Riflessioni dopo il 1° incontro
(my opinions)
Riflessioni personali : è vero che i ragazzi sono incapaci di attenzione prolungata, è vero che dobbiamo
cercare la loro attenzione e partecipazione quindi modi di interagire differenti dalla spiegazione tout
court. Quindi va bene cercare e trovare modi diversi, come nel CLIL
Tuttavia :
1 Gli argomenti, svolti in CLIL, hanno bisogno di più tempo per essere sviluppati, e questo porta a
programmi meno estesi. Questo riguarda comunque la didattica non frontale in genere.
2 Inoltre i modi di far scuola non frontali sono in genere associati a richieste di studio molto modeste e a
preparazione autonoma.
E’ un bene?
Commento nel merito di 2: difficile per gli studenti riuscire a fare da soli senza una base.
Riguardo a 1, dobbiamo considerare le differenze legate alle diverse discipline: se forse si possono
tranquillamente fare meno autori in Italiano, Inglese, filosofia ecc., molto più difficile è escludere
segmenti di programma nelle scienze
Punto sulla situazione dopo la prima lezione: commenti e punti di vista per le scienze.
Programmi: noi dobbiamo farli:
scuola sec inf. : matematica certamente, scienze un po’ di libertà
scuola sec sup: licei, prove di ammissione ad alcune facoltà universitarie, che non si possono ignorare.
Come da
programmazione
del presente corso
A PARTIRE dal TERZO
incontro gli insegnantidiscenti lavorano al
proprio percorso CLIL nel
tempo che segue la lezione
frontale, con l’assistenza
degli esperti (e/o A CASA
se lasciano il corso prima
del tempo e/o se vogliono
migliorare la loro
produzione)
Gli insegnanti-discenti abbozzano e formalizzano una
proposta operativa, specificando:
• il tipo di indirizzo del percorso di studi,
• la classe a cui si rivolge,
• i tempi di attuazione (che non devono essere superiori a tre
settimane; quattro settimane per i docenti provenienti da
fuori regione)
• la collocazione nella programmazione individuale. La scelta
opportunamente dovrebbe ricadere su un segmento di
programma da svolgere in accordo con il calendario degli
incontri del corso.
Summary on how to
plan a CLIL project,
according to the format
proposed by Università
Cattolica di Milano
during the 2013-14
methodological –
didactic course, as
performed by Claudia
Terzi in the previous
lecture
•
•
Identify the unit in your program
Look for and select appropriate sections of texts
(passages) and videos concerning the topic you
are going to present;
from books, from the web
•
Make the text fit for your class:
simplify according to both the level of
English and science; split in paragraphs
(scaffolding)
•
Present the unit
to the class: subject to
develop, time required, recollection of previous
knowledge (prerequisites)
Develop the unit during lessons:
A Read and explain texts, make the students listen to
videos, according to a planned schedule
B Analyse words or make the students do it, finding
key words, etymology, false friends etc
(scaffolding).
C Analyse text for any important aspect concerning
it, both on English and the scientific topic.
D Prepare activities to perform underway as the
following :
Activities to perform in itinere
Worksheets requiring:
1.
Transcriptions (eventually guided) of videos
2. “Fill the gaps” exercises on text and videos
3. Crosswords on text and videos
4. Questions ???? concerning text and videos
Multimedia production on text and video
Any other activity allowing students to work
by themselves on the subject
Assessment
• Assessment in itinere, in order to have a
feed back. Use oral and/or written tests
• Final assessment for evaluation: a final
written test
Further activities:
Laboratory activities
Tours of science museums
Naturalistic excursions
on the territory
REALLY…….
CLIL is a creative way of teaching !
OCTOBER 14TH 2014
CARLA CARDANO
II LECTURE TITLE
Come non sottovalutare o sopravvalutare
il proprio inglese e come gestirlo al
meglio: consigli su come affrontare
l’insegnamento in lingua. Aspetti facili
e difficoltà nell’inglese delle scienze.
OCTOBER 14TH 2014
CARLA CARDANO
II LECTURE TITLE
How to evaluate your English correctly and
how to manage to get the best out of it:
some advice on how to deal with teaching
in English. Easy aspects and difficulties.
Three themes will be developed.
1 Modern English is the dominant
language
Modern English is the dominant
language or in some instances even the
required international language of
communications, science, information
technology, business,
seafaring, aviation, entertainment,
radio, and diplomacy
1 English is THE INTERNATIONAL
LANGUAGEEIL
LANGUAGE
Modern English often is described as the first
global language: in fact it is the dominant
language in the world:
• grammatical mistakes are tollerated
• Foreign accents are tollerated
• Lots of differences from perfect English are
accepted……..
……..as long as the message
passes through
• Examples (from
cultured italian people)
of badly pronounced
words
• Examples from Nobel
laureates: strong
foreign accent
Control, report, review,
horizon,… diamond,
psychology …
Luc Montagnier
http://www.thefutureofscience.org/video/sixth-worldconference-on-the-future-of-science-viruses-theinvisible-enemy-opening-lectures-living-with-viruses
2 English language is
simpler than other
languages, much simpler
than italian language.
Scientific English is even
simpler than normal
English: sentences are
short, often essential
and basic.
Comparison of lengths of texts in
different European languages as a
parameter connected to complexity
Data is missing.
ENGLISH
ITALIAN
3
Most scientific words have a classical
etymology:
they are similar to the corresponding italian words:
chemistry, biology, geology, paleontology,
zoology, physics, … genetics …..
vertebrates, reptiles, amphibians, …
…………….
