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“ T o C L I L o r n o t t o C L I L ” P art III

“ T o C L I L o r n o t t o C L I L ” P art III. IES “Fuentesaúco”. Third Meeting : March-2010 “ Grupul Scolar "Matei Basarab“ Craiova (Romania).

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“ T o C L I L o r n o t t o C L I L ” P art III

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  1. “ToCLILornottoCLIL”Part III IES “Fuentesaúco”

  2. Third Meeting: March-2010 “Grupul Scolar "Matei Basarab“Craiova (Romania) Between the 2nd (Spain) and the 3rd meeting (Romania), each partner will use some of the methodologies and strategies previously discussed to start involving the students in these learning and teaching processes. These lessons will be recorded. Thereafter there will be on-going activities with an emphasis on comparing CLIL with other methodologies in all partner schools. .

  3. Classical Culture Literacy and journalist language Economy Natural Science (videoclip) NEW GRID TO ANALYZE Subjects:

  4. EVALUATIONWITH THE NEW GRID TEACHING TECHNIQUESANDSTUDENTS ACHIEVEMENT

  5. CLASSICAL CULTURE

  6. TRADE IN THE ROMAN WORLD THE BEGINNING OF THE EUROPEAN COMMON CURRENCY

  7. MAP 1 ACTIVITIES • Look at map number 1: • Can you tell us what a Roman road is for? • Are you capable of situating the countries of the European Union in the map? • Try to guess the ancient name of their inhabitants.

  8. 1- ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 125with the Main Roads

  9. MAP 2 ACTIVITIES • Look at map number 2: • Can you guess what the meaning of the word trade is? • What is a trade route? • There were trade routes by land and by sea, discuss about the height of the Roman Empire. Can we compare it with the European Union nowadays?

  10. 2-ROMAN EMPIRE AT HIS HEIGHT CA. A.D. 200with the principal Trade Routes by sea and by land

  11. MAP 3 ACTIVITIES • Look at mapnumber 3: • Have a look at thegoodsthattheRomansbought and soldalongtheirEmpire. Can you define whateach of themis? • Do thecountries in Europehavethesamegoodsforthemarketnow as then? • Look at theotherempires. Do youthinkthatRomanshadgoodrelationswiththem?

  12. MAP 3

  13. DIAGRAM OF THE MOVEMENTS IN THE ROMAN MARKET

  14. DIAGRAM OF THE MOVEMENTS IN THE ROMAN MARKET • Look at the previous diagram and try to define how the different relations with the market between rich people and farmers and craftmen were. • What was a slave? What do you think about their role in the Roman economy? • Remember the film Spartacus and relate it to our diagramm.

  15. Technical words in English and Spanish coming from Latin

  16. ACTIVITIES WITH THE WORDS(Research work in pairs) • 1-Search in the Internet which is the Roman origin of the previous words and try to define their meaning. After that, fill in the grids. • 2- Do you know why the symbol of the common currency in the European Union is € ? Search it in the Internet and try to explain it to the class group.

  17. COMMENTS ABOUT THE METHODOLOGY USED • The traditional teacher explanation was used with the maps and the diagram. • The brainstorming technique has been used for the clarification of the meaning of the unknown terminology. • The students worked in pairs with the computers in order to search some information to answer the suggested questions; after that, one of them explains it to whole group. • The same techniques were used to work with the technical words in English and in Spanish.

  18. LITERACY JOURNALIST LANGUAGE

  19. CLILAT SPANISH LANGUAGE AND LITERATURE CLASS: 1- LANGUAGE CLASS 2-STUDENT´S AGE 14( 3TH ESO) 3- SUBJECT:USING NEWSPAPERS 4- TIME:TWO HOURS

  20. CLASSROOM PLANNIG • WAYS TO USE THE NEWSPAPER IN HIGH SCHOOL • ORAL SUMMARIZING • WRITTING AN ARTICLE

  21. GOALS :WAYS TO USE NEWSPAPERS IN HIGH SCHOOL • 1- Locating Specific Information • 2- Who, What, When, Where, Why ... • 3- Content Discrimination • 4- Sequencing, Story structure • 5- Fact and Opinion • 6- Evaluating

  22. Methodology:USING NEWSPAPERS • 1- Introduction • 2- Short of newspaper : Paper / on line • 3- Brainstorming: Parts of the newspaper • 4- Teacher´s explanation: Parts of the article • 4- In groups: Reading an article • 5- Explanation to the other groups: conclusion • 6- Writting an article: teacher´s correction . • 7- Evaluation

  23. Pupils:2º Bachilleratode ciencias sociales SUBJET: ECONOMY

  24. Unemployment rate In theEuropean Union

  25. TEACHER´S EXPLANATION

  26. One of themostimportantindicators in thelabourmarketis: The unemployment rate

  27. We are usedto listen our “spanish datas”

  28. Todaywewillanalysethisrate in theeuropeanunion

  29. CLARIFICATION OF TERMINOLOGY

  30. Do youunderstandthemeaning of thewords? If you don´t understand some words, go to the computer and search them…

  31. INFORMALLY CHECKING

  32. 1º. do youknowwhichistheunemploymentrate in Spain? ……………………………………………………………………………………………………………………………………………………………………………………………..

  33. 2º. What do youknowabouttheunemploymentrate in theeuropeanunion? ……………………………………………………………………………………………………………………………………………………………………………………………………………….

  34. GROUP WORK

  35. Now, We are goingtowork in pairs and youwill try toread and speak in english. Youwillhave a personal Questionaireto complete.

  36. Firstwe are goingtoreviewalltheeuropeancountriesifyoudon´trememberallthemembers, use thecomputer

  37. Could you please write the names of the countries?

  38. Could you please write the countries?

  39. Recomended webs on THE internet: http://ec.europa.eu/eurostat

  40. With the recomended web fill the following colums:

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