- -
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 odzi, Poland
Szkola Podstawowa nr 41 w Lodzi
Rainbow English d, Poland
PLATON M.E.P.E. Katerini, Greece
Koundoura Language Centre Katerini, Greece
Liceul Naional de Informatic, Arad, Romania
Grdinia Program Prelungit ,,Perluele mrii Constana, Romania
Asociaia de prini ,,Perluele magice Constana, Romania
DHMOTIKO SXOLEIO NEOI PORROI, Greece
Baheehir Koleji Gaziantep Ortaokulu, Turkey
Samsun Buyuksehir Belediyesi, Turkey
Tekkekoy 19 Mayis Ortaokulu Samsun, Turkey
Asociaia Creative Human Development Constana, Romania
3
https://www.ore.edu.pl
https://oupeltglobalblog.com
http://www.eumed.net/
6
4
5
https://www.ore.edu.pl
https://www.ore.edu.pl
7
CLIL lessons
11
LANGUAGE USE
AND
LEARNING IN CLIL
12
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.
13
Which thinking skills will we concentrate on which are appropriate for the content?
15
http://tll.mit.edu/help/types-assessment-and-evaluation and
http://www.slideshare.net/upycon/types-of-evaluation-15926729
17
http://www.slideshare.net/edtechred/educational-measurement-and-evaluation
18
19
20
10
11
http://teach.com/what/teachers-teach/teaching-methods
http://www.education.com/reference/article/methods-teaching-classroom/
12
Benefits
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
13
Challenges
When It Is Suitable
Connections to
Theory
Deductive
Learning,
Learning Styles
& Strategies,
Gardners
Multiple
Intelligences,
Vygotskys Zone
of Proximal
Development
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/pairwork.html
24
Gardners
Multiple
Intelligences,
Vygotskys Zone
of Proximal
Development,
Inductive
Learning
Group
Group work
As with pair work, the Giving it and Getting
provides more
groups must be
it activities
opportunity for
carefully selected to
practice, an
ensure students can
increased variety of work productively;
activities is possible, not all students are
increased student
able to work to their
creativity, the Zone full potential in this
of Proximal
situation; assessment
Development
of student progress
increases
can be challenging
Gardners
Multiple
Intelligences,
Vygotskys Zone
of Proximal
Development,
Assessment
for/of learning
25
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 Use tongue depressors and put a number on one end of each one - up to the number
Sticks
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.
26
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: authors 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.
Cloys 4 Cs of CLIL
While preparing a CLIL maths lesson it is suggested to take into consideration Cloys
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.),
27
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
28
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.
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]:
-
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
teacher
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.
translations
pictures
friends
use of computers
percentage
of surveyed
students
diagrams
word lists
0
20
40
60
30
31
https://www.smartdraw.com/swot-analysis/examples/key-swot-questions-swot-diagram/
32
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
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
33
Learning Activities
Assessment
Q&A
1. understand the main meaning of a
clearly uttered message at a normal speed. Comprehension questions
2. correctly articulate phonetically close Repetition using a model
sounds and groups of sounds in words.
Phonetical discrimination
Dialogues, simulations
Answers
teacher's
to
questions
Individual
work
Pair work
4. talk about himself, about other people or Pair-work, group-work, roleGroup work
activities around him.
play
Continuous
5. use conversation patterns and to ask Guided conversation
monitoring
questions according to the situation.
Basic descriptions based on
6. get involved in verbal interactions on verbal support
familiar issues.
( questions, supporting words)
7. ask and give (orally and in writing)
Sentence forming
personal details.
8. write about events, familiar people using Personal date completion
a given plan.
Writing activities
paragraph
9. write short texts on familiar themes.
text,
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
34
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.
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
36
situated
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
37
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
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
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 countrys name on his back. If he doesnt
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;
38
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.
2.
3.
4.
5.
6.
40
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.
41
2.
3.
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.
42
3.2
Jeremy Harmer, The Practice of English Language Teaching, Pearson Longman, 2010.
