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??????????????????????????? Clil

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Wanida Keawprompakdee
Wanida Keawprompakdee

??????????????????????? CLIL ??????????????????????????????? ??????????????????? 1

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??????????????????????? CLIL ??????????????????????????????? ??????????????????? 1 ???? 2 ??????? ------------------------------------------------------------------------------------------------------ ????????????? 1. ??????????? ???????????? 55010513032 3EN 2. ??????????????? ?????? 55010513034 3EN 3. ???????????? ??????????? 55010513039 3EN ??????????? 1 ?????? 4 ????????? ?.?. 2557
??????????????????????? CLIL ??????????????????????????????? ??????????????????? 1 ???? 2 ??????? ?????????.........................?????......................................................... ?.?. 2557 _____________________________________________________________________________ 1.????????????????????? 1.1 ??????????????????????????????????????????????????????????????????????????????? (task 1) 1.2 ???????????????????????????????????????????????????????????? (task 2) 1.3 ??????????????????????????????????????????????????????????????????????????????? (task 3) 1.4 ????????????????????????????????????????????????????????????????????????????? ?????????????? (task 3) 1.5 ???????????????????????????????????????????????????????????? (task 4) 2. ????????? ? 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? (task 1) 3. ??????? 3.1 Key terms : concentration, equilibrium, concentration gradient, selectively permeable membrane, molecules, solvent, solute 3.2 Content words: spread, move apart, collide, draw 3.3 Structure: linking verbs
4. ?????????? 4.1 Power point ?????? 4.2 ???????????, ?????????? 4.3 ???????????????????????????????????? ????????????????????? 4.4 Task 1, 2, 3, 4 4.5 Text reading
???????????????????? Content Task 1 Reporting 1.????????????????????? 1.1 ?????????????????????????????????????????????? ???????????????????????? (task 1) 2. ????????? ? 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? (task 1) 3. ??????????????? 3.1 Power Point ?????? 3.2 ???????????, ?????????? 3.3 ???????????????????????????????????? ????????????????????? Teaching Procedure ??????? 1 ?????????????????????? 8 ????? ??????? 4 ?? ??????? 2 ???????????????????????????? - ???????????????????????????????????????????????????????? - ??????????????????????????????? - ????????????????????????????? - ??????????????????????????????????????? - ????????????????????????????????????????????????? ??????? 3 ??????????????????????? 10 ???? ??????? 4 ???????????????????????????? ??????? 5 ???????????????????????????????????????????????? ??????? 6 ??????????????????????????????????????????????????????????????
Task 1 Reporting Directions: 1. Make a group of 4 people. 1. Conduct and observe the experiment. 2. Draw picture and describe the result of experiment step by step. 3. Report the experiment¡¯s result in front of the class. Experiment¡¯s result ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.. ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­. ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.. ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 1 2 3
Language Pattern (Content) Reporting Experiment¡¯s reports should contain the following information: 1) What the goal of your experiment was ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 2) How you performed the experiment ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 3) The results you obtained ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 4) Why these results are important ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­
???????????????????? Communication Task 2 Analyzing Situations 1.?????????? 1.1 ???????????????????????????????????? ????????????????????? (task 2) 2.????????? ?. 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? 3. ??????????????? 3.1 Power Point ?????? 3.2 ??????????? Task 2 (communication) ??????? 1 ??????????????????????? ??????? 6 ?? ??????? 2 ?????????????????????????????????????? ??????? 3 ????????????????????????????????????????????????????? ????????????????????? ??????? 4 ???????????????????????????????????????????????????????????? ?????????????????????? ???????????????????????????????????????????????? ??????? 5 ?????????????????????????????????????? ??????? 6 ????????????????????????????????????????????????????????? ??????? 7 ?????????????????????
