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Taller: Primary Science: Getting enough of the right practice

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Subido el 19 de enero de 2011 por EducaMadrid

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Taller "Primary Science: Getting enough of the right practice" por Dª.Allison Blair, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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Here we are, meeting for a very different reason than the reason we used to meet all 00:00:00
these years ago. 00:00:20
And I will be here for, I call it, I must say I love that expression, much more than 00:00:21
I used to use it a little. 00:00:29
I always want to say, I call it, si, fa, si. 00:00:30
Okay, so, aprendizaje integrado de contenidos y lengua. 00:00:31
Okay, in our case, cono y lengua. 00:00:32
Now that's another good word. 00:00:33
Natural and social sciences. 00:00:34
Cono, that's what it says, I don't know. 00:00:35
Anyway. 00:00:36
Are most of you teaching science in English? 00:00:37
Yes. 00:01:05
Yes. 00:01:06
Okay, right. 00:01:07
Can you put your hand up if you're an English specialist? 00:01:08
Okay, almost everybody. 00:01:09
Yes? 00:01:10
Can you put your hand up if you're a, like a... 00:01:11
Tutor, as we call it. 00:01:12
Okay. 00:01:13
Okay. 00:01:14
So, a bit of both. 00:01:15
All right. 00:01:16
So, it's a bit like an offer, well, we can learn from each other, there's some things, 00:01:17
I come very much from the English teaching background. 00:01:32
Okay, it's a bit like an offer, two for the price of one. 00:01:33
In the same time, in the same space, we can learn some science, and at the same time, 00:01:34
learn some English. 00:01:35
But it's even better than that. 00:01:36
In a way, it's an offer, three for the price of one. 00:01:37
Because, you know, when we've been writing English textbooks all these years, it was 00:01:38
always, what context can we use for the weather? 00:01:39
And, you know, what context can we use for this, always searching for context, that problem 00:01:40
is now resolved. 00:02:09
So, we've got a richness of contexts, which are the contexts of natural and social science. 00:02:10
So, the English teaching has been given a natural purpose, if you like. 00:02:16
And, even better, we can go to four for the price of one, because by teaching science 00:02:23
through a language that's not their first language, the methodology has to change a 00:02:32
bit. 00:02:38
Would you agree? 00:02:39
Yes. 00:02:40
Okay. 00:02:41
Because, historically, the methodology used for teaching science in primary schools has 00:02:42
been very language based. 00:02:48
Text, read the text, underline the text, learn the text, listen to the teacher explaining 00:02:50
things, or answer questions that the teacher asks. 00:02:59
And, those are all reliant on having a pretty good level of the language. 00:03:06
Now, next question, how bilingual are your children? 00:03:11
Well, I think bilingual actually means they'll be speaking both languages perfectly. 00:03:16
But, in that sense, how, you know, especially at the beginning, because I'm going to be 00:03:28
mainly about first cycle and second cycle today, and Rob, my colleague, will be talking 00:03:33
more about third cycle tomorrow. 00:03:39
But, at the beginning of first year, not much. 00:03:41
Okay, okay. 00:03:49
So, basically, the language is not just going to suddenly magically happen. 00:03:51
On the one hand, we have to enable the children to understand the input. 00:04:00
Okay? 00:04:08
That's the first step. 00:04:09
So, we need to use a lot of visual support, we need to use a lot of demonstration. 00:04:11
We can't just rely on language. 00:04:16
The next thing is, we very much need to scaffold the language. 00:04:18
We want the children to actually then be able to talk about it. 00:04:24
Because one thing is, oh, I've got the concept, and now tell me about it. 00:04:28
Oof, that's a whole different story. 00:04:34
And then, if we want the children to retain the language that they're using, what we need 00:04:37
to do is practice, practice, practice, and practice. 00:04:43
Okay. 00:04:49
Do most of you use a textbook? 00:04:50
Yes. 00:04:52
Yeah. 00:04:53
Okay, a textbook. 00:04:54
Some people don't. 00:04:55
Okay. 00:04:56
All right. 00:04:57
Some people, yes. 00:04:58
But a textbook is just that, in a sense. 00:05:00
The actual book is a textbook. 00:05:03
It is a book with text. 00:05:05
Hopefully, if it's second language, the text is written being as repetitive as possible 00:05:07
with structures, not with very long sentences, not very long texts. 00:05:14
The illustrations are brilliantly chosen because they really support the meaning of 00:05:20
the text. 00:05:27
Okay? 00:05:28
The text is very sort of focused, like you're not talking about A and you suddenly mention 00:05:29
B and confuse everybody. 00:05:35
Okay? 00:05:37
But, beyond that text, what you should be looking for in your course, hopefully, is 00:05:38
a teacher's guide that has lots of activities for focusing on the contents and also for 00:05:45
practicing the language. 00:05:55
And what I'm going to look at particularly today are a few activities, some taken from 00:05:57
Primero and some taken from Tercero, where what we're really doing is enabling the children 00:06:03
to use the language, but you'll see, at the same time, they're getting a lot of practice 00:06:11