3.3
3.4
3.6
www.planet-science.com
3.7
www.nationalgeographic.com
3.8
www.activityvillage.co.uk
3.9
www.learnenglish.britishcouncil.org
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.
44
eaching 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.
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
45
Education
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 dont 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
47
48
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.
49
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.
50
51
LANGUAGE LEARNING
USE
IN
AND
CLIL
52
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 instructors 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.
53
54
55
58
Tambourine
Shaker
Materials
- 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.
-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
Procedure
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.
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.
60
61
62
63
64
1. 11=
2. 4 =
3.
23
7
1. If the ordered number 5 is the last one you belong to the group of the Green Knights.
5
2. If the ordered number 511 is the last one you belong to the group of the Yellow Knights.
4
3. If the ordered number 11 6 is the last one you belong to the group of the Blue Knights.
4. If the ordered number 9
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.
60
75
1.11=
15
2.15 =
3. 9 =
2. If the ordered number 511 is the last one you belong to the group of the Yellow Knights.
4
3. If the ordered number 11 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.
9
1. 2 =
2.
70
6
3.
15
5
65
2. If the ordered number 511 is the last one you belong to the group of the Yellow Knights.
4
3. If the ordered number 11 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
80
3. 10=
2. If the ordered number 511 is the last one you belong to the group of the Yellow Knights.
4
3. If the ordered number 11 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
-3=
1
8
+2=
66
-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
2
schools. It appeared that 5 (two fifths)
students chose the third topic. The first topic
1
was chosen by 3 (one third) students and the
1
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?
67
68
69
Zacznik 1.
wiczenie 1.
Zamie uamek niewaciwy na liczb mieszan, a nastpnie uporzdkuj te liczby w
kolejnoci od najmniejszej do najwikszej.
55
1. 11=
2. 4 =
3.
23
7
Miejsce na uporzdkowanie:
.........................
1. Jeli ostatni uporzdkowan liczb jest 5 to naleysz do grupy Rycerzy Zielonych.
5
2. Jeli ostatni uporzdkowan liczb jest 511to naleysz do grupy Rycerzy tych.
4
1.11=
75
2.15 =
15
3. 9 =
Miejsce na uporzdkowanie:
.
1. Jeli ostatni uporzdkowan liczb jest 5 to naleysz do grupy Rycerzy Zielonych.
5
2. Jeli ostatni uporzdkowan liczb jest 511to naleysz do grupy Rycerzy tych.
70
1. 2 =
2.
70
6
3.
15
5
Miejsce na uporzdkowanie:
2. Jeli ostatni uporzdkowan liczb jest 511to naleysz do grupy Rycerzy tych.
4
13
3
2.
47
5
80
3. 10=
Miejsce na uporzdkowanie:
.
1. Jeli ostatni uporzdkowan liczb jest 5 to naleysz do grupy Rycerzy Zielonych.
5
2. Jeli ostatni uporzdkowan liczb jest 511to naleysz do grupy Rycerzy tych.
4
71
Zacznik 3.
Wykonaj dziaania, zamalowujc odpowiedni cz koa.
Wskazwka: Przed wykonaniem oblicze, zamaluj innymi kolorami cz koa oznaczajc
pierwszy uamek i cz koa oznaczajc drugi uamek.
5
6
- =
7
8
+ =
2
- =
4
Zacznik 4.
wiczenie 1.
Przeczytaj a nastpnie rozwi zadanie tekstowe:
Dawniej egzamin maturalny z jzyka polskiego by nieco inny ni obecnie. Przeczytaj
fragment notatki prasowej z 1992 roku. Jaka cz ankietowanych uczniw na egzaminie
72
wiczenie 2.
1
Samochd Pana Krzysia spala rednio 52 litra benzyny na 100 km. Pan Krzy przejecha w
czasie wakacji 2500 km. Ile litrw benzyny spali jego samochd?
Zacznik 5.
Jeli macie jeszcze chwilk czasu moecie powalczy o dodatkowy klucz rozwizujc
kolejne zadanie :
3* Zwikszajc pewn liczb o jej trzeci cz otrzymujemy 272? Jaka to liczba?
