowledge enabling students to formulate their own
points of view regarding the issue in question
- Has usefulness especially in sports training, to establish preparing plans, special tactics for
competition, etc.
How to design a lesson plan in PE?
The lesson plan should include the following:
the teaching aims
the vocabulary, structures and functions
thinking skills and personal and social development; the resources and facilities that will be
needed
a sequence of activities, usually divided in three phases.
Although some routines are the same in school procedures and PE lessons, at the
beginning of the school year it is important for the class to know the routines, the groups’
organisation and roles, the language that will be needed to ask for equipment, and the roll calls
and dressing room procedures. It is also very important for the subject teachers to reach an
agreement with the language teachers about which language to use for class management,
especially where younger learners are involved.
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PE-CLIL uses a communicative approach, which is highly effective in making learners
themselves understood in the shortest possible time. To support this process of learning, it is
better to use a wide range of language teaching techniques, which can include:
— Pre-teaching. Before introducing an activity, the teacher introduces key vocabulary related
to the skill or activity. The teacher uses images that match with the key words, text, gesture,
mime or physical examples if necessary.
— Eliciting. Giving clues to help the class locate information or answer a question is more
beneficial than simply giving the right answer.
— Scanning. Learners read a text quickly in order to pick out specific information, which
makes the text easier to understand as a whole.
— Skimming. Learners read a text quickly in order to get a global understanding, which serves
a similar purpose.
— Recasting. Rephrasing a phrase or sentence which is correct but inappropriate in the context
in question.
In PE-CLIL lessons it is important that the teacher act as a model, using gestures and
English expressions to describe the action. Pupils are encouraged to use English words and are
rewarded for their effort with positive feedback.
Lessons follow the traditional class format: warm up, main activity and cool down.
The most common way of starting a lesson is to prepare the class physically for doing a
specific type of activity. However, PE-CLIL lessons must provide an introduction that provides
the physical, psychological and language preparation the class will need to complete the
activities that follow. This can be made through a physical game designed to introduce the key
vocabulary. It is well known that the children come to PE lesson ready to move and the game
will direct energy and calm children down. Visual aids to provide instructions could be posted
around the gym. When pupils are ready to listen, the teacher explains the goals of the lesson
and introduces the key vocabulary. Songs, tongue-twisters and introductory games are also
usual, especially with younger learners.
The main activity focuses on knowledge and skills acquisition through practical activities.
In this phase of the lesson language is incorporated in tasks: explaining a game, giving
instructions.
The cool down phase of the lesson is a good time to practice language both orally and in
writing. Activities that can be done: gap-filling, matching exercises.
Every time we finish practicing any physical activity is really important to do some
stretches. Again, as in the warming up session, we are going to start stretching from the bottom
to the top. (Every activity should be well explained so the stretch is well done in every moment)
Some activities that can be used for each phase of the lesson (Improving our skills using
ropes)
Vocabulary and expressions: warm up, work in pairs, joints (ankles, knees, hip...) stretching,
muscles, skill, rope, I like skipping.
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1. Warm up 15’
Ask the students: What’s the first part of a session? Answer: the warm up
Work in pairs: sharing and holding a rope, moving following our partner
Work in pairs near the wall: moving our joints with the help of a rope. Focus on the name of
the joints written on the flashcards
Stretch our leg muscles
Stretch our arm muscles
In pairs: jump over the rope as your partner moves it around the floor
2. Main activity 25’
Explain the objective of the session. Ask: what can we do with ropes to improve our skill?
In pairs: Throw and catch the rope. The teacher writes on the board: I like skipping.
In pairs: skipping rope (1º individual)
Co-operative game: shout and jump. Each student has to say the given sentence
Cross without jumping, skip the waves, jump ship, skip in and out once, twice, three times
3. Cool- down 10’
Students do stretching exercises (legs and back).
Go to the changing room and get washed and changed!
Assessment in PE lessons
Each class is evaluated, both by the teacher and by their classmates. Together with the
task explanation and instructions the teacher can give a rubric to the students where they find
what main aspects they need to take into account when they are doing the task.
At the same time, pupils will have to fill one self-assessment sheet where they will be
evaluating themselves, so they can become aware of what they have learnt. This is important
in order to improve their behaviour, skills and be able to work better next time. The self-
assessment sheet will contain information about research and collecting information, sharing
information with others, completing tasks, contribution, listening to the other members of the
group, co-operating with the team.
References
Bell, N.D.; Lorenzi, D. (2004) «Facilitating Second Language Acquisition in Elementary and
Secondary Physical Education Classes». Journal of Physical Education, Recreation & Dance,
75 (6), p. 46-51
Clancy, M.E.; Hruska, B.L. (2005) «Developing language objectives for English learners in
Physical Education». Journal of Physical Education, Recreation & Dance, 76(4), p, 30-35
Coyle, D.; Hood, P.; Marsh, D. (2010) CLIL: Content and Language Integrated Learning.
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Cambridge, Cambridge University Press.
Christopher, A.A.; Dzakiria, H.b.; Mohamed, A.H.b. (2012) «Teaching English through
Sports: A Case Study» Asian EFL Journal, 59, p. 20-29.
Dyson, B.; Rubin, A. (2003) «Implementing Cooperative Learning in Elementary Physical
Education». Journal of Physical Education, Recreation & Dance, 74 (1), p. 48-55.
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LANGUAGE
USE
AND
LEARNING
IN
CLIL
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CLIL stands for Content and Language Integrated Learning and refers to teaching
subjects such as science, history, and geography to students through a foreign language.
Every student from kindergarten to university learns a foreign language. The most usual
foreign language in these days is English. To teach preschooler a foreign language is not
difficult because he/she absorbs information like a sponge and you can do this like a game.
Implementing CLIL methodology is a challenging task for teachers, not only for planning
activities and experiences but also for providing students with enough language input to
understand the content.
What do you need? First step of all, the knowledges of are the most important ones. Then
you transform your traditional classroom into a rich bilingual classroom. Structure the
classroom space and routine to provide scaffolding for English young learners’ language
learning. Print and cut out images of classroom objects, classroom rules, center signs and
furniture then label them in English. Get two copies of each label - one for the storage container
and one for the area where the item is stored. There, in the classroom create a corner, named
English Corner. It will be the English version of your traditional Thematic Corner. Then you
can start to plan the activities.
Planning activities is a challenging task for teachers. There are many simple activities and
materials that can be used or adapted for CLIL activities.
Activities have to be planned to start from students’ interests and learning styles.
A lesson plan is the instructor’s road map of what students need to learn and how it will
be done effectively during the class time. Before you plan your lesson, you will first need to
identify the learning objectives for the class meeting. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning.
The lesson plan includes:
- warm-up activity which includes a brainstorming activity or a game for activating previous
knowledge or remembering past sessions;
- main activity which is the core of the session and finally
- plenary, this is a closing activity for summarizing key points of the sessions, asking questions
or expressing feelings and thoughts about the activity.
There are different activities and materials which offer fantastic learning situations and
cognitive development, for example daily routine, activities such as morning circle, calendar,
the weather; songs, rhymes, poems and chants; games and role-play games; books and stories;
audio-visual resources.
CLIL in Kindergarten
Nicoleta Savu, Daniela Agapie, Iorga Irina,Pastorcici Adina, Zanfir Flori-Georgiana
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A good resource plan consists of a schedule that is as detailed as possible for the information
known, and the types of resources needed for each task.
To planning the activities you need to know what you want preschoolers to learn by the end
of your activities. Your message has to be short and easy for understanding.
The techniques most used by teachers in English learning in preschool education are mimic
and gestures to comprehend and assimilate vocabulary and actions; the use of stories, song and
rhymes in order to improve pronunciation, intonation and listening skills; flashcards for
introducing vocabulary and ideas without translating as the images help preschoolers to relate
word and image; oral activities and repetition, which reinforce and encourage language
learning; puppets for increasing learners’ motivation and participation in activities; games and
ludic activities as a base for preschoolers’ development and learning at this stage; videos
because they are an attractive material for preschoolers and reinforce listening skills and
vocabulary.
Almost everybody loves playing whether they are young or old. From early childhood,
playing is an enormous part of most children’s lives and it plays a big part of their development
as well.
The games are the easiest way to teach preschoolers a foreign language. They love games
and love to play games.
Many activities can be made into games by making them competitive. With preschoolers,
you can try simple games like „True or False”, „Yes or No”, „Good or Bad”.
Games are a result of child's individual needs and activeness; are free and inspired by a
teacher. Games can and should be used as a teaching method when teaching languages. Games
give preschoolers a chance to be more active and allow them to take on more responsibility.
Games are fun, which is extremely important because they can help activate preschoolers who
may have been inactive before. Games also help preschoolers to build new relationships.
Preschoolers don’t see games like something they must or have to do, they play them, have
fun and learn at the same time, without seeing this as a problem to solve.
A teacher's role involves more than simply standing in front of a classroom and lecturing.
Many people consider the role of the teacher an important component of efficient
classroom management, some researchers regard it as part of the design of a methodology or
approach.
Teacher’s job during centre time in a bilingual classroom is to:
observe – if preschoolers use English greetings, words, commands or short phrases (verbs and
verb phrases, nouns and noun phrases);
listen – preschoolers’ English pronounciation while they speak or sing;
model good practices of talking and listening; speak slowly and articulate clearly; repetition is
also required;
ask questions – check if preschoolers understand simple questions and answer accordingly;
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help preschoolers by showing them how to do – e.g. Cut! Paste! Stick! Cross! Change!; check
if preschoolers understand simple directions in English;
participate in activities if you are invited by preschoolers – initiate simple conversations in
English; use facial expressions, gestures and pictures to reinforce meaning; encourage
preschoolers to speak English (simple words or phrases, even if they are not grammatically
correct);
Praise preschooler’s minimal efforts to communicate including use of nonverbal
responses; find ways to recognize their success and display their work.
Observation is the first and most powerful step towards changing teaching practices. Daily
observation reveals a wealth of information about students, their competencies and skills, and
the work of the teacher. This role never stops. The teacher has this role during all the year.
Noting children, the teacher can see who are the everyone gaps and can have the opportunity
to improve theirs. By observing the evolution of children the teacher can self-assess. Observer
teacher it is like the word says, the teacher is only watching the preschoolers while they are
doing an activity in the classroom also leaves the preschoolers to work on their own and the
teacher doesn't interaction with them.
As a monitor, the teacher checks and observs the preschoolers and has to be the center of
information network class. The teacher goes around the class during individual, pair and group
work activities, checking learning. While preschoolers resolve a worksheet or paint or draw,
the teacher takes the monitor role.
As a facilitator, the teacher encourages the preschoolers to participate, contribute with
ideas; checking/clarifying the language; provides an educational atmosphere where
preschoolers have the opportunity to fulfill their potential for intellectual, emotional, physical
and psychological growth. During a game or in a conversation about a different theme, the
teacher takes the facilitator role. The facilitator teacher guides and assists preschoolers in
learning from themselves; offering support and encouragement.
As an assessor, the teacher does two things, that is, correcting mistakes and organizing
feedback. Organizing feedback is an effective way to assess preschoolers' performance so that
they see how well they are doing. The teacher observes throughout the activity, as the teacher
is constantly collecting information about learners work through observing them and maybe
asking/interacting with them at times; giving feedback on performance.
Teachers do not play only one role, they need to think what role they have to adopt when
preschoolers do something or need their help.
Useful links:
http://crlt.umich.edu/gsis/p2_5
http://www.onestopenglish.com/teenagers/skills/games/
http://202.202.192.17/netcourse/yyjxf/yyjxf/Aa-4/4.2.htm
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CLIL Bilingual education is subject teaching, which we introduced in Kindergarten no
206 in Lodz, using native and a foreign language, in the way to fulfil program Erasmus +
Bilingual education: a step ahead. Children gained knowledge about the world around them,
using two languages in the same time, which was a big challenge for us because it required a
huge commitment.
The advantage of this curriculum is to integrate a new knowledge with the one that
children have already possessed, using innovative teaching aids, specially created for the
occasion by teacher or aids already existing- used in different, innovative ways.
For teachers carrying out tasks of the project was a great challenge to meet the
methodological requirements CLIL and necessity to adapt to the principles of bilingualism,
pedagogical thinking and the way to prepare for classes.
Obviously, the role of the teacher is unfortunately quite significant – the teacher must
make specific aids, draw them, program them, modify or use an existing work, e.g. on the Web.
Operating time, therefore, it is exceedingly longer. On the other hand, the classes are usually
much more interesting, and then aids may be used again in the other way.
On the classes, the preschool teacher was supported by an English teacher, who lead
regular classes introducing vocabulary and grammar of English language. It would be the ideal
situation, but sometimes difficult to organize logistically. Both teachers often found difficulties
in merging two lesson plans in one and introducing it.
In case of methodology CLIL, the teacher has a wide field of activity- he/she may combine
many fields of curriculum in one – in this case children study a lot more, research more and
cooperate gladly.
Their works are much more interesting, and it is much easier to get an assessment of children’
work. The teacher introduces a new topic, using the vocabulary taught earlier by an English
teacher. He/she warms children up in both languages, turning into a foreign language step by
step. The teacher introduces a new topic and useful vocabulary. He/ she often asks the
questions, tasks that are the main part of classes. The children’ task is to find an answer by
searching it themselves. The teacher may support them by giving bilingual instructions for the
task (in preschool CLIL education, the method of projects is a great solution). The teacher is
not only a person leading classes, but also supports children. There is possibility to get a full
assessment of kid’s work, her/his knowledge, his/her language skills.
Fulfilling the teaching of this method, we were using different forms of action-
multimedia presentations, performances, trips, competitions and projects. The cooperation
between schools turned our a great way of teaching, especially institutions from different
countries. The way of teaching seemed to be very similar, and children could gain the
knowledge even in three languages in the same time!
The Way of Fulfilling a Bilingual Education in Kindergarten
no 206 in Lodz
Agnieszka Unczur Tracińska and Agnieszka Kucharska
Translated by Karolina Michalek
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Additionally, they could gain the knowledge about other culture, tradition, habits. The
teachers shared the experiences, didactic resources, which were placed on the digital platform
or in the ‘bank of didactic aids’.
However, an indispensable element for each teacher was an English language
communication sill in advanced level. We still had to improve our level of vocabulary,
grammar and regularly develop the skills. It was important to use different strategies of
teaching and use a new information technology to make classes very interesting and exciting,
available for kids from different countries for them to be able to share experiences and feelings,
which was useful for learning.
Fulfilling the project was very satisfying for us, what’s more it made us ready to improve our
pedagogical and language skills and meet new people through working within other
international Erasmus Projects.
Songs, chants and rhymes are popular in EFL classrooms as sources of authentic
language and age appropriate ways of drilling vocabulary and structures. The paper describes
activities related to making and using simple musical instruments that enhance the
effectiveness of English lessons and make them more enjoyable. Key words: content-based
learning, young learners, English lessons, musical instruments, music. Introduction The
question this paper will underpin is: “Why not use English as the language of instruction to
teach Music or why not teach English using Music and its content?” Getting to know different
musical instruments and their characteristics, making musical instruments and using them to
perform a well-known song, following simple instructions and arrangement in English can
bring novelty and amusement in teaching Music through English in primary school. Teaching
and learning Music plays an important role in children’s development and can be used as a
strong motivational tool in content based learning. Children are surrounded by music from
earliest developmental stages and usually have very positive attitudes towards its content. They
spontaneously engage in experimenting, performing and composing music using objects
around them like their hands and fingers, pencils, cutlery etc. Learning music in primary school
involves listening and appraising, performing and composing. They should all be taught in an
integrated way as this is the way they come naturally to children.
Teaching English to very young and young learners is almost without exception
accompanied by music and its content. Songs, chants and rhymes are popular in EFL
classrooms as sources of authentic language and age appropriate ways of drilling vocabulary
and structures. Vocabulary related to musical instruments appears in many primary English
courses. This content could be explored more thoroughly by making meaningful links between
the two school subjects: Music and English. Children are spontaneously interested in musical
instruments as toys and this interest needs to be exploited in school. These ‘noise makers’
should be explored by listening to their sounds, analysing their parts and performing
Building CLIL Music Lesson
Figen Polat
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spontaneously as well as in a directed and organised way. Making simple musical instruments,
using them to perform a popular song and compose can be very effective ways of teaching
English through music to young learners. Children and music Even at very early stages of their
development, children show sensitivity to simple rhythmic patterns and melodies. Sound-
making activities (experimenting with pitch, rhythm and form) are the part of everyday play
children engage in. Most children come to school as competent music users and learning should
start with the children's innate capacities and the experiences they bring to the classroom.
Aspects of teaching music in primary school Primary school is not a place where future
professional musicians are trained, but future music consumers and amateur performers. This
is why music lessons should be enjoyable, without any pressure of making mistakes and
obeying the rules. Learning Music at primary school consists of: listening and appraising (age
appropriate discussions about a certain piece of music), performing (singing and playing
instruments) and composing (improvising and experimenting with rhythm and pitch). They are
taught in an integrated way as this is the way they come naturally to children. All these activities
can be done successfully both in Music and English classes. Music and teaching English
Teaching English to very young and young learners is almost without exception accompanied
by music and its content. Songs, chants and rhymes are popular in EFL classrooms as sources
of authentic language and age appropriate ways of drilling vocabulary and structures.
Courses for young learners provide a variety of songs usually followed by gestures,
miming and game-like movements. Children find these activities enjoyable and they can be
used as powerful motivational tool. Vocabulary related to musical instruments is a part of many
children’s courses and exploiting (making and using) musical instruments is a good way of
exploring this content more thoroughly. Children’s instruments Children are spontaneously
interested in musical instruments as toys and this interest needs to be exploited in school.
Instruments can be explored by listening to their sounds, analysing their parts and performing
spontaneously as well as in a directed and organised way. Carl Orff (famous composer and
music pedagog) created an influential method in teaching music to children, suggesting
simplified versions of classic instruments suitable for children’s performance. Children’s
instruments are grouped into several sections (Glover and Ward, 2004): instruments for striking
(tuned and untuned percussion), scraping, shaking, blowing, plucking and electronic
instruments. Making children’s instruments in English classes Children’s instruments can be a
very expensive investment for schools, so teachers often choose to make some of the simpler
ones together with their students and still manage to organise a class orchestra. Crafts are also
very popular in teaching English to young learners as they are a source of authentic language.
Making simple instruments provides teachers with a chance to make a meaningful connection
with Music classes and students with a chance to follow instructions in English as the language
of instruction to create instruments which they will use to perform their favourite songs and
compose their own. Before these crafting activities, the teacher could look into the parts of
instruments more closely with students, teaching them the proper names of these parts and thus
preparing them to make some instruments themselves. Making instruments will fulfill its
purpose only if they are later used for performing and composing. It is possible (and easy) to
adapt songs, chants and rhymes for children to play on their instruments by making simple
arrangements for students’ favourites. Making arrangements Arrangements can be made by
assigning different parts of songs to different instruments. This can be easily done by drawing
(inserting) symbols the lines (lyrics) of the song.
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Each instrument plays the parts which contain the corresponding pictures. Practising
with arrangements 1. A brief overview of the teaching steps when practising and playing the
instruments can be: 2. Sing while making simple movements to emphasise the beat of the song.
3. Practise each part of the arrangement (each instrument partition) with the whole class making
movements which produce certain sound effects (similar to the actual sound of the instrument,
if possible). 4. Put students into groups (according to the instruments from the arrangement)
and practise with movements from the previous step. 5. Finally, replace the movements with
the instruments and have your students play different parts of the song while singing.
References
Glover, J., & Ward, S. (2004). Teaching Music in the Primary School. New York: Continuum.
