CLIL session 2

CLIL

in primary

Session 2

CLIL

Objectives and expectations of this course

- Design a CLIL lesson thanks to eTwinning - Practice English for students and pupils once implemented - Develop intercultural competencies - Develop digital skills - Implement the lessons at school in a real-life situation (if possible) - Establish contacts for future eTwinning projects

GROUPS COMPOSITION

LET'S PRACTICE GIVING INSTRUCTIONS

20 minutes

LET'S PRACTICE GIVING INSTRUCTIONS

Living Memory: Find the correct order of the instructions

• Come back inside!
• Let's play Living Memory!
• Do you know the game?
• One/ two children go outside now.
• Everyone is getting a card. (hand out the cards)
• There is a word or a picture.
• Find the matching pairs!
• Two cards belong together.
• Look! (show the cards, say the word and do the gesture/sound)
• Match the cards.
• Try out your cards.
• Redistribute the cards.

LET'S PRACTICE GIVING INSTRUCTIONS

Living Memory

1. Let's play Living Memory!
2. Do you know the game?
3. Everyone is getting a card (hand out the cards).
4. There is a word or a picture.
5. Two cards belong together.
6. Look! (show the cards, say the word and do the gesture/sound)
7. Match the cards.
8. Try out your cards.
9. One/ two children go outside now.
10. Redistribute the cards.
11. Come back inside!
12. Find the matching pairs!

Group work : Prepare the instructions you would give your pupils, to make the craft project you have been assigned.

20 minutes

Plenary time : Group ____ : 2 voices, one Austrian, one French. Give us your instructions.

20 minutes

RECAP on CLIL

Statements 1 At the start of the lesson or topic, the teacher finds out what learners know about the topic. 2 At the start of a lesson or topic, the teacher finds out what language related to the topic learners already know. 3 Teacher uses visuals (photos, pictures) to introduce and practice new topics. 4 Teacher uses hands-on activities (experiments, objects, etc.) to introduce and practice new topics. 5 Teacher uses graphic organisers (mind maps, tables, charts, diagrams) in my teaching. 6 There is a lot of pair /group work. 7 Teacher provides different sorts of input (multimodal) – texts, pictures, real objects, videos – to help learners understand the topic.

8 Various cognitive skills (lower and higher order) are being developed. 9 Teacher talks about different cultures and/or raises cultural awareness (if related to content). 10 The content objectives match the activities and the cross-curricular areas developed. 11 Language objectives are specified (functions, structures, phrases) and attainable. 12 Language is scaffolded (e.g. through creating a context, modeling, shortening tasks, and focussing students’ attention on relevant information) 13 Classroom language and instructions are clear, supported by body language, and adapted for YLs. 14 Students are using and practicing the language (words as well as phrases/sentences).

Within your group, decide on a short CLIL project. Use your share pad (template given)

Next working sessions: (online)

December 11th 10:30

Both teachers will be online to help you with the design of your teaching unit. This unit will be presented on January 8th