Task 2 Analyzing Situations Directions: 1. Make a group of 6. 2. Receive a piece of paper from the teacher. 3. Brainstorm in your group the situation given. 4. Analyzing your situation if it is Diffusion or Osmosis. 5. Explain and draw a picture of molecule¡¯s movement related to the situations. 6. Prepare performance and present in front of the class. Situations: 1. The student sitting next to you just came from gym class and forgot to shower and you can tell. 2. After sitting in the bathtub for hours, your fingers start to look like prunes. 3. The girl sitting two rows ahead of you put on too much perfume this morning. 4. One way to get rid of slugs in your garden is to sprinkle salt on them, so they shrivel up. 5. Yum! Something smells good. The neighbors are cooking on the grill! 6. Gargling with salt water when you have a sore throat causes your swollen throat cells to shrink and feel better.
???????????????????? Cognition Task 3 Venn diagram 1.?????????? 1.1 ??????????????????????????????????????????????????????? ????????????????????? (task 3) 1.2 ??????????????????????????????????????????????????????????????????? ?????????? ??????????? (task 3) 2.????????? ?. 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? 3. ??????????????? 3.1 Power Point ?????? 3.2 ??????????? Task 3 (cognition) ??????? 1 ??????????????????????? ??????? 3 ?? ??????? 2 ?????????????????????????????????????? ??????? 3 ??????? power point ?????? Venn diagram ??????? 4 ????????????????????????????????????????????????????????????????????? ??? ?????????????????????????????? Venn diagram ???????????????????????? ?????????????????????????????????????????????? ????????????????????? ??????? 5 ?????????????????????????????????????? ??????? 6 ?????????????????????
Task 3 Venn diagram Direction: 1. Make a group of 6. 2. Receive a piece of paper. 3. Draw Venn diagram illustrating the similarity and the difference between Diffusion and Osmosis and give examples of Diffusion and Osmosis that happen in daily life. 4. Present your work in front of class. An example of Diffusion¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ An example of Osmosis¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­
???????????????????? Culture Task 3 Cartoon panel 1.????????????????????? 1.1 ????????????????????????????????????????? 2. ????????? ? 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? (task 4) 3.??????????????? 3.1 ??????????? 3.2 ?????????? Task 4 (culture) ??????? 1 ??????????????????????? ??????? 3 ?? ??????? 2 ?????????????????????????????????????? ??????? 3 ????????????????????????????????? text reading ?????????????????????????????????????? ????????? ????????????????????? ???? 20 ???? ??????? 4 ?????????????????????????????????????? ??????? 5 ?????????????????????
Task 4 Cartoon panel Directions: 1. Make a group. 2. Make a story from the text reading then draw pictures in each panel with the explanations under them using at least 5 words from each column. 3. Present your work in front of the class. vocabularies from text reading linking verbs concentration equilibrium concentration gradient selectively permeable membrane molecules solvent solute spread out move apart collide draw appear be become feel sound get go grow look stay prove remain seem smell taste front cover [explanation] [explanation] [explanation] [explanation] [explanation] [explanation] [explanation] [explanation] rear cover 1 2 3 4 6 7 85
Grammar point : Linking Verbs It is used to re-identify or describe its subject. appear, be, become, feel, get, go, grow, look, prove, remain, seem, smell, sound, stay, taste and turn linking verb + adjective ¡°equilibrium¡± Reading Text Diffusion and Osmosis Diffusion and Osmosis are both types of ¡°passive transport¡± - that is, no energy is required for the molecules to move into or out of the cell. Diffusion is the process by which molecules spread from areas of high concentration to areas of low concentration. So they collide more often. Over time, as molecules continue colliding and moving apart, they become less concentrated. When the molecules are even throughout a space - it is called ¡°equilibrium.¡± Molecules will always move down the concentration gradient toward areas of lesser concentration. Think of food coloring that spreads out in a glass of water, or air freshener sprayed in a room. Osmosis is the diffusion of water molecules across a selectively permeable membrane from the area of higher water concentration to the area of less water concentration. It is driven by the difference in concentrations between fluid outside the cell and fluid inside the cell. Salt is a solute, when it is concentrated inside or outside the cell, it will draw the water, which is solvent, in its direction. This is also why you get thirsty after eating something salty. Type of Solutions Isotonic Solutions "ISO" means the same. If the concentration of solute (salt) is equal on both sides, the water will time a selectively permeable membrane permeable membrane
move back in forth but it will not have any result on the overall amount of water on either side. Hypotonic Solutions The word "HYPO" means less, in this case there are less solute (salt) molecules outside the cell, since salt draws, water will move into the cell. The cell will gain water and grow larger. Hypertonic Solutions The word "HYPER" means more, in this case there are more solute (salt) molecules outside the cell, which causes the water to be drawn in that direction.
