1. IES ROCAGROSSA
C/ Rosa Sensat 1-11
17310 Lloret de Mar
b7006770@centres.xtec.es
ESO
Batxillerat

2. CLIL project 2007-2010
Physics & Chemistry
4th ESO (15-16 years old)
3 levels
1 h/week
Robert Tormo (English Teacher)
Isa Pont (Science Teacher)

3. CLIL project 4th ESO
Aims and objectives
• First school year 2007/2008:
– Compulsory Syllabus
– Lab classes: Physics & Chemistry Experiments.
– Qualitative CLIL assessment (attitude)
• Future 2008/2010:
– Progressive Implementation of CLIL programme
within the subject.
– To involve other non linguistic teachers in the project.

4. Principles of CLIL Pedagogy
• The 4C’s Framework (Coyle 1999)
– Content (subject matter)
– Communication (language)*
‘Leaning to use Language and using Language to Learn´.
– Cognition (thinking)
– Culture (awareness of self and ‘otherness’)
• *The 3A’s Planning Tool
– Analyse (Language of Learning)
– Add (Language for Learning)
– Apply (Language through Learning)
• CLIL Matrix adapted from Cummins (Coyle 2005)
– Relationship between cognition and language
– Challenge:
Tasks linguistically accessible and cognitively demanding.

5. Module (35hours)
Analysing
Solving
physical
numerical
wordings
problems
Interpreting
Justifying diagrams
Uniform analysing applying
Uniformly results and graphs
Motion
Accelerated
evaluating understanding
Free Fall Motion
Describing
cognition Phenomena Examples
remembering
creating using related to
Formulating scientific daily life
hypothesis vocabulary
Scientific
Kinematics
Method
Forces Contribution
of Physics to
the society
Physics culture
Newton's
Dynamics Content
Laws
Internet
research to
The extend
Work and Conservation
knowledge
Work
Energy of Mechanical
Energy communication Physicists'
Biographies
Kinetic Potencial
Providing
Energy Energy
listening, Language
reading, of
speaking for
and through
writing Learning
skills
Expressing
opinions
Physics
vocabulary Expressing
procedure
Description
of solving a
of
task
phenomena
and graphs

6. Unit 1 (10h)
Analysing
different Solving
position,
distance, types of numerical
displacement motion problems
speed,
velocity
Trajectory Interpreting
Justifying diagrams
Physical analysing applying
results and graphs
and
Chemical
evaluating understanding
Motion changes
kinematics
acceleration
cognition Examples
remembering Describing
creating related to
Formulating Motion
daily life
hypothesis
Scientific
Physics Method
Non SI
Basic Units
Units
(British
International
System Units kinematics culture
System)
Content
Derived
Units
Internet
research to
conversion
extend
factors
Describing knowledge
Motion
communication Physicists'
Biographies
Uniform
Free Fall
Motion
Providing
Uniformly listening, Language
Accelerated reading, of
Motion speaking for
and through
writing Learning
skills
Expressing
opinions
Physics
vocabulary Expressing
procedure
Description
of solving a
of
task
phenomena
and graphs

7. UNIT 1 KINEMATICS
Lesson 1 What is Physics
Lesson 2 Physical Magnitudes
Lesson 3 Language of Kinematics
Lesson 4 Describing Motion

8. Lesson structure
• PowerPoint
• to introduce the lesson
• to support the lesson
• Handout contains both:
• theoretical bases for the students
• practical application
– students’ activities related to theory
– Lab activities
– Quizzes
– ICT activity
Students work mainly in pairs to solve tasks and then in plenary to
correct and get new ideas.

9. New What is the difference between a
concept physical and a chemical change?
If the identity of the
Visuals substance doesn’t
change, it is a
PHYSICAL change.
Stimulate
thought If the identity changes
leading to and new substances
learning appear, it is a
CHEMICAL change.

10. Table Filling Different types of tasks
Producing language
Communication
Matching

11. cognition Solving numerical problems
What is given? Formula
What is being Check the result
asked for? Calculation

12. Culture ICT Activity
Internet as a tool to
get information
3. This Java applet shows a car moving with Constant Acceleration
http://www.walter-fendt.de/ph11e/acceleration.htm
Check you have the
same data as shown
below and draw the
graphs you got. Report
the results.
Then do the same
changing data:
V0= 10 m/s , a = -1m/s2
Cognition
Interpreting and describing motion

13. LAB Activity
Title:
Aim:
Material:
Lab Report
Procedure:
Results:
Conclusions:
Questions:
Patience is the key of Science Experimenting by trial and error

14. How to assure effective learning?
Lesson 3
Scaffolding
Lesson 4

15. Tell me and I forget.
Show me and I remember.
Involve me and I understand!