Go CLIL | Good Practices | Romania by Go Clil

Portugal – Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares Vila Nova de Gaia

Greece – 3 Gymnasium of Iraklion

Italy – ISTITUTO D'ISTRUZIONE SUPERIORE Martino Bassi – Seregno

Italy – LICEO CLASSICO STATALE TITO LIVIO

Romania – SCOALA GIMNAZIALA"SFANTUL VASILE",PLOIESTI

„Sfântul Vasile” Gymnasium, Ploiești Romania

„Sfântul Vasile” Gymnasium, Ploiești

CLIL Lesson Plan Teacher: MARIA ROȘU

2017/201

Subject: EXTRA CURRICULAR ACTIVITY- DRAMA CLUB PLAY: THE HARE AND THE TORTOISE retold by Jenny Dooley & Chris Bates Grade: III C Learning Outcomes By the end of these lessons learners will be able to:  explore how theatre is the art of telling stories through live acting.  develop tolerance and empathy.  actively learn.  learn to work together, build trust, and involve every member in a performance.  explore how pantomime and behavior help tell a story.  explore what makes characters unique and how to create characters onstage.  think about the “why” behind every action.  understand the importance of articulation, projection and voice variation.  understand how being present, listening and reacting are an important part of being an actor.  consolidate grammatical structures through context.  acquire new vocabulary and reinforce words already known.  develop the reading habit as a means of acquiring information.  foster the pleasure of reading and autonomy in learning.

Assessment Teacher, peer- and self-assessment processes will be used - Create with students a rubric or scoring guide identifying standards for a successful performance. It includes fluency, volume, positioning, characterization, attitude, pronunciation. -Ask the class, “What did they do well?”-“What do they need to work on?” The audience will provide feedback -teacher assessment- Give feedback on what the children have done, not only the end product and language but also the process they went through, the way they cooperated with each other, and how they came to decisions

Content

Cognition • Stimulate creativity



The texts are accompanied by illustrations so that learners can • Challenge students‟ perceptions about the world and about themselves visualize what they are reading.  Storytime readers provide an early introduction to drama as a means of • Encourage students to speak in public. learning • Positive, confident self-image. • Drama allows students to communicate with and understand others in new ways. • Safe atmosphere, where actions and consequences can be examined, discussed, and in a very real sense experienced without the dangers from the "real" world. • Students in drama will learn to work together, to cooperate, to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. • Drama is an important tool for preparing students to live and work in a world that is increasingly team- oriented rather than hierarchical. Culture  building responsible global citizens.  

understanding the way human beings interact. contributing to the learners‟ personal maturity by opening them to new perspectives in multicultural understanding.  Theatre is the art of telling stories through live acting. Communication -Using language to learn whilst learning to use language Language OF Language FOR learning learning  Rest  a lot of  Have fun 

animals



Have got



face



Make



finish



There is time



line



funny



keen on



gather

Language THROUG H learning  fast  light  Get  ready  So  well  Winner  Strong  Pass by



cheer



slow



steady

Procedure Activity 1 • On the board write up the title „The hare and the tortoise‟ and brainstorm as much as your students know on this topic (limit the brainstorm to about 5 minutes to keep the pace up). • Then ask the students to read the play „The hare and the tortoise‟. • Put the students in pairs and get them to play roles. • Ask the students to read the text again and then to answer the true/false questions • Put the students in pairs and ask them to compare their answers. • Next, collate and discuss the answers. • Then, put students into small groups and ask them to discuss the questions, using their imagination as much as possible. • Finally, ask students for their ideas & discuss them. Activity 2 Ask the students to act the play. Each student acts a character. Aids - CLIL lesson worksheets - video projector - masks and costumes Scaffolding Strategies -Give students a list of words you want them to know or to review. -Take any word, sentence, or short dialogue (two to four lines) and ask children to practise saying it “in character.” -Total Physical Response (TPR) activities are an excellent way to introduce dramatization: have children respond to language with their bodies, a first step to miming and acting. Help children realize that they can say things in different ways: loudly, quietly, angrily, sadly. (It‟s a good way to explore the power of their voices.) Choose one word and say it in different ways. - Miming practise Students learn gestures to go with words that are repeated in the story. - Next have the children choose words and practise saying them in many different ways. -Reading aloud of each part