Glossary Key terms: concentration (n.) The relative amount of a particular substance contained within a solution or mixture or in a particular volume of space: Ex. Diffusion is the process by which molecules spread from areas of high concentration to areas of low concentration. equilibrium (n.) A state in which a process and its reverse are occurring at equal rates so that no overall change is taking place: Ex. When the molecules are even throughout a space - it is called ¡°equilibrium.¡± concentration gradient (n.) a difference between concentrations in a space Ex. Molecules will always move down the concentration gradient toward areas of lesser concentration. selectively permeable membrane (n.) membranes that allow some things through, the cell membrane is selectively permeable, water and oxygen move freely across the cell's membrane, by diffusion Ex. Water molecules across a selectively permeable membrane. molecules (n.) a group of atoms bonded together, representing the smallest fundamental unit of a chemical compound that can take part in a chemical reaction Ex. Molecules move into or out of the cell. solvent (n.) the liquid in which a solute is dissolved to form a solution. Ex. Water is solvent. solute (n.) The minor component in a solution, dissolved in the solvent Ex. Salt is a solute.
Content words: spread out (v.) extend over a large or increasing area Ex. Food coloring spreads out in a glass of water. move apart (v.) move from one place to another Ex. Molecules continue colliding and moving apart. collide (v.) hit by accident when moving Ex. Molecules collide more often. draw (v.) obtain something from (a particular source) Ex. Salt will draw the water in its direction.
Grammar point: Linking Verbs A linking verb is a verb which connects a subject to its predicate without expressing an action. A linking verb is used to re-identify or describe its subject. Here is a list of common linking verbs: appear be become feel sound get go grow look stay prove remain seem smell taste structure linking verb + adjective Example - Mary seemed sad. - Michael is a football fan. - Sally grew angry.
Classroom Language Stages in the lesson The start of the lesson - Hi everybody - Good morning, how are you doing? - How are you today? - Did you have a good weekend? - Let's start with the lesson now. - Is everybody ready to start? Getting everyone¡¯s attention - Listen to me, please. - Be quiet/Quiet down, please. - Can I have your attention, please? - Would you pay attention, please? - Luis, are you with us? - "Please stop talking and be quiet" / "(Can everyone please) settle down so we can start." Setting up an activity / Giving instructions for an activity - I¡¯d like you to get into pairs for this activity - ¡­¡­¡­¡­¡­to work with a partner - ¡­¡­¡­¡­¡­to work alone / in group of four - Please, get into pairs / groups of four
- "Sit in your usual teams/ the same teams as last lesson" - "Sit on the floor/ on the mats/ on the rug/ in the story corner" - Can you 4 team up? - I want you to share a photocopy and work together - What I want you to do is to ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ - First, let¡¯s go over the homework / the explanation on page 25 together. - Those of you that have finished exercise 5 can move on /go on to exercise 6 and 7. - When you finish you can¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.. - What I want you to do is to ¡­¡­¡­¡­¡­¡­¡­¡­¡­. - Go on / get on /continue with your work. - Could you turn it (the volume) up/ down. - We can¡¯t hear it from here. / It¡¯s too loud. Giving out / taking in work / books / worksheets, etc. - Do you mind collecting the compositions for me, please? - Fran, would you take in / get/collect everyone¡¯s writings/essays for me, please? - Juan, can you hand out / give out / distribute these copies, please? - Take one and pass them on. - Take one between the two of you/for the two of you. - Would you pass the dictionaries / exams to the front / the back, please? Checking understanding - Do you understand? - Are you with me? - OK so far?