of the content, which is the one advantage, well, one of the many advantages, of teaching 00:06:16
through a foreign language. 00:06:25
We have the excuse to practice. 00:06:27
Which gives... 00:06:30
I don't know, I always remember my children and choral exams. 00:06:34
It was always studying this and learning this and trying to... 00:06:42
And then the day of the exam... 00:06:52
And there was always lots of big words. 00:06:54
And the big words seemed to get in the way of actually understanding the concepts. 00:06:58
I remember one day my daughter had a test and it was... 00:07:06
What do you call it when something goes from a solid to a gas? 00:07:11
Okay, do you know what the answer is? 00:07:18
Sublimation. 00:07:21
Oh, the English specialist is wrong. 00:07:25
From a solid to a gas. 00:07:29
Can you see that? 00:07:31
It's called sublimation. 00:07:33
Well, my daughter wrote menstruation. 00:07:35
Because the unit before had been about human reproduction. 00:07:39
She knew what she was doing, but these words just all sound a bit the same. 00:07:44
Okay, so let's think pretty male. 00:07:50
And I'm going to tell you a story. 00:07:56
Obvious way to start with sexuals. 00:07:58
If I can manage this. 00:08:01
Okay, that's the title of the story. 00:08:08
What unit do you think it goes with? 00:08:11
Transport. 00:08:15
Okay, well done. It is the unit about transport. 00:08:20
Okay, I'm going to show you the first picture. 00:08:25
This is John. 00:08:29
And John says, I love travelling. 00:08:33
Okay, look at John. 00:08:39
What's this? 00:08:42
A plane. 00:08:44
Okay, he's holding a plane. 00:08:46
And look, he's reading magazines. 00:08:48
Okay, what's this? Can you see? 00:08:52
A ship. 00:08:54
Well done, it's a ship. 00:08:56
It's an upside-down ship. 00:08:58
John loves travelling in a plane, in a ship. 00:09:00
Any other ideas? 00:09:05
Where can John travel? 00:09:07
In a car. 00:09:09
In a car. 00:09:11
In a train. 00:09:13
Okay. 00:09:16
In a bus. 00:09:18
Okay, can you join in with me, by the way? 00:09:20
That's what kids tend to do. 00:09:22
In a bus, they'll do it. 00:09:23
In a car. 00:09:24
In a train. 00:09:26
Anything else? 00:09:28
Okay, a bike. 00:09:29
Okay, any other ideas? 00:09:31
A balloon. 00:09:34
Okay, you can travel in a balloon. 00:09:36
Okay, we're going to listen to the story. 00:09:40
And at the end, I want you to tell me, 00:09:44
did he travel in a plane, in a balloon, 00:09:47
in a train, on a bike? 00:09:51
Okay. 00:09:54
Now, we're actually going to do this together. 00:09:55
I'm going to read the text, 00:09:58
and you're going to do the sound effects. 00:10:01
Okay. 00:10:04
Don't you mind that? 00:10:06
Okay, that's the beginning of the sound effect. 00:10:09
I love traveling. 00:10:15
Seeing different landscapes. 00:10:18
Okay, stop. 00:10:34
Feeling the sea air, 00:10:37
and the sun on my skin. 00:10:40
Stopping in... 00:10:59
Stopping in interesting places. 00:11:02
Going new places fast. 00:11:17
P-1-3-4-5, it's too late. 00:11:21
Come on. 00:11:27
P-1-3-4-5, it's too late. 00:11:28
Climbing mountains. 00:11:35
But best of all, 00:11:46
is telling my friends about my fantastic journeys. 00:11:48
Okay. 00:11:58
Now, tell me, 00:12:00
is this in the story? 00:12:05
Yes. 00:12:08
Okay, let's divide in the story. 00:12:10
Okay, so we'll stick this here, 00:12:13
and let's divide them in the story. 00:12:15
Okay. 00:12:21
Not in the story. 00:12:27
Okay, there's a car in the story. 00:12:32
What's this? 00:12:35
A bicycle. 00:12:37
Okay, is there a bicycle in the story? 00:12:39
Yes. 00:12:41
Okay. 00:12:43
And this? 00:12:45
Do you know what this is? 00:12:47
It's a motorbike. 00:12:49
That's what I said, yes. 00:12:53
Motorbike. 00:12:55
It's a motorbike. 00:12:57
Is there a motorbike in the story? 00:12:58
No? 00:13:00
No motorbike. 00:13:01
Okay, the motorbike goes... 00:13:03
Not in the story. 00:13:07
Okay, the motorbike goes like this. 00:13:09
Okay. 00:13:12
And what about this? 00:13:13
What's this? 00:13:15
Okay, is there a bus in the story? 00:13:17
No. 00:13:19
No? 00:13:20
So here or here? 00:13:22
Here. 00:13:24
On the right. 00:13:25
My goodness. 00:13:27
Okay. 00:13:32
And what's this? 00:13:33
Helicopter. 00:13:35
Okay, a helicopter. 00:13:36
Is there a helicopter in the story? 00:13:38
No. 00:13:40
No? 00:13:41
No. 00:13:42
Okay, so this goes here. 00:13:43
Here. 00:13:47
Teacher. 00:13:48
Shed. 00:13:50
Is there a shed in the story? 00:13:52
Yes. 00:13:53
Yes? 00:13:54
You sure? 00:13:55
Yes. 00:13:56
Okay. 00:13:57
So in the story we have a shed. 00:13:58
Okay, and what about a plane? 00:14:03
Yes. 00:14:05
Yes? 00:14:06
There's a plane in the story. 00:14:07
And there's a... 00:14:10
Train. 00:14:12
Yes? 00:14:14
There's a train in the story. 00:14:15
Okay, so there's a train in the story. 00:14:17
Now, what we could do again is listen to the story this time and check whether we're right. 00:14:20
Okay? 00:14:28
If you notice, these words aren't actually in the story. 00:14:29
Right? 00:14:33
And when we go back and check, we can look at each picture and say, so how does he travel it? 00:14:34
Let me just go back a bit. 00:14:41
Oh. 00:14:49
Okay, so he likes seeing different landscapes. 00:14:50
Okay? 00:14:55
Landscapes. 00:14:56
Two units ago. 00:14:57
Okay? 00:14:59
They got the word landscape. 00:15:00
So how does he travel it? 00:15:02
By train. 00:15:04
By train. 00:15:05
Okay. 00:15:06
What can he see? 00:15:07