„Sfântul Vasile” Gymnasium, Ploiești

CLIL Lesson Plan Teacher: BRATU SIMONA

2017/201

Subject: HISTORY - ANCIENT EGYPT Grade: 5TH GRADE TIME: 50 minutes Learning Outcomes By the end of these lessons learners will be able to:  increase knowledge of subject content  develop knowledge of content-related lexis  develop all four language skills such as note-taking, reading, listening and speaking  provide material and information for further topic and language based studies  consolidate grammatical structures through context.  acquire new vocabulary and reinforce words already known.  develop the reading habit as a means of acquiring information.  foster the pleasure of reading and autonomy in learning. Assessment Teacher and self-assessment processes will be used to assess how well learners:  work together  focus on group work  create high –quality authentic products

Content

Cognition • Stimulate creativity

Hieroglyphs The Ancient Egyptians thought that it was important to write things down. However, they didn’t use an alphabet • Challenge students’ perceptions about the like the one used in English, they used something called world and about themselves Hieroglyphs. Hieroglyphs are pictures or symbols that represent words. For centuries, the meaning of these mysterious symbols was lost. Then, in 1799, the • Encourage students to speak in public. discovery of the ‘Rosetta Stone’ helped archaeologists to learn how to read hieroglyphics. • Positive, confident self-image. Pharaohs The rulers of Ancient Egypt were called pharaohs. They were thought to be the representative of the Gods on Earth and, as such, they had absolute power. One of the most famous was Tutankhamen, the boy king. When his tomb was discovered in 1922 a curse was found on the entrance to the tomb. Six weeks later Lord Carnarvon, the man who paid for the excavation, died. Another pharaoh that many people have heard about is Ramesses II who ruled for 67 years. One of his queens

was Nefertari who was buried in the Valley of the Queens at Luxor. Gods and Goddesses The Ancient Egyptians believed in many different gods and goddesses with each one having a particular role. So, for example, Ra was the sun god and was the most important god. He was drawn as a man with the head of a hawk and a sun disc as a headdress. The Egyptians thought that he was swallowed every night by the sky goddess Nut and then born again every morning. Anubis was the god of the dead. He was drawn as a man with the head of jackal. Priests often wore jackal masks when a person died.

Culture  understanding ideas in history and current events.  contributing to the learners’ personal maturity by opening them to new perspectives in multicultural understanding.

Communication Language OF learning 

Archaeologists



Language FOR learning 

Soil



sticks

Because they were  palm leaves thought to be gods’ representative on Earth  to get  ‘map’  Tutankhamen  stars.  Luxor 



Anubis



Language THROUG H learning     

chamber stones Egyptians Sky Gods and Goddesses

copper saws

Procedure Activity 1 • On the board write up the word ‘Pyramid’ and brainstorm as much as your students know on this topic (limit the brainstorm to about 5 minutes to keep the pace up). • Then ask the students to read the text on the Pyramid of Giza and match the paragraph headings in the box to the paragraphs. • Put the students in pairs and get them to compare their answers. • Ask the students to read the text again and then to answer the true/false questions • Put the students in pairs and ask them to compare their answers. • Next, collate and discuss the answers. • Then, put students into small groups and ask them to discuss the questions, using their imagination as much as possible.

• Finally, ask students for their ideas & discuss them. Activity 2 Give group A the text on Hieroglyph, group B the text on pharaohs and group C the text on Gods and Goddesses. • Tell the students to read their text and, in their group, to check they understand it. • Monitor and help where necessary. • Put the students into groups of 3 students. Each group should contain one student from group A, one from group B and one from group C. • Ask the students to tell the other students about the topic they read about (encourage them to do this without referring to the texts). • Next, hand out the quiz sheet (one per group) and give them ten minutes to answer the questions. • Check the answers to the quiz and see which group got the best score.