73
Math
Class
Time
40 m.
Learning Area
Lower Learning
Area
Basic Skills
PART II
Earnings7.3.3.1. centers opened in the circle, on which determines the relationship between the
spring and sizes
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.
74
75
DERS PLANI
BLM I
Ders
MATEMATK
Snf
Sre
renme Alan
GEOMETR VE LME
Alt renme
Alan
DORULAR VE AILAR
Temel Beceriler
BLM II
Kazanm
76
77
78
Science
8
Force and Motion
Subject
Time
PART II
Student Outcomes
Resultant Force
40 m.
Descrptons
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.
79
F= 5N
8N
K
West
Dou
Bat
Never moves
4N
4N
East
Never moves
Balancer (Balancing) Force:If a force is equal to total force but reverse direction ,it is called balancer
(balancing) force.
D=5N
R= 5N
X
Bat
Dou
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.
8N
West
6N
4N
East
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.
80
81
Fen Bilimleri
8
6.2. Kuvvet ve Hareket / Fiziksel Olaylar
DENGELENM KUVVETLER
Konu
nerilen Sre
4 ders saati
BLM II
6.2.1.1. Bir cisme etki eden kuvvetin ynn,
renci Kazanmlar /Hedef ve Davranlar
dorultusunu ve bykln izerek gsterir.
6.2.1.2. Bileke kuvveti aklar.
6.2.1.3. Bir cisme etki eden birden fazla kuvveti
deneyle ve izimle gsterir.
6.2.1.4. Dengelenmi ve dengelenmemi kuvvetleri,
cisimlerin hareket durumlarn gzlemleyerek
kefeder ve karlatrr.
nite Kavramlar ve Sembolleri/Davran rnts
Gvenlik nlemleri (Varsa):
retme-renme-Yntem ve Teknikleri
82
F= 5N
8N
K
Dou
Bat
Bat
4N
4N
Dou
Dengeleyici (Dengeleyen) Kuvvet: Bileke kuvvet ile ayn iddette ayn dorultuda olan ancak bileke kuvvet
ile zt ynl olan kuvvete dengeleyici kuvvet denir. rnein bir cisme etki eden bileke kuvvet 5 N dur. Bu
cismin dengeleyici kuvveti zt ynde 5 N dur.
D=5N
Bat
R= 5N
X
Dou
Dengelenmemi Kuvvetler: Bir cisme etki eden net kuvvet sfrdan farkl ise dengelenmemi kuvvetlerin
etkisindedir. Dengelenmemi kuvvetlerin etkisinde cisimlerin hareket ynnde ve sratinde deiiklik olabilir.
rnein yavalayan bir araba veya hzlanan bir motosiklet dengelenmemi kuvvetlerin etkisindedir. Daldan
den elma dengelenmemi kuvvetlerin etkisindedir.
RNEKLER :
1- Duran bir top, dengelenmemi kuvvetlerin etkisiyle harekete geer.
83
84
: 40 min.
85
19 MAYIS ORTAOKULU
Tarih: 16-20/05/2016
Trke
6/F
Sre: 5 Ders Saati
SEVG ( R )
T.Ders Kitab , T.Szlk , .Klavuzu , D.Szl ,Ders Notlarm, Yardmc Kitaplar
vb.
Okuma , Dinleme , Aklama , Anlatm , Soru-Cevap , Uygulama
Metot ve Teknikler
BLM II:
Amalar:
Szck daarcn gelitirebilme
iir okuma zevkini gelitirebilme
Beenilen iirleri ezbere okuma alkanl kazanabilme
Yapm ve ekim eklerini kullanabilme
_ Verilen konu zerinde yazl anlatm yapabilme
renci
Davranlar:
Kazanmlar/ ANLAMA:
iir bilgilerini hatrlama
Hedef ve
Davranlar iir trlerini (lirik, epik, didaktik, pastoral, dramatik) kavrama
ANLATIM:
Beenilen bir iiri veya iirleri ezbere okuma almas yapma
DL BLGS:
Yapm ve ekim eklerini kavrama
YAZILI ANLATIM
Sevgi konulu serbest trde kompozisyon almas
Etkinlikler :
1-iirin bir kere btn snf tarafndan sessiz okuma metoduyla okunmas.