Nothing. 00:15:09
Nothing? 00:15:10
Nothing. 00:15:11
Okay, because the train's going very fast. 00:15:12
It goes so fast that he can't see anything. 00:15:16
Okay, feeling the sea air. 00:15:19
We've had sea already in a previous unit. 00:15:22
We've had air. 00:15:26
And the sun. 00:15:28
We've had sun on my skin, and we've also had skin. 00:15:29
That's the target vocabulary in previous units. 00:15:33
Okay? 00:15:37
How does it feel? 00:15:40
Hot or cold? 00:15:42
Cold. 00:15:44
Cold. 00:15:45
Okay. 00:15:46
Do you like this? 00:15:47
No. 00:15:49
Yes? 00:15:50
Yes. 00:15:51
You like this. 00:15:52
And what color is his face? 00:15:53
Green. 00:15:56
Green. 00:15:57
Okay. 00:15:58
Do you like this? 00:15:59
No. 00:16:00
No. 00:16:01
Okay. 00:16:02
Right. 00:16:04
Stopping in interesting places. 00:16:05
Is it interesting? 00:16:11
Yes. 00:16:14
What can you see? 00:16:15
One cactus. 00:16:17
No, no. 00:16:19
Two. 00:16:20
Two cacti. 00:16:21
Okay, what color are the flowers? 00:16:22
Purple. 00:16:24
Pink. 00:16:25
Pink. 00:16:26
Pink. 00:16:27
Pinky purple. 00:16:28
Two pinky purple flowers on the cactus. 00:16:30
Okay. 00:16:33
Going new places fast. 00:16:36
How's he traveling? 00:16:40
Quietly. 00:16:42
Quietly. 00:16:43
Is he going fast? 00:16:44
No. 00:16:45
No. 00:16:46
No? 00:16:47
What's the problem? 00:16:48
Okay. 00:16:51
The air. 00:16:52
The French air traffic controllers. 00:16:53
Okay. 00:16:56
Canceling flights yesterday and the day before. 00:16:57
Delayed. 00:17:02
Okay. 00:17:03
And how's he traveling now? 00:17:04
By bicycle. 00:17:08
Okay. 00:17:10
We've done bicycle because it's science. 00:17:11
Okay. 00:17:14
In English books we do bike. 00:17:15
But because this is science, it's a bicycle. 00:17:17
Okay. 00:17:23
Is the story funny? 00:17:25
Yes. 00:17:27
Do you think the kids would find it funny? 00:17:28
Yes. 00:17:30
Yeah, it kind of appeals to their sense of... 00:17:31
Sorry? 00:17:33
Somebody said something. 00:17:34
No, they love all type of stories. 00:17:36
Yeah. 00:17:39
They love the stories. 00:17:40
Yeah, but this kind of wacky humor of... 00:17:41
You know, because it's slightly ironic. 00:17:44
No? 00:17:46
Anyway. 00:17:47
They like. 00:17:48
So that gets an excuse to get the words here. 00:17:51
Okay. 00:17:55
We do have more words, but I didn't bring any more words. 00:17:56
I thought that would be enough. 00:17:59
Now, some of the concepts that we work on in the mail, in transport, 00:18:00
is the idea of whether it goes by sea, by land, or by air. 00:18:07
Okay. 00:18:19
So can you just do that? 00:18:20
By land? 00:18:21
Okay. 00:18:22
By sea? 00:18:23
Okay. 00:18:24
And by air? 00:18:25
Air. 00:18:26
Okay. 00:18:27
So another day we could put our cards back on the wall, but this time in three categories. 00:18:28
By air, by sea, by land. 00:18:34
And we could categorize them. 00:18:38
Okay? 00:18:39
It's fairly visual. 00:18:40
It's not a lot of language. 00:18:43
The kids are following okay. 00:18:45
Do you agree? 00:18:46
Yes. 00:18:47
And after all, most of the content of first year is not difficult. 00:18:48
No? 00:18:53
Second year, it gets a bit more difficult. 00:18:54
But first year, the children don't tend to have problems with the conceptual content. 00:18:59
Okay. 00:19:05
Right. 00:19:06
So let's just do a little activity now. 00:19:07
Oh. 00:19:11
Let's see if I can get this to work. 00:19:12
Okay. 00:19:15
Okay. 00:19:16
We're going to do some question and answer practice. 00:19:17
First thing we're going to do is you're going to hear a question, and I'm going to pause 00:19:20
it. 00:19:24
And you have to make it a question. 00:19:25
Right? 00:19:28
So if it says, does a helicopter go by sea? 00:19:29
You have to do. 00:19:33
Okay. 00:19:36
Right? 00:19:37
And if it says, does a motorbike go in the air? 00:19:38
You have to do. 00:19:43
Okay. 00:19:46
Because I want to check that you can all understand this. 00:19:47
And it keeps you thinking. 00:19:50
Right. 00:19:53
Let me see if we can do this. 00:19:54
Okay. 00:19:55
Ah. 00:19:56
What is this? 00:19:57
I would like to try and click on that little thing. 00:19:58
No, no, no, no, no, no. 00:20:23
No, no, no, no, no, no. 00:20:24
No, no, no, no, no, no. 00:20:25
No, no, no, no, no, no, no. 00:20:26
Yes, true. 00:20:27
But I've got the pencil. 00:20:28
Yes. 00:20:29
We've got that. 00:20:30
No, but it wouldn't. 00:20:31
No, no. 00:20:32
It doesn't matter. 00:20:33
It's a pencil. 00:20:34
It's a pencil. 00:20:35
It doesn't matter. 00:20:36
Yes. 00:20:37
You have to go to the bar. 00:20:38
This one. 00:20:39
Yeah. 00:20:40
Maybe. 00:20:41
Yeah. 00:20:42
No, no, no, no, no, no. 00:20:44
No. 00:20:45
No, no, no, no, no, no, no, no. 00:20:46
No. 00:20:47
Not yet. 00:20:48
Not yet. 00:20:49
Go. 00:20:50
Go. 00:20:51
Go on. 00:20:52
Go. 00:20:53
Go on. 00:20:54
Do you have the pencil? 00:20:55
Yes. 00:20:56
Do you have the pencil? 00:20:57
Yes. 00:20:58
I need you to go back to the bar. 00:20:59
Go back to the bar. 00:21:00
Go. 00:21:01
This one. 00:21:02
Yes. 00:21:03
Maybe. 00:21:04
No. 00:21:05
Yeah. 00:21:06
No, no, no, no, no, no, no. 00:21:07
I wouldn't. 00:21:08
No, no, no, no, no. 00:21:09
Go. 00:21:12
Go. 00:21:13
Go. 00:21:14
Go on. 00:21:15
Do you have these in your schools? 00:21:16
Yes. 00:21:17
Yes. 00:21:18
Oh, Madrid is very advanced. 00:21:19
Oh, wow. 00:21:20
We still have things like blackboards and chalk. 00:21:21
Next one. 00:21:22
Next one. 00:21:23
Next one. 00:21:24