Kuhn, D., Siegler, R. (2006). HANDBOOK OF CHILD PSYCHOLOGY SIXTH EDITION.
Volume Two: Cognition, Perception, and Language. New Jersey: John Wiley & Sons.
Stojanović, G.( 1996). Nastava muzičke kulture od I do IV razreda osnovne škole. Beograd:
Zavod za udžbenike I nastavna sredstva,. J. Čupić: Making and Using Simple Musical
Instruments…
121 Appendix 1 – Instructions for making children’s instruments
Materials Procedure
Drum - An aluminum box or a
plastic cup for the shell
- Cellophane or suede for the
drumhead
- String or ribbon
- Glue and sellotape
- Coloured construction
paper, wrapping paper,
markers, stickers, glitter glue
etc. for decorating
- Plastic or wooden spoons,
pencils etc. for drumsticks.
1. Remove the lid from the
box. 2. Put some glue around
the rim of the box.
3. Put the cellophane (suede)
on top of the box. Stretch it
so it becomes very tight, glue
and tie it with the string or
ribbon. 4. Decorate the drum
and the drumsticks.
Tambourine -Two paper or plastic plates
for the frame
- Bottle caps for the jingles
- Hole punch
- String , Glue , A nail and a
hammer , Coloured paper,
ribbons, stickers, paint etc.
for decorating
1. Punch several matching
holes on both plates
2. Flatten the bottle caps with
a hammer and punch holes in
the middle of them with a
nail. Colour them.
3. Glue the two plates
together by the bottoms.
4. Put parts of string through
the holes on pairs caps and
the plates and tie them.
5. Decorate the tambourine.
Shaker -Two plastic cups
- Dried beans or seeds
- Glue or sellotape
- Coloured paper, stickers,
glitter glue, ribbons for
decorating
1. Put some dried
beans/seeds in the cup.
2. Put the cups together and
glue or sellotape them
together.
3. Decorate the shaker.
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60
CLIL Art Lessons support classroom experiences that encourage students in all grades to:
create art and reflect upon what they have made.
seek and construct meaning through encounters with art.
create narratives about artworks.
understand the historical and cultural contexts of works of art.
discover the significance and value of art in their lives.
Building a Visual Arts Lesson
Step 1: Generate Learning Objectives
First generate the learning objectives, or goals, for your lesson. The more specific each
objective is, the better. Each objective should describe a specific skill, map to a specific activity
in the lesson, be measurable, and support one or more state or national standards. Set only two
or three objectives for each lesson to keep students focused and reinforce skills.
Step 2: Identify Activities to Support Your Goals
Identify an activity or two that will teach the skills and concepts required to meet your
objectives. Use the Grade-by-Grade Guide to find ideas and activities for your students' grade
level.
Examples: 1) Learning Objective: Students identify the elements of art in a painting.
Activity: Students work in pairs to chart different types of lines (thin, thick, smooth, broken,
etc.), colors (warm, cool, primary, secondary, bright, subdued, etc.), and other elements of art
they see in a specific work of art. You can teach this in the same way you might teach the parts
of speech, for example by having students chart nouns or adjectives in a sentence.
2) Learning Objective: Students research the life and work of an artist and speculate about his
or her artistic intention in a given work.
Activity: Students read information about the artist's history and look at other works of art by
the same artist. They use the information they learn from this research to speculate about why
the artist used certain elements and imagery. For example, student research about Monet's
painting Wheatstacks, Snow Effect, Morning will reveal that the work is part of a series
depicting the same subject at different times of year and day. This information helps students
speculate about the artist's choice of color and line and use of light in this painting.
Building CLIL Art Lessons
Figen Polat
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61
Step 3: Determine Assessment Criteria
Develop criteria that will help you know whether your students have achieved the learning
objectives. Each assessment criterion should describe the results you expect from a student
who has achieved the objective. The assessment criteria should be easily measurable.
Examples:
1) Learning Objective: Students identify the elements of art in a particular painting.
Assessment: Students can verbally point out and name one example of each of the elements
of art in a single work of art. A rubric will help you to measure student success. For example:
Students who can name one example of all elements of art have excellent understanding.
Students who can find examples of 3–4 of the elements have sufficient understanding.
Students who can only find 1 or 2 examples need more practice!
2) Learning Objective: Students research the life and work of an artist and speculate about his
or her artistic intention in a given work.
Assessment: Students can formulate a theory about why a single element or image is included
in a work of art and support their theory either with information from the artist's biography,
or information found in other works of art by the same artist.
Step 4: Write Lesson Steps
Fill in the details of the lesson steps that will teach the skills. You now know exactly what your
goals (learning objectives) are for the lesson and what kind of outcome you'll be expecting
from your students' work (assessment criteria).
Bibliography
The following resources were consulted for the creation of this guide.
Grinder, Alison L. and E. Sue McCoy. The Good Guide: A Sourcebook for Interpreters,
Docents, and Tour Guides. Tucson, AZ: Ironwood Press, 1985.
Henry, Carole, ed. Middle School Art: Issues of Curriculum and Instruction. Reston, VA:
National Art Education Association, 1996.
Herberholz, Barbara and Lee C. Hanson. Early Childhood Art. 5th ed. Boston, MA: McGraw
Hill, 1995.
Linderman, Marlene Gharbo. Art in the Elementary School: Drawing, Painting, and Creating
for the Classroom. 5th ed. Dubuque, IA: Brown & Benchmark, 1997.
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1. LESSON PLAN
Subject: Mathematics
Topic: The magic world of fractions.
Level: Primary school
Form/class: 5 grade (10 – 11years old)
Group size: 24 students
Time: 45 minutes
Teacher: Anna Durasik
Institution: Primary School No 41
Language in use (Grammar): Present Simple, statments and frases conected with numbers
Vocabulary: ordinal numbers, names of fractions,
Objectives/targets:
General aim: To revise all the material about fractions.
Interactions: group work, pair work
Aims:
The students can do:
add, remove, quotient, product, enlargement the fractions
give the right order with the fractions
fraction exercises
reading and analyzing the story
team work
make the evaluation
Skills: counting, reading comprehension, analyzing the story
Materials:
Story, exercises, black board, interactive board, paper keys for the correct answers
Bibliography: it was made by the teacher of the lesson
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PROCEDURE
Introduction
1. The teacher checks the presence of the students and explains what is the main aim of
today’s lesson.
2. Each of the student will get the exercise to do. This helps to divide the class into the 4
groups (attachment 1)
Activities
1. The students take their seats with the groups. The teacher gives them the story and asks
one of the students to read aloud the text (annex 2). At the same time the students in the
groups became the Knights of the Fraction World. Their task is to give the princess freedom.
But if they want to do it they have to solve another 3 exercises. For each exercise the students
will get a key. The more keys they get there will be the more chances for letting the princess
out of the prison.
2. Here are the rules, how to work on this lesson:
There is 20 - 25 minutes to do the exercises
If the group wants to go to the next exercise the participants should finish the current task.
The teacher can give some clue to the team leader if there is a problem with the exercise.
The students will get paper key for each well done tasks
The students will get paper key for each well done tasks.
3. Next the teacher gives the first exercise to do. The team leader has to show the result to the
teacher. If it is correct the group will get the key and the next task. If it is wrong the team has
to correct it (annexes 3 and 4).
4. After completing the tasks in Annex 3 and Annex 4 the group receives puzzle to lay
schubitrix or puzzle about divide and multiply.
5. If you have some free time you can fight for additional answer key doing the following
exercise. (annex 5).
Assessment
1. At the end of the lessons the students will answer the questions on the interactive board
according to the lesson about fractions using the remote controls. They tell which exercise
was the most difficult and which was the easiest.
2. Next, the teacher gives the note about the students' work after analyzing the table with
keys. The teacher congratulates the team that could set the princes free.
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Annex 1
Exercise 1
Replace improper fraction to a mixed number, and then organize those numbers in order from
the smallest to the largest.
1.55
11= 2.
7
4 = 3.
23
7 =
The place to organize:
…………………………………………………………………………………………………
1. If the ordered number 5 is the last one you belong to the group of the Green Knights.
2. If the ordered number 55
11 is the last one you belong to the group of the Yellow Knights.
3. If the ordered number 11 4
6 is the last one you belong to the group of the Blue Knights.
4. If the ordered number 9 4
5 is the last one you belong to the group of the Red Knights.
Exercise 2
Replace improper fraction to a mixed number, and then organize those numbers in order from
the smallest to the largest.
1.60
11= 2.
75
15 = 3.
15
9 =
The place to organize:
………………………………………………………………………………………………..
1. If the ordered number 5 is the last one you belong to the group of the Green Knights.
2. If the ordered number 55
11 is the last one you belong to the group of the Yellow Knights.
3. If the ordered number 11 4
6 is the last one you belong to the group of the Blue Knights.
4. If the ordered number 9 4
5 is the last one you belong to the group of the Red Knights.
Exercise 3
Replace improper fraction to a mixed number, and then organize those numbers in order from
the smallest to the largest.
1. 9
2 = 2.
70
6 = 3.
15
5 =
The place to organize:…………………………………………………………
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Good Practice Catalogue
1. If the ordered number 5 is the last one you belong to the group of the Green Knights.
2. If the ordered number 55
11 is the last one you belong to the group of the Yellow Knights.
3. If the ordered number 11 4
6 is the last one you belong to the group of the Blue Knights.
4. If the ordered number 9 4
5 is the last one you belong to the group of the Red Knights.
Exercise 4
Replace improper fraction to a mixed number, and then organize those numbers in order from
the smallest to the largest.
1.13
3 = 2.
47
5 = 3.
80
10=
The place to organize:………………………………………………………………………
1. If the ordered number 5 is the last one you belong to the group of the Green Knights.
2. If the ordered number 55
11 is the last one you belong to the group of the Yellow Knights.
3. If the ordered number 11 4
6 is the last one you belong to the group of the Blue Knights.
If the ordered number 9 4
5 is the last one you belong to the group of the Red Knights.
Annex 2.
Once upon a time in a marvelous land called Fractions lived a wise and beautiful princess .
Her name was Slash. Unfortunately, a bad wizard imprisoned her in the old dark castle.
Since then there was a scary chaos in Fractions city. The king promised the prize to give the
princes freedom.
Annex 3.
Do the exercises. Draw the particular part of the circle.
Clue: Before you start making summarize, paint with different colours a part of the circle that
pointed the first fraction and the part of the circle that indicate the second fraction.
5
6 -
2
3 =
1
8 +
1
2 =
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7
8 -
1
4 =
Annex 4
Exercise 1.
Read and solve the problem.
Long time ago the Matura Exam was different that is now. Read the part of the article from
the newspaper from 1992. How many students who took part in this exam (Polish language
part) chose the fourth topic? Which of those topics was the most popular?
Matura Exam (the article)
The students are after the first written exam.
Students chose one of the four topics. The
survey was done in several different high
schools. It appeared that 2
5 (two fifths)
students chose the third topic. The first topic
was chosen by 1
3 (one third) students and the
second - 1
5 (one fifth). The fourth of topics
involved…
Exercise 2.
Mr. Krzyś has got a car that needs 51
2 litres
of fuel to drive 100 km. He drove 2500 km
during his holidays. How many liters of fuel
did he buy?
Annex 5
If you have some free time you can fight for additional answer key doing the following
exercise.
3* If you make a number bigger with its third part you will get 272. What is the number?
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Scenariusz lekcji
Przedmiot: Matematyka
Temat: Magiczny świat ułamków.
Poziom: Szkoła podstawowa
Wiek/klasa: 5 klasa (10 – 11lat)
Liczebność grupy: 24 uczniów
Czas trwania zajęć: 45 minut
Nauczyciel: Anna Durasik
Instytucja: Szkoła Podstawowa nr 41 w Łodzi, Poland
Zastosowany język (Gramatyka): Czas teraźniejszy prosty (Present Simple), zdania
twierdzące dotyczące liczb
Słownictwo: liczebniki porządkowe, nazwy ułamków,
Cele ogólne:
utrwalenie dotąd poznanych wiadomości o ułamkach zwykłych
Cele szczegółowe:
Uczeń potrafi :
Wykonywań dodawanie, odejmowanie oraz mnożenie na ułamkach zwykłych
Porządkować ułamki
Wyłączać całości z ułamków niewłaściwych
Zamieniać liczbę mieszaną na ułamki niewłaściwe
Skracać i rozszerzać ułamki
Sprowadzać ułamki do wspólnego mianownika
Czytać polecenia ze zrozumieniem
Współpracować w grupie
Dokonywać samooceny
Umiejętności: uczeń liczy, czyta ze zrozumieniem, analizuje tekst
Środki dydaktyczne:
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tekst bajki, gra dydaktyczna schubitrix, karta pracy umożliwiająca podział na grupy, karty z
zadaniami, kartki do rozwiązywania zadań, przybory do pisania, tablica, zaczarowane wrota
księżniczki z punktacją, kartonowe klucze za poprawnie rozwiązane zadanie
Bibliography: lekcja została przygotowana przez nauczyciela
PRZEBIEG ZAJĘĆ:
Wprowadzenie:
Nauczyciel sprawdza listę obecności, wyjaśnia cel dzisiejszych zajęć.
Następnie każdy z uczniów dostaje kartę pracy do indywidualnego rozwiązania, dzięki której
wyłoni się podział na 4 grupy. (zał. nr 1)
Przebieg lekcji:
1. Po zajęciu przez uczniów miejsc w grupach, nauczyciel rozdaje uczniom tekst bajki, a
później prosi jednego z uczniów o jej przeczytanie (zał. nr 2). Następnie nauczyciel mówi, że
od chwili kiedy uczniowie znaleźli się w grupach, stali się jednocześnie Rycerzami Ułamkowa.
Ich zadaniem jest oczywiście uwolnić królewnę, ale żeby to zrobić trzeba rozwiązać co
najmniej trzy zadania. Za każde poprawne rozwiązane zadanie uczniowie otrzymują klucz. A
im większa ilość kluczy tym większa szansa, że zaczarowane drzwi komnaty księżniczki
zostaną uwolnione.
2. Później nauczyciel wyjaśnia ogólne zasady pracy na dzisiejszych zajęciach:
Łącznie na wykonanie trzech zadań uczniowie mają 20-25 minut.
Aby grupa mogła przejść do kolejnego zadania, należy prawidłowo rozwiązać zadanie
bieżące.
W przypadku, gdy grupa będzie miała problem z rozwiązaniem zadania, przewodniczący
grupy może udać się do nauczyciela po wskazówkę umożliwiającą rozwiązanie zadania.
3. Za każde poprawnie rozwiązane zadanie uczniowie otrzymują kartonowy klucz, który
następnie zostaje przyklejony przez nauczyciela na tablicy w tabeli wyników.
4. Następnie nauczyciel rozdaje uczniom instrukcję pracy w grupie oraz pierwsze zadanie do
wykonania. Nauczyciel wyjaśnia uczniom, że po wykonaniu pierwszego zadania przez grupę,
przewodniczący grupy, udaje się do nauczyciela z rozwiązaniem. Jeśli zadanie zostało
rozwiązane prawidłowo, otrzymuje klucz oraz kolejne zadanie do wykonania. W przypadku
gdy zadanie zostało wykonane błędnie, przewodniczący grupy wraca na miejsce i jeszcze raz
wspólnie z członkami swojej grupy, próbuje rozwiązać zadanie. ( zał. nr 3 i zał. nr 4).
5. Po wykonaniu zadań z zał, 3 i zał, 4 grupa otrzymuje układankę do ułożenia schubitrix
albo dotyczącą dzielenia albo dotyczącą mnożenia.
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6. Jeśli jednej z grup uda się skończyć zadania przed czasem, nauczyciel daje uczniom
zadanie dodatkowe, które pozwoli na zdobycie dodatkowego klucza. (zał. nr 5)
Assessment
1. Na zakończenie zajęć uczniowie dokonują krótkiej refleksji dotyczącej zajęć. Opowiadają
o tym, które zadania wydawało się dla nich najtrudniejsze ,a które nie sprawiało im
większych trudności.
2. Następnie nauczyciel dokonuje oceny pracy uczniów poprzez analizę tabelki z kluczami
oraz gratuluję
Załącznik 1.
Ćwiczenie 1.
Zamień ułamek niewłaściwy na liczbę mieszaną, a następnie uporządkuj te liczby w
kolejności od najmniejszej do największej.
1.55
11= 2.
7
4 = 3.
23
7 =
Miejsce na uporządkowanie:
……………………………………………………………………………….........................
1. Jeśli ostatnią uporządkowaną liczbą jest 5 to należysz do grupy Rycerzy Zielonych.
2. Jeśli ostatnią uporządkowaną liczbą jest 55
11to należysz do grupy Rycerzy Żółtych.
3. Jeśli ostatnią uporządkowaną liczbą jest 11 4
6to należysz do grupy Rycerzy
Niebieskich.
4. Jeśli ostatnią uporządkowaną liczbą jest 9 4
5to należysz do grupy Rycerzy
Czerwonych.
Ćwiczenie 2.
Zamień ułamek niewłaściwy na liczbę mieszaną, a następnie uporządkuj ułamki w kolejności
od najmniejszej do największej:
1.60
11= 2.
75
15 = 3.
15
9 =
Miejsce na uporządkowanie:
………………………………………………………………………………….
1. Jeśli ostatnią uporządkowaną liczbą jest 5 to należysz do grupy Rycerzy Zielonych.
2. Jeśli ostatnią uporządkowaną liczbą jest 55
11to należysz do grupy Rycerzy Żółtych.
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3. Jeśli ostatnią uporządkowaną liczbą jest 11 4
6to należysz do grupy Rycerzy
Niebieskich.
4. Jeśli ostatnią uporządkowaną liczbą jest 9 4
5to należysz do grupy Rycerzy
Czerwonych.
Ćwiczenie 3.
Zamień ułamek niewłaściwy na liczbę mieszaną, a następnie uporządkuj ułamki w kolejności
od najmniejszej do największej:
1. 9
2 = 2.
70
6 = 3.
15
5 =
Miejsce na uporządkowanie:
…………………………………………………………………………………………………
1. Jeśli ostatnią uporządkowaną liczbą jest 5 to należysz do grupy Rycerzy Zielonych.
2. Jeśli ostatnią uporządkowaną liczbą jest 55
11to należysz do grupy Rycerzy Żółtych.
3. Jeśli ostatnią uporządkowaną liczbą jest 11 4
6to należysz do grupy Rycerzy
Niebieskich.
4. Jeśli ostatnią uporządkowaną liczbą jest 9 4
5to należysz do grupy Rycerzy
Czerwonych.
Ćwiczenie 4.
Zamień ułamek niewłaściwy na liczbę mieszaną, a następnie uporządkuj ułamki w kolejności
od najmniejszej do największej:
1.13
3 = 2.
47
5 = 3.
80
10=
Miejsce na uporządkowanie:
………………………………………………………………………….
1. Jeśli ostatnią uporządkowaną liczbą jest 5 to należysz do grupy Rycerzy Zielonych.
2. Jeśli ostatnią uporządkowaną liczbą jest 55
11to należysz do grupy Rycerzy Żółtych.
3. Jeśli ostatnią uporządkowaną liczbą jest 11 4
6to należysz do grupy Rycerzy
Niebieskich.
4. Jeśli ostatnią uporządkowaną liczbą jest 9 4
5to należysz do grupy Rycerzy
Czerwonych.
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Załącznik 2.
Dawno, dawno temu w przepięknej krainie zwanej Ułamkowo żyła mądra i śliczna królewna
Kreska Ułamkowa. Niestety, zły czarodziej uwięził ją w głębi starego zamczyska. Od tej pory
zapanował straszny chaos w Ułamkowie. Król Licznik obiecał nagrodę za uwolnienie
królewny.
