Another tip for your CLIL lessons! Students are learning the future tense and first conditionals in English as well as the following topics in Geography CLIL: transport, tourism, population and migration.
Outra suxestión para a túa clase CLIL! O alumnado está a aprender , por unha banda, o futuro e os condicionais en inglés e, por outra, os seguintes temas en Xeografía CLIL: o transporte, o turismo, poboación e migracións.
Year 2 CLIL students (History CLIL) are now studying a rather difficult unit, World War I. In order to help them, I decided to introduce topic-related contents in my English lessons so as to make them familiar with the subject matter prior to their starting studying it with Clara in the CLIL class. My main focus in the English class was for them to develop and improve both template-based oral presentation skills as well as their oral and written capacity for summarising, comparing, concluding…making use of a helpful online application again. The use of technology is a MUST in CLIL as long as its use is purposeful and legitimate. The task I presented the students with was as follows:
O alumnado CLIL de ano dous (Historia) está a estudar neste momento un tema difícil abondo, a I Guerra Mundial. Para axudar ao alumnado, decidín introducir contidos relacionados co tema nas miñas clases de inglés, para que se familiarizasen co tema antes de comezar a velo con Clara, na clase CLIL. O meu obxectivo principal na clase de inglés era que o alumnado desenvolvese e mellorase as habilidades para as presentacións orais baseadas en plantillas así como a súa capacidade para resumir, comparar, concluír…facendo uso novamente dunha aplicación online moi práctica. A utilización da tecnoloxía en CLIL é case unha OBRIGA sempre que o seu uso teña sentido e se amose como algo lexítimo na aula. A tarefa para o alumnado era a seguinte:
How can we make our CLIL students create a presentation about city life through Glogster? Here you can find an example of a CLIL task dealing with those topics. This is the way our students (3ESO, CLIL-Geography first year) could find it on our Moodle:
Como podemos facer que o noso alumnado CLIL cree unha presentación sobre a vida na cidade mediante Glogster?. Aquí podedes atopar un exemplo de tarefa CLIL relacionada co tema. A seguir atoparedes a tarefa, tal e como a presentamos ao noso alumnado (3ESO, Xeografía-CLIL, ano 1) no Moodle:
During this term we have been studying and practising descriptions and lexicon related to city life (transport, buildings, shops…) and you are now studying the service sector with Clara in the CLIL class. Continue Reading
Is it possible to use Twitter for a creativity-based final task in History CLIL? The answer is YES. Today I am sharing a final task I did with my second-year CLIL students (History CLIL) using Twitter as a means to consolidate History and Language contents. There are some professionals that do not see the benefits of using Social Media Tools, particularly Twitter, to create tasks and activities. In my opinion, it can be a wonderful tool for developing editing skills and narrative structure, for topic discussion, for writing and punctuation improvement and for creation of chronologically-arranged events (a timeline creation is perfect for consolidation of historical contents). I am going to try and show evidence that using Twitter can be fun, learning-boosting and, above all, meaningful.
É posible usar Twitter para unha tarefa final baseada na creatividade na aula CLIL de historia? A resposta é SI. Continue Reading
Here we go again! This is my first blog entry after holidays (by the way, Happy New Year!). Some days before Christmas time, I entered Clara’s 3-CLIL class (Geography in English, first year) in order to observe first-hand and record how she manages a CLIL class. I was lucky because Sam, the English language assistant, was there as well, acting as a facilitator in the activity. They were carrying out a communicative task on geographic terms. According to Clara, the aim of this facilitating task was the elaboration of small oral texts (basically through definition) using suitable geographic vocabulary. In the previous units the students had worked upon all the concepts they were going to define (transport, capital, market…).