Next one. 00:21:25
No. 00:21:26
Oh, it's disappeared. 00:21:27
Another stack. 00:21:28
Another stack. 00:21:29
Another stack. 00:21:30
Another stack. 00:21:31
Wonderful. 00:21:32
Wonderful. 00:21:33
Wonderful. 00:21:34
Wonderful. 00:21:35
Oh, I'm so happy. 00:21:36
Thank you. 00:21:37
Can I sit with them? 00:21:38
No, no, no, that's not allowed. 00:21:47
Oh there it is. 00:21:54
It's another, it's another. 00:21:55
I don't know how to do that. 00:21:58
Listen and answer. 00:22:13
I've got to pause it like this. 00:22:16
Does a bicycle go by sea? 00:22:18
Can I answer? 00:22:25
Let's see if we're right. 00:22:28
You know I, usually my language is very nice but technology, technology brings out the 00:22:38
aggression in you. 00:22:44
I feel like throwing my laptop out the window and jumping out after it sometimes. 00:22:47
Once? 00:22:54
Twice? 00:22:55
Yes. 00:22:56
Twice. 00:22:57
Listen and answer. 00:22:58
Okay. 00:22:59
Does a bicycle go by sea? 00:23:00
Can I answer? 00:23:04
No. 00:23:07
Okay. 00:23:08
That next one, are you ready? 00:23:09
Does a helicopter go by air? 00:23:10
Yes. 00:23:13
Listen and answer. 00:23:14
Back at the beginning again. 00:23:15
Does a bicycle go by sea? 00:23:16
Yes. 00:23:17
Can I answer? 00:23:18
Yes. 00:23:19
Can I answer? 00:23:20
Yes. 00:23:21
Can I answer? 00:23:22
Does a bicycle go by sea? 00:23:23
Can I answer? 00:23:25
No. 00:23:26
Okay, you have to be quick. 00:23:27
Does a helicopter go by air? 00:23:28
Yes. 00:23:29
Yes. 00:23:30
Does a train go by land? 00:23:31
Yes. 00:23:32
Yes. 00:23:33
Does a bus go by air? 00:23:34
No. 00:23:35
No. 00:23:36
No. 00:23:37
No. 00:23:38
No. 00:23:39
No. 00:23:40
No. 00:23:41
No. 00:23:42
No. 00:23:43
No. 00:23:44
No. 00:23:45
No. 00:23:46
No. 00:23:47
No. 00:23:48
No. 00:23:49
No. 00:23:50
No. 00:23:51
No. 00:23:52
No. 00:23:53
Does a ship go by sea? 00:23:54
Yes. 00:23:55
Yes. 00:23:56
Does a motorbike go by land? 00:23:57
Yes. 00:23:58
Yes. 00:23:59
Yes. 00:24:00
Yes. 00:24:01
Does a car go by sea? 00:24:02
No. 00:24:17
No. 00:24:18
Does a plane go by air? 00:24:19
Yes. 00:24:20
Yes. 00:24:21
Yes. 00:24:22
Yes. 00:24:23
Yes. 00:24:24
Does a train go by land? 00:24:25
Yes. 00:24:26
Yes. 00:24:27
Yes. 00:24:28
It seems to have finished, Guy. 00:24:29
Now we're going to do another thing. 00:24:37
Because can't really pause it. 00:24:42
This time I want you to repeat the question. 00:24:44
OK? 00:24:47
Listen and answer. 00:24:48
Read ahead of me. 00:24:49
Listen and answer. 00:24:52
Does a bicycle go by sea? 00:24:56
Does a bicycle go by sea? 00:24:59
OK. 00:25:04
And the answer? 00:25:05
No. 00:25:06
OK. 00:25:07
We're going to take turns. 00:25:08
Question. 00:25:09
Answer. 00:25:10
Question. 00:25:11
Answer. 00:25:12
OK? 00:25:13
No. 00:25:14
Does a helicopter go by air? 00:25:15
Yes. 00:25:22
Yes. 00:25:23
Yes. 00:25:24
Does a train go by land? 00:25:25
Does a train go by land? 00:25:26
Yes. 00:25:27
Yes. 00:25:28
Yes. 00:25:29
OK. 00:25:30
Now if you do it slightly differently, I could get an individual... 00:25:31
Yes. 00:25:32
I could get an individual to repeat. 00:25:33
OK. 00:25:34
Yes. 00:25:35
Yes. 00:25:36
Yes. 00:25:37
Yes. 00:25:38
Yes. 00:25:39
Yes. 00:25:40
Yes. 00:25:41
Yes. 00:25:42
OK. 00:25:44
And you could get several people to repeat. 00:25:45
OK? 00:25:46
You can even do it like with a ball. 00:25:47
So you listen and the person with the ball says it, throws it to somebody else, the person 00:25:48
with the ball says it, throws it to somebody else, the person with the ball says it and 00:25:49
then maybe 1, 2, 3, and the last person answers the question. 00:25:50
But using the model of the audio so that they're repeating... 00:25:51
So that they're repeating from there. 00:25:52
Now, if you do it slightly differently, I could get an individual to repeat. 00:25:53
OK? 00:25:54
Yes. 00:25:55
Yes. 00:25:56
Yes. 00:25:57
Yes. 00:25:58
Yes. 00:25:59
Yes. 00:26:00
Yes. 00:26:01
And the answer? 00:26:02
Yes. 00:26:03
Yes. 00:26:04
Yes. 00:26:05
Yes. 00:26:06
Yes. 00:26:07
Yes. 00:26:08
Yes. 00:26:09
Yes. 00:26:10
Yes. 00:26:11
Yes. 00:26:12
Yes. 00:26:13
Yes. 00:26:14
OK? 00:26:15
So I'm going to do it like this, so you're there and you're repeating from the audio. 00:26:16
Or sometimes we do sort of like starting at one end of the class. 00:26:17
We can do this. 00:26:18
OK? 00:26:19
All those who vaguely think they're sitting in the room with other people. 00:26:20
OK? 00:26:25
We're going to start at this end. 00:26:26
Right? 00:26:28
You ask the question to your neighbour who answers. 00:26:29
You ask the question, answer, you ask the question, answer, until we get to this wall. 00:26:33
OK? 00:26:38
OK? 00:26:40
You ready for the next question? 00:26:41
Does the bus go by air? 00:26:45
Does the bus go by air? 00:26:47
No. 00:26:50
Does the bus go by air? 00:26:51
No. 00:26:52
Keep going, every row, every row. 00:26:53
Does the bus go by air? 00:26:54
No. 00:27:00
Does the bus go by air? 00:27:03
No. 00:27:06
Does the bus go by air? 00:27:07
No. 00:27:08
Does the bus go by air? 00:27:09
No. 00:27:10
OK. 00:27:11
Or, if they sit round tables, they can go all the way round the table. 00:27:12
And you start with a different person each time. 00:27:15
You can even number them round the tables. 00:27:19
One, two, three, four, five. 00:27:21
One, two, three, four, five. 00:27:23
One, two, three, four, five. 00:27:24
And say, OK, number twos. 00:27:25
Put the tape on. 00:27:28
Tape. 00:27:29