- Do you get it? - Do you have any questions? - Let's check the answers. Encouraging students and correcting errors - Very good. - That's very good. - Well done. - Great job. - You need more practice with this. - Good, you're getting better. - Your answer is very good / almost right. - Ok, that¡¯s not the right answer, but let me help you with it. - Let me explain again. - Not exactly, have another Ending the lesson - It's time to finish. - Have you finished yet? - Are you done? - Let's stop now. - Stop now. - This is all for now - That¡¯s all for now, see you Monday
- Goodbye. - See you tomorrow - That¡¯s all for today, enjoy the weekend - OK, you can put away your things. See you next week.
Language Pattern Presentation 1. Get audience¡¯s attention - Can I have your attention, please? - Could you all listen to me, please? - Listen to me, please. 2. Greet audience - Good morning everyone, how are you doing? - Good afternoon class, how are you today? 3. Introduce yourself - Let me introduce myself, my name¡¯s _______. - I¡¯m (name) . I¡¯m a student at _____ - Good morning everyone, I¡¯d like to start by introducing myself. 4. Give title - Today I¡¯m going to talk about _________. - The subject of my presentation is ________. - I plan to speak about __________. 5. Body - Now let us turn to point one. -For example, __________. - What is important to remember is _________. 6. Ask for question or invite a discussion
-I¡¯d be happy to answer any questions. -If there are any questions please feel free to ask. 7. Thanks to the audience for listening - Thank you for your attention. - Thanks for listening. - Thank you very much.
?????????????????????????????? CEFR ???????? 1 ?????????????? CEFR level Level group name Level level name description A basic user A1 breakthrough or beginner - Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. - Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help ????????????? ??????????????? ??????? ?????????????????????? ??????? CEFR ???????????????????????????????? (?.6) ?????????????????????? A1

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??????????????????????????? Clil

  • 1. ??????????????????????? CLIL ??????????????????????????????? ??????????????????? 1 ???? 2 ??????? ------------------------------------------------------------------------------------------------------ ????????????? 1. ??????????? ???????????? 55010513032 3EN 2. ??????????????? ?????? 55010513034 3EN 3. ???????????? ??????????? 55010513039 3EN ??????????? 1 ?????? 4 ????????? ?.?. 2557
  • 2. ??????????????????????? CLIL ??????????????????????????????? ??????????????????? 1 ???? 2 ??????? ?????????.........................?????......................................................... ?.?. 2557 _____________________________________________________________________________ 1.????????????????????? 1.1 ??????????????????????????????????????????????????????????????????????????????? (task 1) 1.2 ???????????????????????????????????????????????????????????? (task 2) 1.3 ??????????????????????????????????????????????????????????????????????????????? (task 3) 1.4 ????????????????????????????????????????????????????????????????????????????? ?????????????? (task 3) 1.5 ???????????????????????????????????????????????????????????? (task 4) 2. ????????? ? 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? (task 1) 3. ??????? 3.1 Key terms : concentration, equilibrium, concentration gradient, selectively permeable membrane, molecules, solvent, solute 3.2 Content words: spread, move apart, collide, draw 3.3 Structure: linking verbs
  • 3. 4. ?????????? 4.1 Power point ?????? 4.2 ???????????, ?????????? 4.3 ???????????????????????????????????? ????????????????????? 4.4 Task 1, 2, 3, 4 4.5 Text reading
  • 4. ???????????????????? Content Task 1 Reporting 1.????????????????????? 1.1 ?????????????????????????????????????????????? ???????????????????????? (task 1) 2. ????????? ? 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? (task 1) 3. ??????????????? 3.1 Power Point ?????? 3.2 ???????????, ?????????? 3.3 ???????????????????????????????????? ????????????????????? Teaching Procedure ??????? 1 ?????????????????????? 8 ????? ??????? 4 ?? ??????? 2 ???????????????????????????? - ???????????????????????????????????????????????????????? - ??????????????????????????????? - ????????????????????????????? - ??????????????????????????????????????? - ????????????????????????????????????????????????? ??????? 3 ??????????????????????? 10 ???? ??????? 4 ???????????????????????????? ??????? 5 ???????????????????????????????????????????????? ??????? 6 ??????????????????????????????????????????????????????????????
