Go CLIL | Good Practices | Italy (MB)

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

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CLIL Lesson Plan

2017/2018

1ST LESSON (the lesson takes place in the classroom) Introduction – Physical Education The English teacher and the Physical Education teacher both start the lesson on the topic, making use of the internet and the IWB where maps and visual materials are downloaded in special folders.

Brainstorming Quiz: What do you know about Physical education?

Students ask answer general information questions about: Quiz: what do you know about Physical education?

The students ask to answer general questions about: the main sports and work on an information file, by filling out a table and a gapped map.

Group work 1, class task: in groups of four read the photocopy and tells the personal experiences of the pupils about their sport.

• highlight the essential vocabulary/microlanguage for physical education • create a glossary

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2ST LESSON (the lesson takes place in the gym) Brainstorming Quiz: What do you know about the human body?

Students ask answer general information questions about: Quiz: what do you know about human body?

The students ask to answer general questions about: human body and work on an information file, by filling out a table and a gapped map.

Warm up

For strength 1) Execute jump from line A to row b (3 x 6 mt) 2) Perform bending of the arms on row B, keeping the body taut behind (2 x 5 repetitions)

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3) in a supine position with legs bent on row C, hands behind the head: touch the left knee with the right elbow; return to the ground and repeat inverting elbow and knee (10-15 repetitions for side) 4) Kneeling on row D, with hands or forearms resting on the floor: raise and lower the leg keeping it extended behind (10-15 repetitions for leg) 5) move forward from row D to row E, on the hands and feet, keeping the body lifted; return to line D by moving backwards (2 repetitions) 6) lie prone on a mat (line E), holding a volleyball ball in two hands or weight equivalent with arms extended forward: lift the ball, arms and torso from the ground and slowly lower (2 x 10-12 repetitions).

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3ST LESSON (the lesson takes place in the gym) Brainstorming Quiz: what actions can you do with your body?

Students ask answer general information questions about: Quiz: what actions can you do with your body?

The students ask to answer general questions about: actions and work on an information file, by filling out a table and a gapped map.

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Warm up THE WITCH A child is chosen to be the witch.

When the teacher says “GO”, everyone runs away.

The child who is touched by the witch, stops with the arms opened.

He can be free if another schoolmate touches him.

For speed 1) run fast from line E to line D (6 meters); come back recovering and just touch the line E ...

2) run fast from line E to line C (9 mt); come back recovering and just touch the line E ...

3) run fast from row E to row B (12 mt); come back recovering and just touch the line E ...

4) run fast from row E to row A (18 mt); come back recovering and just touch the line E ...

5) standing in front of a wall, at a distance of about 3 meters: he throws as quickly as possible a small ball against the wall 6 times, alternating the right hand and the left hand with the throwing; the grip always takes two hands.

(3 repetitions)

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4ST LESSON Brainstorming Quiz: what actions can you do with your body?

Students ask answer general information questions about: Quiz: what actions can you do with your body?

The students ask to answer general questions about: actions and work on an information file, by filling out a table and a gapped map.

Warm up CAPTURE THE FLAG

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joint mobility 12) put on the row E with legs apart and roll a ball on the floor making it pass between the legs and describing an 8; push it first with one hand, then with the other; every 3 turns reverse the direction of rotation. (4 repetitions) 13) advances to row D with a lunge and torsion of the bust from the front leg (6 mt) 14) on the C line, in a standing position with legs apart: holding the arms outstretched and holding a ball in two hands, turn the torso to the right and to the left. (10 repetitions per part) 15) on row B, in an upright position with a slightly advanced foot: holding a cord with two hands, bring it forward and behind the body passing over the head without bending the arms. Keep the cord taut. (10 repetitions) 16) on row A, standing with legs apart, hands behind the nape: perform side lunges on the right and on the left (10 repetitions on each side).

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5ST LESSON Brainstorming Quiz: What do you think of the benefits of physical activity?

Students ask answer general information questions about: Quiz: what are the benefits of physical activity?

The students ask to answer general questions about: actions and work on an information file, by filling out a table and a gapped map.

MY IDENTIFY CARD Name Surname Day of birth Anthropometric data Date of detection Height Weight

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For endurance run all the way without interruption, doing only 1 or 2 repetitions per exercise. Repeat the route 3 times. Keep a pace appropriate to your skills.

