Primary Curriculum Box

1y ago
232 Views
53 Downloads
382.62 KB
5 Pages
Last View : 3d ago
Last Download : 5d ago
Upload by : Xander Jaffe
Transcription

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 Presswww.cambridge.org

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 Presswww.cambridge.org

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 Presswww.cambridge.org

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 Presswww.cambridge.org

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 Press13www.cambridge.org

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

Related Documents:

Box 1 1865-1896 Box 14 1931-1932 Box 27 1949 Box 40 1957-1958 Box 53 1965-1966 Box 2 1892-1903 Box 14 1932-1934 Box 28 1950 Box 41 1959 Box 54 1966-1967 Box 3 1903-1907 Box 16 1934-1936 Box 29 1950-1951 Box 42 1958-1959 Box 55 1967 Box 3 1907-1911 Box 17 1936-1938 Box 30 1951-1952 Box 43 1959 Box 56 1967-1968 Box 5 1911-

Speaker Box 15 DS2 Connect it Phono RCA CC . D/A Converter Pre Box DS2 digital Power Box DS2 Sources Power Box DS2 MaiA CD - Player Remote Controls CD Box DS2 T CD Box DS2 Remote Box S2 Box Control App Control it DS/RS Control it RS DS2 OVERVIEW DS2 OVERVIEW. Created Date:

4. Geometry in Malaysian Mathematics Curriculum of Primary Schools A new curriculum for primary school in Malaysia is known as the Standard Curriculum for Primary Schools (KSSR). KSSR is a new system introduced by the Ministry of Education in 2011. The Malaysian primary Mathematics

Edexcel Primary Curriculum. Draft sample units for English for the Year 9 Edexcel Lower Secondary Curriculum will be added to the website as soon as they are available. Further information about the Edexcel Primary Curriculum and the Edexcel Lower Secondary Curriculum is available from

List price Line item Discount Box 12 Gray 32120101 Box, SYN1212 T 12" Duo SYN1212TBOX12 16 87.46 OC10 Box 18 Gray 32124101 Box, SYN1212 T 18" Duo SYN1212TBOX18 20 99.86 OC10 Box 24 Gray 32128101 Box, SYN1212 T 24" Duo (2) SYN1212T 2 STKDBXS 33 196.48 OC10 Box 30 Gray 32129101 Box,

Operating Manual DVB-T BOX, QAM BOX, QAM BOX neo and QAM BOX eco - Version 03-2020A Installing and connecting Observe all instructions about installation and mains connection described in the section “Important safety information”. Start by holding the device in front of the installation

44768 - 24 PC/Box Dark Caramel Macchiato 44780 - 24 PC/Box White Key Lime Pie 44759 - 24 PC/Box White Red Velvet Cake 44750 - 24 PC/Box White Strawberry Cheesecake 44777 - 24 PC/Box 1.75” Milk Banana Split 44756 - 24 PC/Box Milk Birthday Cake 44753 - 24 PC/Box Milk Cinnamon Bun 44783 - 24 PC/Box White Coo

Abraham, A Journey of Three Faiths Feiler, Bruce box 1 Adoption and the Jewish Family Rosenberg, Shelly Kapnek box 1 Africa and Israel- uniqueness and reversals with Israels foreign relations Book Cart After the First Rain: Israeli Poems on War and Peace Dor, Moshe & Goldberg, Barbara eds Box 15

St. Georges Primary School St. Mary’s Mixed Primary School Bomet . Temple Road Primary School Thiba Primary School Thika School for the Blind Township Primary School Kericho Uthiru Primary School Vidhu Ramji Primary School . Impact Assessment Study of Kenya Postbank SMATA

Cambridge Primary is made up of Primary English (for First Language learners), Global English (for English as a Second Language learners, Primary Mathematics and Primary Science. Cambridge Primary is an innovative set of resources designed to support teachers and help learners to succeed in Primary

PROCEDURES Curriculum Scarborough Primary School will implement the Pre-Primary to Year 6 Western Australian curriculum in accordance with: the Policy Standards for Pre-Primary to Year 6: Teaching, Assessing and Reporting the Principles of Learning, Teaching and Assessment detailed within the outline. In relation to Kindergarten:

1. The new primary curriculum and the French syllabus (upper primary: Basic 4 – Basic 6) vi 1.1 The new primary curriculum vi 1.2 The new French syllabus vii 1.3 How this French series covers the new curriculum and syllabus for Basic 4 ix 1.4 Structure and special features of the Learne

(Curriculum Reform Policy, December 2015) .The new curriculum has been adopted in pre-primary school and is scheduled to be rolled out in January 2019, when the current grade 3 pupils enter grade 4. The curriculum entails learners spending Two (2) years in pre-primary, whichare Pre Primary 1 and pre-pri

the new thematic, integrated curriculum when trained compared to the prospective teachers implementing the curriculum without training. Keywords: Thematic, Integrated curriculum, Differentiation, Assessment, Primary schools 1. Introduction The implementation of the new curriculum in primar

the key recommendations made in the Curriculum Development Council's Senior Secondary Curriculum Guide (2009), Technology Education Key Learning Area Curriculum Guide (Primary 1-Secondary 3) (2002) and the final report on the Holistic Review of the School Curriculum Learning to Learn - The Way Forward in Curriculum Development (2001). The

1.6.1 A religious knowledge curriculum 26 1.6.2 A religious studies curriculum 27 1.6.3 A religious education curriculum 27 1.7 Religious knowledge and the national curriculum 29 1.8 Religious knowledge and the humanities 31 1.9 Conclusion 35 CHAPTER TWO: REVIEW OF THE RELIGIOUS KNOWLEDGE CURRICULUM IN NIGERIA 36 2.1 The development of the religious knowledge curriculum in 36 2.1.1 The .

Handbook for Curriculum Assessment Curriculum Assessment: An Overview What is curriculum assessment? Curriculum assessment is a process of gathering and analyzing information from multiple sources in order to improve student learning in sustainable ways. Why bother assessing curriculum? Curriculum assessment can serve several major purposes:

High-Quality High-Quality Curriculum Curriculum HOW TO OR DESIGN REVISE ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS ANGELA DI MICHELE LALOR LALOR ENSURING ENSURING ENSURING High-Q uality Curriculum HOW TO DESIGN, REVISE, OR ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS We know that curriculum is the core of the classroom experience, but what makes a

1.1 The Single National Curriculum Mathematics (I -V) 2020: 1.2. Aims of Mathematics Curriculum 1.3. Mathematics Curriculum Content Strands and Standards 1.4 The Mathematics Curriculum Standards and Benchmarks Chapter 02: Progression Grid Chapter 03: Curriculum for Mathematics Grade I Chapter 04: Curriculum for Mathematics Grade II

Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .