Taller: “Scaffolded Communicative Activities for Trinity Stars. Phase 1”

Desde Trinity College London nos envían la información de este taller que organizan en Zaragoza:

Trinity stars

Excellence in Education & Trinity Approved Service Provider

 Tienen el placer de invitarle a este taller gratuito con Certificado de Asistencia*

Zaragoza

Jueves 19 de abril 2018.

Doble opción: de 10:00 a 13:00h. o de 17:00 a 20:00h.

 “Scaffolded Communicative Activities for Trinity Stars. Phase 1”

Helping students develop phonological, grammatical and lexical awareness through chants and rhymes involves scaffolded instruction. In this workshop, the participants will be able to explore some practical ideas on how to guide the understanding of chants and rhymes, how to exploit their phonological, grammatical and lexical content, and how to encourage children’s initial creativity. The session will include an overview of hands-on activities, footage of the children’s productions, as well as some co-operative activities which give the students the opportunity to be creative. We will also take a look at useful online resources and materials.

Impartido por Lola Garay Abad

Lola Garay Abad is a teacher, and a specialist in teacher training and linguistics. She has been in education for the last 13 years. Classically trained in languages, methodology, CLIL and special needs in education, she has managed academic programmers, published classroom material and delivered professional communication workshops to professionals of all types, in  main stream education and language teaching. She is partner in a training consultancy and develops academic programs in educational institutions from primary to tertiary. At present, she writes, adapts and evaluates materials and books for an educational publishing house, which is specialized in CLIL education.

Especialmente dirigido a profesores de Primaria e Infantil, pero adaptable a otros cursos. Íntegramente en Inglés. Nivel mínimo requerido B1

Para asistir es imprescindible solicitar por medio de este link:

SOLICITAR PLAZA>>>

Plazas limitadas, se adjudicarán por riguroso orden de solicitud.

El lugar exacto de realización se notificará por email a todos los admitidos.

Por favor, rogamos que para facilitarnos la organización no espere hasta el último día para solicitar su plaza, ni lo haga si no sabe si puede asistir.

Se cerrará el plazo para solicitudes lunes 16 de abril a las 10:00 horas, momento en el que el link dejará de estar operativo.

*CERTIFICADO DE ASISTENCIA.-  Tras verificar hojas de firmas de asistencia se envía por email a los participantes la encuesta nominal de calidad y de sugerencias que nos ayuda a mejorar y resolver personalmente las dudas del asistente, recibida su respuesta, se envía el Certificado de Asistencia. (Este no es un proceso automático).

Aunque mencionan uno de sus exámenes, nos han transmitido que la mayor parte de la sesión tiene que ver con cómo trabajar por proyectos, desarrollar competencias con los alumnos de primaria…

Lola Garay fue ponente en el “Sábado metodológico” que organizamos desde el CARLEE el curso pasado, y fue muy bien valorada.

(Formación organizada por Trinity College London. Desde el CARLEE solo damos difusión a su actividad).

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Bilingual babies – Teaching ideas for the first days in bilingual programmes

The first days of school are often stressful for young children (and their teachers too!), but when a school follows a bilingual programme and pupils are introduced to a second language during the first few days, it can make the whole experience even more scary and confusing. Teachers of children who are just beginning school therefore have to proceed carefully during this tricky time, as developing a positive attitude towards the language and culture and towards learning a foreign language is essential to the success of  learning a new language.

If you are a teacher working with children who are just beginning their bilingual education, here are a few tips to help you get off to a great start:

  1. Respect the children’s adaptation to school life and familiarise yourself with their class routines. Spend some time just being in the classroom, talking to and playing with the children before you try to do any more ‘serious’ activities that involve sitting down. If possible you should try to imitate some of the routines that the class teacher establishes as it will help the children feel more secure about what’s going on, even when they don’t understand what you are saying to them.
  2. Talk to the children in English from the very beginning and don’t resort to using their mother tongue if you can avoid it – you can always ask the class teacher to help you out if there’s a problem. Try not to say anything that requires the children to answer or show understanding before they are ready to do so, and don’t worry if they appear to be ignoring you – they will need some time to get used to the idea. Another tip is to sing instructions and questions rather than saying them.
  3. Use lots of body language. This is advice for all communicators everywhere, but is especially important for bilingual teachers working with very young children. During the first few weeks, most of the communication with your pupils will take place through gestures and facial expressions and over time they will learn to associate the language they hear with the meanings.
  4. Get the children used to hearing English just by playing songs in the background, for example when the children the are playing or at snack time. When they have settled in, you can then use the same songs to teach them their first few words in English. Here are some recommendations:
  5. Use a cute or funny puppet to introduce the children to hearing the new language. A puppet will attract their attention and lower their affective filter, meaning that they are more likely  to develop a positive attitude towards the new language which is crucial at this early stage. You could also make similar puppets or finger puppets for the children to play with at home. (Alternatively you can just draw little faces on their fingers – they love it!).
  6. Choose attractive story books and look at them with the children. Don’t be in too much of a hurry to read the story, but encourage them to look at the pictures while you say some of the words (dog, tree, blue, mummy). Lift the flap books are especially appealing to very young children and help to hold their attention, even when they don’t understand the story. Here are some suggestions of some good books to use with 3 year olds:
  7. Coordination and collaboration with the other class teachers is always essential in successful bilingual projects, but especially during the first few months of infant school. Find out what projects and topics your class teachers are going to work on and decide how you can contribute in English. Ideally the units of work or projects should be planned by both the class teachers and English teachers together, so make sure you establish a time and place to do this effectively.
  8. Be fun. To engage and maintain children’s attention your sessions will need to be highly motivating with lots of attractive games and activities. As you cannot engage them with what you are saying (they won’t understand at first) you will have to find other ways of keeping their attention when you are talking to them. To do this you should use plenty of visual aids and realia. You could also use a range of bags, boxes, puppets, props, costumes, masks, soft toys and flash cards to turn simple circle time activities into games. One of my favourites is ‘pass the ball‘. (Please note that it takes a few goes for the children to get the hand of this game!)