That's a terrible word. 00:27:30
That's not the right tape. 00:27:31
Put the MP3 on. 00:27:32
And, you know, what number did we say started? 00:27:34
Two. 00:27:39
Two. 00:27:40
Say two. 00:27:41
So two to three, three to four, four to five, five to one. 00:27:42
OK? 00:27:46
Keeps everybody on their toes. 00:27:47
Keeps them active. 00:27:48
And they're practising the language, but at the same time, they're reinforcing the concept. 00:27:49
Other concepts that we work on is, for example, does a car carry people? 00:27:55
People tend to do this, OK? 00:28:05
People are able to chatter away. 00:28:07
Do they carry people or do they carry goods? 00:28:09
OK, what does a car usually carry? 00:28:13
People or goods? 00:28:15
People. 00:28:18
People. 00:28:19
OK. 00:28:20
And what about a motorbike? 00:28:21
OK. 00:28:23
Can that carry people? 00:28:24
Yes. 00:28:25
Yes. 00:28:26
And goods? 00:28:27
Yes. 00:28:28
Yes, it can carry goods as well. 00:28:29
OK. 00:28:30
And when we talk about carrying people, sometimes we talk about collective for many people. 00:28:31
OK. 00:28:36
So does a train carry people? 00:28:37
Yes. 00:28:38
Yes. 00:28:39
OK. 00:28:40
OK. 00:28:41
OK. 00:28:42
OK. 00:28:43
OK. 00:28:44
OK. 00:28:45
OK. 00:28:46
OK. 00:28:47
OK. 00:28:48
OK. 00:28:49
OK. 00:28:50
And does a train carry people? 00:28:52
Yes. 00:28:54
Yes. 00:28:55
OK. 00:28:56
OK. 00:28:57
Is it just one person or two people or is it collective? 00:28:58
Collective. 00:29:02
It's collective. 00:29:03
OK. 00:29:04
And what about... 00:29:05
A car. 00:29:06
A car. 00:29:07
OK. 00:29:08
It carries... 00:29:09
People. 00:29:10
People. 00:29:11
People. 00:29:12
OK. 00:29:13
Is it collective? 00:29:14
No. 00:29:15
OK. 00:29:16
No, it isn't collective. 00:29:17
Right. 00:29:18
This is my little case that I... 00:29:20
It looks like something made with coffins that I take to school. 00:29:23
And the kids are always trying to book in it. 00:29:27
Because usually there's something exciting in here. 00:29:29
And today's bit of excitement is... 00:29:33
A wacky hammer. 00:29:36
Are we OK? 00:29:38
So there you are. 00:29:39
You can have the hammer. 00:29:40
Could you please whack... 00:29:42
Yeah. 00:29:45
It should be gated as you whack. 00:29:46
...a means of transport that carries people and is collective. 00:29:48
Pass. 00:29:55
No, no. 00:29:56
He is collective. 00:29:57
No, but you go whack it. 00:29:59
You get to hit it with the hammer. 00:30:01
There you are. 00:30:03
OK, was that good? 00:30:05
Yeah. 00:30:06
Yeah? OK. 00:30:07
And can you come and hit... 00:30:08
A means of transport that goes by sea. 00:30:11
And it can carry people and goods. 00:30:16
OK. 00:30:20
Yeah? 00:30:22
OK. 00:30:23
Now, what we can do is... 00:30:24
That's obviously listening practice. 00:30:26
But we can then change so that the children are giving instructions. 00:30:29
OK. 00:30:34
And then whack with the hammer. 00:30:35
If any of the words are a bit difficult, right... 00:30:37
Do you use this? 00:30:41
Yes. 00:30:43
Yes? 00:30:44
Yes. 00:30:45
A traffic light. 00:30:46
A traffic light. 00:30:47
Some people have a traffic light. 00:30:48
No? 00:30:51
Yes? 00:30:52
Yes. 00:30:53
What do you use your traffic light for? 00:30:54
For attitude. 00:30:57
When they are behaving well, I show them the green light. 00:30:59
OK. 00:31:05
When they are not behaving very well, I show them the yellow light. 00:31:07
And sometimes they can get the red light. 00:31:13
So they know that they have to repeat their behaviour the next day. 00:31:17
OK. 00:31:20
So it's almost like kind of, you know, the World Cup and red cards and yellow cards and things like that, OK? 00:31:21
You use it to give them feedback as to how you're behaving. 00:31:27
Yes. 00:31:30
OK. 00:31:31
What other ways do people use it? 00:31:32
I mean, it's quite curious. 00:31:35
On the toilet, they hand it to us. 00:31:36
Yes, it's free. 00:31:40
If it's free in the toilet, instead of asking the teacher... 00:31:43
You're allowed to go. 00:31:46
Yeah, you're allowed to go. 00:31:47
OK. 00:31:48
If it's red, you have to cross your legs. 00:31:49
Any other ways? 00:31:56
Sorry? 00:31:59
Like for understanding, to make sure that the pupils understand what you're saying. 00:32:00
Aha. 00:32:05
So they... 00:32:06
Point to green of the yellow light. 00:32:08
Like a small card in those colours, like red, yellow and green, and then they show up. 00:32:10
OK, so the children have their cards and they show them. 00:32:16
OK. 00:32:20
To indicate whether they're... 00:32:21
So you can see who's understanding. 00:32:22
OK. 00:32:25
Any other way? 00:32:26
Alright, well I use it slightly differently to all of those. 00:32:30
I use it for switching children on. 00:32:33
OK, and then switching them off. 00:32:37
OK. 00:32:40
So, what is the most difficult word here to say? 00:32:41
Helicopter. 00:32:49
OK. 00:32:51
Let's... 00:32:52
It's a long word, no? 00:32:53
Shall we count the syllables? 00:32:54
H-E-L-I-C-O-P-T-ER. 00:32:56
OK, four syllables. 00:33:00
Let's listen to them all. 00:33:01
H-E-L-I-C-O-P-T-ER. 00:33:03
T-U-N. 00:33:09
T-U-N. 00:33:10
T-U-N. 00:33:11
T-U-N. 00:33:12
T-U-N. 00:33:13
T-U-N. 00:33:14
T-U-N. 00:33:15
T-U-N. 00:33:16
T-U-N. 00:33:17
T-U-N. 00:33:18
T-U-N. 00:33:19
T-U-N. 00:33:20
T-U-N. 00:33:21
T-U-N. 00:33:22
T-U-N. 00:33:23
OK. 00:33:24
Ah! 00:33:26
You can't hear it, but it's there. 00:33:27
OK? 00:33:29
Play it out a bit, practice it, and then say, 00:33:30