  • 5. Task 1 Reporting Directions: 1. Make a group of 4 people. 1. Conduct and observe the experiment. 2. Draw picture and describe the result of experiment step by step. 3. Report the experiment¡¯s result in front of the class. Experiment¡¯s result ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.. ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­. ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.. ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 1 2 3
  • 6. Language Pattern (Content) Reporting Experiment¡¯s reports should contain the following information: 1) What the goal of your experiment was ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 2) How you performed the experiment ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 3) The results you obtained ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ 4) Why these results are important ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­
  • 7. ???????????????????? Communication Task 2 Analyzing Situations 1.?????????? 1.1 ???????????????????????????????????? ????????????????????? (task 2) 2.????????? ?. 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? 3. ??????????????? 3.1 Power Point ?????? 3.2 ??????????? Task 2 (communication) ??????? 1 ??????????????????????? ??????? 6 ?? ??????? 2 ?????????????????????????????????????? ??????? 3 ????????????????????????????????????????????????????? ????????????????????? ??????? 4 ???????????????????????????????????????????????????????????? ?????????????????????? ???????????????????????????????????????????????? ??????? 5 ?????????????????????????????????????? ??????? 6 ????????????????????????????????????????????????????????? ??????? 7 ?????????????????????
  • 8. Task 2 Analyzing Situations Directions: 1. Make a group of 6. 2. Receive a piece of paper from the teacher. 3. Brainstorm in your group the situation given. 4. Analyzing your situation if it is Diffusion or Osmosis. 5. Explain and draw a picture of molecule¡¯s movement related to the situations. 6. Prepare performance and present in front of the class. Situations: 1. The student sitting next to you just came from gym class and forgot to shower and you can tell. 2. After sitting in the bathtub for hours, your fingers start to look like prunes. 3. The girl sitting two rows ahead of you put on too much perfume this morning. 4. One way to get rid of slugs in your garden is to sprinkle salt on them, so they shrivel up. 5. Yum! Something smells good. The neighbors are cooking on the grill! 6. Gargling with salt water when you have a sore throat causes your swollen throat cells to shrink and feel better.
  • 9. ???????????????????? Cognition Task 3 Venn diagram 1.?????????? 1.1 ??????????????????????????????????????????????????????? ????????????????????? (task 3) 1.2 ??????????????????????????????????????????????????????????????????? ?????????? ??????????? (task 3) 2.????????? ?. 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? 3. ??????????????? 3.1 Power Point ?????? 3.2 ??????????? Task 3 (cognition) ??????? 1 ??????????????????????? ??????? 3 ?? ??????? 2 ?????????????????????????????????????? ??????? 3 ??????? power point ?????? Venn diagram ??????? 4 ????????????????????????????????????????????????????????????????????? ??? ?????????????????????????????? Venn diagram ???????????????????????? ?????????????????????????????????????????????? ????????????????????? ??????? 5 ?????????????????????????????????????? ??????? 6 ?????????????????????
  • 10. Task 3 Venn diagram Direction: 1. Make a group of 6. 2. Receive a piece of paper. 3. Draw Venn diagram illustrating the similarity and the difference between Diffusion and Osmosis and give examples of Diffusion and Osmosis that happen in daily life. 4. Present your work in front of class. An example of Diffusion¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ An example of Osmosis¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­
  • 11. ???????????????????? Culture Task 3 Cartoon panel 1.????????????????????? 1.1 ????????????????????????????????????????? 2. ????????? ? 1.1.1 ?1/4 ??????????????????????????????????? ????????????????????? (task 4) 3.??????????????? 3.1 ??????????? 3.2 ?????????? Task 4 (culture) ??????? 1 ??????????????????????? ??????? 3 ?? ??????? 2 ?????????????????????????????????????? ??????? 3 ????????????????????????????????? text reading ?????????????????????????????????????? ????????? ????????????????????? ???? 20 ???? ??????? 4 ?????????????????????????????????????? ??????? 5 ?????????????????????