Aids -

CLIL lesson worksheets video projector masks and costumes Interactive board Scaffolding Strategies

label a picture fill in a blank. make notes on specific information reorder information identify location , speakers label the sequences of a text

- fill in the gaps in a text

“Sfântul Vasile” School CLIL Lesson Plan

Mathematics

Grade: 6th grade

English level: B1

Subjects involved: Unit or topic:

Teacher: Pană Tatiana Time:  Preliminary stage 45’  Data collection and recording 45’  Calculating and drafting the portfolio 45’  Making the layout (planets disks, measurements) 45’  Completion of the final product and evaluation stage 45’

Mathematics & Astronomy Proportions

Learning Outcomes By the end of these lessons learners will be able to:  Understand the steps in working on a research theme (collecting, register and processing data, choose the mathematics tools to reach the research targets, completing a final product)  Use the Internet, or other sources, to find the needed information; select the proper data to use  Use mathematics tools to approximate and round “astronomic” numbers  Use proportion to calculate dimension on a scale  Apply different methods to represent a distance or an object on a scale  Work in a team and assume different roles Assessment  Students will be encouraged to evaluate their own work and the others work, too, both for their teammates and for the other teams.  They will have to complete a questionnaire.  The final evaluation, from the point of view of the teacher, will take into account: - The quality of the materials presented in the portfolio;

“Sfântul Vasile” School - The accuracy of the calculations; - The level of involvement of each pupil in the completion of the project; - The cohesion of the team; - The creativity of the components of the portfolio. Content Cognition  Description of the Solar System  Provide learners with opportunities to  Approximation of numbers understand:  Rounding up the numbers  Finding the unknown term in a - identifying mathematical content in a proportion context  Representation on a scale - identifying the mathematical content  Measurement units and instruments that can be used to solve the problem - combining skills and competences from different disciplines to solve the problem  Vocabulary building, learning and using Culture     

Learn about the Solar System while completing portfolios Learn about using Internet as an information source Realize the importance of mathematics tools in their life Understand the importance of using different skills to work in a team Understand that all they learn in school can be used in everyday life Communications Language OF learning Language FOR learning Language THROUGH learning Classroom language: Key Vocabulary  Distinguish language Our work today is … needed to carry out planet Group your teams. activities star Distribute roles to your team.  Retain language inner (terrestrial) planet Work together for … revised by both the outer (giant) planet You worked well. teacher and learners asteroid  Learn new words Asking questions: celestial body which arise from activities. atmosphere How can you …? ring How do you calculate...? moon Which is the most convenient gravitational force option …?

“Sfântul Vasile” School gravity dwarf planet galaxy orbit asteroid belt natural satellite astronomical unit to spin star system Orion Arm Milky Way the donut shaped asteroid belt light year parsec light speed

How our math helps us...? Lesson tasks: Search the internet for … Registered in a table the results … Approximate the numbers … Round up the numbers … Calculate the unknown term … Measure the length … Pay attention at … Calculate … Check your calculations … Each of you must get involved.

Procedures THE THEME OF THE PROJECT Reproduce at a convenient scale the Solar System on a rope For best performance you must: - Describe the Solar System in a few words - Register the distances between each planet and the Sun and the radius of each planet These numbers should be as close to reality as possible; - Approximate and round data for easy calculation; - Measure the length of the corridor at the first floor in our school and establish a convenient scale for your model; - Using proportions, calculate the distance between the planets and the Sun on your model and the radius of the disks representing the planets; - Cut disks of cardboard and color them to look like real planets; - Hang the disks at the proper distances on the rope using laundry hooks; - Begin your virtual journey in the Solar System.