Załącznik 3.
Wykonaj działania, zamalowując odpowiednią część koła.
Wskazówka: Przed wykonaniem obliczeń, zamaluj innymi kolorami część koła oznaczającą
pierwszy ułamek i część koła oznaczającą drugi ułamek.
5
6 -
2
3 =
1
8 +
1
2 =
7
8 -
1
4 =
Załącznik 4.
Ćwiczenie 1.
Przeczytaj a następnie rozwiąż zadanie tekstowe:
Dawniej egzamin maturalny z języka polskiego był nieco inny niż obecnie. Przeczytaj
fragment notatki prasowej z 1992 roku. Jaka część ankietowanych uczniów na egzaminie
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maturalnym z języka polskiego wybrała temat czwarty? Który temat cieszył się największym
powodzeniem?
Ćwiczenie 2.
Samochód Pana Krzysia spala średnio 51
2 litra benzyny na 100 km. Pan Krzyś przejechał w
czasie wakacji 2500 km. Ile litrów benzyny spalił jego samochód?
Załącznik 5. Jeśli macie jeszcze chwilkę czasu możecie powalczyć o dodatkowy klucz rozwiązując
kolejne zadanie :
3* Zwiększając pewną liczbę o jej trzecią część otrzymujemy 272? Jaka to liczba?
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2. LESSON PLAN
PART I
Lesson Math
Class 7
Time 40 m.
Learning Area GEOMETRY AND MEASUREMENT
Lower Learning
Area Lines and Angles
Basic Skills Contact, association, reasoning
PART II
Earnings7.3.3.1. centers opened in the circle, on which determines the relationship between the
spring and sizes
Teaching Methods: Questioning, exploring, learning by doing
Sales Tools and Resources: The textbook, calculator, interactive whiteboards, protractor,
ruler
CIRCLE AND CIRCULAR REGION
Traditional circle game
First prepare a circle by using an iron wire
about 50-60 cm diameters.This game can
be played alone and in a group.Circle is
rounded with using a wooden stick.If this
game play in a group ,parkour must be
250-500 m long.If a person finishes th
is parkour first , he/she wins the game.If this game is played one player the most important thing is
rounding the circle without drop it.
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IMPORTANT NOTES ABOUT PLANS:
*Teacher must give some examples in life about circles.
*Students can be motivated by using EDA portal.
*Teacher summarized the lesson before the other lesson.
DERS PLANI
BÖLÜM I
Ders MATEMATİK
Sınıf 7
Süre 5 ders saati (14MART- 18MART)
Öğrenme Alanı GEOMETRİ VE ÖLÇME
Alt Öğrenme
Alanı DOĞRULAR VE AÇILAR
Temel Beceriler İletişim, ilişkilendirme, akıl yürütme
BÖLÜM II
Kazanım
7.3.3.1. Çemberdemerkezaçıları, gördüğüyaylarıveölçüleriarasındakiilişkileribelirler..
Öğretim Yöntemleri: Sorgulama, keşfederek öğrenme, yaparak yaşayarak öğrenme
Araç-Gereçler ve Kaynaklar: Ders kitabı,hesap makinesi, etkileşimli tahta, açı ölçer,
cetvel
Süreç:
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PLANIN UYGULANMASINA İLİŞKİN NOTLAR
*Günlük hayatta çember ve daire örnekleri verilerek merkez açılar somutlaştırılmalı.
*Eba içerikleri –videoları ile öğrencilerin konuya dikkati çekilebilir.
*Ders özetlenir ve öğrenci yeni konuya güdülenir.
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3. LESSON PLAN
Name of the lesson Science
Class 8
Unit name Force and Motion
Subject Resultant Force
Time 40 m.
PART II
Student Outcomes 6.2.1.1. Shows the direction and magnitude of a force
acting on the direction by drawing
6.2.1.2. The resultant force is announced.
6.2.1.3. A show with more force acting on the
experiment and drawing.
6.2.1.4. Balanced and unbalanced forces, observing
the movements of the body case
discover and compare.
Unit Concepts and Symbols Force, the Newton, the point of application, violence
Security precautions
Teaching-Learning Methods and Techniques Question-Answer, Invention, Research, Performance,
Review, Test
Educational Technology Used Textbooks, reference books, pads, strings, ruler,
dynamometer
Descrıptıons
The size and direction of the same forces are called peer force.
Same size but reverse direction forces are called reverse force
Balanced and Unbalanced Forces
Balanced Forces:
If the total force which are applied to an object are zero ,it is called balanced force.
These objects go on the the motion before balanced force applied.If the object is inert it goes on to be inert,if it
is acting,it goes on acting in constant speed.
Body movement is no change in the movement of the body if they're driving while under the influence of
balanced forces and bodies continue to move rapidly fixed
The resultant force acting on the object does not move quickly to zero or constant moves. The influence of
balanced forces.
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K Doğu Batı
F= 5N F= 5N
X Doğu Batı
R= 5N D=5N
60 km fast road car space in the same direction and at the time, continues to move forward without changing
the speed Is under the influence of balanced forces.
Never moves Never moves
Balancer (Balancing) Force:If a force is equal to total force but reverse direction ,it is called balancer
(balancing) force.
Balancer Force
Unbalanced Forces:If total forces which applied on an object are different from zero , it is called Unbalanced
Forces.If an object is affected by unbalanced forces ,it can change its direction and speed.
Moves to East
EXAMPLES:
1- Fixed a ball, set in motion by the effect of unbalanced forces.
2- Tennis ball in the direction of movement and speed can be changed by the effect of unbalanced force.
3- A ball in motion can be stopped by applying a force unbalanced.
East West
4N
4N
8N
East West
6N
4N
8N
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4- Push means in the same direction by the two people, under the influence of the unbalanced force.
5- The door is pushed in the opposite direction to the forces of different sizes is influenced by the unbalanced
force.
6- Stationary actuated tools, are affected by the unbalanced force. (Actuating force is greater than the frictional
force.)
7- The ball hit the footballer, from that helicopter attack in the falling apple, the upcoming municipal bus stop.
NOTE : 1- Body hard to move fast, indicates that the impact of the balanced force.
2- To move the object of accelerating or decelerating shows that the effect of unbalanced force.
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DERS PLÂNI BÖLÜM I
Dersin adı Fen Bilimleri
Sınıf 8
Ünitenin Adı/No 6.2. Kuvvet ve Hareket / Fiziksel Olaylar
Konu DENGELENMİŞ KUVVETLER
Önerilen Süre 4 ders saati
BÖLÜM II
Öğrenci Kazanımları /Hedef ve Davranışlar 6.2.1.1. Bir cisme etki eden kuvvetin yönünü,
doğrultusunu ve büyüklüğünü çizerek gösterir.
6.2.1.2. Bileşke kuvveti açıklar.
6.2.1.3. Bir cisme etki eden birden fazla kuvveti
deneyle ve çizimle gösterir.
6.2.1.4. Dengelenmiş ve dengelenmemiş kuvvetleri,
cisimlerin hareket durumlarını gözlemleyerek
keşfeder ve karşılaştırır.
Ünite Kavramları ve Sembolleri/Davranış Örüntüsü Kuvvet, newton, uygulama noktası, şiddet
Güvenlik Önlemleri (Varsa):
Öğretme-Öğrenme-Yöntem ve Teknikleri Soru-Cevap, Buluş, Araştırma, Gösteri, İnceleme,
Deney
Kullanılan Eğitim Teknolojileri-Araç, Gereçler ve
Kaynakça
Ders kitabı, kaynak kitap, takoz, ip, cetvel,
dinamometre
Açıklamalar
Büyüklükleri ve yönleri aynı olan kuvvetlere eş kuvvetler denir.
Büyüklükleri aynı, yönleri ters olan kuvvetlere zıt kuvvetler denir
Dengelenmiş ve Dengelenmemiş Kuvvetler
Dengelenmiş Kuvvetler :
Bir cisme uygulanan kuvvetlerin bileşkesi yani net kuvvet sıfır ise cisme etki eden kuvvetlere dengelenmis
kuvvetler denir.
Bir cisme uygulanan aynı doğrultulu, eşit büyüklükte ve zıt yöndeki kuvvetlere dengelenmiş kuvvetler denir
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K Doğu Batı
F= 5N F= 5N
X Doğu Batı
R= 5N D=5N
Dengelenmis kuvvetlerin etkisinde olan cisimler önceki hareketlerine aynen devam ederler. Cisim başlangıçta
duruyorsa durmaya, hareket halinde ise sabit süratli hareket yapmaya devam eder.
Cisimler hareket hâlindeyken dengelenmiş kuvvetlerin etkisinde kalırsa cismin hareketinde bir değişiklik olmaz
ve cisim sabit süratle hareketini sürdürür
Cisme etki eden bileşke kuvvet sıfır ise cisim hareket etmez veya sabit süratle hareket eder. Dengelenmiş
kuvvetlerin etkisindedir.
Aynı doğrultuda ve saatte 60 km süratle yol alan bir otomobil, süratini değiştirmeden yol almaya devam
ettiğinde dengelenmiş kuvvetlerin etkisi altındadır
Örneğin 20 m/s sabit süratle hareket eden araç dengelenmiş kuvvetlerin etkisindedir, bir cisme zıt yönde 5 er N
luk kuvvetler etki ediyorsa cisim durur.
Dengeleyici (Dengeleyen) Kuvvet: Bileşke kuvvet ile aynı şiddette aynı doğrultuda olan ancak bileşke kuvvet
ile zıt yönlü olan kuvvete dengeleyici kuvvet denir. Örneğin bir cisme etki eden bileşke kuvvet 5 N dur. Bu
cismin dengeleyici kuvveti zıt yönde 5 N dur.
Dengelenmemiş Kuvvetler: Bir cisme etki eden net kuvvet sıfırdan farklı ise dengelenmemiş kuvvetlerin
etkisindedir. Dengelenmemiş kuvvetlerin etkisinde cisimlerin hareket yönünde ve süratinde değişiklik olabilir.
Örneğin yavaşlayan bir araba veya hızlanan bir motosiklet dengelenmemiş kuvvetlerin etkisindedir. Daldan
düşen elma dengelenmemiş kuvvetlerin etkisindedir.
ÖRNEKLER :
1- Duran bir top, dengelenmemiş kuvvetlerin etkisiyle harekete geçer.
Doğu Batı
4N
4N
8N
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2- Tenis topunun hareketinin yönü ve sürati dengelenmemiş kuvvetlerin etkisiyle değistirilebilir.
3- Hareket halindeki bir top, dengelenmemiş kuvvet uygulanarak durdurulabilir.
4- iki kisi tarafından aynı yönde itilen araç, dengelenmemiş kuvvetlerin etkisindedir.
5- Farklı büyüklükteki kuvvetlerle zıt yönde itilen kapı, dengelenmemiş kuvvetlerin etkisindedir.
6- Dururken harekete geçen araç, dengelenmemiş kuvvetlerin etkisindedir. (Motor kuvveti, sürtünme
kuvvetinden büyüktür.).
7- Futbolcunun topa vurması, kalkış yapan helikopter, daldan düsen elma, durağa yaklaşan belediye otobüsü
(dengelenmemiş kuvvetlerin etkisindedir
NOT : 1- Cismin sabit süratli hareket yapması, dengelenmis kuvvetlerin etkisinde olduğunu gösterir.
2- Cismin hızlanan veya yavaşlayan hareket yapması dengelenmemiş kuvvetlerin etkisinde olduğunu gösterir.
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4. LESSON PLAN
LESSON : Art
GRADE : 7 (13 Yearsold )
TIME : 40 min.
LEARNING DOMAIN: Formalising in art class
GAINS:
1-Students understand the objects which have geometrical shapes
2-They transform the objects in to geometrical shapes by simple methods
3-They use the visual formal isingmethod in their Works
4-They take inspiration from nature in their Works
METHODS: Explanation, typification ,practice
TECHNIQUE : Draving ,bending , cutting , gumming
PREPARING THE LESSON:
Teacher find some objets figures from in ternet.Acording these figures teacher prepare a
composition. Teacher wants from students to prepare 9 circles which have 14 cm max. and
2 cm.min.dimensions.
TOOLS:
A cardboardwhich has 35x50 dimension, glue , ruler , scissors , pencil ,2 paper
PRACTİCE:
Teacher shows how students will prepare the circles and form circles.Then students prepare
their circles and form them.Teacher and students cut the circles together.
Then students cut their circles like teacher shows.
Teacher shows them how they paste them
After that students paste their circles on the cardboards and show them.
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DERS PLANI
BÖLÜM I:
Okul Adı 19 MAYIS ORTAOKULU Tarih: 16-20/05/2016
Dersin / Sınıf Türkçe 6 / F Süre: 5 Ders Saati
Metin SEVGİ ( ŞİİR )
Araç-Gereçler T.Ders Kitabı , T.Sözlük , İ.Kılavuzu , D.Sözlüğü ,Ders Notlarım, Yardımcı Kitaplar
vb.
Metot ve Teknikler Okuma , Dinleme , Açıklama , Anlatım , Soru-Cevap , Uygulama
BÖLÜM II:
Öğrenci
Kazanımları/
Hedef ve
Davranışlar
Amaçlar:
— Sözcük dağarcığını geliştirebilme
— Şiir okuma zevkini geliştirebilme
— Beğenilen şiirleri ezbere okuma alışkanlığı kazanabilme
— Yapım ve çekim eklerini kullanabilme
_ Verilen konu üzerinde yazılı anlatım yapabilme
Davranışlar:
ANLAMA:
— Şiir bilgilerini hatırlama
— Şiir türlerini (lirik, epik, didaktik, pastoral, dramatik) kavrama
ANLATIM:
— Beğenilen bir şiiri veya şiirleri ezbere okuma çalışması yapma
DİL BİLGİSİ:
Yapım ve çekim eklerini kavrama
YAZILI ANLATIM
Sevgi konulu serbest türde kompozisyon çalışması
Etkinlikler :
1-Şiirin bir kere bütün sınıf tarafından sessiz okuma metoduyla okunması.
2- Kitapların kapattırılması ve tarafımdan örnek bir sesli okuma yapılması.
3-İstekli öğrencilere okutturulması. (( uygunsa ses korosu oluşturularak şiirin okunması. ))
4-Şiirle ilgili metni anlama çalışmalarının rehberliğim altında ,öğrenciler tarafından yapılması;okunan
şiirin kavranması.
5-Şiirde geçen anlamı bilinmeyen kelime ve kelime gruplarının anlamlarının bulunarak birer cümlede
kullanılması.
6-Şiirin açıklamasının yapılması , ana duygusunun bulunması.
7- Şiirin şekil özelliklerinin incelenmesi,bu konuda öğrencilerin bilgilendirilmesi.
( Ölçüsü,Kafiye ve Redifleri,Kafiye Şeması ,Konusuna göre ne tür şiir olduğu….)
-Ölçüsü: ( 11’Lİ HECE ÖLÇÜSÜ )
-Konusuna Göre Ne Tür Şiir( LİRİK ŞİİR )
-Kafiye Şeması:( Tahtada gösterilecek)( GENELİNDE YARIM KAFİYE VE AAAB – CCCB - ....)
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8- Dil Bilgisi konusunun işlenilmesi ( yapım ve çekim ekleri ) ;
1. Yapım Ekleri:
Kelimelerin sonlarına eklenerek yeni anlamda kelimeler türeten eklere YAPIM EKLERİ denir.
Dilimizde çeşitli yapım ekleri vardır: -lik, -li, -ci, -cik, -sız, -şer, -cık, -im, -ma, -iş, -si, -gen, -tı, -giç, -
gın... Bu ekler ses uyumuna göre kelimelere eklenirler.
mimar - mimar_lık, göz - göz_lük, duvar - duvar_cı
2. Çekim Ekleri:
Eklendikleri kelimeleri çekimli hale getiren, yani yeni anlamda kelime türetmeyen eklere ÇEKİM
EKLERİ denir. Çekim ekleri kelimelerden yeni kelime türetmezler.
ders + ler + i + miz + de __ derslerimizde .................. kaldır + dı __ kaldırdı
Anlatımda ve not tutturmada Ders Notlarımdan faydalanılması.
Örnekler verilerek açıklanması.
Öğrencilerin tahtaya çıkarak uygulama çalışmalarında bulunması.
9-Yazılı anlatım çalışmasında öğrencilere konu bütünlüğü ilkesinde ‘sevgi’ konulu kompozisyon
çalışması verilir. Beyin fırtınası yöntemiyle konu geliştirilir,öğrencilerin hazır bulunuşluk düzeyi üst
seviyelere çekilir.Bir ders saati içerisinde çalışmaların bitirileceği ve tarafımdan kontrol edileceği
belirtilir. Sesli okuma çalışması yaptırılır sınıf tarafından en çok beğenilen çalışma seçilerek sınıf
panosuna asılır.
DEĞERLENDİRME:
1-Değerlendirmeler: konular işlenirken, uygulama çalışmalarında ve dersin tekrar özet anlatımında
yapılmaktadır.
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5. LESSON PLAN
NAME: Cordoș Florina-Diana
FORM: 5th grade 4h/weekly
SUBJECT: Birds in paradise
AIMS: to introduce a story about hummingbirds
to develop the students′ reading, speaking and listening skills
Objectives: SWBAT read expressively, correctly the text
SWBAT use the new words in new context
SWBAT use the English language to express their opinions about Roger′s job
SWBAT talk about their favourite future jobs
Skills: reading, listening, speaking, writing
Teaching techniques: - reading
- explanation
- exercise
- conversation
Resources: Birds in Paradise, National Geographic
Teacher′s Book, Rob Waring
Jeremy Harmer, The Practice of English Language Teaching
Adriana Vizental, Metodica Predării Limbii Engleze
Audio support, National Geographic, worksheets for students, whiteboard, markers,
pupils′ notebooks
Interactions: - whole class
- pair work
1. Lead in: 5 min The teacher checks absents and homework. Corrects the students if they make mistakes.
2. Comprehension task: 8 min The teacher introduces the new lesson by showing the classroom two pictures: A
hummingbird and a photographer. She asks the children about the pictures.
Speaking
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* What do you think about these pictures?
* What job do you think this man has? What does he carry? What does he have in front
of him?
* What can you tell about this bird? Do you like it? What colour does it have?
* Do you think there is a connection between these two pictures? If yes what is that?
(the photographer, the backpack, the hummingbird)
Students answer the questions. They guess the answer helped by their teacher and
discover the title. The teacher hands them out the stories and tells them a few words about the
setting.
3. Reading the story 10 min The teacher hands out the story to the children who start reading it aloud. She names a
few students.
The teacher asks children some questions:
* What do you think about Neckles′ job? Is it interesting? Why? Why not?
* What do you want to become when you grow up?
After they have read the story she asks them if they have any unknown words besides
those already explained. Children tell her the words.
Activity 1 4 min Choose 3 words and make 3 sentences in your notebooks.
Children read the sentences.
Activity 2 5 min The teacher gives the students a worksheet with exercises related to the story.
She asks the children to solve exercises 1, 2 and 4. After that the teacher and the children
verify the exercises.
Activity 3 10 min
Listening for details Ex.VI
VI. Listen the audio and circle the word you hear. Below you have three questions about
Roger Neckles. Answer to them after you hear the audio.
1. Colourful tropical birds are flying everywhere and moving around in the trees. They′re
calling to one another and you can see their beautiful/pretty colours...
2. For the past ten years, Neckles has been taking photographs of the country′s/island′s
birds.