OK, everybody, say helicopter. 00:33:32
Helicopter. 00:33:35
Again. 00:33:36
Helicopter. 00:33:37
OK. 00:33:38
Keep saying helicopter until you see the red light. 00:33:39
Helicopter. 00:33:41
Helicopter. 00:33:42
Helicopter. 00:33:43
Helicopter. 00:33:44
Helicopter. 00:33:45
Helicopter. 00:33:46
Helicopter. 00:33:47
Helicopter. 00:33:48
Helicopter. 00:33:49
Helicopter. 00:33:50
And again. 00:33:51
Helicopter. 00:33:52
Helicopter. 00:33:53
Helicopter. 00:33:54
Helicopter. 00:33:55
OK. 00:33:56
That's just, we'll use it later on for other things, 00:33:57
but that's just at word level. 00:33:58
OK. 00:34:00
And when they're getting a little bit kind of, 00:34:01
you know, like they need to make a bit of noise, 00:34:03
usually we just practice some words. 00:34:05
You know, I just say, I don't know. 00:34:07
Landscape. 00:34:09
And I just stand doing that for a bit. 00:34:10
And then I say something else and do that for a bit. 00:34:12
And they, you know, they let off a bit of steam. 00:34:15
OK. 00:34:19
So let's jump to the next slide. 00:34:20
OK. 00:34:23
So thinking about practice with your partner 00:34:26
or somebody next to you. 00:34:29
I'll give you a clue. 00:34:32
The first one is participative. 00:34:35
OK. 00:34:39
Right. 00:34:41
It's important that practice is participative. 00:34:44
And by participative, I mean all the children 00:34:47
taking part. 00:34:52
So many classes that I sit and observe in, 00:34:55
I see the teacher speaking to one child. 00:34:59
I see the teacher speaking to another child. 00:35:02
Often tends to be the same children. 00:35:07
And I sit through lessons where I see children 00:35:12
who don't at any point participate. 00:35:15
OK. 00:35:20
So it's important that practice is participative 00:35:21
for as many people as much of the time as possible. 00:35:24
OK. 00:35:27
With your partner, see if you can think of any words 00:35:29
for these, beginning with R-A-C-T-I-S. 00:35:32
Words to describe practice. 00:35:36
Yeah, yeah. 00:35:43
Collective. 00:36:14
Any ideas for R? 00:36:30
OK. 00:36:36
Repetitive. 00:36:37
You know, some people need more practice than others. 00:36:39
And there's that continual feeling that there are 00:36:43
children in the class that just do not get enough practice 00:36:46
and you've moved on to the next thing. 00:36:49
OK. 00:36:52
Nobody suffers from too much practice. 00:36:53
No? 00:36:56
Repetitive gives you more practice. 00:36:58
OK. 00:37:00
Anything about A? 00:37:01
Active. 00:37:02
OK. 00:37:03
Active. 00:37:04
But active doesn't, I don't really mean running around 00:37:05
hitting things with hammers. 00:37:08
Not that kind of, at all. 00:37:10
What I mean is that the child is active in their head. 00:37:12
OK. 00:37:15
So for a six-year-old, listening to something and doing 00:37:16
motorbike, air, yes, no, having to think. 00:37:19
Or even, for example, I don't know, imagine I want 00:37:26
them to copy these words. 00:37:30
Right? 00:37:32
We're all sitting in silence, all with our own 00:37:33
piece of paper and pencil. 00:37:37
Nothing active in physical terms. 00:37:39
But I say, I want you to write these five words. 00:37:42
OK. 00:37:45
Number one is, I love the sun and the sea air on my skin. 00:37:46
OK. 00:37:56
How was he travelling when he said that? 00:37:57
Shh. 00:37:59
OK. 00:38:00
That's what they have to write. 00:38:01
I could just say, copy the words in your book. 00:38:03
No? 00:38:06
You don't need to be terribly active to do that. 00:38:07
And miss out a few letters while you're doing that. 00:38:12
OK. 00:38:18
But giving them something to think. 00:38:19
Oop. 00:38:21
Fuck, I might have missed a line. 00:38:22
It's all good. 00:38:23
Something to think about. 00:38:24
That kind of active. 00:38:27
OK. 00:38:28
Cyclical. 00:38:30
OK. 00:38:31
You do something, you come back to it, you come back to it. 00:38:32
For example, that story was largely written with language that had come up in previous 00:38:38
units. 00:38:45
So we're seeing it again. 00:38:46
This is a difficult one. 00:38:47
I cheated here because I couldn't think of anything beginning with T. 00:38:49
Did anybody manage to think of anything beginning with T? 00:38:53
Timing. 00:38:56
Timing. 00:38:57
Timing. 00:38:58
Time. 00:38:59
Timing. 00:39:00
Timing. 00:39:01
Timing. 00:39:02
Timing. 00:39:03
Timing. 00:39:04
Timing. 00:39:05
Timing. 00:39:06
Timing. 00:39:07
Timing. 00:39:08
Timing. 00:39:09
Timing. 00:39:10
Timing. 00:39:11
Timing. 00:39:12
Timing. 00:39:13
Timing. 00:39:14
Timing. 00:39:15
Timing. 00:39:16
Timing. 00:39:17
Timing. 00:39:18
Timing. 00:39:19
Timing. 00:39:20
Timing. 00:39:21
Timing. 00:39:22
Timing. 00:39:23
So Facility Training is an essential part of what you'll be doing when you're in 00:39:24
the program. 00:39:28
It's so important. 00:39:33
It's so important. 00:39:34
My daughter, who now knows the difference between sublimation and menstruation, she 00:39:35
just finished her first year at uni and she actually got back last night and I was driving 00:39:39
her somewhere this morning before I came here and she was saying to me, well, mommy, what 00:39:45
are you going to be talking about? 00:39:50
I started rabbiting on in the car. 00:39:53
And she said to me, do you know what, I can't remember anything that I ever did in a common 00:39:55
class at Bradley Bridge School. 00:40:00
Oh no. 00:40:02
But a lot of it was just the book. 00:40:04
You know, why would you want to remember page 66? 00:40:07