The project description

â&#x20AC;&#x153;SfĂ˘ntul Vasileâ&#x20AC;? School Students, organized in crews, 8-9, must produce a short description of the Solar System's characteristics of distance and planets. Then, taking the distance Sun-Neptune as the standard, they will calculate, using proportions, the distances to the Sun on a scale for all planets of the Solar System. The final product - on a "rope", the positions of the eight planets (the length of the rope must not exceed the length of the corridor on the first floor of the school, so that it can be displayed on the day the project is finalized). The crews will also manufacture disks representing the planets of the Solar System. To get a special note, each crew will have a "space" name, chosen by the team. Students in a crew will choose different roles for each of them (a Pilot, a Navigator, a Scientist, a Specialist and so on). We have already appointed Crew Commanders, two boys and two girls, and divided the class into four equally balanced crews from a gender perspective. Lesson 1 The teacher explains to students the theme of the project. Students gather in teams; they choose a commander and distribute their roles. Each team will have a "spatial" name. The teacher presents the calendar of activities and the deadlines for each stage. Lesson 2 Each group searches for information about the solar system and writes in a table for each planet the distance from the Sun (in km) and the radius (in km). Lesson 3 Each group develops a brief description of the solar system. Each group approximates and rounds every distance and radius of the planet and transcribes it into a table. Each group starts making the team's portfolio for this project - transcribes the tables, draws illustrations, finds ways to represent the results in original ways. Lesson 4 Teams acquire the materials needed to make the final product. Cuts off the discs that will be the planets. Measure the distances represented on scale on the rope. Color the planets' discs.

“Sfântul Vasile” School Lesson 5 Each team presents their portfolio and final product Each student completes the evaluation questionnaire

Feedback on students’ and teams’ work: Based on his / her observations and based on the questionnaires, the teacher makes the final evaluation for the team and for each student.

Aids and materials  Computer lab  Computer, projector and screen  Different sources on the Internet for astronomic data  Different materials to make the final product (cardboard, rope, hooks, watercolors, measuring instruments). Scaffolding Strategies  Several questions about previous knowledge about the Solar System  Presenting vocabulary  Several question about the use of mathematics in achieving project goals (what mathematical methods are suitable for this project)  Distributing roles in teams, taking into account the abilities of each student Language and style Organization Suitable vocabulary Initial discussion Setting the strategies of mathematics work Building on student’s existing skills, knowledge and understandings Use of mathematics language and Short sentences symbols Use of interesting and relevant images Present tense

“Sfântul Vasile” School CLIL Lesson Plan

Mathematics (geometry)

Grade: 6th grade

English level: B1

Subjects involved: Unit or topic:

Teacher: Pană Tatiana Time:  Building a triangle with given elements (45’)  The definition of the congruent relationship of the triangles (45’)  The criteria of congruence of the triangles (45’)

Mathematics (geometry) Congruence of triangles

Learning Outcomes By the end of these lessons learners will be able to:  Understand that the elements of a triangle are related one to each other  Understand that not every three numbers can be the measures of the angles of a triangle  Understand that not every three numbers can be the lengths of the sides of a triangle  Understand the difference between the equality relationship and the congruent relationship  Identify the homologous elements in a congruent relationship  Identify the congruent criterion that matches a pair of triangles

   

Assessment For evaluation, we will take into account: The ability to draw a segment with a given date or a congruent segment with a given segment The ability to draw an angle with the given measure The ability to identify congruent triangles by overlapping Understanding the fact that the numbers representing the measures of the angles of a triangle or the lengths of the sides of a triangle are linked together

“Sfântul Vasile” School  The ability to identify homologous elements in a congruent relationship  The correlation of congruence cases with the construction of triangles with given elements 



    

Content Cognition Constructing a triangle when the  Provide learners with opportunities to lengths of the two sides are understand: measured and the angle of the angles - identifying relations between the formed by them Constructing a triangle when given lengths of the triangle sides and the length of one side and the between the measures of the angles - identifying congruent triangles by measures of the angles adjacent to it Constructing a triangle when the overlapping - identifying congruent triangles by lengths of its sides are given The L.U.L. criterion of congruence applying the definition of triangles - identifying congruent triangles by The U.L.U. criterion of congruence applying the criteria of triangles  Vocabulary building, learning and The L.L.L. criterion of congruence using of triangles The L.U.U. criterion of congruence of triangles as a consequence of U.L.U. criterion Culture

