Primary Curriculum Box

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Cambridge University Press978-0-521-72961-1 - Primary Curriculum Box CLIL Lessons and Activities for Young LearnersKay BentleyExcerptMore informationPrimary Curriculum BoxIntroductionWhat is CLIL?CLIL, or Content and Language Integrated Learning, is anumbrella term covering teaching contexts in which subjectcontent is taught through another language. Teachingcurriculum subjects in a non-native language is not a newidea in bilingual education. What is new is the way in whichCLIL approaches are gathering momentum in primary schoolsacross the world. Primary Curriculum Box provides teachingmaterials for these programmes and for English languageteachers interested in teaching cross-curricular subjectsthrough English.Why teach curriculum subjects inEnglish?Pupils are usually more motivated to learn a new languagewhen the new language challenges their thinking skills.Learning curriculum subjects in a new language providesthat challenge. Understanding new concepts and curriculumsubjects in another language makes demands on pupils andteachers, but these can be met with support strategies.Another argument for content-based teaching is thatcurriculum activities taught in English often supportteaching carried out in the first language curriculum. Pupils’understanding of science, for example, can be enriched anddeepened when taught in another language.By exploring different curriculum subjects in English, pupilscan achieve more with the target language. Many say theylearn more English than in the traditional English classes. Incontent-based teaching, teacher expectations are often higherand this leads to higher pupil motivation too.What is Primary Curriculum Box?Primary Curriculum Box is a resource book of photocopiablematerials and activities for pupils aged between six/sevenand eleven/twelve. It can be used with pupils from beginnerto pre-intermediate level. The book is divided into five sectionswhich correspond to five curriculum subjects: Science, TheEnvironment, Maths, The Arts (Art and Drama) and Literacy.Primary Curriculum Box includes more than 50 photocopiableactivities to help teachers develop pupils’ knowledge ofcontent and language. All the activities have teachers’ noteswith ideas for follow-up activities for further practice. Thefive sections are divided so there are materials for threeage ranges: six to eight, eight to ten and ten to twelve. Thecurriculum materials gradually progress in difficulty, both interms of content, concepts and language level. In section 5,Literacy, the activities are cross-referenced to other activitiesin the book. Teachers using a page about grouping animalsin the Science section, for example, can then easily also finda poem about animals from the Literacy section. The activitiesare of different lengths, ranging from 20–60 minutes. Longeractivities can also be done in two shorter lessons.The activities in Primary Curriculum Box are suitable for usewith pupils who are learning other curriculum subjects inEnglish. The activities can also be used for cross-curriculartopic work with learners following traditional ELT courses. Theactivities can supplement course books or provide stand-alonecurriculum lessons. The activities in each section have beendesigned to develop knowledge of subject vocabulary andlanguage forms, as well as encouraging the development ofcommunicative and cognitive skills.Who is Primary Curriculum Box for?TeachersPrimary Curriculum Box is suitable for Primary teachersof English, as well as for subject-specialist teachers whoteach curriculum subjects through English on content-basedprogrammes. It is also suitable for Primary EAL (English as anAdditional Language) teachers in the UK.LearnersEach of the five curriculum sections includes lessons for threeage groups, suitable for pupils aged between six and twelve.The different needs of pupils in the three age groups arereflected in the types of activities and their cognitive demands.The lessons are planned around the knowledge that childrenlearn best when activities engage and challenge them at thesame cognitive level as tasks in their first-language classes.However, depending on their length of exposure to the targetlanguage, pupils in content-based learning contexts maybe able to do activities for an older age group. Flexibility isbuilt into the activities through the Option headings in theteacher’s notes which provide suggestions for variations sothat teachers can tailor activities to their particular classes.The age ranges and levels are therefore only a guide.Language levels used in traditional young learner EFL contextsmay not be appropriate in content-based curriculum teaching.They are a useful reference but pupils in CLIL contexts areexposed to a far wider range of vocabulary and functionallanguage. The language produced in the activities in thisresource arises from the topic content. Language is thereforeintegrated naturally in the topic or task. This may mean thatlearners hear and use language which is not usually includedin a traditional English language syllabus for the same agegroup, but which is natural in this context. For example, itmight be natural to use will for prediction when doing Sciencework. The structure can therefore be introduced in the contextof the experiment. The activities are carefully designed to9 Cambridge University