Okay? 00:40:11
But, you know, they remember the man, they remember the story, they remember... 00:40:13
Okay? 00:40:19
I... 00:40:21
Imagination. 00:40:22
Yes. 00:40:24
Imagination for the kids is really important. 00:40:25
Okay? 00:40:27
Interesting. 00:40:28
Staged. 00:40:30
Okay? 00:40:31
You build and you build and you build and when you can do something, you do a bit more. 00:40:32
Okay? 00:40:38
Enjoyable. 00:40:40
And I think these kids are at an age where they're just programmed to enjoy themselves. 00:40:42
You know? 00:40:48
And the kids that I teach, they're just so enthusiastic and fun and... 00:40:51
Isn't that right? 00:40:58
First year? 00:41:00
Second year? 00:41:01
Third year? 00:41:02
No? 00:41:03
No nasty hormones kicking in yet? 00:41:04
Okay? 00:41:08
So these are things that I want you to keep thinking about as we do something else. 00:41:09
Okay? 00:41:13
Something else in here. 00:41:15
We're now into a theory. 00:41:16
So we're going up a bit. 00:41:20
But there's still my little case. 00:41:23
Okay. 00:41:26
Now, what is in here? 00:41:27
Water. 00:41:32
So we're on the unit about... 00:41:35
How old is the water in this bottle? 00:41:42
It's new. 00:41:53
The water in this bottle is new. 00:41:56
Water? 00:42:00
Does anybody know how old it is? 00:42:03
Do you want me to tell you how old the water is in this bottle? 00:42:07
Is it from the tap? 00:42:11
No, it says here it's from a spring. 00:42:14
Do you want to know how old it is? 00:42:20
I don't know. 00:42:28
Six or four and a half, maybe. 00:42:29
Four and a half billion years old. 00:42:32
Does anybody know how to write four and a half billion? 00:42:38
Forget the English specialist. 00:42:44
Do you know how many zeros do we have to do for a billion? 00:42:48
Nice. 00:42:55
A billion is a thousand million. 00:42:57
So that's how old the water is in this bottle. 00:43:01
That usually impacts the children. 00:43:08
That's probably impacting you as well. 00:43:11
So has this water always been in my bottle? 00:43:15
No. 00:43:22
Okay. 00:43:24
What other places has the water been? 00:43:25
In the sea. 00:43:30
Okay, it's been in the sea. 00:43:32
In a cloud. 00:43:34
Okay, now, with your partner, write as many places as possible. 00:43:36
Sometimes we do two points for words in English, but you can get one point for words in Spanish. 00:43:41
You can look up in the dictionary and change that to two points. 00:43:49
Okay? 00:43:53
Why should you be so motivated? 00:43:54
Okay, stop. 00:44:24
You know, kids like this, there's not necessarily a competitive element, but as many as you can. 00:44:43
You get a point for each word and two points for in English. 00:44:47
Okay? 00:44:51
Twenty points. 00:44:53
Have I spelt correctly? 00:44:54
I don't know. 00:44:55
Whatever you like. 00:44:56
Okay. 00:44:57
This is what I would call teacher ascribe. 00:44:58
So I take feedback from them. 00:45:02
I usually write on big pieces of paper and then I stick it on the wall. 00:45:04
Okay, so it stays there for the duration of the unit or the duration of the term or whatever, 00:45:11
and we add things to it. 00:45:17
Okay? 00:45:19
So, tell me, somebody said before in the sea. 00:45:20
It could be in the sea. 00:45:24
Okay, where else? 00:45:26
Ocean. 00:45:27
Sorry? 00:45:28
Ocean. 00:45:29
Ocean. 00:45:30
Okay. 00:45:31
Ocean. 00:45:32
River. 00:45:33
Okay. 00:45:34
River. 00:45:35
Lake. 00:45:36
Lake. 00:45:37
Okay. 00:45:38
In the atmosphere. 00:45:39
Sorry? 00:45:40
In the atmosphere. 00:45:41
Oh, what's the atmosphere? 00:45:42
In the air. 00:45:44
Okay. 00:45:45
In the atmosphere. 00:45:46
In the air. 00:45:47
Yes. 00:45:48
Okay. 00:45:49
Or the atmosphere. 00:45:50
Okay. 00:45:51
I'm going to write air if you don't mind because we use air in virtue. 00:45:52
Okay. 00:45:53
Lake. 00:45:54
Ah, so in reserve. 00:45:55
What is reservoir? 00:45:56
Reservoir. 00:45:57
Reservoir. 00:45:58
Okay. 00:45:59
I don't know what you want. 00:46:00
Reservoir. 00:46:01
Okay. 00:46:02
Okay. 00:46:03
Okay. 00:46:04
Okay. 00:46:05
Okay. 00:46:06
Okay. 00:46:07
Okay. 00:46:08
Okay. 00:46:09
Okay. 00:46:10
Okay. 00:46:11
So what is reservoir? 00:46:12
Reservoir. 00:46:13
Reservoir. 00:46:14
What is reservoir? 00:46:15
Reservoir. 00:46:16
Okay. 00:46:17
Pool. 00:46:18
Pond. 00:46:19
Pool. 00:46:20
Okay. 00:46:21
A pool. 00:46:22
Alright. 00:46:23
Pond. 00:46:24
And you're going to write it. 00:46:25
World. 00:46:26
Clouds. 00:46:27
Clouds. 00:46:28
In a cloud? 00:46:29
In a waterfall, somebody said. 00:46:30
Okay. 00:46:31
We're going to have a waterfall. 00:46:32
Beach. 00:46:33
Well, at the beach really the water is in the sea. 00:46:34
Okay. 00:46:35
And what about? 00:46:36
The rain. 00:46:37
The rain. 00:46:38
Rain. 00:46:39
And when it's very cold? 00:46:40
Snow. 00:46:41
Okay. 00:46:42
Snow. 00:46:43
Ice. 00:46:44
Okay. 00:46:45
Ice. 00:46:46
So we get words from the tune. 00:46:47
Again, we can play games to practice the pronunciation. 00:46:48
Okay. 00:46:49
Okay. 00:46:50
Okay. 00:46:51
Okay. 00:46:52
Okay. 00:46:53
Okay. 00:46:54
Okay. 00:46:55
Okay. 00:46:56
Okay. 00:46:57
Okay. 00:46:58
Okay. 00:46:59
Okay. 00:47:00
Okay. 00:47:01
Okay. 00:47:02
Okay. 00:47:03
Okay, you can practice the spelling. 00:47:05
You can make everybody shut their eyes and rub a few letters out and put them in again. 00:47:07
Okay. 00:47:12
The typical thing that we do as English teachers, okay, we're re-inforcing the spelling, we're 00:47:13