For endurance 1) Execute jump from line A to row b (3 x 6 mt) 2) Perform bending of the arms on row B, keeping the body taut behind (2 x 5 repetitions) 3) in a supine position with legs bent on row C, hands behind the head: touch the left knee with the right elbow; return to the ground and repeat inverting elbow and knee (10-15 repetitions for side) 4) Kneeling on row D, with hands or forearms resting on the floor: raise and lower the leg keeping it extended behind (10-15 repetitions for leg) 5) move forward from row D to row E, on the hands and feet, keeping the body lifted; return to line D by moving backwards (2 repetitions) 6) lie prone on a mat (line E), holding a volleyball ball in two hands or weight equivalent with arms extended forward: lift the ball, arms and torso from the ground and slowly lower (2 x 10-12 repetitions) 7) run fast from line E to line D (6 meters); come back recovering and just touch the line E ...

8) run fast from line E to line C (9 mt); come back recovering and just touch the line E ...

9) run fast from row E to row B (12 mt); come back recovering and just touch the line E ...

10) run fast from row E to row A (18 mt); come back recovering and just touch the line E ...

11) standing in front of a wall, at a distance of about 3 meters: he throws as quickly as possible a small ball against the wall 6 times, alternating the right hand and the left hand with the throwing; the grip always takes two hands.

(3 repetitions) 12) put on the row E with legs apart and roll a ball on the floor making it pass between the legs and describing an 8; push it first with one hand, then with the other; every 3 turns reverse the direction of rotation. (4 repetitions) 13) advances to row D with a lunge and torsion of the bust from the front leg (6 mt) 14) on the C line, in a standing position with legs apart: holding the arms outstretched and holding a ball in two hands, turn the torso to the right and to the left. (10 repetitions per part) 15) on row B, in an upright position with a slightly advanced foot: holding a cord with two hands, bring it forward and behind the body passing over the head without bending the arms. Keep the cord taut. (10 repetitions) 16) on row A, standing with legs apart, hands behind the nape: perform side lunges on the right and on the left (10 repetitions on each side).

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6ST LESSON Brainstorming Quiz: What do you think of Badminton?

Students ask answer general information questions about: Quiz: Why Badminton?

The students ask to answer general questions about: actions and work on an information file, by filling out a table and a gapped map.

BADMINTON BADMINTON is a racquet sport played by either two opposing players (singles) or two opposing pairs (doubles). The badminton court is rectangular and is divided by a net. Players score points by hitting a shuttlecock with their racquet so that it passes over the net and lands in the other half of the court.

BADMINTON EQUIPMENT Racquets Badminton racquets are light, with top quality racquets weighing between 79 and 91 grams including the strings. The grip of the racquet is very important. The choice of grip allows a player to increase the thickness of his racquet handle and choose a comfortable surface to hold.

Shuttlecocks A shuttlecock (often abbreviated to shuttle and also commonly known as a bird or birdie) is a projectile with an open conical shape. There are different types of shuttles: Shuttlecocks with feathers. They are often used by high level players.

Synthetic shuttles (nylon shuttles). They are often used by recreational players and beginners. Feathered shuttles are more expensive and break more easily than nylon shuttles.

Plastic shuttles. They are smaller and it is almost impossible to play badminton with them.

NEVER BUY ONE OF THESE !!!

BADMINTON COURT Badminton is played on a court marked for both singles and doubles matches. The court is rectangular and divided into halves by a net. The doubles court is wider than the singles court, but both are the same length. The exception, which often causes confusion to newer players, is that the doubles court has a shorter serve-length dimension.

The doubles court is 6,10 metres wide and 13,40 m. long.

The singles court is a little smaller (5,18 m. wide and 13,40 m. long).

The net is 1,55 m. high BADMINTON RULES 1. Scoring system: 3 x 21 rally point scoring system.

• Each game is played with 21 points (with a margin of at least two points), with players scoring a point whenever they win a rally. If the score reaches 20-all, then the game continues until one side gains a two point lead (such as 24-22), up to a maximum of 30 points (30-29 is a winning score).

• A match is the best of three games. (The first player to win two games wins the match.)

2.

Service: • At the start of the rally, the server and receiver stand in diagonally opposite service courts.

• The serve must travel diagonally to be good.

• The server must hit the birdie so that it passes over the net and the short service line, and would land in the receiver's service court.

• The server must hit the shuttle from below the waist.

• There is only one serve.

• In singles, the server stands: ⇒ in his right service court when his score is even (or 0); ⇒ in his left service court when his score is odd.

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•

• •

In doubles, if the serving side wins a rally, the same player continues serving, but he changes service courts so that he serves to each opponent in turn. If the opponents win the rally and their new score is even, the player in the right service court serves; if odd, the player in the left service court serves.

The winners of the previous game serve first in the following one.

The server and receiver must stand inside their respective service courts until the serve is made.