 Understand the importance of the congruence of triangles in future proofs of geometry problem  Understand the importance of using construction with geometric instruments Communications Language OF learning Language FOR learning Language THROUGH learning Classroom language: Key Vocabulary  Distinguish language Our work today is … needed to carry out vertex of an angle Work together for … activities median perpendicular You worked well…  Retain language length revised by both the Asking questions: side of a polygon teacher and learners How can you …? bisector (of an angle)  Learn new words How do you draw...? which arise from collinearity

“Sfântul Vasile” School degree side opposite an angle corresponding sides concurrent straight line segment of a line semi-straight line compass construction angle measure ruler angular measuring instrument

How do you use the compass …? How do you use the angular measuring instrument? How many solutions does the problem have?

activities.

Lesson tasks: Draw a triangle that … What do you notice about … Find the homologous elements in the two congruent triangles … Which congruent criterion is applied …

Procedures Lesson 1 Given the length of the two sides, AB and BC, and measure the angle between them, draw the ABC triangle. How many solutions does the problem have? Observing that two triangles having two sides and the angle between them respective congruent coincide by overlapping. Given the measures of two angles, (for example 400 and 600, and the length of the side between the two angles, draw the triangle. How many solutions does the problem have? Observing that two triangles having two angles and the side between them respective congruent coincide by overlapping. The same problem for 1100 and 1000. Conclusion: Not every 3 numbers can be angular measures a triangle. Given the lengths of the sides, draw the triangle. How many solutions does the problem have? Observing that two triangles having the same lengths of sides coincide by overlapping. Repeat the construction for another set of lengths. Conclusion: Not every 3 numbers can be the lengths of the sides of a triangle. Homework: different sets of data to draw a triangle and verify the overlapping.

“Sfântul Vasile” School Lesson 2 Definition of the congruence of two triangles. Observing that any triangle is congruent with itself, so the congruent relationship of the triangles is reflexive. The observation that the congruent relationship of the triangles is symmetrical. Observing that two congruent triangles with the third are congruent one to each other, so the congruent relationship of the triangles is transitive. Homologous sides and homologous angles in the congruent relation of the triangles. In congruent triangles, homologous angles oppose homologous sides. In congruent triangles, homologous sides oppose homologous angles. Examples of congruent triangles. Possible uses of the congruence of the triangles. Homework: identify in different configurations homologous sides or homologous angles in congruent triangles. Lesson 3 . The L.U.L. criterion of congruence of triangles The U.L.U. criterion of congruence of triangles The L.L.L. criterion of congruence of triangles The L.U.U. criterion of congruence of triangles as a consequence of U.L.U. criterion The congruent triangle method to proof that two segments or two angles are congruent. Examples of using the congruent triangle method. Homework: problems to use the congruent triangle method.

Aids and materials Smartboard  Geometric instruments to use for notebook and to use for the whiteboard Scaffolding Strategies    

Several questions about the congrunce relationship. The difference between congruence and equality. The benefits of the congruent triangle method. Presenting vocabulary.

“Sfântul Vasile” School Language and style Organization Suitable vocabulary Initial discussion Setting the strategies of mathematics work Building on student’s existing skills, knowledge and understandings Use of mathematics language and Short sentences symbols Use of interesting and relevant images Present tense

“Sfântul Vasile” School CLIL Lesson Plan

Science

Grade: 1st grade

English level: beginners

Subjects involved: Unit or topic:

Teacher: Gilda Schindler Time:  Preliminary stage 45’