re-inforcing the pronunciation. 00:47:19
We're also reinforcing all the different places that you find water. 00:47:20
Maybe the next thing that might do is a little experiment, like with some water. 00:47:25
We take some of it off and put it in the freezer and we heat some of it with a little 00:47:30
blitzen-burner or something to see what happens, okay? 00:47:37
We can do hypothesis and predict what we think will happen, okay, and then we can see if 00:47:42
we're right. 00:47:49
And what will happen to the one in the freezer? 00:47:50
It'll freeze. 00:47:52
It'll freeze. 00:47:53
Okay. 00:47:54
It'll freeze. 00:47:55
Okay. 00:47:56
So, we have a liquid and the one that we heat, no, the liquid water that we heat, okay, the 00:47:57
two of us think it disappears, but it doesn't disappear, okay? 00:48:08
It becomes a gas, okay? 00:48:15
So we get across the concept of solid liquid gas in another lesson, we can go back through 00:48:18
our list and do it in little colors or whatever, or little symbols. 00:48:23
What about the C? 00:48:28
Is that solid liquid or gas? 00:48:29
Liquid. 00:48:30
Liquid, okay, so we can do a little L here, L, et cetera, et cetera, okay? 00:48:31
Then we can look at the words. 00:48:41
I would certainly use melt and freeze. 00:48:42
I don't, I don't think it's appropriate to use solidify and, no, condensation and evaporation 00:48:45
are going to be hard to use because there isn't anything else, but when we work on that, 00:48:54
we have four walls, so we have the condensation wall, the evaporation wall, the freeze wall, 00:48:59
and the melt wall, okay, so we can play games like, ah, it's summer, an ice cream, I put 00:49:05
it in my mouth, what happens? 00:49:14
Okay, so you either run to the melt wall if you feel so inclined, or you point to the 00:49:18
melt wall, or whatever, okay, and you can do other examples, you know, I get in the 00:49:24
shower, okay, the water's really hot, and the bathroom is full of steam, what happens? 00:49:32
It evaporates, okay, so we all go to the evaporate wall, then the mirror is wet, what happens? 00:49:42
Condensation, okay, so, but again, looking for things, and so we've talked about all 00:49:56
the different places this water has been for the last four and a half billion years, 00:50:03
but how does it get from one place to another? 00:50:10
The answer to that is the water cycle. 00:50:23
How old are you, do you know your water cycle? 00:50:31
Let's take a picture of the water cycle. 00:50:41
The sun warms the water, one syllable, okay, the sun warms the sea, okay, the sun warms 00:50:46
the sea, and the water evaporates, from the beginning, the sun warms the sea, and the water evaporates, 00:50:59
again, the sun warms the sea, and the water evaporates, it goes in the air, okay, it goes in the air, 00:51:10
okay, from the beginning again, the sun warms the sea, and the water evaporates, it goes in the air, 00:51:22
it cools and it condensates, okay, let's do the first verse of our chant then, 00:51:39
the sun warms the sea, and the water evaporates, it goes in the air, it cools and it condensates, 00:51:52
okay, so we do it like this, are you ready? The sun warms the sea, and the water evaporates, it goes in the air, 00:52:02
it cools and it condensates, okay, more coming next, maybe, it makes a cloud, 00:52:12
which the wind moves around, okay, which the wind moves around, 00:52:33
but it gets too heavy, okay, and it falls to the ground, okay, it rains on the sea, 00:52:43
land, I think that's what it is, oh, it rains on the sea, 00:53:02
it rains, oh that's ocean, 00:53:19
sorry, 00:53:21
rains with ocean, 00:53:38
ocean, it's a never-ending motion, motion, okay, so we're going to perform now, 00:53:41
here's a bit of kelp for you, okay, are you ready? One, two, three, the sun warms the sea, and the water 00:53:54
evaporates, it goes in the air, it cools and it condensates, it makes a cloud, 00:54:03
okay, it makes a cloud, which the wind moves around, but it gets too heavy, and it falls to the ground, 00:54:15
it rains on the land, it rains on the ocean, it rains on the sea, it's a never-ending motion, 00:54:26
okay, so now we're going to see, 00:54:38
that's too much, 00:54:43
that's too much, 00:54:46
like this, to go away, 00:54:48
okay, now look at that, are you ready? We're going to take alternative lines, 00:54:53
okay, and then we can go and have some lunch, you're going to start, and you're going to do 00:54:57
the second line, okay, from memory, okay, how does it begin? 00:55:03
to the ground, it rains on the land, it rains on the ocean, it rains on the sea, 00:55:33
it's a never-ending motion, because the sun warms the sea, and the water evaporates, it goes in the 00:55:42
air, it cools and it condensates, it makes a cloud, which the wind moves around, but it gets too heavy, 00:55:48
okay, so now we're going to do the third line, 00:56:03
it rains on the land, it rains on the sea, it cools and it condensates, it makes a cloud, 00:56:09
which the wind moves around, and the water evaporates, it makes a cloud, which the wind 00:56:16
moves around, and it condensates, it makes a cloud, which condensates, and it makes a cloud, 00:56:24
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Allison Blair
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
405
Fecha:
19 de enero de 2011 - 13:53
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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