Cross-Curricular Resources for Young Learners. Immacolata Calabrese

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      IMMACOLATA CALABRESE, SILVANA RAMPONE

      Cross-Curricular Resources for Young Learners

      Great Clarendon Street, Oxford OX2 6DP

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      © Original work by Immacolata Calabrese, Silvana Rampone:

      Cross-curricular Projects Published by Loescher Editore, Torino, 2005

      © English edition by Oxford University Press 2007

      The moral rights of the authors have been asserted

      Database right Oxford University Press (maker)

      First published 2007

      2016 2015 2014 2013 2012

      10 9 8 7 6 5

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      Photocopying

      The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches

      Under no circumstances may any part of this book be photocopied for resale

      Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content

      ISBN: 978 0 19 442588 9

      Printed in China

      ACKNOWLEDGEMENTS

      We are grateful to the following for permission to reproduce photographs: ©ADAGP, Paris and DACS, London 2007, p 134 (man), Alberto Giacometti, Walking Man, 1960; Alamy Images, pp 30, 102, 112 (lemon, desk, cake, honey, yoghurt), 185 (Sphinx, Abu Simbel); The Art Archive/Skoklosters Stot Balsta, p 91, Giuseppe Arcimboldo, Emperor Rudolf II, 1552–1612, as Vertumnus, c 1591; The Barnes Foundation, Merion PA, p 67 (sitting child); Bayerische Staatsgemäldesammlungen, Alte Pinakothek, Munich, p 67 (baby), Michael Pacher, Kirkenväteraltar (detail); Bridgeman Art Library/©Pompeii, Italy/Alinari, p 195, Cave Canem, from the House of the Tragic Poet, 1st century AD; Berte Morisot, 1872, Blanche Pontillon as a Baby; The Frick Collection, New York, p67 (woman), Jean August Dominique Ingres, Comtesse d’Haussonville, 1845 (detail); Galleria d’Arte Moderna, Palermo/©DACS 2007, p 13, Felice Casorati, Gli Scolari, 1927; Solomon R Guggenheim Museum, New York, p 134 (woman), Amadeo Modigliani, Jeanne Hébuterne with Yellow Sweater (Le Sweater Jaune) 1918–19; Heritage Images pp 185 (Karnak, Valley of Kings), 189 ©British Museum, Fowling in the Marshes; Musée d’Orsay, Paris, pp 67 (girl) Edgar Degas, La Famille Bellelli (detail), 134 (girl), Edgar Degas, Grande Danseuse Habillée, 1880; Musée du Louvre, Paris, p 67 (man in hat), Raffaello Sanzio, Portrait of Baldassarre Castiglione, 1514; Museo de Antioquia, Medellin, p 134 (family), Frederico Botero, La Famiglia Colombiana; Museo Nacional del Prado, p 67 (man without hat), Jacopo Tintoretto, Portrait of a Venetian Senator, 1580 (detail); Oxford University Press/Photodisc, p 112 (coffee, chips).

      Illustrations by: Kathy Baxendale pp 130, 158, 167, 168, 169, 187, 190

      Judy Brown p 153

      THE PURPOSE OF THIS BOOK

      This book is intended as a resource book for teachers of English in primary schools. It contains a range of activities which will help you to vary or expand the materials provided by course books.

      It is generally recognized that linguistic diversity is as vital a component of a civilization as economic activities and religious and civil customs. It is believed that the learning of language and content in conjunction provides many opportunities for learning language indirectly; it enables children to learn more quickly and to reach a higher level of knowledge than a traditional approach does. In recent years the recognition of the potential of Content and Language Integrated Learning (CLIL), whereby the children study a subject in a foreign language, has persuaded many researchers to carry out experimental projects whose aims may be summarized as follows:

      • To learn not just to use a foreign language but to use a foreign language as a tool for learning.

      • To increase motivation for learning a foreign language or for learning other subjects through that language.

      • To improve the effectiveness of foreign language learning and to acquire a better knowledge of other subjects.

      • To provide opportunities for using the foreign language in practical and motivating contexts, while stimulating comprehension, production, and interaction in a natural way.

      • To economize on time by contextualizing learning and combining strands of different subjects in the same curricula.

      • To use abilities, knowledge, and skills from other disciplines (not just the linguistic ones).

      • To exploit the children’s mixed abilities and learning styles.

      • To develop the social skills of co-operation and taking turns.

      Content and language integrated experiences in primary schools do not necessarily mean teaching a whole subject in a foreign language but selecting, within that subject, some significant areas to be exploited and developed in a foreign language. One can either develop language by choosing a topic the children are studying in their own language and then integrating it with activities in the foreign language, or use foreign language knowledge which they have already acquired to teach them new content of a subject in the foreign language. A subject can be initially introduced in mother tongue and later expanded on in the foreign language, or vice versa. What is important is that there should not be a simple transposition of activities from one language to another, but that the activities in the two languages complement one another. For some examples of CLIL projects around the world, taught through English, see http://www.factworld.info/http://www.factworld.info/

      HOW TO USE THIS BOOK

      The book contains teaching plans which can be used in different contexts with children of various age groups. It is up to you to select activities and materials and to fit them into your own course syllabus, adapting them to your children’s needs, and cognitive and linguistic competences.

      Each teaching plan is structured according to a cross-curricular approach which makes it possible either to use all the activities or to select just some of them, in accordance with the needs of the class. An effective approach to CLIL at primary level can be summarized as follows:

      a) Exploit the children’s previous linguistic and subject