Science & Lifestyle Parts of the Human Body

Learning Outcomes Students will be able to differentiate betwen parts of the human body by developing and practicing their: Vocabulary- words for external parts of the body, adjectives for describing people; Structure- can/can’t for actions; Integrated skills- listening, speaking, reading and writing Curricular work- healthy lifestyle

Assessment  Students will be encouraged to evaluate their own activity and their peers activity  They will have to resolve some sheets work.  Teacher will evaluate students from some points of view, such as: - The quality of the answers given during the lesson; - The accuracy of resolving the learning tasks; - The level of involvement of each pupil in the activity; - The creativity involved in the construction of the monster. Content Cognition  Description of the human body  Provide learners with opportunities to:  Using the appropriate colours - identify parts of the human body  Finding ways of using parts of the - identify the ways we can use each body part  Explanations about how can we - combine skills and competences from preserve our health  Making a monster from different parts, different subjects to resolve the

“Sfântul Vasile” School given by the teacher  Description of the monster by using can or can’t

learning tasks  Vocabulary building, learning and using

Culture  Learn about the parts of the human body  Learn about how to preserve our health  Realize the importance of having a healthy life style  Understand the importance of using different skills to create the monster Communications Language OF learning Language FOR learning Language THROUGH learning Classroom language: Key Vocabulary  Distinguish language Our work today is … needed to carry out - body, head, eye, hair, Work carefully for … activities ear, mouth, teeth, You worked well.  Retain language tongue, nose, neck, revised by both the Asking questions: stomach, arms, hand, teacher and learners finger, toes, leg, foot, How can you …?  Learn new words knee What can you tell us about...? which arise from activities. What can you see …? - jump, sing, eat, write, Make sentences about … read, hear, speak, swim, Match the image with the correct run, play word. - can, can’t - big, beautiful, small, intelligent, large, tiny, ugly - red, green, yellow,

Lesson tasks: Describe ….. Circle the correct term… Colour the … Tell us what can/can’t he do… Explain … Pay attention to ...

“Sfântul Vasile” School blue, pink, white, orange, purple, black Procedures THE THEME OF THE LESSON Announce the topic of the lesson- Parts of the human body and the skills they’re using during the activity; Students are asked to introduce themselves, în order to practice items such aș name, age, favourite colour, skills. Chuncks of speach- my name is...., I’m ... years old, I live in ...., My favourite colour is....., I like........ Teacher will put up Picture 1 on the board. Students are asked to observe it closely. Explicit Instruction/Teacher Modelling (10 minutes) Observe the picture! What season is it? What can you see în this picture? How many people are there? What are the children doing? Announce the topic of the day- will discuse about the parts of the human body. Teacher will write the title on the board- PARTS OF THE HUMAN BODY. Teacher will put up Picture 2. Students observe it on the board and on their desks. They are asked to make orally a sentence with every word from the picture and to colour it according the task said by the teacher. Ex: Student-This is the hair. My hair is brown. Teacher- Colour the hair light brown. Song- Head, shoulders, knees and toes https://www.youtube.com/watch? v=h4eueDYPTIg Each student will receive next activity sheet Match! Task- Draw lines from each word to the correct part of the body. Extension for higher level students- Copy 6 words on your choice! Go over the worksheet with my students. Guided Practice/Interactive Modelling (10 minutes) Listening- I instruct my students to circle some words they hear from the tape (audio) on the next activity sheet-Circle the word you hear! https://www.youtube.com/watch?v=SUt8q0EKbms In order to self-evaluate, they watch the video and correct the mistakes. Function of the parts of the body- Students are asked what can or can’t do each

“Sfântul Vasile” School part af the body. Ex: Teacher: What can we do with our mouth? Students: We can taste a cake; We can sing a song... Teacher: What we can’t do with our mouth? Students: We can’t see a tree; We can’t draw a flower... Discuse with my students about the rules of a healthy lifestyle. Ex: Teacher: For healty teeth, what can we do? Students- We can brush them... Independent Work Time (7 minutes) Game- Make your monster! Each student will get an envelope with parts of body. They stick them on a paper plate, in order to make a monster. They colour it. Differentiation Students describe their monster in front of the class and make sentences about what he can and can’t do. Ex: My moster has 3 heads, 4 mouths, 9 eyes, 2 arms, 7 legs. He can taste a cake. He can’t smell a flower. Review