2- Kitaplarn kapattrlmas ve tarafmdan rnek bir sesli okuma yaplmas.
3-stekli rencilere okutturulmas. (( uygunsa ses korosu oluturularak iirin okunmas. ))
4-iirle ilgili metni anlama almalarnn rehberliim altnda ,renciler tarafndan yaplmas;okunan
iirin kavranmas.
5-iirde geen anlam bilinmeyen kelime ve kelime gruplarnn anlamlarnn bulunarak birer cmlede
kullanlmas.
6-iirin aklamasnn yaplmas , ana duygusunun bulunmas.
7- iirin ekil zelliklerinin incelenmesi,bu konuda rencilerin bilgilendirilmesi.
( ls,Kafiye ve Redifleri,Kafiye emas ,Konusuna gre ne tr iir olduu.)
-ls: ( 11L HECE LS )
-Konusuna Gre Ne Tr iir( LRK R )
-Kafiye emas:( Tahtada gsterilecek)( GENELNDE YARIM KAFYE VE AAAB CCCB - ....)
86
87
88
10 min
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. Theyre
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 countrys/islands
birds.
3. Its clear that Neckles really loves the place/island.
4. Neckles has to be very fast/quiet too or hell miss his opportunity to photograph them.
5. He has to wait for just the right moment/time.
89
90
2
3
4
5
6
7
8
heaven: a lovely place where good people go when they die according to some religions
head off into the sticks: go into an area which is a long way from a town or city
breathe pure oxygen: take very clean air into the body
unique: unusual in a good way
hurricane: a storm with a very strong wind
gale force wind: a very strong wind that is nearly as strong as a hurricane
blow down: fall down because of the wind
91
92
F
F
F
F
F
F
NI
NI
NI
NI
NI
NI
IX. Match the phrases to make true statements about Roger Neckles.
1. Neckles doesnt mind waiting __
a. because he always sees new
things.
wildlife = wild animals, birds and plants (especially animals) that live in a natural state.
93
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 LECIE
NUME: Cordo Florina-Diana
CLASA: clasa a V-a, 4h/spt
SUBIECTUL LECIEI: Psri n paradis
SCOPURI:
Prezentarea unei povei despre psrile colibri
Dezvoltarea competenelor de receptare a mesajelor scrise i audiate, i a
competenelor de exprimare oral
OBIECTIVE: la sfritul leciei elevii vor fi capabili s:
citeasc corect i expresiv un text
foloseasc cuvintele noi in context
i exprime opinia cu privire la meseria lui roger
vorbeasc despre meseria preferat
COMPETENE: receptare a mesajelor scrise i audiate, producerea de mesaje
scrise i orale
TEHNICI DE PREDARE:
- lectura
- explicaia
- exerciiul
- conversaia
MIJLOACE DE NVARE:
Birds in Paradise, National Geographic
94
95
10 min
96
97
NI
NI
NI
NI
NI
NI
98
PROIECT DE LECIE
Nume: Cordo Florina-Diana
Clasa: a VIII-a/4 ore/spt
Subiectul leciei: Cursa roilor de brnz
Obiective:
Prezentarea unei competiii faimoase din Anglia
Introducerea unor cuvinte noi
Dezvoltarea competenelor de receptare a unui text scris i audiat i a competenei de
exprimare oral
Exprimarea opiniilor n limba englez
99
10 min.
5 min.
Profesorul scrie numele competiiei pe tabl: Cheese-Rolling Race i cere elevilor s gseasc
cuvinte care au legtur cu tema enunat (e.g. cheese, hill, competition, competitor, practising,
courage, ambition, determination, prize, fun, fame, craziness); profesorul spune elevilor c
exist posibilitatea ca aceste cuvinte s apar n text.
4. nelegerea textului citit.
15 min.
100
NI
NI
NI
NI
NI
NI
10 min.