BADMINTON STROKES SERVICE (under waist shot): o short service; o long service; o drive service (hitting the shuttle as far as you can with a horizontal direction and fast); o backhand service.

CLEAR (upper arm or overhead shot - hitting the shuttle high and to the back of the opponents' court, the rearcourt): o attacking clear -2; o defensive clear - 1; DROP SHOT - 5 (upper arm or overhead shot - hitting the shuttle so that it falls softly downwards into the opponents' forecourt, very close to the net).

SMASH – 4 (upper arm or overhead shot – hitting the shuttle downwards and fast, attempting to win the rally immediately).

DRIVE – 3 (hitting the shuttle as far as you can with a horizontal direction and fast).

NET SHOT - 6 (under arm shot – hitting the shuttle softly back to the net).

LOB (under arm shot – hitting the shuttle high and to the back of the opponents’ court): o attacking lob, used when your opponent is very close to the net; o defensive lob, often used to get time enough to return to the midcourt.

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Name: __________________________________

Date:_______________

Complete the activity.

Badminton vocabulary 1. __________________________________ A shot hit deep into the opponent's court 2. __________________________________ A shot made from below and very close to the net and causing the shuttle to rise, just clear the net, then drop sharply down the other side 3. __________________________________ A fast shot hit straight down into the opponent's court so that it cannot be returned 4. __________________________________ A legal shot in which the shuttle hits the frame of the racket 5. __________________________________ A game where two people play two people as teams 6. __________________________________ A violation of the rules 7. __________________________________ Any deceptive movement that disconcerts an opponent before or during the serve; a "baulk" 8. __________________________________ An illegal stroke in which the shuttle is not hit, but caught and held on the racket before being released 9. __________________________________ A piece of cork covered in goat skin with 16 goose feathers attached to one end 10. __________________________________ A fast and low shot that makes a horizontal flight over the net 11. __________________________________ A quick wrist-and-forearm rotation used to surprise an opponent by changing an apparently soft shot into a faster passing shot.

Flick- Drive- Clear- Fault- Wood shot- Sling- Shuttlecock- Doubles - Kill - Hairpin net shot -Feint

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7ST LESSON Brainstorming Quiz: What do you think of Badminton?

Put a cross next to the correct answer.

-A badminton net is: a) 1,55 m. b) 1,85 m. c) 1,35 m.

-The game begins with: a) an overhead serve b) a over-waist serve c) an under-waist serve -Hitting the shuttle into the net is: a) a drop shot b) a net shot c) a fault -To win, the margin in the score must be at least: a) 1 point b) 2 points c) 3 points -In Badminton, a player must serve from the service: a) line b) lane c) court -A gentle shot that just goes over the net is a: a) drive shot b) drop shot c) backhand shot -A shot that goes high over the net to the backcourt is a: a) lob b) net shot c) drive shot -A very hard, powerful overhead shot is a: a) drive b) clear c) smash -A series of several shots in a row is called a: a) record b) rally c) set -The central position players try to get to is the: a) home position b) top position c) court position -A wood shot is one where the shuttlecock is hit by the: a) strings of the racquet b) frame of the racquet c) handle of the racquet -Hitting the shuttle twice before it goes over the net is a: a) point b) double c) fault

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Badminton basic vocabulary spanish and english -

students organize themselves in pairs and groups to play Badminton

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8-9-10ST LESSON Brainstorming Quiz: What do you think of your badminton skills? What's the best strokes? What are the strokes where you have difficulty?

Student matches Self-assessment of students Evaluations of teachers

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11-12ST LESSON Class tournament

• • • • •

draw pairs elimination matches 1 set of 15 points gold group (winners) silver group (losers)

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CLIL Lesson Plan

2017/2018

Subject: ENGLISH – Physical Education

Grade: II year High School Tourism Studies Time: January – February 2018

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual information (pictures and videos) • use observation to describe gym tools (mind maps, word banks, spidergrams...)

• compare and distinguish different techniques and different materials of representing something – use power point and the IWB • find words in a word puzzle, create glossaries • recognise, understand and use new vocabulary • ask and answer questions about their work

Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • • •

report about the specific use of gym tools use microlanguage to describe the human body understand instructions to carry out tasks: actions, games and role plays

Content • • • •

Cognition •

Actions Gym tools Body parts Steps in a games .....

• •

Encourage students to execute orders, follow rules and carry out specific tasks regarding physical exercises (walking, jumping, running.....)