  • 12. Task 4 Cartoon panel Directions: 1. Make a group. 2. Make a story from the text reading then draw pictures in each panel with the explanations under them using at least 5 words from each column. 3. Present your work in front of the class. vocabularies from text reading linking verbs concentration equilibrium concentration gradient selectively permeable membrane molecules solvent solute spread out move apart collide draw appear be become feel sound get go grow look stay prove remain seem smell taste front cover [explanation] [explanation] [explanation] [explanation] [explanation] [explanation] [explanation] [explanation] rear cover 1 2 3 4 6 7 85
  • 13. Grammar point : Linking Verbs It is used to re-identify or describe its subject. appear, be, become, feel, get, go, grow, look, prove, remain, seem, smell, sound, stay, taste and turn linking verb + adjective ¡°equilibrium¡± Reading Text Diffusion and Osmosis Diffusion and Osmosis are both types of ¡°passive transport¡± - that is, no energy is required for the molecules to move into or out of the cell. Diffusion is the process by which molecules spread from areas of high concentration to areas of low concentration. So they collide more often. Over time, as molecules continue colliding and moving apart, they become less concentrated. When the molecules are even throughout a space - it is called ¡°equilibrium.¡± Molecules will always move down the concentration gradient toward areas of lesser concentration. Think of food coloring that spreads out in a glass of water, or air freshener sprayed in a room. Osmosis is the diffusion of water molecules across a selectively permeable membrane from the area of higher water concentration to the area of less water concentration. It is driven by the difference in concentrations between fluid outside the cell and fluid inside the cell. Salt is a solute, when it is concentrated inside or outside the cell, it will draw the water, which is solvent, in its direction. This is also why you get thirsty after eating something salty. Type of Solutions Isotonic Solutions "ISO" means the same. If the concentration of solute (salt) is equal on both sides, the water will time a selectively permeable membrane permeable membrane
  • 14. move back in forth but it will not have any result on the overall amount of water on either side. Hypotonic Solutions The word "HYPO" means less, in this case there are less solute (salt) molecules outside the cell, since salt draws, water will move into the cell. The cell will gain water and grow larger. Hypertonic Solutions The word "HYPER" means more, in this case there are more solute (salt) molecules outside the cell, which causes the water to be drawn in that direction.
  • 15. Glossary Key terms: concentration (n.) The relative amount of a particular substance contained within a solution or mixture or in a particular volume of space: Ex. Diffusion is the process by which molecules spread from areas of high concentration to areas of low concentration. equilibrium (n.) A state in which a process and its reverse are occurring at equal rates so that no overall change is taking place: Ex. When the molecules are even throughout a space - it is called ¡°equilibrium.¡± concentration gradient (n.) a difference between concentrations in a space Ex. Molecules will always move down the concentration gradient toward areas of lesser concentration. selectively permeable membrane (n.) membranes that allow some things through, the cell membrane is selectively permeable, water and oxygen move freely across the cell's membrane, by diffusion Ex. Water molecules across a selectively permeable membrane. molecules (n.) a group of atoms bonded together, representing the smallest fundamental unit of a chemical compound that can take part in a chemical reaction Ex. Molecules move into or out of the cell. solvent (n.) the liquid in which a solute is dissolved to form a solution. Ex. Water is solvent. solute (n.) The minor component in a solution, dissolved in the solvent Ex. Salt is a solute.
  • 16. Content words: spread out (v.) extend over a large or increasing area Ex. Food coloring spreads out in a glass of water. move apart (v.) move from one place to another Ex. Molecules continue colliding and moving apart. collide (v.) hit by accident when moving Ex. Molecules collide more often. draw (v.) obtain something from (a particular source) Ex. Salt will draw the water in its direction.