3. It′s clear that Neckles really loves the place/island.
4. Neckles has to be very fast/quiet too or he′ll miss his opportunity to photograph them.
5. He has to wait for just the right moment/time.
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Questions When does Neckles get up to go to work?
Where does Neckles work?
How long has he been living there?
Teacher plays the audio and children listen to it to get the information they need. They
circle the correct variant. Checking the exercise, reading aloud.
Activity 4 4 min
Writing Teacher asks the students to solve exercise VII in their notebooks. Then she names some
of them to read aloud what they have written.
VII. What do you think Roger Neckles has got in his backpack? Work with your partner
and then say to what they can be used for.
Activity 5 5 min
Speaking Imagine you are a reporter and you meet Roger Neckles. Ask him as many questions as
possible to find out more about him and his work.
Preparation for homework assignment Children have to solve exercise III and VIII from the worksheet.
BIRDS IN PARADISE
It′s very early in the morning on the tropical island of Trinidad. Colourful tropical birds
are flying everywhere and moving around the trees. They′re calling to one another and you can
see their beautiful colours among all the different greens of the island. However, they′re not
the only ones who are awake on this early morning. Ornithologist and photographer Roger
Neckles is up and moving too.
For the past ten years, Neckles has been living on the island and taking photographs of
the island′s birds. As he walks along, he makes a sound like a hummingbird. He wants to attract
the birds with this ′bird call′ - and he does. A hummingbird flies so close by that Neckles can
hear it! ”We just got buzzed1 by a hummingbird,” he says excitedly. ”Did you hear that?”
1 buzz: pass by very quickly
This story is set in the Caribbean country of Trinidad and Tobago.
It happens on the island of Trinidad.
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As he continues walking around the island, Neckles talks about the beauty around him.
It′s clear that he really loves the place. He describes it as being like heaven2. He talks about
how incredibly beautiful Trinidad is with its many colourful flowers and birds flying
everywhere. Because of this, Neckles feels it′s just like paradise. So what does he do every day
in this ′bird paradise′?
Neckles talks about his day as he drives into the mountains. ”This is the best time of the
day for me”, he says, ”getting up at five o′clock in the morning... heading off into the sticks3
up in the mountains.” As he continues, he describes the area itself, ”The atmosphere... the
temperature up here... it′s just fantastic! You breathe pure oxygen!”4 He then adds happily,
”This is a typical ′day in the office′ for me”.
Neckles works at the Asa Wright Nature Centre, which attracts ornithologists and bird
lovers from all over the world. People go there especially to view some of the world′s most
attractive and special birds. However, this isn′t easy since the birds move very quickly! Neckles
explains that he has to be very fast when he takes photos, or he′ll miss his opportunity. Just as
he says this, a beautiful purple bird with black on its wings appears. ”Look at that Purple
Honeycreeper!” he points out. ”Whoa! The colour is so unique5, it′s a fantastic shade of
purple,” he adds as he takes a few photos.
There are about 460 different types of birds on the island. Neckles is trying to photograph
them all, but it takes time. He has to wait for just the right moment. According to Neckles, ”If
you are not prepared to wait for the [right photographic] shot, you won′t get it.”
Neckles has studied hummingbird behaviour and bird calls for a long time. He also knows
most things about their way of life, including where they live.
Hummingbirds live in very unsual nests that they build using their beaks and feet.
Neckles comments that the birds are very skillful in the way they make their nests. He explains:
”They′re really strong, they build them on the very edges of branches, and winds come –
hurricanes6 will come, and gale force winds 7– and they won′t blow down”.8
I. Look up for the information
1. Neckles works at home/a nature centre/a school.
2. There are 150/380/460 different types of birds in Trinidad.
3. Hummingbird nests are very strong/weak/windy.
2 heaven: a lovely place where good people go when they die according to some religions 3 head off into the sticks: go into an area which is a long way from a town or city 4 breathe pure oxygen: take very clean air into the body 5 unique: unusual in a good way 6 hurricane: a storm with a very strong wind 7 gale force wind: a very strong wind that is nearly as strong as a hurricane 8 blow down: fall down because of the wind
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II. Match the words with their definitions
Beak The flat parts of the body which a bird uses for flying.
Nest A very small, brightly coloured bird which moves very quickly.
Wings The hard, pointed part of a bird′s mouth.
Hummingbird A home built by animals, especially birds.
III. The Island of Trinidad.
Read the paragragh. Then use the underlined words to complete the sentences.
Trinidad is a tropical island that is famous for its birds and other wildlife. The topography
of the area consists of mostly forests and mountains. The atmosphere, or feeling of the island,
is very pleasant. It′s so beautiful that some people think it′s like paradise. One man, Roger
Nickles, has made it his life′s work to study the beautiful birds of Trinidad. He′s an
ornithologist.
1. Animals and plants that live in natural conditions are called ___________________.
2. An ___________________ is a person who studies birds.
3. The __________________ is the general feel of an area.
4. _________________ is a perfect place that is often considered to be imaginary or hard
to find.
5. A _________________ is a piece of land with water around it that is in a very hot part
of the world.
6. The shape and characteristics of the land in an area is the __________________.
IV. Circle the correct variant
1. The word calling (1) means the birds are:
A. moving their wings B. making sounds
C. looking for food D. flying from tree to tree
2. A good heading for the second paragraph is:
A. Tropical Paradise For Neckles B. Hummingbird Flies Away
C. Ornithologist Attracts Birds D. Neckles Loves Tropical Island
3. The word it in he describes it refers to:
A. the place B. beauty
C. a bird D. heaven
4. According to paragraph 4, Neckles dislikes early mornings.
A. True
B. False
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5. Why does Neckles have to be quick when taking photos?
A. Because the birds are unique. C. Because the birds are noisy.
B. Because the colours are fantastic. D. Because the birds move suddenly.
V. What do you think?
1. What are some of the good and bad things about Neckles′ job?
2. Do you like his job? Why or why not?
3. What kinds of wildlife9 do you like?
VI. Listen the audio and circle the word you hear. Below you have three questions about
Roger Neckles. Answer to them after you hear the audio.
1. Colourful tropical birds are flying everywhere and moving around in the trees. They′re
calling to one another and you can see their beautiful/pretty colours...
2. For the past ten years, Neckles has been taking photographs of the country′s/island′s
birds.
3. It′s clear that Neckles really loves the place/island.
4. Neckles has to be very fast/quiet too or he′ll miss his opportunity to photograph them.
5. He has to wait for just the right moment/time.
Questions When does Neckles get up to go to work? Where does Neckles work?
How long has he been living there?
VII. What do you think Roger Neckles has got in his backpack? Work with your partner
and then say to what they can be used for.
VIII. Read the sentences and circle True, False or No Information.
1. Neckles came to Trinidad eight years ago. T F NI
2. Neckles′ family lives in Trinidad with him. T F NI
3. Neckles works in an office every day. T F NI
4. You can see many birds in Trinidad in the evening. T F NI
5. People from other countries don′t know about the birds in Trinidad. T F NI
6. A hurricane can′t destroy a hummingbird′s nest. T F NI
IX. Match the phrases to make true statements about Roger Neckles.
1. Neckles doesn′t mind waiting __ a. because he always sees new
things.
9 wildlife = wild animals, birds and plants (especially animals) that live in a natural state.
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2. Neckles makes sounds __ b. because he enjoys being in the
forest.
3. Neckles thinks Trinidad is paradise__ c. because he wants to see
hummingbirds.
4. Neckles doesn′s want to change his job __ d. because there are many birds and
flowers.
5. Neckles is excited __ e. because he got a photo of a rare
bird.
X. Imagine you are a reporter and you meet the ornithologist Roger Neckles. Make an
interview with him and ask him as many questions as possible to find out more about his travels
and which is the next thing he wants to do.
PROIECT DE LECȚIE
NUME: Cordoș Florina-Diana
CLASA: clasa a V-a, 4h/săpt
SUBIECTUL LECȚIEI: Păsări în paradis
SCOPURI: Prezentarea unei poveși despre păsările colibri
Dezvoltarea competențelor de receptare a mesajelor scrise și audiate, și a
competențelor de exprimare orală
OBIECTIVE: la sfîrșitul lecției elevii vor fi capabili să:
citească corect și expresiv un text
folosească cuvintele noi in context
își exprime opinia cu privire la meseria lui roger
vorbească despre meseria preferată
COMPETENȚE: receptare a mesajelor scrise și audiate, producerea de mesaje
scrise și orale
TEHNICI DE PREDARE: - lectura
- explicația
- exercițiul
- conversația
MIJLOACE DE ÎNVĂȚARE: Birds in Paradise, National Geographic
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Teacher′s Book, Rob Waring
Jeremy Harmer, The Practice of English Language Teaching
Adriana Vizental, Metodica Predării Limbii Engleze
Suport audio, National Geographic, fișe de lucru, tabla, markere, caiete
FORMA DE ORGANIZARE: - frontală
- în perechi
1. Moment organizatoric: 5 min Profesorul verifică prezența și tema de casă a elevilor. Se corectează eventualele greșeli.
2. Înțelegerea textului: 8 min Profesorul introduce tema lecției prezentând clasei doua imagini: o pasăre colibri și un
fotograf. Adresează elevilor întrebări cu privire la imagini.
Exprimare orală * Ce credeți despre aceste imagini?
* Ce meserie credeți că are omul din imagine? Ce are la el? Ce vedeți în fața acestuia?
* Ce puteți spune despre pasăre? Vă place? Ce culoare are?
* Credeți că există vreo legătură între cele două imagini? Dacă da, care e aceasta?
(fotograful, rucsacul, pasărea colibri)
Elevii răspund la întrebări. Ei deduc răspunsurile cu ajutorul profesorului și descoperă
titlul lecției. Profesorul distribuie fișele de lucru și le spune câteva cuvinte despre cadrul de
desfășurare.
3. Lecturarea poveștii 10 min Profesorul distribuie fișele de lucru și numește câțiva elevi care citesc cu voce tare.
Profesorul adresează elevilor câteva întrebări:
* What do you think about Neckles′ job? Is it interesting? Why? Why not?
* What do you want to become when you grow up?
După ce au citit povestea profesorul întreabă elevii dacă există cuvinte necunoscute pe
lângă cele explicate în prealabil.
Activitatea 1 4 min Alegeți 3 cuvinte și alcătuiți propoziții cu ele. Elevii citesc propozițiile alcătuite cu voce
tare.
Activitatea 2 5 min Proîmparte elevilor fișe de lucru cu exerciții legate de poveste.
Elevii rezolvă exercițiile 1, 2 și 4 după care acestea sunt verificate frontal.
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Activitatea 3 10 min
Audierea unui text pentru a extrage detalii Ex.VI
VI. Ascultați înregistrarea audio și încercuiți cuvintele pe care le auziți.
Răspundeți la cele 3 întrebări despre Roger Neckles cu informații din textul audiat.
1. Colourful tropical birds are flying everywhere and moving around in the trees. They′re
calling to one another and you can see their beautiful/pretty colours...
2. For the past ten years, Neckles has been taking photographs of the country′s/island′s
birds.
3. It′s clear that Neckles really loves the place/island.
4. Neckles has to be very fast/quiet too or he′ll miss his opportunity to photograph them.
5. He has to wait for just the right moment/time.
Questions When does Neckles get up to go to work?
Where does Neckles work?
How long has he been living there?
Elevii ascultă înregistrarea și extrag informațiile necesare pentru a îndeplini sarcinile de
lucru.
Activitatea 4 4 min
Scriere Profesorul cere elevilor să rezolve exercițiul VII în caiete apoi numește câțiva elevi care
citesc cu voce tare ceea ce au scris.
VII. What do you think Roger Neckles has got in his backpack? Work with your partner
and then say to what they can be used for.
Activitatea 5 5 min
Exprimare orală Imaginează-ți că ești reporter și il întâlnești pe Roger Neckles. Adresează-i întrebări
pentru a afla cât mai multe lucruri despre el și meseria lui.
Pregătirea temei pentru acasă Elevii rezolvă exercițiile III și IV de pe fișa de lucru.
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6. LESSON PLAN
Name: Cordoș Florina-Diana
Form: 8th grade/4 hours weekly
Lesson: Cheese-Rolling Races
Aims: to introduce a lesson about a famous competition in England
to introduce new vocabulary
to develop the students' reading, listening and speaking skills
to get the students express their thoughts and opinions in English
Level: intermediate
Number of pupils: 30
Classroom interation: whole class, pair work, individual work, group work
Skills: reading, listening, speaking, writing
Resources: the story, pupils' notebooks, board, markers, pictures, audio-video material,
worksheet
Bibliography:
Rob Waring, Footprint Reading Library, National Geographic Digital Media, USA,
2008.
Harmer, Jeremy, The Practice of English Language Teaching, Pearson Longman, 2010.
Scrivener, Jim, Learning Teaching, Macmillan, 2005.
Vizental, Adriana, Metodica Predării Limbii Engleze, Iași, Polirom, 2008.
Stages of the lesson
1. Warm-up. Estimated time: 10 min. Pictures – whole class
Question-answer technique – whole class
Prediction – whole class
The teacher shows the students some pictures with different types of competitions that they
watch on TV (football, basketball, tennis, hockey, rugby). S/he sticks the pictures on the board
with magnets, but s/he puts a picture face-down that the students have to guess.
S/he asks the class some questions: ”Do you practice any of these sports in the pictures?”
”How long have you been practising basketball/tennis/football?”
”What do these sports have in common?” (e.g. a group of players/team, a ball, strict rules etc)
”Have you ever participated in an unsual competition?” (e.g. pillow fight, paintball fight,
tomato fight)
After the students answer the questions the teacher names a student to turn the picture face-up
and show to the class. The picture presents a cheese-rolling race that takes place in England in
the town of Brockworth.
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2. Pre-reading. Estimated time: 5 min. Brainstorming – whole class
Spider web – whole class
The teacher writes the name of the competition on the board Cheese-Rolling Race and asks the
students to tell her/him other words they can think of connected to it (e.g. cheese, hill,
competition, competitor, practising, courage, ambition, determination, prize, fun, fame,
craziness); the teacher tells the students that these words are likely to be found in the text.
3. While-reading. Estimated time: 15 min. Scanning - individual
Sentence-level reading - individual
The teacher asks some students to divide the papers with the text to the class. They take turn
and read the text aloud, the new words are discussed and written down on the board and in their
notebooks.
After that they have to solve the following exercises written on the back of the paper.
a. Read the sentences and circle True, False or No Information.
1. Cheese races are sometimes dangerous. T F NI
2. There are more men than women in the races. T F NI
3. People don't know exactly where the cheese will go. T F NI
4. The cheese weighs about ten pounds. T F NI
5. The prize for a cheese race is a lot of money. T F NI
6. Many people like to watch the cheese races. T F NI
b. Find the numbers in the story.
1. When the Cheese-Rolling Races started: ….......................
2. How steep Coopers Hill is: …......................
3. How fast a cheese can go: …....................
4. How many spectators were injured at a race: …...................
5. How long ago these spectators were injured: …....................
6. How many cheeses Craig Brown won: ….......................
4. Post reading. Estimated time: 10 min. Cooperative writing – pair work
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The teacher asks the students to pretend they are the winner of the cheese-rolling race and they
write an email to a friend telling his/her experience in it. They share their work to their partner
and make comments and give suggestions for improvement.
5. While watching the video – 5 min. Describing – whole class
The teacher will play the 3 minute video and the students have to make short notes to describe
the race (e.g. five adjectives to describe the competition). The teacher asks the students to read
the adjectives they have written.
6. After watching. Estimated time – 4 min. Role play – group work
The teacher asks the students to pretend they are at a press conference after the cheese-rolling
race. Then the teacher asks a student in front of the class/to sit at the teacher's desk who has to
pretend to be the winner of the annual cheese race in Brockworth. The other children are the
interviewers and they have to ask the winner questions. The winner has to sit at the desk and
choose the ones who can ask him questions. (using expressions like: ”You... the one with blue
shirt...”/”The lady in red dress...”)
7. Preparation for homework assignment – 1 min. Writing for learning – individual work
Project
The teacher asks the class, How do you think the Cheese-Rolling Race started? Imagine and
write the story of the first Cheese-Rolling Race in Brockworth.
After reading the stories the following week the teacher and students decide which stories are
the funniest, interesting, likeliest or unlikeliest.
PROIECT DE LECȚIE
Nume: Cordoș Florina-Diana
Clasa: a VIII-a/4 ore/săpt
Subiectul lecției: Cursa roților de brânză
Obiective:
Prezentarea unei competiții faimoase din Anglia
Introducerea unor cuvinte noi
Dezvoltarea competențelor de receptare a unui text scris și audiat și a competenței de
exprimare orală
Exprimarea opiniilor în limba engleză
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Nivel: intermediar
Număr de elevi: 30
Forma de organizare a clasei: frontală, în perechi, pe grupe, individuală
Competențe: înțelegerea unui text citit și audiat, producerea de mesaje scrise și orale
Mijloace de învățământ: povestea, caietele elevilor, tabla, markere, imagini, material audio-
video, fișe de lucru
Bibliografie:
Rob Waring, Footprint Reading Library, National Geographic Digital Media, USA,
2008.
Harmer, Jeremy, The Practice of English Language Teaching, Pearson Longman, 2010.
Scrivener, Jim, Learning Teaching, Macmillan, 2005.
Vizental, Adriana, Metodica Predării Limbii Engleze, Iași, Polirom, 2008.
Etapele lecției
2. Moment organizatoric. 10 min. Imagini – frontal
Întrebări – frontal
Deducție – frontal
Profesorul prezintă elevilor imagini cu tipuri diferite de competiții pe care le urmaresc la
televizor (fotbal, baschet, tenis, etc). Imaginile sunt prinse de tablă cu magneți cu fața în jos.
Elevii trebuie să ghicească.
Profesorul adresează elevilor întrebări:
Practicați vreun sport dintre cele din imagini?
De cât timp practicați acest sport?
Ce au aceste sporturi în comun? (un grup de jucători, o minge, regului stricte)
Ați participat la vreo competiție neobișnuită? (luptă cu perinile, paintball fight, bătaie cu roșii)
După ce elevii răspund la întrebări, profesorul numește un elev să întoarcă o imagine și să o
arate clasei. Imaginea prezintă o cursă cu roți de brânză ce are loc în Anglia în orașul
Brockworth.
3. Pregătirea pentru lectura textului 5 min. Brainstorming – frontal
Spider web – frontal
Profesorul scrie numele competiției pe tablă: Cheese-Rolling Race și cere elevilor să găsească
cuvinte care au legătură cu tema enunțată (e.g. cheese, hill, competition, competitor, practising,
courage, ambition, determination, prize, fun, fame, craziness); profesorul spune elevilor că
există posibilitatea ca aceste cuvinte să apară în text.
4. Înțelegerea textului citit. 15 min.
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Scanarea textului – individual
Lectura propozițiilor – individual
Profesorul distribuie elevilor fișe de lucru cu textul. Elevii citesc pe rând textul cu voce tare.
Cuvintele noi sunt disutate și scrise pe tablă și în caietele elevilor. Dupa aceea elevii rezolvă
exercițiile de pe fișa de lucru.
a. Read the sentences and circle True, False or No Information.
1. Cheese races are sometimes dangerous. T F NI
2. There are more men than women in the races. T F NI
3. People don't know exactly where the cheese will go. T F NI
4. The cheese weighs about ten pounds. T F NI
5. The prize for a cheese race is a lot of money. T F NI
6. Many people like to watch the cheese races. T F NI
b. Find the numbers in the story.