Cambridge University Press978-0-521-72961-1 - Primary Curriculum Box CLIL Lessons and Activities for Young LearnersKay BentleyExcerptMore informationIntroductionPrimary Curriculum Boxsupport learners in understanding and using new language. Level 1 corresponds to the first two years of learning English.The starting age can be between six and eight.Level 2 corresponds to the second two years of learningEnglish (years 3 and 4).Level 3 corresponds to the third two years of learning English(years 5 and 6).Using Primary Curriculum BoxDeveloping communicationMeaningful communication is one of the main aims ofcontent-based teaching. In Primary Curriculum Box eachactivity has ideas to encourage learners to talk. Classroomcommunication involves three different basic types ofinteraction: teachers and the whole class, teachers andindividual learners, and learners with other learners.Teacher to learners Finding out At the beginning of each activity, teachersare encouraged to find out what learners already knowabout the content of the curriculum subject. The teachercan then build on what is already known, and avoidrepeating content knowledge. Thinking skills The teacher’s notes include questions theteacher can ask to develop learners’ thinking skills. Theyprogress from low order questions which develop concretethinking skills, to higher order questions which requiremore abstract thinking in order to develop reasoning andevaluative skills. Round up Many of the activities end with a task whichrounds up the topic. Together, learners are encouragedto think about what they have learned and what they stillhave to understand about the subject.Teacher to learner When teachers monitor work, it is important to use thetarget language to encourage and support the work ofindividual pupils. Learners may need more reassuranceduring content-based lessons, as the language andcognitive demands placed on them may be higher.As a teacher, remember to praise the English used tocommunicate their message. Similarly, if a pupil givesthe correct answer but uses inaccurate English, praise thepupil for their understanding of the content. In order totake into account what pupils achieve in CLIL lessons, it’snecessary to balance a focus on the content with a focuson the language needed to communicate it.Learners to learners Praise Learners are encouraged to develop speakingskills by saying what they like about other pupils’ work.They do this while they are involved in activities for pairsor small groups.Friend feedback forms Learners develop speakingskills after doing activities when they complete ‘Friendfeedback’ forms and comment on their partner’s work.Using the pupils’ L1 (first language)It is acknowledged that pupils learning a second languagein the early stages of Primary school need to developconcepts in both their first and the target language. It mighttherefore sometimes be appropriate for teachers to checkconcepts using both the L1 and the target language. Pupilscan be encouraged to use the target language as much aspossible. Exceptions where only L1 use is appropriate mayoccur in the introductory phase of lessons when teachers arefinding out what pupils know about a topic. To encouragecommunication, you may need to allow pupils to use someL1. In content-based learning there is acceptance of somemovement between target language to the first language andback again. This is often referred to as ‘code-switching’. It is anatural stage in the development of partial bilingualism. Someuse of both languages is useful when comparisons are madebetween words in the two, or sometimes more, languagesrepresented by pupils in the classroom. This provides a richlinguistic experience.Developing thinking skillsDeveloping thinking skills is an important aspect of primaryeducation. In all curriculum subjects, teachers need to helplearners move from lower order thinking skills (such asidentifying, matching and sorting) to higher order thinkingskills (such as evaluating, summarising and predicting).Providing tasks which challenge the pupils cognitively is alsocentral to keeping them motivated and interested in the topic.In content-based learning, the thinking processes involvedin a task are often made explicit. In the activities in PrimaryCurriculum Box, thinking skills are clearly featured in eachactivity. These are: identifying matching sorting applying known procedures sequencing comparing and contrasting classifying summarising finding solutions evaluating making deductions predicting results suggesting solutions10 Cambridge University

Cambridge University Press978-0-521-72961-1 - Primary Curriculum Box CLIL Lessons and Activities for Young LearnersKay BentleyExcerptMore informationIntroductionPrimary Curriculum BoxSupport for the teacher and thelearnerWord and Sentence boxesEach activity has two language boxes: one is a Wordbox, the other a Sentence box. The Word box provides auseful reference for teachers as they can easily see whichvocabulary is needed for the activity. The words from this boxcan be written on the board by the teacher before the lessonstarts, during the lesson as the words are used, or at the endfor revisiting content vocabulary. The Sentence box enablesteachers to use the topic words in context.Game templatesSome of the games in the Science and Environment sectionscan be adapted for use with different topics and vocabulary.Blank templates for these games, together with instructions fortheir use, are included on pages 133–139.Friend feedback formsFor many activities, a ‘Friend feedback’ form is provided asone of the photocopiable pages. These forms give learnersthe opportunity to reflect on the task they have completed andprovide a framework enabling them to comment on the workof their peers.Language ideas for classroom displayLearn about boxesThese give teachers information about the ideas and conceptsinvolved in the activities. For example, in the Science: Insideus lesson, the Learn about box gives information aboutthe purpose of the skeleton. The information in these boxesis primarily for the teacher but sometimes pupils may askquestions which need short explanations in English.Diagrams and visual organisersMany activities begin with brainstorming topic vocabularyor notes. Learners are encouraged to use mind maps forrecording their ideas.Mind map: see pages 22, 100, 129Venn diagrams: seepages 18, 28, 91, 110land animalswater animalsmammalslionwhalebirdsdove, penguinpenguinSome activities have ideas about how to display pupils’finished work in the classroom. Providing a language-richenvironment while learning curriculum subjects is important.Suggestions for language which can be written beside thework are given in the teacher’s notes.WordlistsThere are two wordlists on pages 141 and 142 of PrimaryCurriculum Box. These are medium and high frequencywords in English, taken from the English National Curriculum.Native-speaker pupils use the first list between the ages of fiveand seven; the second list is used between eight and eleven.You can photocopy the lists for pupils as a form of writingsupport. They may be used as an alternative to dictionaries.Older pupils can learn to read the frequently used words andtest themselves or each other on the spelling or meaning ofthem. As a learning strategy, pupils can highlight words theyoften spell wrongly and focus on those. They can concentrateon meaning by ticking the words they understand and usein English. In this way, lists can also encourage learnerautonomy. Activities for using the words are on page 140.Audio CDThe Audio CD which accompanies the book includesrecordings of the Word boxes and Sentence boxes fromeach lesson. It can be used as a model for learners of thepronunciation of new curriculum vocabulary and allows them tohear the topic words in the context of natural language chunks.Carroll diagram: see page 36Time line: see pages 108 and 11411 Cambridge University