If you have tries any of these activities in your classes or you have some more ideas for the first classes with infants, please comment and/or share below. You can also see these links for more ideas:

https://www.teachingenglish.org.uk/article/managing-very-young-learners

https://www.teachingenglish.org.uk/article/first-class-very-young-learners

https://www.teachingenglish.org.uk/article/kids-songs

Getting kids’ attention in a class setting

 

Aprendizaje Basado en Proyectos – ¿Es posible en la ESO?

projectbasedlearning

spanish

El sábado pasado asistimos a una jornada de formación muy interesante e ilusionante en el CIFE Juan de Lanuza, que nos ha hecho reflexionar mucho sobre nuestra forma de enseñar en la ESO. ¿Se puede trabajar proyectos interdisciplinares basados en valores en la ESO? Bueno, las profesoras del IES de Sils en Girona nos han demostrado que sí, se puede. Pero conseguir un cambio de rumbo tan radical en la metodología requiere esfuerzo, flexibilidad, determinación, motivación, valentía, autoaprendizaje y reflexión – que son todas cualidades que forman parte de una educación integral para nuestros alumnos, lo que les ayudará a desarrollarse en el mundo real.

Para saber más:

IES de Sils (página web)

Educación 3.0 Instituto de Sils, Girona: educación inclusiva con proyectos

ABP (español) (video)

PBL (English) (video)

Tips for PBL in the foreign language class

uk

Is it possible to use Project Based Learning in compulsory secondary education?

Today we had the pleasure of attending a very interesting, inspiring and thought-provoking training session at the CIFE Juan de Lanuza, that made us reflect on the way we teach in compulsory secondary education. Is it possible to teach using interdisciplinary projects, based on educational values in secondary schools? Well, the teachers at IES de Sils in Girona (Spain) have shown us that yes it is! However, achieving such a radical change of direction in our methodology requires hard work, flexibility, determination, motivation, courage, independent learning and reflexion – all of which are qualities that will contribute to providing our pupils with an integrated education, which in turn will help them to deal with life in the real world.

In the CARLEE we also use ABP in our language and methodology classes. In the photo you can see some of our students investigating the ‘Feed the World’ charity appeal in class last Christmas time.

pbl

Pancake Day Celebrations

pancake

What is Pancake Day? How and why is it celebrated?

If you haven’t already planned your classes for this week, leave a space on Tuesday (Feb. 28th) to teach your pupils a little something about Pancake Day. It’s a special day that is celebrated in English speaking countries like the UK, Ireland, Australia and Canada. Pancake Day is always celebrated on a Tuesday in February or March, the day before Ash Wednesday which marks the start of Lent. Traditionally people didn’t eat rich foods like butter and eggs during Lent, so they made pancakes in order to use up these ingredients. Other traditions nowadays include pancake tossing competitions, pancake races and pancake recipe competitions.

Ideas for class

Why not teach your pupils how to make pancakes? In literacy classes you  could use a to teach giving instructions. Or perhaps in Science you could ask your class to create new recipes for healthy pancake fillings. Younger children will love learning the song ‘Mix a Pancake’ and listening to the story, ‘ The Run Away Pancake’ and children of all ages (and adults too) will love trying to flip or toss the pancake. How many times can you do it without dropping it?

For more ideas, take a look at the following links:

Recipe ordering activity, song words, maths activities (infants)

Activities for primary

All about Pancake Day slide show

Mix a pancake song

The Runaway Pancake story (based on the story of The Gingerbread Man)

See children in a bilingual infant class retelling the story of The Gingerbread Man

Shakespeare in CLIL

Have you heard of Shakespeare in Love?Well, at the CARLEE we prefer Shakespeare in CLIL! Over the last couple of weeks, we have been using the topic of ‘Love and Relationships’ as a basis for our B2 and C1  language and methodology classes, and in yesterday’s classes we used the world’s most famous love story Romeo and Juliet to inspire genuine communication situations.

By asking questions such as, ‘How well do you know the story?’ ‘Can you criticise the main character’s actions?‘What would have happened if Romeo hadn’t killed himself?’, we were aiming to  improve our students’ knowledge of  grammar, encourage natural sounding pronunciation, and develop HOTS, error correction and group work. Click on this link to watch the short animation of Romeo and Juliet that we saw in class.

Practical Ideas for CLIL Classes in Infants

fruit  fruit2  fruit3   flower science3

Yesterday the last session of the new course Practical Ideas for CLIL Classes in Infants took place at the CARLEE. During the 10 hours of this course we learnt about practical ways of incorporating the CLIL methodology into our infant classes through Art, Science, stories, music and movement and the assembly. The teachers who attended this course were able to share their experiences and concerns,  as well as sharing their own great ideas for teaching infants in English.

 science1  science science-ginger science-ginger2

If you were unable to attend the course, or are just interested in learning more about CLIL classes in infants you can use the links below to see the presentations from each session. If you are interested in attending this course in the future, then please contact us (sarah.centrolenguas@gmail.com).

Session 1: Art activities

Session 2: Science experiments

Session 3: Stories

Session 4: Music and movement

Session 5: The assembly and encouraging speaking

And remember…

love-english