7. When the Cheese-Rolling Races started: ….......................
8. How steep Coopers Hill is: …......................
9. How fast a cheese can go: …....................
10. How many spectators were injured at a race: …...................
11. How long ago these spectators were injured: …....................
12. How many cheeses Craig Brown won: ….......................
5. Personalizarea textului. 10 min. Scriere în colaborare – perechi
Profesorul cere elevilor să își închipuie ca au câștigat o cursă cu roți de brânză și să redacteze
un email în care să descrie experiența trăită. Elevii lucrează în pereche și își oferă suestii unul
altuia pentru corectarea și îmbunătățirea textului.
6. Vizionarea documentarului ”Cheese Rolling Race” 5 min. Descriere – activitate frontală
Elevii vor viziona un documentar de 3 minute și vor lua notițe pentru a descrie cursa (5
adjective pentru a descrie competiția) Profesorul cere elevilor să citească adjectivele pe care
le-au notat.
7. After watching. 4 min.
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Joc de rol – activitate pe grupe
Profesorul cere elevilor să își imagineze că participă la o conferință de presă după încheierea
cursei roților de brânză. Elevul care „a câștigat” cursa stă în fața clasei, la catedră. Ceilalți elevi
sunt reporterii care îi adresează întrebări. Câștigătorul numește câte un reporter și răspunde
întrebării adresate de acesta.
8. Pregătirea temei pentru acasă 1 min. Elaborarea unui text scris – individactivitate individuală
Proiect
Profesorul cere elevilor să răspundă în scris, printr-o poveste la întrebarea Cum credeți că au
început Cursele roților de brânză? Elevii vor scrie povestes primei cures a roților de brânză
desfășurate în Brockworth.
Ora următoare profesorul și elevii vor decide care poveste este mai amuzantă, mai interesantă,
cea mai posibilă sau imposibilă.
Cooper's Hill Preparations for the race
The cheese from Holland is relayed up the hill Flying down for the cheese
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7. LESSON PLAN
NAME: Cordoș Florina-Diana
FORM: 8th grade C, 2h/week
SUBJECT: The story of the Good Earl
LESSON TYPE: Reading & vocabulary
LESSON LENGTH: 50 minutes
LEVEL: Intermediate
DATE: May 17th 2016
SCHOOL: Secondary School No. 5 Arad
Main aim: to introduce a story about a famous nobleman in England
At the end of the lesson students will be able to:
- develop ability to read a text for gist and detail;
- introduce and practice new words and phrases
- answer questions by practising the new expressions/phrases
Skills: reading, listening, speaking, writing
Competences:
identifying information from texts in tabel, schemes, diagrams, charts etc
understanding from the context new words and expression from a read text
giving and opinion on a topic from the immediate world.
Teaching techniques:
- reading for gist/detail
- explanation
- exercise
- conversation
Ressources & materials:
The story of the Good Earl, taken from English Scrapbook, Oxford University Press, 1998.
Jeremy Harmer, The Practice of English Language Teaching, Pearson Longman, 2010.
Adriana Vizental, Metodica Predării Limbii Engleze, Polirom, Iași, 2008
TKT Practical module, Handbook for Teachers, University of Cambridge, 2015.
Worksheets, pictures, whiteboard, markers, magnets, pupils′ notebooks
www.wikipedia.com;
www.cambridge.org
www.britishcouncil.org
Interactions:
whole class
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pair work
teacher-student(s)
1. Lead in 3 min
The teacher checks absents and homework. Corrects the students if they make mistakes.
2. Comprehension task. Introducing the topic 10 min
The teacher introduces the new lesson by asking the students some questions about England.
Speaking: T-Ss
What do you know about England? Which is the capital of England?
What other cities do you know?
Have you ever heard about the town of Shaftesbury? Do you know in which part of the
country it is located?
Teacher: Well, this town is famous for a man named Anthony Ashley Cooper who was the
7th Earl of Shaftesbury. He did his best to make life better in his lifetime.
Teacher: Who do you think he helped?
Possible answers: people in need, poor people, helpless, homeless, ill-treated animals etc.
The teacher tells the students they are going to read a real story about Anthony Ashley
Cooper who was also known as the Good Earl.
3. Reading the story 12 min
The teacher distributes the story to the children, writes the title on the board.
T asks ss to underline the unknown words with a pencil.
T reads the story aloud. Ss listen carefully.
The teacher asks children some children to read the story aloud.
After they have read the story she asks them if they have any unknown words.
Children tell T the words.
T explains and writes the words on the board.
Ss write in their notebooks.
Activity 1 8 min
The teacher gives the students a worksheet with exercises related to the story.
She asks the children to solve exercises 1, 2 and 3. Then T and ss check the answers.
Activity 2 8 min
T asks ss to look at exercise 6. Students have to match the pictures with the words on the
right.
T checks answers at the board using A4 pictures.
Ss have to label the pictures correctly using the words.
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Activity 3 8 min
Speaking
The teacher asks the class some questions.
* When did the Earl of Shaftesbury live?
* Why was he famous for? Give some examples.
* Who did he help during his life?
Do you know other famous people from England that helped the poor. A princess?
Which is your daily timetable? Which are some of your favourite activities?
Activity 4
Preparation for homework assignment 1 min
Imagine you are the Earl of Shaftesbury/Arad for one day. What would you do? What would
you change? Write your answer in no more than 50 words.
The story takes
place in England
during the reign
of Queen Victoria.
(1837-1901)
Anthony Ashley Cooper
The 7th Earl of Shaftesbury
In the reign of Queen Victoria there lived a famous man called the Earl of Shaftesbury.
He did his best to change the world and to make life better in his lifetime. He spent his whole
life helping the poor, and particularly the helpless and children.
In those days, there were many unhappy boys and girls in England. There were no free
schools and tiny children had to work instead of going to school. Perhaps the little chimney-
sweeps were the most unhappy. The chimneys were then so narrow inside that only little boys,
or even girls, could get them clean.
When the sweep went to a house early in the morning, he would have a little boy with
him. The poor little fellow had to take off all his clothes, then he was sent up inside the narrow
chimney. If he cried and would not go, he was whipped. Up he had to climb, brushing the
chimney as he went. The soot poured over him, and filled his eyes and his ears. Still he had to
climb. When at last he came to the top, he cried ”sweep” to let his master know that the work
was done. All day long the little boy would work. At night, dirty as he was, he would lie down
to sleep on a bag of soot. It is said that some little chimney-sweeps did not have a bath for a
whole year.
The Earl of Shaftesbury was very sorry for these little boys. He often spoke in the
Parliament about them; and he was not content until a law was passed so that no young children
were sent up chimneys again. Their masters had to do without them, and had to find a better
The story of the Good Earl
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way to sweep the chimneys. This law changed the lives of many children, but the good Earl
knew that there were other little children who had to work hard in factories, from early morning
until late at night. They had no time to play; they never went to school.
Other children had to live and work in the mines. They never saw the bright blue sky
except on Sundays, when they were brought up from the dark. The good Earl tried hard to
change their lives, too. Finally, with his friends, he succeeded in putting this right as well.
Parliament passed a law that no little boys or girls were to work in a factory or down a mine.
The Earl was also very fond of animals. He did not like to see the way some people ill-
treated donkeys pulling carts and barrows through the streets of London. So he said that he
would give prizes for the best kept donkeys. It was not long before London donkeys were the
best in the land. The Earl had a beautiful barrow himself, with his name on it. If a man was too
poor to buy a barrow to carry his goods to the market, the Earl would lend him his. He was sure
to have a good sale as many people were very anxious to buy apples and potatoes from the
Earl's barrow.
The Earl was, indeed, a friend to all who were in trouble. Once he held a strange meeting.
Everyone there, except himself was a thief! There were four hundred of them. He was not afraid
to be among them. He spoke to them, and told them he could help them to be honest men. Some
were very glad to have the chance, and the Earl sent them across the seas. There, in a new
country, they were able to start a better and useful life.
No wonder there was great sorrow when the Earl of Shaftesbury died. He had spent his
life doing good.
ACTIVITIES
1. Look up for the information. Circle the correct variant.
a. In the reign of Queen Victoria there lived a handsome / a famous / a poor man called
the Earl of Shaftesbury.
b. The Earl was also very fond of children / toys / animals.
c. The Earl had a beautiful wife / barrow / donkey himself.
d. The chimney-sweeps never went to cinema / a play / school.
2. Here are some words you have seen in the story. Complete the definitions with the
words from the box.
chimney-sweep soot narrow barrow anxious sorrow
a. A strong feeling of sadness often associated with regret is called ….......................................
b. A person who sweeps the chimneys is a …............................................. .
c. When you are very worried or impatient about somehting you are …................................. .
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d. The black powder found on the walls of a chimney is called …................................ .
e. A limited, short or insuficient area is …................................ .
f. A container used for carrying goods to the market. …..................................
3. Read the sentences and mark them as True (T) or False (F).
a. The Earl of Shaftesbury tried to make life worse in his lifetime.
b. Tiny children had to work instead of going to school.
c. If the little boy cried and would not go eh was whipped.
d. At night, the little boy would sleep in a clean bed.
e. The Parliament passed a law that no other child should work in a factory or in a mine.
f. The Earl promised people to give a prize for the worst kept donkey.
g. There was great sorrow when the Earl of Shaftesbury died.
4. Find the words in the crossword puzzle.
earl, chimney, soot, barrow, master, sorrow
M A S T E R W T
N I O P G H O L
Q E R Z B O C F
E A R L S X V Y
I U O N D G J K
J S W O R R A B
Z A F J P E D L
U C H I M N E Y
PROIECT DE LECȚIE
NUME: Cordoș Florina-Diana
CLASA: clasa a VIII-a C, 2ore/săpt
SUBIECTUL LECȚIEI: The story of the Good Earl
TIPUL LECȚIEI: Lectură & vocabular
DURATA: 50 minute
NIVELUL: Intermediar
DATA: 17.05.2016
ȘCOALA: Școala Gimnazială nr. 5, Arad
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OBIECTIVE: prezentarea unei povestiri despre un nobil cunoscut din Anglia
dezvoltarea abilităților de citire pentru a extrage ideea principală și a unor
detalii;
introducerea și exersarea unor cuvinte și expresii noi;
exprimarea punctului de vedere
Competențe: înțelegerea unor medsaje scrise și audiate, producerea de mesaje scrise și orale
Tehnici de predare: - lectura pentru a extrage ideea principală și a unor detalii
- explicația
- exercițiul
- conversația
Mijloace de învățământ și bibliografie: The story of the Good Earl, taken from English Scrapbook, Oxford University Press, 1998.
Jeremy Harmer, The Practice of English Language Teaching, Pearson Longman, 2010.
Adriana Vizental, Metodica Predării Limbii Engleze, Polirom, Iași, 2008
TKT Practical module, Handbook for Teachers, University of Cambridge, 2015.
Fișe de lucru
imagini
tabla
markere, magneți
caietele elevilor
www.wikipedia.com;
www.cambridge.org
www.britishcouncil.org
Forma de organizare: frontală
în perechi
1. Moment organizatoric 3 min Profesorul verifică prezența și temele de casă. Corectează eventualele greșeli ale
elevilor.
2. Introducerea în activitate 10 min Profesorul introduce tema lecției noi adresând elevilor câteva întrebări despre Anglia.
Conversație: activitate frontală Ce știți despre Anglia? Care este capitala Angliei?
Ce alte oreșe mai cunoșteți?
Ați auzit de orașul Shaftesbury? Știți unde se află?
Profesorul: Acest oraș este cunoscut datorită șui Anthony Ashley Cooper care a fost al
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7-lea Conte de Shaftesbury. El a încercat sa facă mai bună viața oamenilor cât timp a trăit.
Profesorul: Pe cine credeți că a ajutat?
Răspunsuri posibile: nevoiași, săraci, oameni fără adăpost, animale maltratate etc.
Profesorul le spune elevilor că vor citit povestea vieții lui Anthony Ashley Cooper
cunoscut ca și Contele cel Bun.
3. Lectura poveștii 12 min Profesorul împarte fișe de lucru cu povestea și scrie titlul lecției pe tablă.
Profesorul cere elevilor să sublinieze cuvintele necunoscute.
Profesorul citește povestea cu voce tare. Elevii ascultă cu atenție.
Profesorul cere elevilor să citească povestea cu voce tare.
Elevii identifică cuntele necunoscute. Profesorul le explică și le notează pe tală. Elevii
le notează în caiete.
Activitatea 1 8 min Profesorul distribuie elevilor fișe de lucru cu exerciții pe baza textului lecturat. Elevii
rezolvă exercițiile 1, 2 și 3. Verificare se face frontal.
Activitatea 2 8 min Profesorul cere elevilor să rezolve exercițiul 6 de pe fișa de lucru. Elevii potrivesc
găsesc cuvintele ce corespund unor imagini. Profesorul verifică folosind planșe A4. Elevii scriu
cuvântul ce corespunde imaginii.
Activitatea 3 8 min
Exprimare orală Profesorul adresează întrebări clasei
* When did the Earl of Shaftesbury live?
* Why was he famous for? Give some examples.
* Who did he help during his life?
Do you know other famous people from England that helped the poor. A princess?
Which is your daily timetable? Which are some of your favourite activities?
Activitatea 4 1 min
Pregătirea pentru tema de casă
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8. LESSON PLAN
SUBJECT: Science
TOPIC: The Solar System
LEVEL: Elementary
TEACHER: Stănculea Andreea
LANGUAGE:
Present Simple
Vocabulary: planet, orbit,
AIMS:
Content: With the completion of the lesson students will be able to
1. Name the planets in the solar system
2. Learn that the Earth is one of eight planets orbiting the sun varying in size, structure,
appearance, and distance from the sun.
3. Identify the differences between planets, moons, comets and asteroids.
Language:
Content-obligatory language: solar system, planet, moon, comet, asteroid, orbit, revolve
Content-compatible language: sky, light, heat
Cultural: Students will:
- Become conscious of the influence of
PROCEDURE
LEAD-IN
The students watch a short video about the solar system
(https://www.youtube.com/watch?v=RJ2bQWH6GCM) and list the eight planets in the solar
system. Then they answer the question: What is the Solar System? (The solar system is the sun
and everything that moves around it. We know that eight planets circle our sun. Other things
orbit the sun, too. Dwarf planets, comets, asteroids and even dust orbit the sun.
VOCABULARY PRACTICE
The teacher elicits / teaches basic information and introduces new vocabulary based on
pictures.
The students match the words to their definitions (group work). The definitions are then written
on the board:
Planets - large space objects, which revolve around a star (the sun is a star).
Comets - flying chunks of rock and ice with a tail of water vapour usually facing away from
the sun
Moons (satellites) - rocks rotating around a planet.
Asteroids - rocks that come from the outer regions of space
WHILE-READING
The Ss are divided into 8 groups. Each student gets a sheet of paper with the name of a planet
on it. They have to find their team mates by asking questions. Each group goes to one corner
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of the room where they can find information about a planet in the solar system. They read the
information sheet and try to remember the main ideas.
POST-READING
Each group of students talks about one of the planets in the solar system. Then they work
together to draw the solar system. They show their work in front of the classroom.
Homework:
Solar System Made From Foods Sun - Giant pumpkin or giant orange garbage bag stuffed with newspaper.
Mercury - Coffee bean
Venus - Large blueberry
Earth - Cherry
Mars - Pea
Jupiter - Large grapefruit or cantaloupe
Saturn - Very large orange
Uranus - Kiwi
Neptune - Apricot or nectarine
PROIECT DE LECȚIE
OBIECTUL: Științe
SUBIECTUL: Sistemul solar
NIVELUL: Elementar
PROFESOR: Stănculea Andreea
ELEMENTE DE CONSTRUCȚIE A COMUNICĂRII:
Gramatică: Prezentul Simplu
Vocabular: planet, orbit, revolve, asteroid, comet
OBIECTIVE:
Conținut: La sfârșitul orei elevii vor fi capabili sa
1. Numească planetele din sistemul solar
2. Explice că Pământul este una dintre cele 8 planete care se rotesc în jurul soarelui, variind
în mărime, structură, aspect, distanță față de soare
3. Explice diferența dintre planete, sateliți, comete și asteroizi.
Limbaj:
Vocabular specific: solar system, planet, moon, comet, asteroid, orbit, revolve
Vocabular compatibil: sky, light, heat
DESFĂȘURAREA ACTIVITĂȚII:
INTRODUCEREA ÎN ACTIVITATE
Elevii vor urmări un scurt film despre sistemul solar
(https://www.youtube.com/watch?v=RJ2bQWH6GCM) șcu cele 8 planete din sistemul solar.
Apoi vor răspunde la întrebarea: Ce este sistemul solar? (Sistemul solar este alcătuit din soare
și tot ceea ce se în jurul acestuia. Știm că 8 planete se rotesc în jurul soarelui. Și alte obiecte
se rotesc în jurul soarelui: planete pitice, comete, asteroizi și chiar praf.
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EXERCIȚII DE VOCABULAR
Profesorul prezintă informațiile principale și introduce cuvintele noi pe bază de imagini.
Elevii potrivesc cuvintele cu definițiile acestora. Definițiile sunt scrise apoi pe tablă.
Planets - large space objects, which revolve around a star (the sun is a star).
Comets - flying chunks of rock and ice with a tail of water vapour usually facing away from
the sun
Moons (satellites) - rocks rotating around a planet.
Asteroids - rocks that come from the outer regions of space
LECTURA
Elevii sunt împărțiți în 8 grupe. Fiecare elev primește o fiși cu numele unei planete și își
găsește partenerii prin întrebări. Fiecare grup merge într-unloc din clasă unde găsește
informații despre una dintre planete. Elevii citesc textele și extrag ideile principale.
POST-READING
Reprezentantul fiecărui grup prezintă una dintre planetele sistemului solar. Elevii își iau
notițe și lucrează împreună pentru a desena schema sistemului solar. Fiecare grupă își
prezintă lucrarea în fața clasei.
Tema de casă:
Sistemul solar din fructe
• Soarele – Un dovleac uriaș
• Mercur – o boabă de cafea
• Venus – o afină mare
• Pământ – o cireașă
• Marte – o boabă de mazăre
• Jupiter - un grapefruit mare
• Saturn – o prtocală mare
• Uranus - Kiwi
• Neptune – o caisă sau o nectarină
9. LESSON PLAN
SUBJECT: Science
TOPIC: Rivers
LEVEL: Pre-intermediate
LANGUAGE: Comparisons Vocabulary: source, mouth, meander, tributary,
confluence, estuary, delta
AIMS:
Content: With the completion of the lesson students will be able to
1. Define rivers
2. Name the parts of river
3. Understand and explain the importance of rivers in people’s lives
Language:
Content-obligatory language: source, stream, tributary, meander, mouth, estuary, delta
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Content-compatible language: rain, water, small, wide, area, flow
Cultural: Students will:
- Become conscious of the influence of rivers in the history and cultural behaviour of people
and in their quality of life.
PROCEDURE
LEAD-IN
The students listen to a fragment from The Blue Danube by Johann Strauss
Brainstorming – the students work in groups to write down all the words connected to rivers
they can think of.
VOCABULARY PRACTICE
The teacher elicits / teaches basic information and introduces new vocabulary based on
pictures.
The students match the words to their definitions (group work). The definitions are then
written on the board
The information is then organized in a diagram. The Ss fill in the gaps complete a text about
rivers
WHILE-READING
The Ss read a text about the importance of rivers
In pairs they do the tasks related to the texts (true or false/ multiple choice)
Then they are asked to map the text – the importance of rivers
POST-READING
The Ss are given the maps of two rivers (the Thames and the Danube) and are asked to
compare the two rivers.
FOLLOW-UP:
The Ss do a quiz about rivers.
Then they draw the map of a river and write the main parts.
