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Imma Puntí Freixer CEIP Alexandre Galí Nottingham 2009

Explore the implementation of a CLIL module on weather science in a diverse school setting. Discover engaging lesson plans, activities, and insights into effective CLIL teaching practices for young learners.

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Imma Puntí Freixer CEIP Alexandre Galí Nottingham 2009

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  1. The weather Imma Puntí Freixer CEIP Alexandre Galí Nottingham 2009

  2. CEIP Alexandre Galí • School context • The module • Materials • Conclusions

  3. School context The school is located in La Barceloneta, a district in the old part of Barcelona

  4. School context • The CEIP Alexandre Galí was created 27 years ago • The school has 329 pupils from 3 to 12 years old • Almost a 36% of the pupils are immigrants (North Africa, South America, Europe) • All the pupils live in the surrounding area • The families are from a low and medium socio-economic background • Economic activities: tourism, harbour, fishing...

  5. School context • Most of the pupils are non-Catalan speakers • Immersion programme is applied from Nursery to years 1 and 2 • Aula d’acollida (“support and welcomeclass”): There are two teachers dedicated to the new pupils; they help them with the acquisition of Catalan • The school is very concerned about encouraging the pupils to use Catalan

  6. School context English language in the school 2005-2008 Innovation Project Oral skills 2008-2011 Innovation Project CLIL project in science • 3 English teachers • English taught in year 1 and year 2 • Increase of the hours per week • of English • One session with half of the class • Encourage the presence of • English in school’s every day life • Teach science as an • extension of the topics taught • previously in Catalan • Practical approach to the topic • through ICT, experiments, displays • and school trips • One hour per week in years • 4,5 and 6

  7. The Module THE WEATHER Lesson plan • Lesson 1: Introduction (1 session) • Weather and weather forecast • Lesson 2: Air pressure (2 sessions) • Air takes up space. Air has weight. Air exerts pressure • Lesson 3: Water Cycle (4 sessions) • Evaporation.Condensation.Saturation. Precipitation • Lesson 4: Wind (2 sessions) • High and low pressure areas. Wind direction. Wind speed.Beaufort Scale • Lesson 5: Measuring instruments (1 session) • Create measuring instruments:anemometer, barometer, • thermometer, rain gauge,wind vane • Lesson 6: Assessment (1 or 2 sessions) • Games, ICT activities, role play, self-assessment

  8. The Module Theorybasis • The 4C’s framework • The 3As tool • Bloom’s taxonomy • Vygotsky: Social learning • Scaffolding • Cummin’s matrix • Gardner: Multiple intelligences

  9. The Module

  10. Examples of activities Example of 3As tool ANALYSE Language of learning ADD Language for learning APPLY Language through learning

  11. Examples of activities Cummin’s matrix High cognitive 3 4 Low linguistic High linguistic 2 1 Low cognitive

  12. Examples of activities • Jigsaw activity • Pupils do: • Work as a group to gather information • Search for information • Share the information • Listen and collaborate with their partners • They share a common project: creating a display and making a presentation Thinking skills Remembering understanding Applying analysing Creating

  13. Examples of activities Multiple intelligences Linguistic, logical-mathematical,bodily-kinaesthetic intelligences

  14. Examples of activities Multiple intelligences Make a barometer Self-assessment Linguistic, naturalist, bodily-kinaesthetic, spatial, interpersonal and intrapersonal intelligences

  15. Examples of activities Scaffolding: images

  16. Examples of activities Scaffolding: images and short text

  17. Examples of activities Scaffolding: images and text. Sequencing a process

  18. Examples of activities CARD GAMES BOARD GAMES Scaffolding: No scaffolding, just playing with the content and the language acquired

  19. CONCLUSIONS • Content teachers must be as involved in CLIL as the English teachers • Our associated Secondary school needs to be informed about our project • There must be a commitment towards CLIL by the school and by the Government as well • More research must be done about CLIL (particularly about the content level and language level acquisition) • CLIL is learning content THROUGH English (not just IN English). It is an integrated learning • CLIL is a big challenge for teachers and for pupils • CLIL guarantees a reflection about the teaching practice and the most effective teaching methods

  20. So, it’s up to you! Don’t be under the weather! Whether the weather be fine or whether the weather be not, a CLIL approach will always put your teaching at the top! Thank-you!

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