English please… Ton de Kraay MH (under construction)

Engels in de BB- OK Attendance Classroom language Warming up! Introduction course CLIL

Warming up

Studietaak 1 ‘Brush up your language skills’ Homework Questions? Take them to class.

Studietaak 2: ‘Content and Language Integrated Learning’ (CLIL) Introduction meeting 1 Planning of presentations

Studietaak 3 ‘Coursebook differentiation’ Meeting 2

Studietaak 4 ‘Just do it’ Magic box

Studietaak 5 Reflection on the course

CLIL What is it? How can it work? Themes in the school? Other ways of introduction?

CLIL Where do we start? –National curriculum (website) –In context with TULE –Key concepts

CLIL What do we need? –Transfer to the English teaching (-concepts) –Basic use of English Academic use of English –Teaching materials

CLIL example TULE Kerndoel 42 De leerlingen leren onderzoek doen aan materialen en natuurkundige verschijnselen, zoals licht, geluid, elektriciteit, kracht, magnetisme en temperatuur.

National Curriculum Knowledge, skills and understanding /Grouping materials 1. Pupils should be taught to: a. use their senses to explore and recognise the similarities and differences between materials b. sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non- magnetic] c. recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally d. find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties.

CLIL example

Words/phrases It’s magnetic It isn’t magnetic It doesn’t stick to the magnet It sticks to the magnet It will stick to the magnet Book, can, coin, fork, metals, etc.

Resources Blog Blog 2 National Curriculum