Handout 1
Confluence The point where two rivers join
Delta The area of low, flat land, built from material deposited by a
river as it enters a sea
Estuary The area where a river becomes much wider as it approaches a
lake or a sea
Meander A bend in a river
Mouth The place where a river enters a lake or a sea
Source The point of origin of a river
Tributary A smaller river joining a larger one
http://www.unifg.it/sites/default/files/allegatiparagrafo/21-01-
2014/teaching_geography_through_clil.pdf
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Handout 2
If you go to Britain in the summer, you will almost certainly see hundreds of people
walking and lying by the riverside, trying to get a suntan or relaxing on little boats. Rivers
are very popular, and they always have been, but for lots of different reasons. Since the
beginning of time, man has used them to find fresh water for drinking, irrigating and
cleaning. After man invented the boat, rivers also became a fundamental resource for
transport. It is not surprising then that over time, lots of towns and cities developed along
the banks of navigable rivers.
Britain is a country with a particularly high number of rivers (and later canals, which were
developed on an earlier Roman system), and the names of many cities reveal their
connection with water. A city with the name 'ford' for example (Oxford Stratford etc) was
certainly founded on a river at a point where the water was low and it was possible to cross
(at Oxford people could take their oxen across). A place name including the word 'bridge'
will obviously also indicate the presence of a river (Cambridge, Trowbridge, etc) and a city
ending in 'mouth' (Portsmouth, Exmouth, Bournemouth) was built at the mouth of a river,
where it meets the sea. River life has also influenced the language in other ways. For
example, in old English a 'rival' was someone who took water from the other side of the
river bank from you.
Unfortunately, lots of the rivers became so polluted that they were more of a problem for
agriculture than a resource, but today many of them are clean again, so they can be a
valuable part of our environment once more. Today rivers are important for giving us water
for irrigation, for fishing and of course, for having fun.
Read the text. True or false? Write T or F. Correct the false sentences.
__ Many people in Britain like rivers.
__ In Oxford it wasn't possible to cross the river.
__ All places with the word 'mouth' in their name are inland.
__ Polluted rivers are a resource for agriculture.
Choose the correct alternative: a, b or c.
Many cities developed on rivers because
a. it was easy to transport goods on boats.
b. you could get a suntan.
c. they are a relaxing place.
The canal system in Britain
a. has given the names to lots of cities.
b. was first created by the Romans.
c. developed very late.
A lot of towns and cities
a. have strange names.
b. have meeting places around a river.
c. include a word in their names related to rivers.
Today rivers
a. are still useful.
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b. are not used anymore.
c. cannot be a resource anymore.
Adapted from Network
Concise – Oxford University Press
Handout 3
QUIZ
World's longest ……………………………………
Longest in North America ……………………………………
World's largest by volume ……………………………………
Major river of London ……………………………………
Hinduism's most sacred river ……………………………………
Major river of Paris ……………………………………
Flows through Vienna and Budapest ……………………………………
Longest in Europe ……………………………………
Longest in Asia ……………………………………
River that carved the Grand Canyon ……………………………………
PROIECT DE LECȚIE
OBIECTUL: Științe
SUBIECTUL: Râurile
NIVELUL: Pre-intermediar
PROFESOR: Stănculea Andreea
ELEMENTE DE CONSTRUCȚIE A COMUNICĂRII:
Gramatică: comparația adjectivelor
Vocabular: source, mouth, meander, tributary, confluence, estuary, delta
OBIECTIVE:
Content: la finalul lecției elevii vor fi capabili să
1. definească rîurile
2. numească părțile unui râu
3. înțeleagă și să explice importanța râurilor în viața oamenilor
Limbaj:
Vocabular specific: source, stream, tributary, meander, mouth, estuary, delta
Vocabular compatibil: rain, water, small, wide, area, flow
Cultural: elevii vor:
- deveni conștienți de influența râurilor asupra istoriei și comportamentului cultural al
oamenilor și asupra calității vieții.
DESFĂȘURAREA ACTIVITĂȚII
INTRODUCEREA TEMEI
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Elevii vor asculta u fragment din „Dunărea Albastră” de Johann Strauss
Brainstorming – elevii lucrează pe grupe și alcătuiesc o listă de cuvinte referitoare la râuri
INTRODUCEREA TERMENILOR SPECIFICI
Profesorul va explica noțiunile de bază și va introduce termenii noi pe baza imaginilor.
Elevii lucrează pe grupe pentru a potrivi cuvintele și definițiile lor (pe fâșii de hârtie – fișa 1)
Definițiile vor fi scrise pe tablă.
Informația va fi organizată într-o diagrama (părțile unui râu) iar elevii vor completa untext
despre râuri – folosind informațiile din diagramă.
LECTURA TEXTULUI
Elevii citesc un text despre importanța râurilor.
Lucrează în perechi pentru a indeplini sarcinile de lucru (fișa 2 – exerciții tip adevărat/ fals,
exerciții cu alegere multiplă)
Elevii vor extrage ideile principale – importanșa râurilor
FIXAREA CUNOȘTINȚELOR
Elevii primesc harta a 2 fluvii (Tamisa și Dunărea) și le compară (lungime, traseu, număr de
afuenți) – activitate pe grupe
ÎNCHEIEREA ACTIVITĂȚII:
Pe echipe elevii răspund la întrebări legate de râuri (concurs)
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10. LESSON PLAN
Subject: PE
Topic: Having Fun with our Body
Level: A2 according to CEF
Form/class: Primary school (9-10 yrs old)
Group size: 20 students
Time: 40 minutes
Teacher: Ilektra Binta
Institution: Platon Schools
Language in use (Grammar): Tenses: simple present, present continuous, imperative
Vocabulary: Body Parts, lung, heart.
Material words: rope, hula hoop.
Other words: blood, pump, fill in, air, contain.
Objectives/targets:
Learn the names of their body parts.
Feel how their heart/lungs react after some exercising
Realize the amount of air their lungs contain
Interractions:
Cross-curricular links: biology
Thinking skills: Connection between listening and acting
Materials: Projector, lap-top, screen, three ropes, as many hula hoops as many students there
will be, internet access.
Bibliography:
Websites: https://www.youtube.com/watch?v=iZinb6rVozc
Description/Activities:
The lesson is divided into 2 parts: heart and lungs.
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HEART
Pupils will be asked questions such as:
Do you know how a heart looks like?
Does it look like this?
Do you know what your heart does?
Can you find and feel your friend’s heart? (approx. 10 min.)
After that, we will do an interactive warm-up song (hokey-pokey).
Next, teacher tests if they can all students find and feel their partner’s heart. (approx.5 min.)
LUNGS
Later, they will be asked the following questions:
Do you know what your lungs do?
Do you know how much air they can contain? (approx. 5 min.)
Finally, we will play a running game/contest to check how much air their lungs contain.
(approx. 15 min)
Audiovisual Aids:
Projector, lap-top, screen, three ropes, as many hula hoops as many students there will be,
internet access.
CLIL – Σχέδιο Μαθήματος
Ηλικιακή ομάδα/ επίπεδο:
Δημοτικό Σχολείο (9-10 ετών)
Pre-Intermediate, Τάξη Μεικτών Ικανοτήτων
A2 σύμφωνα με το CEF (Common European Framework)
Μέγεθος Ομάδας: 20 μαθητές
Διάρκεια: 40 λεπτά
Θέμα: Φυσική Αγωγή (Διασκεδάζοντας με το Σώμα μας)
Εκπαιδευτικός: Ηλέκτρα Μπίντα
Στόχοι:
Να μάθουν πως λέγονται τα μέρη του σώματος.
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Να αισθανθούν πως η καρδιά και οι πνεύμονες αντιδρούν έπειτα από κάποια
σωματική δραστηριότητα.
Να αντιληφθούν το μέγεθος της ποσότητας αέρα, που χωράν τα πνευμόνια τους.
Λεξιλόγιο: Μέλη Ανθρώπινου Σώματος, Πνεύμονας, Καρδία
Λέξεις προς χρήση: σχοινί, στεφάνια χούλα χουπ.
Άλλες λέξεις: αίμα, αντλώ, γεμίζω, αέρας, περιέχω.
Γραμματική που χρησιμοποιείται:
Χρόνοι: Απλός Ενεστώτας, Ενεστώτας Διαρκείας, Προστακτική
Νοητικές Δεξιότητες:
Η σύνδεση μεταξύ ακούσματος και ενέργειας
Περιγραφή/ Δραστηριότητες:
Το μάθημα χωρίζεται σε δύο μέρη: καρδία και πνεύμονες.
ΚΑΡΔΙΑ
Οι μαθητές θα κληθούν να απαντήσουν σε ερωτήσεις, όπως:
Γνωρίζετε πως μοιάζει η ανθρώπινη καρδία;
Μοιάζει κάπως έτσι;
Γνωρίζετε τη λειτουργία της καρδίας σας;
Μπορείτε να αισθανθείτε της καρδία του φίλου/φίλης σας;
(περίπου 10 min)
Έπειτα, θα ακολουθήσουμε της οδηγίες ενός διαδραστικού τραγουδιού (hokey-pokey).
Στη συνέχεια, ο εκπαιδευτικός δοκιμάζει αν μπορούν όλοι οι μαθητές να βρουν και να
αισθανθούν την καρδιά του συμπαίκτη τους.
(περίπου 5 min)
ΠΝΕΥΜΟΝΕΣ
Αργότερα, θα κληθούν να απαντήσουν στις παρακάτω ερωτήσεις:
Γνωρίζετε τη λειτουργία των πνευμόνων;
Γνωρίζετε πόσο αέρα περιέχουν;
Εν κατακλείδι, θα τρέξουνε και θα ελέγξουμε πόσο αέρας υπάρχει μέσα στα πνευμόνια
(περίπου 15 min)
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Οπτικοακουστικά Μέσα:
Βιντεοπροβολέας (προτζέκτορας), φορητός υπολογιστής, τρία σχοινάκια, στεφάνια χούλα-
χουπ όσα είναι και οι μαθητές και σύνδεση στο διαδίκτυο.
11. LESSON PLAN
Age group/ level: Primary school (8-9 yrs old)/ Beginners
Group size: 18 students
Timing: 40 minutes
Subject: Physical Education (Human Alphabet)
Teacher: Ilektra Binta
Objectives:
General Aim: To develop cooperation and team work.
Specific Aim: To practise the English alphabet.
Vocabulary: Letters (capitals), Material words: body parts
Grammar that is practiced: Imperative.
Thinking skills: Connection between theory and practice
Description:
Sharing roles:
We will need: 2 teachers as judges, 2 students as leaders
Firstly, we will check whether the students remember the alphabet by asking simple questions
like:
Do you know the English alphabet?
Do you remember it?
Then, we gather the students and we tell them to repeat it all together and then one by one.
(10 min)
Warm up activity:
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The students move around in an indoor gym and when the teacher call out a letter (e.g. “T”)
then the students must find the nearest person, get down on the floor, and use their bodies to
make the shape of the letter. When the music starts they get up, move around etc.
https://www.youtube.com/watch?v=t0WELUxl7gc (10 min)
Main activity:
We divide the students equally into 2 groups. Each group has 1 judge and 1 leader. I give to
each leader a card with a set of words. Then, the group which will make the words faster with
their leader’s instructions is the winner.
(15 min)
Final Activity:
Students have to choose a three-letter word (or more), make it with their bodies and let their
judge guess what it says. When the first judge guesses correctly the team wins.
(5 min)
Audiovisual Aids:
Flashcards with English capital letters, 2 cards with a set of words and a CD player.
CLIL – Σχέδιο Μαθηματος
Ηλικιακή ομάδα/ επίπεδο:
Δημοτικό Σχολείο (8-9 ετών)
Αρχάριοι
Μέγεθος Ομάδας: 18 μαθητές
Διάρκεια: 40 λεπτά
Θέμα: Φυσική Αγωγή (Ανθρώπινη Αλφάβητος)
Στόχοι:
Γενικός στόχος: Να μάθουν να συνεργάζονται και να δουλεύουν ομαδικά.
Ειδικός στόχος: Να εξασκήσουν την Αγγλική Αλφάβητο.
Λεξιλόγιο:
Γράμματα (Κεφαλαία)
Λέξεις προς χρήση: μέρη του σώματος
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Γραμματική που χρησιμοποιείται:
Προστακτική.
Νοητικές Δεξιότητες:
Η σύνδεση μεταξύ ακούσματος και ενέργειας
Περιγραφή/ Δραστηριότητες:
Μοίρασμα ρόλων:
Θα χρειαστούμε
2 δασκάλους σε ρόλο κριτών
2 μαθητές σε ρόλο αρχηγού
Πρώτα, θα ελεγξουμε αν οι μαθητές θυμούνται την αλφάβητο, κάνοντας απλές ερωτήσεις
όπως:
Γνωρίζετε την Αγγλική αλφάβητο;
Τη θυμάστε;
Μετά, συγκεντρώνουμε τους μαθητές και τους λέμε να την επαναλάβουν όλοι μαζί και μετά
ατομικά. (10 min)
Δραστηριότητα 1 (προθέμανση):
Οι μαθητές τρέχουν γύρω-γύρω στο γυμναστήριο και όταν η δασκάλα φωνάξει ένα γράμμα
(π.χ. «Τ») τότε αυτοί πρέπει να βρουν το κοντινότερο συμμαθητή τους, να ξαπλώσουν στο
πάτωμα και να χρησιμοποιήσουν το σώμα τους για να σχηματίσουν το γράμμα. Όταν ξεκινήσει
η μουσική, σηκώνονται και τρέχουν γύρω-γύρω κτλ.
https://www.youtube.com/watch?v=t0WELUxl7gc (10 min)
Δραστηριότητα 2
Χωρίζουμε τους μαθητές σε 2 ισάριθμες ομάδες. Η κάθε ομάδα έχει 1 αρχηγό και ένα κριτή.
Δίνουμε σε κάθε αρχηγό μία κάρτα με μία ομάδα λέξεων. Στη συνέχεια η ομάδα που θα
σχηματίσει όλες τις λέξεις πιο γρήγορα υπό τις οδηγίες του αρχηγού και την επιβεβαίωση του
κριτή κερδίζει. (15 min)
Αξιολόγηση:
Δραστηριότητα 3
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Οι μαθητές πρέπει να επιλέξουν μια λέξη με τουλάχιστον 3 γράμματα, να τη σχηματίσουν με
το σώμα τους και ο κριτής να καταλάβει τί σχημάτισαν. Μόλις μαντέψει σωστά, η ομάδα
κερδίζει. (5 min)
Οπτικοακουστικά Μέσα:
Flashcards με τα Αγγλικά κεφαλαία γράμματα, 2 καρτέλες με λέξεις, CD player.
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12. LESSON PLAN
Teacher: Tzimagiorgi Dimitra
Topic: Mathematics with Kandinsky
Subject: Art
Group: 20-25 pupils
Age: 10-12 years old
Time: 240 minutes
General objectives:
Detection knowledge of painting as an art, the role of the Gallery and the personal interests
of students around the painting.
Students get to know aspects of private life and to understand what abstract art is.
Students get to understand what abstract art is.
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The children observe the patterns and colors of the paintings of Kantiski carefully.
Students get to know the geometric meaning of the concentric circle and the generally
concentric shaped through art, to express artistically the meaning of concentric.
Students work more effectively on some of Kandinsky”s paintings for better understanding
of the geometric shapes.
Students express themselves artistically creating paintings and understand how
mathematics can become art.
Didactic resources: Projector
WARM UP
Activity 1th: «Paintings»
Generally the teacher displays paintings by various painters and asks:
What are we looking at?
Do you have any painting at home?
If so, can you describe it to us?
Where can we find many notable paintings?
Have you ever visited an art gallery?
Do you know about the Louvre famous gallery?
Do you like to paint? If so, why.
PROCEDURES
Activity 2th: «Wassily Kandinsky»
The teacher shows the photograph of the painter Kandinsky via
display , she reports some elements of Wassily Kandinsky
Wassily Kandinsky was born in Moscow on 16th of December 1866.
He was a pioneered Russian painter.
He grew up in Odessa, where his father Wasily Kandinsky worked as a tea dealer.
He studied law and economics at the University of Moscow.
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At the age of 30 he abandoned a promising career as a professor of Roman Law to study
painting in Munich.
Notably Kandinsky was inspired by abstract art completely at random. One night, as he was
returning home, he saw something that surprised him. One of his painting had fallen and
stood sideways, on whom fell the light from the power pole. The outline and designs had
disappeared and mingled with the rest of the composition. It had just left the general
impression of something bright and unusual. Since then, Kandinsky did not paint a painting
again with specific content, only an abstract.
In 1920 he had begun to paint again, introducing the paintings of geometric forms. These
forms, which were soon to become completely abstract.
Wasily Kandinsky lived in Paris from 1926 to 1939 where he acquired French citizenship.
He died on December 13, 1944, at the age of 78 years.
Activity 3rd:
«What is abstract art?»
The teacher shows a classical painting of Demetrius
Gyzis and one of Kandinsky and asks children to
express their views freely
Activity 4th
«I recognize shapes»
The teacher shows Kandinsky is paintings and she allows children to express themselves
freely around themes and colors and everything else they are surprising and interesting for the
Kantiski tables. Then she shows again the paintings and asks: «Do you observe and recognize
shapes like circle, square introducing the concept of the shapes through art.
Activity 5th:
«Concentric circles»
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The teacher displays the feature table of Kandinsky "Concentric
circles" and introduces the mathematical concept of concentric,
circles with common center and different radius. Then she asked
freely the children to imagine other shapes which could be
concentric and which differ in their dimensions.
Then the teacher asks children to draw an analog painting with
same concentric designs which differ the colors, as the painting
of the Kantiski or various other shapes concentrically.
Activity 6th
I paint as Wassily Kandinsky
The teacher gives worksheets with
drawings from the Kandinsky paintings and
at the same time she shows the original
painting in order for students to observe
them, to recognize shapes and colors and
then they paint them accordingly or freely.
On each new painting that they create and
that is an imitation of the original. They
give a new title.
FOLLOW UP :
Activity 7th:
«Paintings imitating»
Finally the teacher shows some other paintings of Kandinsky and
students create their own paintings imitating the style of
Kandinsky and colors of listening to Russian music. Their works
are posted in various areas of the classroom or in a corner of the
central school to see them and other students and they know the
famous Russian painter Kandinsky while understanding how
shapes and mathematics can become art.
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Σενάριο μαθήματος για μαθητές ηλικίας 10-12 ετών
Εκπαιδευτικός: Τζημαγιώργη Δήμητρα
Τίτλος: Μαθηματικά με τον Καντίνσκι
Θεματικό αντικείμενο: Τέχνη - Μαθηματικά
Ομάδα: 20-25μαθητές
Ηλικία: 10-12ετών
Χρονική διάρκεια: 180 λεπτά
Γενικοί στόχοι:
Ανίχνευση γνώσεων για τη ζωγραφική ως τέχνη, του ρόλου της Πινακοθήκης και των
προσωπικών ενδιαφερόντων των μαθητών γύρω από τη ζωγραφική.
Οι μαθητές να γνωρίσουν στοιχεία της προσωπικής ζωής του και να κατανοήσουν τι
είναι η αφηρημένη τέχνη.
Οι μαθητές να κατανοήσουν τι είναι η αφηρημένη τέχνη.
Τα παιδιά να παρατηρήσουν με προσοχή τα σχέδια και τα χρώματα των πινάκων
ζωγραφικής του Καντίσκι.
Οι μαθητές να γνωρίσουν τη γεωμετρική έννοια του ομόκεντρου κύκλου και γενικά
του ομόκεντρου σχήματος μέσω της τέχνης,
Να εκφράσουν καλλιτεχνικά την έννοια του ομόκεντρου.