  • 17. Grammar point: Linking Verbs A linking verb is a verb which connects a subject to its predicate without expressing an action. A linking verb is used to re-identify or describe its subject. Here is a list of common linking verbs: appear be become feel sound get go grow look stay prove remain seem smell taste structure linking verb + adjective Example - Mary seemed sad. - Michael is a football fan. - Sally grew angry.
  • 18. Classroom Language Stages in the lesson The start of the lesson - Hi everybody - Good morning, how are you doing? - How are you today? - Did you have a good weekend? - Let's start with the lesson now. - Is everybody ready to start? Getting everyone¡¯s attention - Listen to me, please. - Be quiet/Quiet down, please. - Can I have your attention, please? - Would you pay attention, please? - Luis, are you with us? - "Please stop talking and be quiet" / "(Can everyone please) settle down so we can start." Setting up an activity / Giving instructions for an activity - I¡¯d like you to get into pairs for this activity - ¡­¡­¡­¡­¡­to work with a partner - ¡­¡­¡­¡­¡­to work alone / in group of four - Please, get into pairs / groups of four
  • 19. - "Sit in your usual teams/ the same teams as last lesson" - "Sit on the floor/ on the mats/ on the rug/ in the story corner" - Can you 4 team up? - I want you to share a photocopy and work together - What I want you to do is to ¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­ - First, let¡¯s go over the homework / the explanation on page 25 together. - Those of you that have finished exercise 5 can move on /go on to exercise 6 and 7. - When you finish you can¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.. - What I want you to do is to ¡­¡­¡­¡­¡­¡­¡­¡­¡­. - Go on / get on /continue with your work. - Could you turn it (the volume) up/ down. - We can¡¯t hear it from here. / It¡¯s too loud. Giving out / taking in work / books / worksheets, etc. - Do you mind collecting the compositions for me, please? - Fran, would you take in / get/collect everyone¡¯s writings/essays for me, please? - Juan, can you hand out / give out / distribute these copies, please? - Take one and pass them on. - Take one between the two of you/for the two of you. - Would you pass the dictionaries / exams to the front / the back, please? Checking understanding - Do you understand? - Are you with me? - OK so far?
  • 20. - Do you get it? - Do you have any questions? - Let's check the answers. Encouraging students and correcting errors - Very good. - That's very good. - Well done. - Great job. - You need more practice with this. - Good, you're getting better. - Your answer is very good / almost right. - Ok, that¡¯s not the right answer, but let me help you with it. - Let me explain again. - Not exactly, have another Ending the lesson - It's time to finish. - Have you finished yet? - Are you done? - Let's stop now. - Stop now. - This is all for now - That¡¯s all for now, see you Monday
  • 21. - Goodbye. - See you tomorrow - That¡¯s all for today, enjoy the weekend - OK, you can put away your things. See you next week.
  • 22. Language Pattern Presentation 1. Get audience¡¯s attention - Can I have your attention, please? - Could you all listen to me, please? - Listen to me, please. 2. Greet audience - Good morning everyone, how are you doing? - Good afternoon class, how are you today? 3. Introduce yourself - Let me introduce myself, my name¡¯s _______. - I¡¯m (name) . I¡¯m a student at _____ - Good morning everyone, I¡¯d like to start by introducing myself. 4. Give title - Today I¡¯m going to talk about _________. - The subject of my presentation is ________. - I plan to speak about __________. 5. Body - Now let us turn to point one. -For example, __________. - What is important to remember is _________. 6. Ask for question or invite a discussion
  • 23. -I¡¯d be happy to answer any questions. -If there are any questions please feel free to ask. 7. Thanks to the audience for listening - Thank you for your attention. - Thanks for listening. - Thank you very much.
  • 24. ?????????????????????????????? CEFR ???????? 1 ?????????????? CEFR level Level group name Level level name description A basic user A1 breakthrough or beginner - Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. - Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help ????????????? ??????????????? ??????? ?????????????????????? ??????? CEFR ???????????????????????????????? (?.6) ?????????????????????? A1