5 min.
Elevii vor viziona un documentar de 3 minute i vor lua notie pentru a descrie cursa (5
adjective pentru a descrie competiia) Profesorul cere elevilor s citeasc adjectivele pe care
le-au notat.
7. After watching.
4 min.
101
Cooper's Hill
102
103
104
105
chimney-sweep
soot
narrow
barrow
anxious
sorrow
106
PROIECT DE LECIE
NUME: Cordo Florina-Diana
CLASA: clasa a VIII-a C, 2ore/spt
SUBIECTUL LECIEI: The story of the Good Earl
TIPUL LECIEI: Lectur & vocabular
DURATA: 50 minute
NIVELUL: Intermediar
DATA: 17.05.2016
COALA: coala Gimnazial nr. 5, Arad
107
108
109
110
111
Pmnt o cirea
Uranus - Kiwi
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 peoples lives
Language:
Content-obligatory language: source, stream, tributary, meander, mouth, estuary, delta
112
Delta
Estuary
Meander
A bend in a river
Mouth
Source
Tributary
A smaller river joining a larger one
http://www.unifg.it/sites/default/files/allegatiparagrafo/21-012014/teaching_geography_through_clil.pdf
113
114
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 LECIE
OBIECTUL: tiine
SUBIECTUL: Rurile
NIVELUL: Pre-intermediar
PROFESOR: Stnculea Andreea
ELEMENTE DE CONSTRUCIE A COMUNICRII:
Gramatic: comparaia adjectivelor
Vocabular: source, mouth, meander, tributary, confluence, estuary, delta
OBIECTIVE:
Content: la finalul leciei elevii vor fi capabili s
1. defineasc rurile
2. numeasc prile unui ru
3. neleag i s explice importana rurilor n viaa oamenilor
Limbaj:
Vocabular specific: source, stream, tributary, meander, mouth, estuary, delta
Vocabular compatibil: rain, water, small, wide, area, flow
Cultural: elevii vor:
- deveni contieni de influena rurilor asupra istoriei i comportamentului cultural al
oamenilor i asupra calitii vieii.
DESFURAREA ACTIVITII
INTRODUCEREA TEMEI
115
116
117
(approx. 10 min.)
(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
/ :
(9-10 )
Pre-Intermediate,
A2 CEF (Common European Framework)
: 20
: 40
: ( )
:
:
.
118
, :
;
;
;
/ ;
( 10 min)
, (hokey-pokey).
,
.
( 5 min)
, :
;
;
,
( 15 min)
119
120
CLIL
/ :
(8-9 )
: 18
: 40
: ( )
:
: .
: .
:
()
:
121
/ :
:
2
2
, ,
:
;
;
,
.
(10 min)
1 ():
-
(.. ) ,
.
-
.
https://www.youtube.com/watch?v=t0WELUxl7gc
(10 min)
2
2 . 1 .
.
.
(15 min)
:
3
122
123
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.
124
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 Kandinskys 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.
125
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
126
127
10-12
:
:
: -
: 20-25
: 10-12
: 180
:
,
.
.
.
.
,
.
.
.
1
:
;
128
;
, ;
;
;
;
; , .
2
.
O
16
1866. .
,
.
. 30
.
.
,
.
,
. ,
.
129
.
,
. 1920
,
. ,
.
1926 1939
.
13 1944, 78 .
3
;
4
.
,
.
130
,
.
.
,
.
6
,
.
.
131
:
7
.
.
132
133
134
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
Ksztatowanie sprawnoci fizycznej poprzez zabawy z elementem rywalizacji.
Temat: Czy potrafisz?
Klasa : dzieci 5-6 letnie
Wielko grupy: 20-25 dzieci
Czas:30 min
Nauczyciel: Paulina Dubilas
Instytucja: Przedszkole Miejskie nr 206 d, Polska
Sownictwo :
*zwroty Dzie dobry, Do widzenia.
*czynnoci: sta, przej, biega, podskoczy, przeskoczy podrzuci, toczy , chwyci,
wskaza.