Οι μαθητές να επεξεργαστούν ουσιαστικότερα ορισμένα έργα του Καντίσκι για την
καλύτερη κατανόηση των γεωμετρικών σχημάτων.
Οι μαθητές να εκφραστούν καλλιτεχνικά δημιουργώντας πίνακες ζωγραφικής και να
κατανοήσουν πώς τα μαθηματικά μπορούν να γίνουν τέχνη.
Αφόρμηση
Δραστηριότητα 1η
«Πίνακες ζωγραφικής»
Η δασκάλα προβάλει γενικά πίνακες ζωγραφικής διαφόρων ζωγράφων
και ρωτά:
Τι είναι αυτά που βλέπουμε;
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Στο σπίτι σας έχετε κανένα πίνακα ζωγραφικής;
Αν ναι, μπορείτε να μας τον περιγράψετε;
Πού μπορούμε να βρούμε πολλούς και αξιόλογους
πίνακες ζωγραφικής;
Έχετε επισκεφτεί κάποια πινακοθήκη;
Γνωρίζετε για την περίφημη πινακοθήκη του
Λούβρου;
Εσάς σας αρέσει να ζωγραφίζετε; Αν ναι, γιατί.
Εκπαιδευτική Διαδικάσια
Δραστηριότητα 2η
«Βασίλι Καντίσκι»
Η δασκάλα μέσω προβολέα δείχνει τη φωτογραφία του ζωγράφου Καντίσκι και αναφέρει
κάποια στοιχεία από την ζωή του.
«Βασίλι Καντίσκι»
O Βασίλι Καντίνσκι γεννήθηκε στην Μόσχα στις 16
Δεκεμβρίου1866. Ήταν πρωτοπόρος Ρώσος ζωγράφος. Μεγάλωσε
στην Οδησσό, όπου πατέρας του Βασίλι Καντίνσκι ασχολούνταν με
το εμπόριο τσαγιού. Σπούδασε νομικά και οικονομικά στο
Πανεπιστήμιο της Μόσχας. Σε ηλικία 30 ετών εγκατέλειψε μια πολλά
υποσχόμενη καριέρα καθηγητή του Ρωμαϊκού Δικαίου για να
σπουδάσει ζωγραφική στο Μόναχο. Αξίζει να σημειωθεί ότι ο
Καντίνσκι εμπνεύστηκε την
αφηρημένη τέχνη και έγινε
θεωρητικός της εντελώς τυχαία. Ένα
βράδυ επιστρέφοντας στο σπίτι του,
είδε κάτι που τον εξέπληξε. Ένας
πίνακας του που είχε πέσει και σταθεί
λοξά, στον οποίο έπεφτε το φως από τον στύλο
ηλεκτροδότησης. Το περίγραμμα από τα όσα εικονίζονταν,
είχε εξαφανιστεί και ανακατευτεί με την υπόλοιπη σύνθεση.
Είχε απομείνει μόνο η γενική εντύπωση από κάτι έντονο και
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ασυνήθιστο. Από τότε ο Καντίνσκι δεν ζωγράφισε
ξανά πίνακες με συγκεκριμένο περιεχόμενο, παρά
μόνο με αφηρημένο. Ήδη από το 1920 είχε αρχίσει να
ζωγραφίζει και πάλι, εισάγοντας στους πίνακες του
γεωμετρικές φόρμες.Οι φόρμες αυτές, που δεν
άργησαν να γίνουν εντελώς αφηρημένες. Ο Βασίλι
Καντίνσκι έζησε στο Παρίσι από το 1926 έως το 1939
όπου απέκτησε τη γαλλική υπηκοότητα. Πέθανε στις
13 Δεκεμβρίου 1944, σε ηλικία 78 ετών.
Δραστηριότητα 3η
«Τι είναι αφηρημένη τέχνη»
Η δασκάλα προβάλει ένα κλασικό πίνακα του Δημητρίου Γύζη και ένα
του Καντίσκι και ζητά από τα παιδιά ελεύθερα να
διατυπώσουν τις απόψεις του
«Τι είναι αφηρημένη τέχνη;»
Δραστηριότητα 4η
«Αναγνωρίζω σχήματα»
Η δασκάλα προβάλει πίνακες του Καντίσκι και αφήνει
ελεύθερα τα παιδιά να εκφραστούν γύρω από τα θέματα
και τα χρώματα και οτιδήποτε άλλο τους προκαλεί
εντύπωση και ενδιαφέρον για τους πίνακες του Καντίσκι.
Στη συνέχεια προβάλει ξανά τους πίνακες του και ζητά να
τους παρατηρήσουν και να αναγνωρίσουν σχήματα όπως
κύκλος, τετράγωνο εισάγοντας έτσι την έννοια των
σχημάτων μέσω της τέχνης.
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Δραστηριότητα 5η
«Ομόκεντροι κύκλοι»
Η δασκάλα προβάλει τον χαρακτηριστικό πίνακα του Καντίσκι
«Ομόκεντροι κύκλοι» και εισάγει την μαθηματική έννοια του
ομόκεντρου, δηλαδή κύκλοι με κοινό κέντρο και διαφορετική
ακτίνα. Στη συνέχεια ζητείται ελεύθερα από τα παιδιά να
φανταστούν και άλλα σχήματα τα οποία θα μπορούσαμε να
είναι ομόκεντρα και τα οποία διαφέρουν ως προς τις
διαστάσεις τους.
Στη συνέχεια η δασκάλα ζητά από τα παιδιά να ζωγραφίσουν
ένα ανάλογο πίνακα με ίδια ομόκεντρα σχέδια που διαφέρουν ως προς τα χρώματα, όπως ο
πίνακας του Καντίσκι είτε με διάφορα άλλα ομόκεντρα σχήματα.
Δραστηριότητα 6η
«Ζωγραφίζω σαν τον Καντινσκι»
Η δασκάλα δίνει φύλλα εργασίας με σχέδια από πίνακες του Καντίσκι και ταυτόχρονα δείχνει
τους αυθεντικούς πίνακες με σκοπό οι μαθητές να τους παρατηρήσουν, να αναγνωρίσουν τα
σχήματα και τα χρώματα και τέλος να τους χρωματίσουν ανάλογα ή και ελεύθερα. Σε κάθε
νέο πίνακα που δημιουργούν και ο οποίος είναι απομίμηση του αυθεντικού οι μαθητές δίνουν
ένα νέο τίτλο.
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Μεταγνωστικές δραστηριότητες:
Δραστηριότητα 7η
«Ζηγραφικές συνθέσεις»
Τέλος η δασκάλα προβάλει και άλλους πίνακες του Καντίσκι και οι μαθητές
δημιουργούν δικές τους ζωγραφικές συνθέσεις μιμούμενοι το στυλ του Καντίσκι και τα
χρώματα του ακούγοντας ρωσική μουσική. Τα έργα τους τα αναρτούν σε διαφόρους χώρους
της τάξης ή σε μια κεντρική γωνιά του σχολείου για να τα δουν και οι υπόλοιποι μαθητές και
να γνωρίσουν το διάσημο ρώσο ζωγράφο Καντίσκι και παράλληλα να κατανοήσουν πώς τα
σχήματα και τα μαθηματικά μπορούν να γίνουν τέχνη.
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13. LESSON PLAN
Forming physical fitness through fun with an element of competition
Topic: Can you…?
Age: 5-6 years old
Group: 20-25 children
Time: 30 minutes
Teacher: Paulina Dubilas
Translated by: Karolina Michałek
Institution: Kindergarten no 206 Łódź, Poland
Vocabulary : Good morning, good bye
activities: stand, pass, go through, run, jump up, jump through, throw up, roll, catch, point.
body parts: head, shoulders, hands, belly, back, knees, legs, feet.
Aims: Improving physical fitness.
Improving speaking and thinking.
Skills: a child: maintains a balance, runs on the edge of a circle, throws and grabs the gear,
responds to a visual, auditory and gesture, defines the party of the right – left, uses the returns
hello, bye bye, correctly names the body parts in English
Didactic resources: tambourine, balls and skip ping ropes (one for each child)
Bibliography: Mały Mistrz pod red. R .Jezierski, M. Lewandowski,
Rokita, A. Szymczak, Warsaw 2015
Introduction:
Task 1- Name- time 5 minutes.
Psychomotor aim: to develop movement expression
Didactic aim: improvement of visual communication. Children stand up in a circle facing inside. The teacher begins the fun saying loudly his/her
name, dividing them into syllables simultaneously performing invented movements to each
syllable. Each syllable has one gesture. Children repeat aloud the name and imitate gestures
all together until the last child does.
Task 2 Good morning - time: 5 minutes.
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Psychomotor aim: spatial orientation
Language aim: ‚good morning’
Children move to the rhythm played by the tambourine, when the music stops, a child greets
the closest person in the way said by the teacher eg. shake hands or touch the knees, etc.
Each greeting must be accompanied by: ‘Good morning’
Process:
Task 3 Can you...? - time 15 minutes
Psychomotor aim: reaction speed on stimulus
Language aim: naming the parts of the body in English, naming activities.
Tt asks children the question, and also he/she asks to do an activity, showing it. After
correctly done the task, children with tt repeat the name of an activity all together.
Can you...?
- stand still and count to 20 in English... ?
- run on the edge of a circle having your knees high?
-jump up with both feet
-throw the ball up and catch it using both hands.
- roll the ball between the legs, standing astride on straight legs
- stand astride, rise one knee each time up passing the ball under it.
-jump up over the ball with both knees
-go on the jumping rope foot by foot
-jump through the jumping rope on one leg
- children show the body part said by the teacher (head, shoulders, belly, back, knees, feet)
To sum up:
Task 4 Good bye -time 10 minutes
Psychomotor aim: spatial orientation
Language aim: ‚Good bye’
Children make two circles (one is inside and the other is outside), when tt says an instruction,
kids make the gesture saying ‚good bye’. Then, after each gesture, inside circle moves the
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right side, so that each child from the inside circle say ‚good ye’ to each child from the
outside circle.
Follow up:
Fun with an animation shawl (in a shape of a big circle)
Worksheet – matching words with an activity, colouring.
PLAN LEKCJI
Kształtowanie sprawności fizycznej poprzez zabawy z elementem rywalizacji.
Temat: Czy potrafisz…?
Klasa : dzieci 5-6 letnie
Wielkość grupy: 20-25 dzieci
Czas:30 min
Nauczyciel: Paulina Dubilas
Instytucja: Przedszkole Miejskie nr 206 Łódź, Polska
Słownictwo :
*zwroty Dzień dobry, Do widzenia.
*czynności: stać, przejść, biegać, podskoczyć, przeskoczyć podrzucić, toczyć , chwycić,
wskazać.
*części ciała: głowa, ramiona, ręce, brzuch, plecy, kolana, nogi, stopy.
Cele:
*Rozwijanie sprawności fizycznej.
* Rozwijanie mowy i myślenia,
Umiejętności: Dziecko
*utrzymuje równowagę,
*biega po obwodzie koła,
*podrzuca i chwyta przybory,
*reaguje na sygnał wzrokowy, słuchowy i gest
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*określa strony prawa-lewa.
*posługuje się zwrotami Good Morning, Good bye,
*poprawnie nazywa części ciała w jęz. angielskim.
Materiały: tamburyn, piłki i skakanki w ilości zgodnej z ilością dzieci.
Bibliografia: Mały Mistrz pod red. R .Jezierskiego, M. Lewandowskiego,
A. Rokity, A. Szymczaka, Warszawa 2015r.
Wprowadzenie
Zadanie 1- Imię - czas 5min.
Cel psychomotoryczny: rozwijanie ekspresji ruchowej
Cel dydaktyczny: doskonalenie komunikacji wzrokowej
Dzieci ustawiaja się w kole zwrócone twarzami do środka. Zabawę rozpoczyna nauczyciel
głośno wypowiadajac swoje imię dzieląc je na sylaby równocześnie wykonując wymyślone
przez siebie ruchy do każdej sylaby.Na każda sylabę przypada jeden gest.Wszyscy wspólnie
powtarzają głośno to imię i naśladują gesty i tak po kolei aż do ostatniego dziecka.
Zadanie 2 Dzień dobry -czas 5min.
Cel psychomotoryczny:orientacja przestrzenna
Cel językowy:zwrot Good morning
Dzieci poruszają się w rytm podany przez tamburyno,na przerwę w muzyce witają się z
najbliżej znajdująca się osobą w sposób opisany przez nauczyciela np.podajemy sobie dłonie
lub dotykamy sie kolanami itp. Przy każdym powitaniu wypowiadają zwrot Good morning.
Przebieg
Zadanie 3 Czy potrafisz...?-czas 15 min.
Cel psychomotoryczny:szybkość reakcji na bodziec
Cel językowy:nazywanie częsci ciała po angielsku,określanie czynności.
Nauczyciel zadaje dzieciom pytanie jednocześnie prosząc o wykonanie zadania, o które pyta
i je pokazuje. Po prawidłowo wykonanym zadaniu wspólnie powtarzamy angielski zwrot
opisujący nasze działania.
Czy potrafisz...
-stać nieruchomo i liczyć po angielsku do 20.
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-biegać po kole z wysoko uniesionymi kolanami
-podskoczyć do góry obunóz
-podrzucić piłkę do góry i chwycić ją oburącz
-stojąc w rozkroku na prostych nogach toczyć piłkę między nogami - ósemka.
-stojąc w rozkroku unosząc raz jedno raz drugie kolano do góry przekładać pod nim piłkę.
-przeskoczyć piłkę obunóż
-przejść po rozłożonej skakance stopa za stopą
-przeskoczyć rozłożoną skakankę na jednej nodze
- wskazać –tu nauczyciel nazywa części ciała po angielsku a dzieci je wskazują (głowa,
ramiona, brzuch, plecy, kolana, stopy)
Podsumowanie
Zadanie 4 Do widzenia -czas 10min
Cel psychomotoryczny: orientacja przestrzenna
Cel językowy:zwrot Good bye
Dzieci ustawiają sie w dwóch kołach jedno na zewnątrz a drugie w środku,na sygnał
nauczyciela wykonują określone przez niego gesty na porzegnanie, mówiąc przy tym good
by.Po każdym geście środkowe koło przesuwa się o jedno miejsce w określoną przez
nauczyciela stronę.I tak dalej aż wszystkie dzieci z środkowego koła porzegnają się z dziećmi
z koła zewnętrznego.
Powtórzenie:
Zabawa z chustą animacyjną (w kształcie dużego koła)
Ćwiczenia na karcie pracy – dopasowywanie napisów z nazwą czynności z odpowiednim
obrazkiem i kolorowanie go
14. LESSON PLAN
Forming physical fitness using physical games and fun
Topic: „Let’s study our body”
Age: 5-6 years old
Group: 20 children
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Time: 50 minutes
Teacher: Sylwia Kowalczyk
Translated by: Karolina Michałek
Institution: Kindergarten no 206 Łódź, Poland
Vocabulary :
activities: marching, jumping, running
body parts: head, ears, mouth, nose, hands, belly, back, legs
Aims:
Development physical fitness.
Developing thinking and speaking
Orientation in a scheme of our body
Skills: a child: runs freely around the gym, reacts on visual and audible signal and gestures
points right/left side, names the parts of the body in English
Didactic resources: a big dice, flashcards with parts of the body: (eye, ear, lips, nose, hands,
legs, back, belly), CD/USB player, CD or USB
Introduction:
Hello. Time 5 minutes
Children sit down in a circle on the carpet. Tt introduces the guest: ‘sportsman Peter’. He
comes from very very far away, to play with them. But unfortunately, he has got one
problem, he does not know the parts of his body. Tt shows the body parts on the puppet and
children must name them.
Process:
Task 1 „Parts of my body” time: 5 minutes
After saying ‘hello’ to each other, tt asks children to stand freely all over the carpet, because
now we altogether will be playing with ‘sportsman Pater’. Tt plays the music for marching,
running and jumping. Depending on the rhythm Tt says:
march jump run
If there is a break in a music, Tt says the parts of the body and children show them on
themselves.
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head leg hand ear belly mouth nose
Task 2 „Child to child”- time 5 minutes
Children move freely around the classroom in the rhythm of music. If the music stops, Tt
asks children to find the pairs and say ‘hello’ to each other using relevant body parts. Each
time children change their pairs.
Say hello using your right hand/ your left leg/ your head/ your belly/ your back/ your nose
Task 3 „fun with a dice” time- 10 minutes
Children stand in a circle. Tt gives children the dice with pictures of body parts. Each child
throws the dice and names the body part, then he/she needs to make a task with the relevant
body part. The task must be done by all children. E.g. The dice shows ‘hand’, so the kid
needs to name it and clap hands or shake hands.
Task 4 „What’s missing… ?” time- 15 minutes
Tt asks children to make four-kids teams. Each teams gets grey paper sheet. One child lies
down on the paper sheet and others try to draw his/her body. Then, Tt asks children to check
if it is made correctly. If any body part is missing, children name the part and say it loudly
and draw it.
To sum up:
Singing fun „Head, shoulders, knees and toes…” time- 10 minutes
Tt offers singing a song to sum up the classes. First, the teacher with children say again all
the body parts. Then, Tt and children sing a song together showing relevant body parts during
singing a song. The song is going all over again, but faster and faster.
Head, shoulder, knees and toes… Knees and toes…
Head, shoulder, knees and toes… Knees and toes…
Eyes and ears and mouth and nose…
Head, shoulder, knees and toes… Knees and toes…
Head, shoulder, knees and toes… Knees and toes…
Head, shoulder, knees and toes… Knees and toes…
Eyes and ears and mouth and nose…
Head, shoulder, knees and toes… Knees and toes…
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Follow up:
Children can paint figures, using crayons or markers or paint, which were drawn on a grey
paper sheets. They can also combine body parts on the paper sheets with relevant vocabulary.
Scenariusz zajęć kształtujących sprawność ruchową
z zastosowaniem metody CLIL (dwujęzycznej)
Kształtowanie sprawności fizycznej poprzez zabawy ruchowe.
Temat: „Poznaję własne ciało”
Poziom:
Klasa: dzieci 5-6 letnie
Wielkość grupy: ok 20 dzieci
Czas:50 min
Nauczyciel: Sylwia Kowalczyk
Instytucja: Przedszkole Miejskie nr 206 Łódź, Polska
Język używany (Gramatyka):
Słownictwo :
• czynności: marsz, podskoki, bieg.
• części ciała: głowa, uszy, usta nos, ręce, brzuch, plecy, nogi.
Cele:
• Rozwijanie sprawności fizycznej.
• Rozwijanie mowy i myślenia,
• Orientacja w schemacie własnego ciała
Umiejętności: Dziecko
• biega swobodnie po sali,
• reaguje na sygnał wzrokowy, słuchowy i gest
• określa strony prawa-lewa.
• poprawnie nazywa części ciała w jęz. angielskim.
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Materiały: Duża kostka , ilustracje z częściami ciała(oczy, uszy usta nos), ręce(ręka),
nogi(noga), plecy, brzuch),magnetofon z CD i USB, płyta CD lub USB.
Bibliografia:
Strony internetowe:
Wprowadzenie
Powitanie. Czas 5 minut
Dzieci siadają na dywanie w kole.
Nauczyciel przedstawia dzieciom gościa Piotrusia sportowca. Opowiada że Piotruś
przyjechał do dzieci z bardzo daleka aby móc z nimi wspólnie się pobawić. Jednak Piotruś
ma jeden problem bo nie zna swoich części ciała. Nauczyciel na kukiełce pokazuje dzieciom
kolejno części ciała kukiełki a dzieci nazywają je.