Assessment (5 minutes) Ask my students to review the items we discussed during the lesson. Homework – activity sheet Read and colour! https://learnenglishkids.britishcouncil.org/en/colouring/clowns-face Review and Closing (5 minutes) Song- Body Parts https://www.youtube.com/watch?v=7y_TUJy2TY8

Aids and materials  Classroom  Different type of images  Computer, projector and screen  Different materials for making the monster Scaffolding Strategies  Discussion about parts of human body  Presenting vocabulary

“Sfântul Vasile” School  Several learning tasks in order to consolidate knowledge about our bodies- colour, circle, match, describe  Making sentences about can/can’t we do with these parts  Questions about how can we preserve our health  Making the monster, describing it, communicate its skills  Language and style Suitable vocabulary Setting the strategies of science lesson

Organization Initial discussion Building on student’s existing skills, knowledge and understanding Use of appropriate terms for solving the Short sentences learning tasks Use of interesting and relevant images Present tense

“Sfântul Vasile” School

Școala Gimnazială Sf. Vasile, Ploiești, Romania Teacher : Daniela Ionescu

CLIL Lesson Plan Subject:

2017/2018

ITC - Impress presentations

Grade: 3rd B Time: 45’

Learning Outcomes By the end of these lessons learners will be able to:  define aspects of Impress presentations  explain the benefits of Impress presentations  create a Impress presentation  add text,  change font size, font colour and font face by using Impress program. Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: add text, change font size, font colour and font face using Impress program with simple instructions from the teacher. Content      

 Impress presentation  Europe  European union

 

Cognition Identify the programm. Locate the program into computer Classify layots of presentations. Complete a definition of presentations. Read a text and answer the questions. Evaluate different programs for presentations . Write a presentation about one European state. Vocabulary building, learning and using

Culture Preparing an interactive presentation about countries of the European Union 1

Școala Gimnazială Sf. Vasile, Ploiești, Romania Teacher : Daniela Ionescu

 Identify aspects of each country  Understand the diversity of cultures  Realize the importance of History and Geography in the search for understanding those countries.  Understand that they can learn, no matter which language they are using.

Language OF learning      

Key vocabulary Impress BULLET SLIDE TEMPLATE LAYOUT

Communication Language FOR learning  Asking questions:  Can you tell me something about…?  Identifying:  Where and when… Why … How was….  Demonstrative pronouns; this; that; these; those  Verb to be  Comparing:  Say the differences between document and presentation  Contrasting:  Linking words and phrases about addition and contrast: and; but; yet; however…

Language THROUGH learning  Distinguish language needed to carry out activities  Retain language revised by both, the teacher and learners  Learn new words which arise from activities

 Distinguish language needed to carry out activities  Retain language revised by both, the teacher and 2

Școala Gimnazială Sf. Vasile, Ploiești, Romania Teacher : Daniela Ionescu

learners  Learn new words which arise from activities  Giving reasons:because.. Describing and informing: Present Simple  The use of There is/are and Have got. Procedures  Introduction  Prepare an opening slide that includes the title of the project and name of the class. 

Observe and analyse images (PowerPoint)

 Interpret what the students see  Tell students they are going to watch a slide show on the computer that is called an Impress show. As each slide appears, call attention to such elements of the presentation as pictures, sounds, colors, and transitions.  Compare the slides to pages of a book. This helps activate prior schema.  Tell students that they are going to make a presentation of one of the countries Portugal, Italy, Greece or Romania.  The teacher orally describes the subject of the lesson to the students, uses a slideshow with visual aids (such as images to explain the idea), asks students to explain what they understand about it, and then provides the students with oral tasks and; at the end of the class, the teacher proposes a research work.  The teacher shows students how the concepts and skills they learned will help them with the new knowledge.