*czci ciaa: gowa, ramiona, rce, brzuch, plecy, kolana, nogi, stopy.
Cele:
*Rozwijanie sprawnoci fizycznej.
* Rozwijanie mowy i mylenia,
Umiejtnoci: Dziecko
*utrzymuje rwnowag,
*biega po obwodzie koa,
*podrzuca i chwyta przybory,
*reaguje na sygna wzrokowy, suchowy i gest
135
136
137
Time: 50 minutes
Teacher: Sylwia Kowalczyk
Translated by: Karolina Michaek
Institution: Kindergarten no 206 d, 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
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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.
czci ciaa: gowa, uszy, usta nos, rce, brzuch, plecy, nogi.
Cele:
Umiejtnoci: Dziecko
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Materiay: Dua kostka , ilustracje z czciami ciaa(oczy, uszy usta nos), rce(rka),
nogi(noga), plecy, brzuch),magnetofon z CD i USB, pyta CD lub USB.
Bibliografia:
Strony internetowe:
Wprowadzenie
Powitanie. Czas 5 minut
Dzieci siadaj na dywanie w kole.
Nauczyciel przedstawia dzieciom gocia Piotrusia sportowca. Opowiada e Piotru
przyjecha do dzieci z bardzo daleka aby mc z nimi wsplnie si pobawi. Jednak Piotru
ma jeden problem bo nie zna swoich czci ciaa. Nauczyciel na kukiece pokazuje dzieciom
kolejno czci ciaa kukieki a dzieci nazywaj je.
Przebieg
Zadanie 1 Czci mojego ciaa czas: 5 minut
Po wsplnym przywitaniu nauczyciel prosi dzieci aby ustawiy si w rozsypce na dywanie bo
teraz wszystkie dzieci bd si bawiy z Piotrusiem. Nauczyciel wcza muzyk do marszu
podskoku i biegu. W zalenoci od tempa muzyki mwi do dzieci:
Marsz
Podskoki
Bieg
Noga
Usta
Nos
Rka
Uszy
Brzuch
Oczy
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pokazuj wszystkie dzieci. Np.: kostka pokazuje rk. Dziecko musi nazwa j i zaklaska,
podrapa si, przywita si z koleg itp.
Zadanie 4 Czego tu brakuje czas- 15 minut
Nauczyciel prosi dzieci aby dobray si w grupy 4 osobowe. Kada grupa dostaje arkusz
szarego papieru. Jedno dziecko z grupy kadzie si na szarym papierze a reszta dzieci
odrysowuje jego posta. Po odrysowaniu postaci nauczyciel prosi dzieci aby sprawdziy czy
posta zostaa dobrze odrysowana. Jeli brakuje odrysowywanej postaci jaki czci dzieci je
nazywaj i dorysowuj.
Podsumowanie
Zabawa ze piewem Gowa, ramiona czas- 10 minut
Nauczyciel mwi dzieciom, e na podsumowanie zaj zapiewamy wsplnie piosenk
z pokazywaniem w ramach utrwaleni poznanych czci ciaa. Nauczyciel pokazuje i mwi
poszczeglne czci ciaa jakie dzieci usysz w piosence. Dzieci naladuj nauczyciela
i rwnie pokazuj czci ciaa i nazywaj je. Nauczyciel wcza piosenk i wsplnie piewa
i pokazuje j z dziemi. Piosenka powtarzana jest kilka razy za kadym razem coraz
szybciej.
Przykadowa piosenka w jzyku polskim lub jej odpowiednik w jzyku angielskim
Gowa, ramiona, kolana pity
Kolana, pity, kolana, pity
Gowa, ramiona, kolana, pity
Oczy, uszy, usta, nos.
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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.
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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)
e)
Our Association collaborated with kindergarten teachers in activities organized with parents
that are doctors.
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 Perluele mrii/Sea Pearls Kindergarten and parents
by encouraging communications in both directions;
keep parents informed about the kindergarten, its background, present programs, and
future plans;
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.
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WEAKNESSES
OPPORTUNITIES
THREATS
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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 wasnt 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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