After that, we put all the drawings on the floor in the middle of the classroom and stood around them. To wrap things up, we each got someone else's paper and had to read it out loud to guess which drawing it matched.

It would be nice to link this activity with math, by creating a weekly growth chart where they measure and record the plant’s height using simple numbers.

I believe that this is a very common, easy and useful activity, I remember doing it as a child and it kept us motivated.

This activity would be perfect to do in the Physical Education class!

From my point of view, even though it is a very simple and obvious activity, it's also very necessary.

• Sometimes, kids will switch between languages or forget words.

• Some children might struggle to follow lessons in the second language.

• Some may feel shy or afraid to make mistakes.

• Some students may be stronger in one language than the other.

• Kids might stick to their strongest language when talking to friends.

• I would have to engage in all classroom activities, discussions, and group work using both languages.

• I would have the opportunity to learn new teaching methods, classroom routines, and different learning environments.

• Understand and learn how to work well with teachers, peers, and mentors to enhance learning experiences.

REQUIREMENTS:

• Have at least a basic understanding of both languages used in the school.

• Demonstrate motivation to learn and use the second language in academic and social settings.

• Show respect and curiosity towards different cultural perspectives and traditions.

• Complete assigned readings, lesson plans, and tasks required for participation.

• Follow the school's rules regarding attendance, behavior...

• Bring necessary learning materials.

• Complete any required reports, reflections, or assessments about the placement experience.

I chose Hargitai Mariann’s Padlet because in my opinion is a good example of how to use CLIL in class. It mixes content, language, and thinking skills in a clear and creative way. For example, in the “Countries and Cultures” project, students learn about different countries and use English to compare them, which helps with language and cultural awareness. Also, in the “Plant Growth Conditions” activity, they do a science experiment and use English words like “sunlight” and “soil” to describe what they see. It’s a well-done Padlet that shows how CLIL can work in practice. I love the colours and organization.

Top 3 videos:

1. The Benefits of a Bilingual Brain – Mia Nacamulli (TED-Ed) ⭐️⭐️⭐️⭐️⭐️
   Explores the cognitive advantages of bilingualism, detailing how managing multiple languages enhances brain function and may delay cognitive decline.

2. Why Being Bilingual Is Good for Your Brain – BBC Ideas
   ⭐️⭐️⭐️⭐️⭐️
   Highlights research showing that bilingual individuals often have better concentration, problem-solving skills, and memory, contributing to overall brain health.

3. Noam Chomsky on Language Acquisition
   ⭐️⭐️⭐️⭐️
   Presents Chomsky’s theory of an innate language faculty, suggesting that humans are born with a predisposition for language learning.

Least favourite videos:

1. CLIL – A Brief Introduction ⭐️⭐️
   Provides a basic overview of Content and Language Integrated Learning (CLIL), but in my opinion it lacks depth and engagement.
   

2. How to Learn Any Language in Six Months ⭐️⭐️
   Offers general advice on language learning strategies, but I find the claims overly ambitious and not so realistic.
   

3. The Linguistic Genius of Babies⭐️⭐️
   Discusses how infants distinguish sounds from all languages, but there are not practical applications.

First, we will place a card at the edge of a partially filled glass and we will put a bottle cap partly hanging over the edge. As a result, the card and bottle cap will fall immediately, because there's nothing to hold them up.

However, what will happen if the glass is filled to the brim with water, with the card placed on top and the bottle cap carefully placed on the card so that it rests over the edge of the glass? Thanks to surface tension, the water slightly bulges above the rim, and the cohesive forces between water molecules help hold the card and cap in place.

A mixture of cornstarch and water is made to create a substance that behaves like both a liquid and a solid. When you press or hit it quickly, it feels solid and resists the force, but when you touch it gently or let it sit, it flows like a liquid. This happens because its viscosity changes with the amount of force applied (unlike Newtonian fluids) making it a fun and simple way to explore the unique behavior of non-Newtonian materials.