Every teacher knows that writing is not students’ favourite activity, possibly because it takes a lot of cognitive effort and is usually perceived as something boring. In Geography and History CLIL, students must develop their skills for explanation, narration, description, definition… and it is the ESL teachers’ job to anticipate and practise the language the students will need so as to be proficient in the CLIL class. Teaching kids to write is tough work, although it can be very rewarding if we do it in a funny and communicative way. Continue Reading
So far, I have used this blog to share some personal and school projects related to additional language learning. Due to both the gradually increasing interest in what we do here and the implementation of a CLIL programme in our school, I would like to share experiences, lesson tips, projects, tasks…with other teachers and schools involved in this kind of language programme. Our school, the IES Xulián Magariños, is a rural medium-sized school involved in a lot of projects. It is probably not endowed with as many resources as some renowned urban schools, but I am sure that we do manage to make our students acquire a multilingual competence. My intention with this blog is make our and our students’ experience known as well as share what we do, hoping it will be useful for other teachers and schools. Continue Reading
What I like the most about my job is being able to teach students and train teachers at the same time. On Wednesday and Thursday, I lectured on integrated design in Ourense (the Training and Resource Centre), invited by Carmen Calleja, the language consultant there (and friend). It felt like home and I could share lots of experiences and projects with participating teachers. Yesterday I coached 25 teachers from the well-known Colegio San Cernin in Pamplona. The coaching activity, very useful to guide teachers for effective instruction, was about CLIL, Content and Language Integrated Learning: how to design a school language policy fostering team work and a multilingual approach with teachers from the same school. Today in the morning the Government of Navarre asked me to give a 4-hour lecture on CLIL principles, CLIL design and assessment to CLIL and ESL teachers and, as usual, it was an enriching and rewarding experience. Every time I come to Navarre I realise how ‘involved in’ and ‘aware of’ teachers are here. Attending a 4-hour talk on Saturday not even wanting or asking for a break is truly professional, memorable and, at the very least, admirable. But (you know what?) what I really love is make a very good impression on them talking about my (our) CLIL real experience in the IES Xulián Magariños with my colleagues and, above all, my students. Continue Reading
Clara Cristela, our CLIL teacher in 3º and 4º ESO, has already started working on our Comenius Project with the Bulgarian High School Pencho Slaveikov Comprehensive School. Our CLIL kids (3º ESO bilingual section) have made a wonderful video about their own family tress. Worth watching!
Clara Cristela, a nosa profesora CLIL en 3º e 4º, xa empezou a traballar no noso Proxecto Comenius co instituto búlgaro Pencho Slaveikov Comprehensive School. O noso alumnado CLIL (da sección bilingüe de 3º) fixo un vídeo estupendo sobre as súas árbores xenealóxicas. Paga a pena velo! Continue Reading
The progamme has come to an end after yesterday’s celebration. One can think that students will not learn much English in one week, and that is true, but the thing is that their attitudes to language learning have changed: they are now much more willing to communicate, they now understand the meaning of intercomprehension and interculturality and, obviously, they have learned how to do lots of science-related things in English. We would like to thank the teachers and monitors as well as all the people in charge of the programme. Have a look at the kids’ emotional farewell pics. They will not forget this experience, let alone their new Almerian friends. Continue Reading
After doing an oral English test and attending a certificate-giving ceremony (http://inmersionvera2013.blogspot.com.es), students (divided in Almerian and Galician groups) presented conclusions on what they have learned about the following topics: the three Rs -recycling, reusing and reducing-, human impact on the environment and the concept of global village (what links us). Students and teachers got together for presentations and took pictures before and during the farewell party.
Despois de facer un exame oral en inglés e de asistir á cerimonia de entrega de diplomas (http://inmersionvera2013.blogspot.com.es), o alumnado (dividido en grupos de Almería e Galicia) presentaron as súas conclusións sobre o que aprenderon dos seguintes temas: as tres R -reciclar, reutilizar e reducir-, o impacto do ser humano sobre o medio ambiente e o concepto de aldea global (o que nos une). O profesorado xuntámonos para as presentacións e fixemos fotos antes de e durante a festa de despedida. Continue Reading
Uncle Cáscoles’ House, now an Ecomuseum, shows us the building techniques and the different materials. It gives visitors an idea of the typical lifestyle in this town (Romangordo) and these houses. The Museum of the Route of the English chronicles the battle of the bridge of New Place, which took place during the Peninsular War.
A Casa do Tío Cáscoles, hoxe convertida en ecomuseo amosa as técnicas construtivas e os distintos materiais. O visitante queda cunha idea de como era a forma de vida nesta localidade (Romangordo) e nestas casas. O centro de interpretación da Ruta dos Ingleses narra a batalla da ponte do Lugar Novo, que tivo lugar durante a Guerra da Independencia. Continue Reading