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IInnsseeggnnaannttee:: MMaarriiaaccrriissttiinnaa DDII EELLEEOONNOORRAA

T(E EUROPEAN COMM)SS)ON’S ゅ2005ょ REPORT ON FOREIGN LANGUAGE TEACHING AND LEARNING,

CLAIMS THAT AN EXCELLENT WAY OF MAKING

PROGRESS IN FOREIGN LANGUAGE IS “TO USE IT FOR

A PURPOSE, SO THAT THE LANGUAGE BECOMES A

TOOL RATHER THAN AN END IN ITSELF”

DESTINATARI: ALUNNI DI ENTRAMBE LE CLASSI

DISCIPLINE COINVOLTE: SCIENZE ED INGLESE

LLEESSSSOONN PPLLAANN

IINNTTRROODDUUCCTTIIOONN

THE LESSON PLAN IS APPLIED TO STUDENTS OF

SECOND GRADE OF PRIMARY.

BBAACCKKGGRROOUUNNDD IINNFFOORRMMAATTIIOONN

STUDENTS IN THE CLASS HAVE DONE SOME

PRELIMINARY WORK ON THE TOPIC IN SCIENCE. THEY

HAVE LEARNT ABOUT THE CHANGES IN THE STATE OF

WATER AND WHERE WATER CAN BE FOUND IN

NATURE.

LLEEAARRNNIINNGG OOBBJJEECCTTIIVVEESS

KNOW WHAT THE WATER CYCLE CONSISTS OF

RELATE THE CHANGES OF STATES OF WATER TO

THE DIFFERENT LEVELS OF THE WATER CYCLE

CHARACTERISTICS OF WATER

WHERE IS WATER

WHO NEEDS WATER

WATER )S NECESSARY FOR…

WATER IN OUR BODY

WATER IN FOOD

VVOOCCAABBUULLAARRYY

ELEMENTS INVOLVED IN THE CYCLE: SEA, RIVER,

LAKE, STREAM, RAIN, SNOW, ICE, ICEBERG, CLOUD,SUN…

VERBS: TO EVAPORATE, TO CONDENSE, TO

CHANGE, TO DROP, TO RAIN, TO FALL, TO WASH,

TO COOK. TO DRINK, TO NEED, TO COOK, TO GO UP, TO WA)T, TO L)VE…

COMPETENCES INVOLVED: ORAL COMMUNICATION

IN CLASS. GROUP WORK.

DURANTE QUESTO PROGETTO CLIL I BAMBINI

HANNO POTUTO IMPARARE IL LESSICO RELATIVO AL C)CLO DELL’ACQUA E LE SUE VARIE FASI

ATTRAVERSO VIDEO, CANZONI E TESTI ADATTATI. (ANNO )NOLTRE AVUTO LA POSS)B)L)TA’ D) ALLENARE LE LORO CAPAC)TA’ D) SCR)TTURA

CREATIVA E DI ESPOSIZIONE ORALE, DI SV)LUPPARE L’AB)L)TA’ D) LAVORO D) GRUPPO E DI COLLABORAZIONE CON I COMPAGNI. ALL’)N)Z)O DEL PERCORSO E’ STATO )NTRODOTTO IL LESSICO NECESSARIO PER CAPIRE IL CICLO DELL’ACQUA )N )NGLESE, ATTRAVERSO G)OC() ED ATT)V)TA’ )NTERATTIVE. GRAZIE AL LAVORO G)A’ SVOLTO )N SC)ENZE, )L PERCORSO E’ STATO FACILITATO DAL PUNTO DI VISTA TEORICO E PROPR)AMENTE SC)ENT)F)CO DELL’ARGOMENTO.

NELLA FASE P)U’ CREAT)VA GL) ALUNN) (ANNO CREATO IL LORO PERSONAGGIO, DRIP, LA

GOCC)OL)NA D’ACQUA, CHE HA PERMESSO LORO

DI MANIPOLARE, RIUTILIZZARE E DIVERTIRSI CON

IL LESSICO E I CONCETTI ACQUISITI.

NELL’ULT)MA FASE GL) ALUNN) (ANNO R)ESPOSTO ORALMENTE LA STOR)A CON L’A)UTO DI IMMAGINI E DIDASCALIE.

TUTTO )L LAVORO E’ STATO SINTETIZZATO IN UN

LAPBOOK.

AFTER APPLYING MY LESSON, I CAN SAY THAT I’M

VERY SATISFIED ABOUT IT. AT THE BEGINNING

STUDENTS USED ITALIAN INSTEAD OF ENGLISH, BUT

THEN THEY STARTED TO EXPRESS THEIR THOUGHTS

IN ENGLISH.

FIRSTLY THEY WATCHED VIDEOS AND THE FACT IT

WAS FUNNY, MADE IT EASIER FOR THEM AND THEY

ENJOYED IT A LOT.

SECONDLY, WE EMPLOYED SOME PICTURES TO MAKE

THE WATER CYCLE CLEAR AND I USED A LOT OF

GESTURES TO HELP TO THEIR COMPREHENSION.

FINALLY I CAN ARGUE THAT, BY MEANS OF CLIL, MY

STUDENTS IMPROVED THEIR LANGUAGE

COMPETENCE AND STRENGHTEN THEIR MOTIVATION.