Cambridge University Press978-0-521-72961-1 - Primary Curriculum Box CLIL Lessons and Activities for Young LearnersKay BentleyExcerptMore informationSCIENCE1.1CONTENT FOCUSlearning about sense organsand sensesidentifying living and nonliving thingsCOMMUNICATIONstating factscomparing with a partnerCOGNITIONidentifyingPrimary Curriculum BoxOur sensesBefore classPhotocopy worksheet 1.1, one per pupil. Bring blue and red coloured pencils to class foreach pupil.In class1 Finding out Ask pupils to say six parts of the body (e.g. head, arm, leg, neck, foot, hand).As they say the words tell the rest of the class to point to that part of their own body. Thenask the pupils to stand up and do the actions. Say Wave your arms, Clap your hands threetimes, Shake your head, Stand on one leg. Then say Wave your head!, Clap your feet! andask the pupils to make more crazy suggestions.LEVEL 12 Say eyes, ears, nose, tongue, skin and point to them on your own body. Say the wordsagain and this time the pupils point to their eyes, ears, nose, tongue and skin. Draw an eye,an ear, a nose, a tongue and a hand on the board. Point to the pictures as you say We seewith our eyes, we hear with our ears, we smell with our noses, we taste with our tonguesand we feel with our skin. Tell them these are the five senses.AGE RANGE6–83 Tell pupils to look around the classroom and say something they can see, hear, smell, tasteor feel. Write the suggestions on the board in a chart:groupingmatchingclassifyingTIME45 minutesLEARN ABOUTSCIENCEAll humans have fivesenses and five senseorgans. They help us to beaware of our environment.T2WORD BOXear, eye, nose, sense, skin,tonguehear, feel, see, smell, tasteliving, non-livingSENTENCE BOXWe feel with our skin.We hear with our ears.We see with our eyes.We smell with our noses.We taste with our tongues.seehearsmelltastefeel4 Give out worksheet 1.1 to each pupil. Say Look at the five senses: see, hear, smell, feel andtaste. Read the first word, plant, and tell pupils to point to the senses they use. Ask for theirideas. Tell them they are all correct. Continue with some more examples, then tell pupils todraw lines matching the words and the senses. Tell them more than one sense is possible.When they finish, put the pupils into pairs and tell them to compare their answers. Ask Arethey the same? What’s different? Check answers with the class.Key 1 see, smell, feel 2 see, feel, taste 3 see, hear, feel (smell also possible) 4 see5 see, feel 6 see, feel, taste, smell 7 see, hear, feel (smell also possible) 8 see (feel alsopossible) 9 see, feel, taste, smell 10 see, hear (feel and taste also possible) 11 see,hear, feel, smell 12 see, feel, taste 13 see, feel, taste, smell 14 see, hear, feel, taste15 see, feel, taste, smell 16 see, feel5 Ask Which are living things? (plant, tree, baby, cat, dog, butterfly, fish, bird). Tell pupils todraw a red circle round them. Then ask Which are non-living things? (water, cheese, stars,the sun, apple, bread, eggs, onion). Tell pupils to draw a blue circle round them.6 Round up Ask pupils to say more examples of living and non-living objects for each sense.12 Cambridge University

Cambridge University Press978-0-521-72961-1 - Primary Curriculum Box CLIL Lessons and Activities for Young LearnersKay BentleyExcerptMore informationOur sensesPrimary Curriculum Box 1.11 Match the pictures with the senses. Draw baby131015water16cheesethe sun2 Circle the living things in red.3 Circle the non-living things in blue.Primary Curriculum Box Cambridge University Press 2009 PHOTOCOPIABLE Cambridge University

to pre-intermediate level. The book is divided into fi ve sections which correspond to fi ve curriculum subjects: Science, The Environment, Maths, The Arts (Art and Drama) and Literacy. Primary Curriculum Box includes more than 50 photocopiable a

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