Przebieg
Zadanie 1 „Części mojego ciała” czas: 5 minut
Po wspólnym przywitaniu nauczyciel prosi dzieci aby ustawiły się w rozsypce na dywanie bo
teraz wszystkie dzieci będą się bawiły z Piotrusiem. Nauczyciel włącza muzykę do marszu
podskoku i biegu. W zależności od tempa muzyki mówi do dzieci:
Marsz Podskoki Bieg
Na przerwę w muzyce nauczyciel kolejno wymienia części ciała a dzieci pokazują je na
sobie.
Głowa Noga Ręka Uszy Brzuch Oczy
Usta Nos
Zadanie 2 „Dziecko do dziecka”- czas 5 minut
Dzieci poruszają się swobodnie po sali w rytm muzyki. Na przerwę w muzyce nauczyciel
prosi dzieci aby dobrały się w pary i przywitały wymienionymi przez nauczyciela częściami
ciała. Dzieci za każdym razem zmieniają swoją parę
• Przywitajcie się prawą ręką/ się lewą nogą/ się głową/ się brzuchem/ się plecami/ się
Nosem
Zadanie 3 „Zabawa z kostką - moje ciało” czas- 10 minut
Dzieci ustawiają się w kole. Nauczyciel przekazuje dzieciom kostkę z ilustracjami części
ciała. Każde dziecko rzuca kostką i nazywa część ciała jaką wskazała kostka następnie musi
wykonać jakieś zadanie związane z tą częścią ciała. Ćwiczenie wymyślone przez dziecko
141
pokazują wszystkie dzieci. Np.: kostka pokazuje rękę. Dziecko musi nazwać ją i zaklaskać,
podrapać się, przywitać się z kolegą itp.
Zadanie 4 „Czegoś tu brakuje” czas- 15 minut
Nauczyciel prosi dzieci aby dobrały się w grupy 4 osobowe. Każda grupa dostaje arkusz
szarego papieru. Jedno dziecko z grupy kładzie się na szarym papierze a reszta dzieci
odrysowuje jego postać. Po odrysowaniu postaci nauczyciel prosi dzieci aby sprawdziły czy
postać została dobrze odrysowana. Jeśli brakuje odrysowywanej postaci jakiś części dzieci je
nazywają i dorysowują.
Podsumowanie
Zabawa ze śpiewem „Głowa, ramiona…” czas- 10 minut
Nauczyciel mówi dzieciom, że na podsumowanie zajęć zaśpiewamy wspólnie piosenkę
z pokazywaniem w ramach utrwaleni poznanych części ciała. Nauczyciel pokazuje i mówi
poszczególne części ciała jakie dzieci usłyszą w piosence. Dzieci naśladują nauczyciela
i również pokazują części ciała i nazywają je. Nauczyciel włącza piosenkę i wspólnie śpiewa
i pokazuje ją z dziećmi. Piosenka powtarzana jest kilka razy za każdym razem coraz
szybciej.
Przykładowa piosenka w języku polskim lub jej odpowiednik w języku angielskim
Głowa, ramiona, kolana pięty
Kolana, pięty, kolana, pięty
Głowa, ramiona, kolana, pięty
Oczy, uszy, usta, nos.
Głowa, ramiona, kolana pięty
Kolana, pięty, kolana, pięty
Głowa, ramiona, kolana, pięty
Oczy, uszy, usta, nos.
Powtórzenie:
Dzieci mogą pokolorować lub pomalować farbami postacie, które odrysowywały na dużych
kartonach oraz dopasować podpisy z nazwami części ciała do powstałego rysunku
142
15. LESSON PLAN
Aims: Identify the art with Surrealism
Content: introduction to Dalí and surrealism
Language: artistic skills
Skills: listening and speaking/writing
Lexis: vocabulary to describe paintings – the objects in the painting, colours and shades (can
be adapted according to language level of students)
Preparation
All you need for this lesson is one copy of the description of the picture for you, a copy of the
picture to show the students for example this
http://en.wikipedia.org/wiki/Swans_Reflecting_Elephants and (optional) copies of the
description for the students.
Procedure
Tell your students to get out a blank sheet of paper and drawing materials.
Read out the description of the picture one line at a time and let students draw what you
describe. You might prefer to read the whole description once before students start to draw
and then read one line at a time. Read at a speed suitable for the language ability of the
students and give enough time for students to draw before reading the next line. If your focus
is art then give more time, if language is more important give less time. You may need to
read each line several times. Tell students not to look at each other’s drawings until the end.
(Optional – give students the written description of the picture to see if they want to make
any changes)
When the students have finished drawing, tell them to look at each others’ pictures – this
usually leads to a lot of laughing!
Finally, show the class the original picture.
CLIL RESİM DERS PLANI
Amaçları:Sürrealizm bir Resmi tanımlama
İçerik: Dali ve Sürrealizme giriş
Dil: Sanatsal Beceriler
Beceri: dinleme ve konuşma/yazma
143
Kelime: Resimleri, resimlerdeki nesneleri, renkleri ve skilleri tanımlamak için gerekli
kelimeler (öğrencilerin dil düzeyine göre adapte edilebilir)
Hazırlık
• Tek ihtiyacın bu ders için resmin açıklamasının bir kopyası, Öğrencilere göstermek için
resmin bir kopyası , örneğin http://en.wikipedia.org/wiki/Swans_Reflecting_Elephants ve
öğrencilere resmin tanımının kopyası (zorunlu değil)
Yordamı
• Öğrencilere bir boş bir kağıt yaprağı ve çizim malzemelerini almalarını söyleyiniz.
• Öğrencilere Bir kez resmin tanımının bir satırını okuyunuz ve öğrencilere sizin tanımınız
doğrultusunda resmi çizmelerine izin veriniz. İsterseniz öğrenciler çizmeye başlamadan önce
açıklamanın tamamını okuyabilirsiniz ve sonra bir kez bir satırını okuyabilirsiniz.
Öğrencilerin dil becerileri için uygun bir hızda açıklamayı okuyunuz ve öğrencilere diğer
satırı okumadan önce sizin okuduğunun açıklamayı çizmeleri için yeterli zaman veriniz. Eğer
odağını resim ise daha çok zaman veriniz ; eğer dil ise daha az zaman veriniz. Her bir satırı
birçok defa okuma ihtiyacı duyabilirsiniz. Öğrencilere bitene kadar birbirlerinin resimlerine
bakmamalarını söyleyiniz. ( Eğer bir değişklik yapmak isterlerse görmeleri için resmin
tanımın olduğu kağıdı öğrencilere veriniz- isteğe bağlı)
• Öğrenciler çizimlerini bitirdiklerinde, onlara birbirlerinin resimlerine bakmalarını
söyleyiniz- bu genellikle gülmelerine yol açar.
• Son olarak, orijinal resmi sınıfa gösteriniz.
16. LESSON PLAN
Bullying Skit with Music
Subject: Music
Grades: 2, 3, 4, 5, 6
Lesson Plan Title: Bullying skit with music.
Concept / Topic To Teach: Making students to be aware of their behaviour
General Goal(s): To help students identify the different types of bullying.
Required Materials: The song “Walk in my Shoes” and students for the skit. And a source
for the music to be played from. Song can be searched for using a search engine.
144
Anticipatory Set (Lead-In): Tell students that they may not always realize the actions they
do are forms of bullying. Students should think about how the person being bully feels and
how it would feel to them if it was happening to them.
Step-By-Step Procedures:
Explain to students that bullying comes in many forms and this song and skit will help them
identify different forms of bullying.
Teach students the chorus of the song so they can sing along on the chorus.
Chorus
Take a walk in my shoes
And I think you will see
How it makes me feel
When you bully me
Have the students selected to perform the skit start and have them help the class sing along
with the song on the Chorus.
– Closure (Reflect Anticipatory Set): Talk about the different forms of bullying that
happened in the song and discuss if it happens in their situations. Also ask what other things
that happen that would be considered bullying. Discuss ways that students can help students
that are being bullied.
CLIL RESİM DERS PLANI
Müzik Eşliğinde Zorbalık İçeren Davranışları Gösteren Skeçler
Konu: Müzik
Sınıf: 2, 3, 4, 5, 6
Ders Plan Başlığı: Müzik eşliğinde zorbalık içeren davranışları
gösteren skeçler
Konu: Öğrencilere davranışlarının farkında olmalarını sağlamak
Genel Amaç: Öğrencilerin zorbalığın farklı türlerini belirlemelerine yardımcı olmak
Gerekli malzemeler: Şarkı "Walk In my Shoes" ve skeç için öğrenciler. Ve çalınacak müzik
için bir kaynak. Şarkı bir arama motorunu kullanarak aranabilir.
145
Beklenti (öncü): Öğrencilere yaptıkları eylemlerin zorbalık türlerinden olduğunun farkında
olmayabildiklerini söyleyiniz. Öğrenciler zorbaca davranan kişinin ne hissettiğini ve
kendisine zorbaca davranıldığında bu durumun ona ne hissettirdiğini düşünmeleri gerekir.
Adım adım yordamlar:
Zorbalığın çok çeşitleri olduğunu ve bu şarkının ve skeçin zorbalığın farklı çeşitlerini
belirlemelerine yardımcı olacağını öğrencilerinize açıklayınız.
Şarkının nakaratlarını öğrencilerinize öğretin ki nakaratta tek başlarına söyleyebilsinler.
Nakarat
Kendini benim yerime koy
Ve düşünüyorum da göreceksin
Bana ne hissettirdiğini
Sen bana zorbalık yaptığında
Skeçde oynamak için seçilmiş öğrenciler skeçe başlar ve sınıfın, şarkı nakarat kısmını
söylemelerini sağlarlar.
-Kapatma (beklentileri yansıtma): Şarkıda olan zorbalığın farklı şekilleri hakkında
öğrencilerle konuşunuz ve onların durumunda olsaydınız ne yapardınız diye sorarak tartışma
ortamı oluşturunuz. Aynı zamanda zorbalık olarak düşünülen diğer davranışları da sorunuz.
Öğrencilerle kendisine zorbalık edilen öğrencilere yardım etme yollarını tartışınız.
146
Good Practice Catalogue
- Great education begins with a great kindergarten experience –
- Together for the children –
• Kindergarten and community
Kindergarten is a preschool educational approach traditionally based on playing,
singing, practical activities and social interaction as part of the transition from home to school.
“Sea pearls Kindergarten” is one of the best public early childhood institutions in
Constanta, Romania (with 230 children and 8 groups: Albatrosses, Golden Fish, Happy
Seagulls, Seahorses, Singing Fish, Little Sailors, Starfish, Wise Little Dolphins). It is a 10
hours, 5 days program that provides a creative, supportive, nurturing learning environment for
children (three meals and sleep session available). The kindergarten provides extensive
opening hours that take account of the needs of working parents. The all-day kindergarten is
the most wanted by working parents who have their offices and work places in the center of
the city.
Community – a real partner
This is a social unit who share something in common, such as norms, values, identity
and often a sense of place that is situated in a given geographical area.
Every day children learn about people and places in their community when they
accompany their teachers or parents in walks, visits and kindergarten activities.
The Kindergarten by implementing several projects, is searching for solutions through
which it can be useful to society and seen as its investments and hopes.
How can we, the Magic Pearls Parents Association, promote the interests of our
kindergarten in our community? Well, the children and teachers are the image of every
kindergarten. That`s why publishing information about their success outside the kindergarten
is so important. Even if we talk about it, or any other means, the dissemination of this message
is done in local newspapers, television and web page and by flyers and posters in the notice
board at the kindergarten. Every activity conducted in our community has been publicized by
the local press, such as: Dancing for the Sea, Gingerbread House.
147
Good Practice Catalogue
• The partnership between kindergarten and community
a) Collaborating with school is so important because this institution will continue the
child`s education. This has the important goal in identifying the most efficient ways of
children`s adapting to the new educational environment. Sea Pearls Kindergarten organized
visits at the schools in its neighborhood, such as: Ion Jalea, Jean Bart or Application School.
b) Collaborating with the city hall – in this area can be mentioned the collaboration of the
Parents Association with the local administration and City Hall in the Board of Directors for
the kindergarten.
c) Collaborating with the local police – through activities of road education with the
participation of professionals, or participation at Police Anniversary.
d) Collaborating with the church community
e) Other institutions, such as: medicine, ONG, private partners, mass-media:
Our Association collaborated with kindergarten teachers in activities organized with parents
that are doctors.
• The partnership between kindergarten and family
Family is a fundamental social group in society, typically consisting of one or two parents and
their children. The educational activity in kindergarten can`t be separated of other influences
on the child, especially the family one. The collaboration between these two influences is
realized through a double sense approach.
In Sea Pearls Kindergarten, the Magic Pearls Parents Association has the mission to:
strengthen the bond between the Perluțele mǎrii/Sea Pearls Kindergarten and parents
by encouraging communications in both directions;
support activities designed to enhance preschoolers' educational experience;
keep parents informed about the kindergarten, its background, present programs, and
future plans;
promote the advancement of the kindergarten by strengthening it at all levels;
provide families with the opportunity to become an active part of the kindergarten
community by direct involvement in events, projects and activities designed to enhance the
success and growth of preschoolers.
The MP Parents’ Association values and involves families in meaningful and respectful
ways in the activities of the kindergarten. The association welcomes all parents’ active
participation and invite them to join them in supporting preschoolers’ activities:
a) Meetings with parents are periodically and formal organized; all parents are usually
participating.
148
Good Practice Catalogue
b) Parents counseling are meetings set with the teacher or school adviser, in which both
parts are privately discussing about the child.
c) Workshops with parents are activities in which are approached subjects of interest for
many parents.
d) Participating of group`s activities as a simple observer or together with the teacher and
children (reading stories for the children, singing, painting).
e) Volunteering: as volunteers, parents can use their knowledge and abilities to support
the kindergarten provide optimal conditions for the educational activities. Eg: Micul
Roterdam.
All children, no matter where they live or their life circumstances, deserve a quality
education. However, it takes everyone—home, school, and community—to make that happen.
While schools have the responsibility to reach out to families, family and community members
also need to actively make contact and work with educators. This responsibility is a two-way
street.
In Sea Pearls Kindergarten, parents are encouraged to talk, creatively interact with each
other and share their experiences and points of view. And even more, they are reminded the
importance of a good and continue communication with their children. First, parents need to
listen, ask and understand the way children see things, what they want to do and what is
important to them.
This cooperating must be a reciprocal learning exercise, with significant results both for
the participants and the organizations involved.
All parents want teachers to provide individual attention for each child and individual
temperaments, learning styles and language preferences to be fully respected. A good early
childhood educational program provides a variety of physical activities (inside and outside)
and varies instruction to maintain the interest of each child. We as parents, have found all this
at Perluțele mǎrii/Pearls of the Sea Kindergarten and we are content with our choice for our
children.
149
Good Practice Catalogue
150
SWOT ANALYSIS OF THE PROJECT
STRENGTHS
good online and offline communication with the
coordinator and the project partners (phone calls, mobile
chat, Skype, Facebook, e-mails)
developing professional competences in terms of
bilingual teaching with the use of CLIL
improving skills in creating educational resources
developing teachers’ skills of writing curricula and
methodological resources for bilingual education
improving teaching skills
improving English communication skills
a very good level of collaboration between partners and
coordinator
increasing motivation to learn, especially English
language
excellent exchange of good practices
change of attitude and opinion towards cultural
diversity, overcoming stereotypes
making acquaintance with the European educational
systems
better understanding of the European partners’ history
and culture
parents have been informed and became very interested
about CLIL and preschool bilingual education (meetings,
workshops and open activities in classrooms)
learning the target language effectively in "real"
experiences, while having a purpose.
learning the subject at a deeper level, while thinking
about concepts in two languages.
The project involves clearly defined objectives and
purposes.
It helps to give the tasks to all institutions in the
right time limit.
Teaches are well prepared and experienced
The group of teachers besides doing their
everyday responsibilities they also want to
improve their workshop, use the innovative
teaching methods. They understand the need of
using a foreign language.
Innovation
This project is innovative what gives the positive
influence on teacher’s and students’ work. It
protects from getting into the routine and
demands more creative activities from all
partners.
WEAKNESSES
delays at programme start-up
requires more preparation time and greater co-operation
among teachers.
A large number of partners
In each country the lesson plans are written in a
different manner and that is why it is difficult to
adjust the same methods of preparing the
documents like: lesson plans;
The free time from work (Christmas free days,
winter holidays, summer holidays) is different in
every country. It caused some problems with
doing the unexpected activities.
Different level of English knowledge among the partners
English language is a foreign language for all
partners so it wasn’t easy to discuss the details in
the documents
No additional hours for bilingual lessons.
The C method assumes that the student knows
the facts in his/her mother tongue and therefore
he/she learns them in a foreign language.
Because there weren’t enough hours for bilingual
lessons the teachers explained some new material
in the first language and the foreign language at
the same time.
OPPORTUNITIES
introduce the Erasmus+ project intellectual outputs and
results to a wide audience both at local and national
levels
bilingual education based on CLIL methodology will
be a permanent part of School-Based Curriculum in the
next school years
THREATS
lack of SMART board technology in kindergartens –
teachers cannot explore more fully how to integrate
SMART board technology into their planning and
teaching during the activities
a lack of interest from teachers in improving their
English teaching skills
Good Practice Catalogue
151
curricular documents on preschool education can be
used in order kindergartens to apply good bilingual
preschool programs
the current project team of teachers can help
improving other teachers’ professional profile and
increase motivation for further bilingual teaching
development
meeting new teachers and students.
exchanging ideas.
The students’ engagement in the class
Leading bilingual lessons increases students’
interest and activity and who are willing to learn
new vocabulary, do the exercises, respond to
questions, or discuss (sometimes they even
argued how to perform a task);
In most cases students give up speaking in their
native language, and to communicate they use a
foreign language - in this case English. It will
have a very positive impact on the development
of the language skills of students participating in
the program.
Bilingual teaching increases the impact on the
students’ concentration, therefore, in the future
this will be positively reflected on the results of
teaching of any subject and also the comfort of
the teacher.
Parents’ support
Parents are aware, that at the present time it is
necessary to use a foreign language. As a result
they accepted a new method of teaching a
particular subject and the second language at the
same time. However , some of them will require
additional information in this topic .
Improving the school’s image
Bilingual teaching - still as novum in the Polish
education – it will contribute to a significant
improvement of the image of the school in the
local society
low interest from other teachers in applying bilingual
education during classes
lack of consistency in applying bilingual education
programs
low support from parents in continuing the bilingual
education or learning English at home
Keeping a fair balance between language teaching and
subject teaching.
The difficulties in communication
Lack of response for emails or sending late answers,
imprecise expression of needs and expectations given by
the persons who are responsible for exchanging
information, occasional problems between the host
teacher and the assistant teacher according to appropriate
aids and materials needed for lessons - communication in
distance .
Fear of travelling
Due to the political situation in the world (the
threat of terrorist attacks) some participants had a
fear of traveling to the partner countries.
A summary
The analysis shows that the best way to strengthen weaknesses and the weakness of the threats is:
1. Establish proper examples of all necessary documents that will be used during the project
2. Set and abide all the time limits and deadlines for all tasks.
3. Due to the lack of additional hours for project lessons ask students to do some tasks at home. Rely on
positive attitude of their parents and encourage their children to have some work at home.
4. To minimize the difficulties in communication, all participants of the project wants to make sure that their
requests are properly understood between other participants. They answered for emails with questions
about the details;
There wasn’t any influence on the political situation that is why the participants’ information about the real
state of affairs was very helpful. It minimized the fear of participants’ presence in the meetings.
All the activities and the engagement of all participants led to realizing and finishing all the purposes that were
planned at the beginning of the project.
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