Unul din obiectivele majore ale \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc este de a dep\u0103\u015fi grani\u0163ele unei discipline \u015fi a o reorganiza, apel\u00e2nd la principii \u015fi metode general valabile pentru cunoa\u015ftere \u015fi \u00eenv\u0103\u0163are \u00een general. \u00cenv\u0103\u021b\u0103m\u00e2ntul \u00ee\u015fi reconsider\u0103 continuu structura, \u00een sensul deschiderii \u015fi accept\u0103rii noului spre interdisciplinaritate, pluridisciplinaritate sau transdisciplinaritate.\u00a0Interdisciplinaritatea presupune rela\u0163ionarea obiectelor de studiu prin transferul con\u021binutului \u0219i metodelor dintr-o disciplin\u00e3 \u00eentr-alta, cu scopul de a preg\u0103ti elevii pentru via\u0163\u0103; universul \u00een care urmeaz\u0103 a se integra nu este un ansamblu de unit\u0103\u0163i de cunoa\u015ftere paralele. Prin intermediul metodei CLIL, elevilor li se ofer\u0103 o metod\u0103 mai fireasc\u0103 \u015fi plin\u0103 de sens pentru dezvoltarea abilit\u0103\u0163ilor legate de o limb\u0103 str\u0103in\u0103 care se bazeaz\u0103 pe alte forme de \u00eenv\u0103\u0163are.
\nParticip\u00e2nd la un curs de formare \u00een Marea Britanie, m-am hot\u0103r\u00e2t s\u0103 \u00eencerc s\u0103 caut \u015fi s\u0103 comunic \u00een termeni de specialitate, \u00een limba englez\u0103, cu profesori din \u021b\u0103ri ale UE. Vreau s\u0103 dep\u0103\u015fesc grani\u0163ele disciplinei mele \u015fi ale elevilor mei pentru a-i ini\u0163ia \u00een cunoa\u015fterea biologiei \u015fi \u00een limba englez\u0103.<\/p>\n
<\/p>\n
Din p\u0103cate, implementarea acestei practici \u00een \u00eenv\u0103\u0163\u0103m\u00e2ntul rom\u00e2nesc este \u00eenc\u0103 \u00eentr-un stadiu incipient.<\/p>\n
CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING, sau \u00eenv\u0103\u0163area integrat\u0103 a unui con\u021binut, este o modalitate de abordare interdisciplinar\u0103 a pred\u0103rii unei limbi moderne – de exemplu, engleza, prin intermediul unei \u015ftiin\u0163e – biologia.\u00a0Astfel, prin intermediul cuno\u015ftin\u0163elor de biologie, se poate \u00eensu\u015fi o limb\u0103 de circula\u0163ie interna\u0163ional\u0103 – engleza. Nevoia de a cunoa\u015fte o limb\u0103 str\u0103in\u0103 vine din nevoia de a cunoa\u015fte limba, cultura, civiliza\u0163ia unei alte \u0163\u0103ri.<\/p>\n
Mai mult dec\u00e2t at\u00e2t, este \u015fi unul din obiectivele majore ale Agen\u0163iei Na\u0163ionale pentru Programe Comunitare \u00een Domeniul Educa\u0163iei \u015fi Form\u0103rii, pe scurt: ANPCDEFP. Prin intermediul Programului de \u00eenv\u0103\u0163are continu\u0103, subprogramul Comenius, am putut participa la cursul CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING sau \u00eenv\u0103\u0163area integrat\u0103 a con\u0163inutului \u0219i limbilor str\u0103ine, \u00een Anglia, la Colchester, \u00een 2012.<\/p>\n
Cunosc\u00e2nd teoria CLIL, am exersat practica CLIL cu elevii prin intermediul jocurilor, \u00een cadrul lec\u0163iilor de tip workshop, dup\u0103 cum urmeaz\u0103:<\/p>\n