Influences in English vocabulary
All English words
• Percentages of English
words from Greek and
Latin
More advanced words
LATIN AND
GREEK
• Very high percentage
(the majority of more
advanced words in
subjects such as the
sciences), come from
Latin or Greek,
Use of Latin in the past
• Latin was used in original scientific
works between c. 1375 and c. 1900
in Europe.
• Newton's writing career began in Latin
and ended in English ( Opticks, 1704).
A much earlier example is Galileo c. 1600:
Some scientific writings were in Latin,
some in Italian,
TH E USE OF LATIN LASTED LONGER IN ENGLAND
THAN IN ITALY
1564- 1642
Galileo Galilei
1610, Sidereus Nuncius IN LATIN
1616; Discorso del flusso e reflusso del mare in Italian
1619;, Discorso Delle Comete) in Italian
1623;, Il Saggiatore in Italian
1632; Dialogo dei due massimi sistemi del mondo, in Italian
1638;, Discorsi e Dimostrazioni Matematiche, intorno a due nuove scienze in Italian
1687. Philosophiae Naturalis
Isaac Newton 1642-1727
Principia Mathematica, IN LATIN
1704, Opticks, in English
1810 Prodromus Florae Novae Hollandiae Et Insulae Van Diemen, by
Robert Brown
The dominance of English in the international scientific
periodical literature and the future of language use in science
Rainer Enrique Hamel,
Throughout the 20th century, international communication has shifted from a
plural use of several languages to a clear pre-eminence of English, especially
in the field of science. This paper focuses on international periodical
publications where more than 75 percent of the articles in the social sciences
and humanities and well over 90 percent in the natural sciences are written
in English. The shift towards English implies that an increasing number of
scientists whose mother tongue is not English have already moved to English
for publication. Consequently, other international languages, namely French,
German, Russian, Spanish and Japanese lose their attraction as languages of
science. Many observers conclude that it has become inevitable to publish in
English, even in English only. The central question is whether the actual
hegemony of English will create a total monopoly, at least at an international
level, or if changing global conditions and language policies may allow
alternative solutions. The paper analyses how the conclusions of an inevitable
monopoly of English are constructed, and what possible disadvantages such a
process might entail. Finally, some perspectives of a new plurilingual approach
in scientific production and communication are sketched.
These are all good reasons for feeling confortable
1 English is THE
INTERNATIONAL
LANGUAGE (EIL)
3 Many key words
are similar in
italian
2 Scientific English is
simple
Teaching in English should be easy
In a way it is, BUT………
many of us feel unconfortable….
…..because WE MIGHT BE AFRAID OF:
• bad pronounciation
• lack of the right word at the right moment
• lack of fluency……………….
………………………….
HOW can we
manage all this ?
Let’s make our teaching more
relaxed!
Let’s feel confident!
BUT
HOW ?
Videos allow the teacher
to be better equipped
and more confident
How can videos help ?
(us and our students too)
Videos get all pronounciation right
Videos get the right word at the right moment
Videos are fluent …………………..
and more……
• help in getting all pronunciations right from the beginning (for new
words)
•stimulate careful listening; reinforce general vocabulary, sentences
constructions and new words learning
• stimulate incidental language learning as students focus on content
trying to understand the topic
•Video transcribing improves attention to spelling
………..and all activities are performed at the same time !
BUT after all:
we have to be careful, not to teach mistakes.
It means that we must check:
• every sentence for grammar ( with the
collegue teacher of English)
• every word for meaning
• every word for pronunciation
because
yes, CLIL is a creative way of
teaching
but
we do not want to create English !
Some useful tips for lexicon
False friends
Well known ones: freshwater, mosquito.
Crude oil
False friends
Difficult or unlikely pronunciation
It sounds like:
icolai
\ē-kō-lī\
PREDATOR
http://www.merriam-webster.com/audio.php?file
=e_col01m&word=E.%20coli&text=
Escherichia coli;
E. coli
Video on E.coli
• : http://www.youtube.com/watch?v=Rlyfc5fVqI&feature=related
• E. coli are a large and diverse group of bacteria.
Although most strains of E. coli are harmless,
others can make people sick. Some kinds of E.
coli can cause diarrhea, while others cause urinary
tract infections, respiratory illness and pneumonia,
and other illnesses. Still other kinds of E. coli are
used as markers for water contamination……
Difficult or unlikely
pronunciation
It sounds like:
preditor
\pre-də-tər, -tȯr\
http://media.merriam-webster.com/soundc11/p/predat09.wav
PREDATOR
Predator and Prey in an Ecosystem
http://www.youtube.com/watch?v=CsfJL-IIVz4
Difficult or unlikely pronunciation
• Lettuce
• lattice
The atoms in the crystal are
arranged in a lattice:
Words used in English with a
broader meaning
Backbone.
First and obvious
meaning
Words that have a different meaning in
the plural form
stamen
For the noun:
stamen
stamens,
Plural form:
stamina
also
the strength
or vigor
of bodily
constitution
Some words of classical origin and the
corresponding everyday words
• decipher, decode
•Crack
• Chiasma, pl.
Chiasmata
• Larynx
• Esophagus
• Stomach
•Crossing over
•Voicebox
•Gullet
•Tummy
Classical only….
• Datum,
•
and
They
have
irregular
plural
forms!!!
data
medium
media
•
• Bacterium, bacteria
•
Locus, loci
used in genetics, mathematics, psycology,
anatomy.
Specific lexicon is important for writing,
reading, speaking and listening. Using a
dictionary is very important.
http://www.merriamwebster.com/
It has audio pronunciation
for all the words
http://visual.merriamwebster.com/science.php
Oxford dictionary
THANK YOU FOR YOUR
ATTENTION !
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