Școala Gimnazială Sf. Vasile, Ploiești, Romania Teacher : Daniela Ionescu

Preparation 

Arrange students into groups, and distribute the written sentences



Have students draw a picture to go with their group's sentence.

Procedure How do we create a good presentation? Introduction to class mini project Teacher writes several key words on the whiteboard and instructs pupils to search for them on the Internet BULLET SLIDE TEMPLATE LAYOUT Teacher engages pupils in a conversation- what is each of these and are there words in their mother tongue for these or do they use English words. Do they use power point presentations for school? Do their teachers use them? If they would hold a 10 minute presentation- what would be the optimal number of slides. 

When the illustrations are complete, work with students in groups to complete the computer portion of the project. Plan to spend about 10 to 15 minutes per group.



Explain to students that they are going to make slides for a presentation. Have them practice reading their sentences aloud four or five times. Encourage them to touch each word as they read.



Point out that the first word begins with a capital letter. Explain that a capital letter at the beginning of the sentence signals a new thought. Show them how to make a capital letter on the keyboard.



Point out that spaces separate words and make them easier to read. Show them how to make a space on the keyboard.



Point out the period at the end of the sentence. Tell students the period shows that a thought is complete. Show them how to make a period on the keyboard.



Divide the number of words in each sentence as evenly as possible among the students in the 4

Școala Gimnazială Sf. Vasile, Ploiești, Romania Teacher : Daniela Ionescu

group, and assign each student about the same number of words. 

Have the first student type his or her words and read them aloud. Then have the second student type and read the next group of words. Continue until students in the group have typed their entire sentence. As students type their words, have them add their names or initials at the bottom of the slide.



After the sentence has been typed, have students practice reading it together several times. Then have them record the sentence to add to the presentation. Explain that they should read their words clearly, so everyone can hear and understand it.



Show students the slide they have made. Explain that the slide needs background color. Using the background setting, have each student choose his or her favorite color. Blend the colors using the gradient setting.



Show students what the slide looks like. Explain that you will scan the drawings and put them into the presentation. If you have a scanner at school, students can help scan the pictures.

 

Repeat the procedure with each group. Assemble the slide show, and insert all the pictures. Have students vote on a transitional sound for the slides.

Closure 

Review the steps taken to make the presentation.



Allow students to view the presentation.



Ask what they liked best about making the presentation.



Ask them what they learned about writing a sentence.

Aids  Computers, projector, smartboard and screen  Europe map Scaffolding Strategies

Școala Gimnazială Sf. Vasile, Ploiești, Romania Teacher : Daniela Ionescu

The teacher created a challenging task to encourage students to learn and feel excited at the same time. Then students must work in groups to complete their task and present it. Teacher brainstorming related to the topic presentation. Brainstormed words might be written on the board, which helps learners to talk about the topic more freely and develop conversation. Teacher creates groups of pupils and tells them they are going to create a presentation They should try to include the following information: 

A goal (How to create a perfect presentation)



3 main points (something like design, use of special effects, organizing content)



An expansion of their points



Data, images, and diagrams for their points



A good conclusion Assessment- teacher assesses the work based on content and presentation: Demonstrates knowledge of topic Text is clear and easy to understand Text has few grammar and spelling errors Presentation Slides are well organized Slides are free of extra clutter Presentation follows a sequential path Other examples include description of an unknown word ¬show, providing synonyms or antonyms of less common words. Similarly, content support should make the learning easier, simpler and more enjoyable. We can use various animations, charts and tables.

Portugal – Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares Vila Nova de Gaia

Greece – 3 Gymnasium of Iraklion

Italy – ISTITUTO D'ISTRUZIONE SUPERIORE Martino Bassi – Seregno

Italy – LICEO CLASSICO STATALE TITO LIVIO

Romania – SCOALA GIMNAZIALA"SFANTUL VASILE",PLOIESTI