1. DICTAGLOSS<\/strong> este folosit ca o tehnic\u0103 pentru a \u00eencuraja elevii s\u0103 lucreze \u00eempreun\u0103 pentru a extrage semnifica\u0163ia unui text.\u00a0Se dau o serie de cuvinte cheie amestecate. Elevii grupa\u0163i \u00een grupe de c\u00e2te 3-4 elevi \u00eencearc\u0103 s\u0103 le a\u015feze \u00een ordinea \u00een care au ap\u0103rut \u00een textul prezentat.<\/p>\n SISTEMUL DIGESTIV The digestive system<\/p>\n \u00cen cadrul workshop-ului cu Graham Workman, UK, 2011* 2. JIGSAW READING ACTIVITY<\/strong> C\u00e2te un elev din fiecare grup\u0103 se adun\u0103 pentru a forma grupe mixte de elevi. O grup\u0103 fiind format\u0103 din elevul A, elevul B \u015fi elevul C. Fiecare va povesti celorla\u0163i coechipieri ce au ei pe cartona\u015f, incluz\u00e2nd corect \u00een contextul nou \u015fi cuvintele cheie din textul dat.<\/p>\n HUMAN BODY 3. COLLOCATION QUIZ<\/strong><\/p>\n Se lucreaz\u0103 \u00een grupe de 2 membri. Elevul A \u00eei pune \u00eentreb\u0103ri elevului B pentru a completa tabelul de mai jos. C\u00e2nd termin\u0103 de completat, lucreaz\u0103 cu partenerul cealalt\u0103 parte a tabelului. \u00cen final \u00ee\u015fi verific\u0103 reciproc r\u0103spunsurile. STUDENT A STUDENT B INTERNAL ORGANS ORGAN – FUNCTION STUDENT B Aceste exerci\u0163ii pot fi rezolvate cu succes \u00een lec\u0163iile de consolidare sau verificare. Dincolo de noutatea \u0219i interactivitatea care ii motiveaz\u0103 pe elevi s\u0103 rezolve exerci\u0163iile, ei ob\u0163in \u015fi rezultate mai bune la teste. Mai au un c\u00e2\u015ftig… Pot \u00eenv\u0103\u0163a limba englez\u0103 ca s\u0103 ob\u0163in\u0103 certificatul GSCE \u00een Marea Britanie.<\/p>\n Bibliografie:<\/strong><\/em><\/p>\n *www.grahamworkman.com Unul din obiectivele majore ale \u00eenv\u0103\u0163\u0103m\u00e2ntului rom\u00e2nesc este de a dep\u0103\u015fi grani\u0163ele unei discipline \u015fi a o reorganiza, apel\u00e2nd la principii \u015fi metode general valabile pentru cunoa\u015ftere \u015fi \u00eenv\u0103\u0163are \u00een general. \u00cenv\u0103\u021b\u0103m\u00e2ntul \u00ee\u015fi reconsider\u0103 continuu structura, \u00een sensul deschiderii \u015fi … Cite\u0219te continuarea
\nCe \u015ftii despre sistemul digestiv?<\/em>
\nVocabular:\u00a0digestie, saliv\u0103, intestine, mu\u015fchi, peristaltism, s\u00e2nge, stomac
\nCerin\u0163e:
\n1. A\u015feaz\u0103 cuvintele \u015fi frazele \u00een ordinea \u00een care tu crezi c\u0103 sunt corecte.
\n2. Ascult\u0103 textul \u015fi verific\u0103 ordinea corect\u0103.
\n3. Exerseaz\u0103 vorbind cu partenerul despre tubul digestiv folosindu-\u0163i cuvintele \u015fi frazele.
\n4. Lucreaz\u0103 cu partenerul t\u0103u reconstruind textul \u015fi red\u0103 versiunea scris\u0103.
\n5. Compar\u0103 ce ai scris cu textul original.
\nMESTECAREA \u015eI SALIVA TRANSFORM\u0102 M\u00c2NCAREA \u00ceNTR-O PAST\u0102
\n\u00ceNGHI\u0162IREA STOMAC
\nACIZII REDUC\u00a0 INTESTIN SUB\u0162IRE
\nSUBSTAN\u0162E FOLOSITOARE SE ABSORB \u00ceN S\u00c2NGE
\nPERISTALTISM\u00a0\u00a0 MU\u015eCHI CIRCULARI
\nDIGESTIA CONTINU\u0102 PRESEAZ\u0102
\nINTESTINUL GROS ELIMIN\u0102<\/p>\n
\nOrientation
\nWhat do you know about the digestive system?
\nVocabulary:\u00a0Check you know what the words on the cards mean and how to pronounce them
\nPronounciation
\nDigestion, saliva, intestine, peristalsis, blood, stomach
\nTasks:
\n1. Put the word and phrases into what you think is the correct order.
\n2. Listen to the text and check thez are in the correct order.
\n3. Practise telling zour partner about the digestive system using the words and phrases.
\n4. Work with your partner to reconstruct the text and produce a written version
\n5. Compare your written version with the original text
\nOriginal text Oxford Student’ s Dictionary
\nOriginal text Oxford Student’ s Dictionary (OUP)
\nCHEWING AND SALIVA TURNS FOOD INTO A PASTE
\nSWALLOWING STOMACH
\nACIDS BREAK IT DOWN SMALL INTESTINE
\nUSEFUL SUBSTANCES ABSORBED INTO THE BLOOD
\nPERISTALSIS\u00a0 CIRCULAR MUSCLE
\nDIGESTION CONTINUES SQUEEZING ACTION
\nLARGE INTESTINE RIDS ITSELF OF THE WASTE<\/p>\n
\nCORPUL UMAN
\nCE \u015eTII DESPRE?
\nELEV A COAGULARE
\nELEV B RESPIRA\u0162IE
\nELEV C INIM\u0102
\nFiecare elev din grupul A are un carton pe care scrie cuvinte despre COAGULARE.
\nFiecare elev din grupul B are un carton pe care scrie cuvinte despre RESPIRA\u0162IE.
\nFiecare elev din grupul C are un carton pe care scrie cuvinte despre INIM\u0102.<\/p>\n
\nWhat do you know about?
\nSTUDENT A: CLOTTING
\nGRUP B\u00a0 BREATHING
\nGRUP C\u00a0 HEART<\/p>\n
\nORGANE INTERNE<\/p>\n
\nORGAN – FUNC\u0162IE
\nINIM\u0102 pompeaz\u0103 s\u00e2ngele \u00een tot corpul
\n___________________ cur\u0103\u0163\u0103 s\u00e2ngele
\nRINICHII filtreaz\u0103 s\u00e2ngele de lichidul rezidual
\n___________________ controleaz\u0103 g\u00e2ndurile, sim\u0163urile \u015fi mi\u015fc\u0103rile
\nPL\u0102M\u00c2NI __________________
\nSTOMAC unde merge m\u00e2ncarea dup\u0103 ce ai \u00eenghi\u0163it-o
\n___________________ ajut\u0103 corpul s\u0103 digere m\u00e2ncarea
\nVEZIC\u0102 URINAR\u0102<\/p>\n
\nORGAN – FUNC\u0162IE
\nINIM\u0102 ___________________
\nFICAT cur\u0103\u0163\u0103 s\u00e2ngele
\n___________________ filtreaz\u0103 s\u00e2ngele de resturi
\nCREIER controleaz\u0103 g\u00e2ndurile, sim\u0163urile \u015fi mi\u015fc\u0103rile
\nPL\u0102M\u00c2NI sunt folosi\u0163i \u00een respira\u0163ie
\nSTOMAC ___________________
\nPANCREAS ajut\u0103 corpul s\u0103 digere m\u00e2ncarea
\nVEZIC\u0102 URINAR\u0102 unde lichidul residual e colectat \u00eenainte de a p\u0103r\u0103si corpul<\/p>\n
\nSTUDENT A
\nAsk your partner questions to complete the table below. When you have finished the table, work with your partner to label the picture with the correct words. Then check your answer by looking at the picture of the internal Organs in the dictionary.<\/p>\n
\nHEART Sends blood round your body
\n___________________ cleans your body
\nKidneys Separate waste liquid from your blood
\n___________________ Controls your thoughts, feelings and movement
\nLungs __________________
\nSTOMACH Where food goes after you have eaten it
\n___________________ Helps your body to digest the food you eat
\nbladder ___________________________________<\/p>\n
\nORGAN – FUNCTION
\nHEART _____________________________
\nLiver\u00a0 cleans your body
\n___________________ Separate waste liquid from your blood
\nbrain Controls your thoughts, feelings and movement
\nLungs Are used for breathing
\nSTOMACH ___________________
\nPANCREAS Helps your body to digest the food you eat
\nbladder Where waste liquid collects before leaving your body<\/p>\n
\nwww.mind-map.com
\nStanciu M., Reforma con\u0163inuturilor \u00eenv\u0103\u0163\u0103m\u00e2ntului<\/em>, Ed. Polirom, Ia\u015fi, 1999
\nDarn S.,\u00a0 Content and Language Integrated Learning<\/em>, University of Economics Publishing House, London 2001<\/p>\n","protected":false},"excerpt":{"rendered":"