Enable students to create activities to propose to their mates (cooperative and peer work) Improve student’s performances in English in a semiformal contexts

Culture Experience empathy, creativity, effective communication, Select strategies, problem solving, self-awareness, deal with emotions and self-evaluation Acknowledge communication codes Develop the sense of otherness and self

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Communication Language OF learning KEY VOCABULARY Physical Education Gymnasium Playing field Ball Cones Skittles Hoops Obstacles Run Jump Throw Catch Walk Go Stop Take Put Creep Roll on the floor Turn around Bend your Bounce Hit Head Shoulders Legs Knees Hands Foot/feet Tummy Chest Legs apart Carry Follow In On Under Between Near In front of Opposite Behind

Language FOR learning ASK QUESTIONS Why not ...? what do you think about it...?

Language THROUGH learning New expressions and new vocabulary (microlanguage)

COMPARISON ... it is more advisable ... let's try to do this ...

Fill in a table Fill in the gaps Select information from texts, videos

CONTRAST Although, despite, however, unlike, however, ...

Retain language revised by both the teacher and learners

DESCRIBE AND INFORM As you can see ..., as shown ..., demonstrate

Make use explanations

GIVE VIEWS In my opinion, in my opinion, personally,I think, as far as I'm concerned, I believe,..

Record, predict, learn new words which arise from activities

of

peer

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Procedures 1 2 3 4 5 6-7 8-9-10

11-12

Introduction Brainstorming Fact file Brainstorming Warm up Strength Brainstorming Warm up Speed Brainstorming Warm up Joint mobility Brainstorming Endurance Brainstorming Badminton Brainstorming Student matches Self-assessment of students Evaluations of teachers Class tournament

Aids • • • • •

IWB (Interactive White Board) Videos Internet, specific websites Dictionaries and glossaries Visual Prompts

Scaffolding Strategies • • • •

Power Point Presentations Padlets Save notes, charts, keywords on the IWB Online research

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CLIL Lesson Plan

2017/2018

Subject: Computer Science Computer networks in business companies

Grade: Last grade

Time: 30 hours

Learning Outcomes By the end of these lessons learners will be able to: • understand the characteristics of Computer Network and the possibilities offered to small business companies • recognize different LAN topologies and their advantages and disadvantages • understand the characteristics of common network devices • analyse different LAN scenarios • describe how to set up a small network for a business company • read short technical texts and analyse information • understand simple instructions to set up a small network • summarize information about computer networking • report about computer networking using a clear specialized lexicon correctly

Assessment Teacher, peer and self-assessment processes will be used to assess how well learners will: • participate in class/laboratory by interacting with the teacher • participate in all tasks and activities: o try to find the answers to computer networking questions o use the correct vocabulary about hardware needed to connect to a LAN, LAN topologies, security measures, network policies o complete T-chart about advantages and disadvantages of computer networks, difference about client servers and peer to peer networks o do glossary online activities using specific websites (e.g. Quizlet.com)

Content

• • • • • • • •

Advantages of networking Hardware needed to connect to a LAN Client servers and peer to peer networks Topologies IP addressing, MAC addressing, packets and protocols Security measures and Network policies The Internet and hardware needed IP addressing of resources

Cognition

• Provide learners with the opportunity to understand the key concepts of computer network and the possibilities offered to small business companies • Provide learners with the opportunity to recognize different LAN topologies and their advantages and disadvantages • Encourage learners to analyse and describe different LAN scenarios for small business companies • Provide learners with the opportunity to acquire skills needed for understanding computer networks technical documents • Vocabulary building, learning and using

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Culture • • • • •

Learn how to work in a team Develop analysis and synthesis skills Use international website to learn Understand that computer networks use international standards Use and re-employ the acquired knowledge in L1 or in L2 independently of the language of acquisition

Communication Language OF Learning KEY VOCABULARY AND PHRASES Unit 1: Advantages of networking Computer network Local Area Network (LAN) Computer resource Network manager Unit 2: Hardware needed to connect to a LAN Hub, Switch Network Interface Card (NIC) Connectors and cables wireless connection wireless access point (WAP) Unit 3: Client servers and peer to peer networks Peer to peer network (P2P) Client server network Unit 4: Topologies Network topology Ring, Star, Bus topologies Unit 5: Differences between a LAN and a WAN Wide Area Network – WAN network node Unit 6: IP addressing, MAC addressing, packets and protocols Networking protocol IP Address and MAC Address Data Packet Router Unit 7: Security measures Username and Password User access level Hacker Encryption Cryptographic key Cypher text Shared key encryption

Language FOR learning ASKING QUESTIONS What is meant by a computer network?

What is meant by a local area network?

What are the advantages to users of networking computers?

Why is a network interface card required?

What is the difference between a hub and a switch?

What is a wireless access point (WAP)?

What is meant by a peer-to-peer network?

What is meant by a client-server network?

How are the computers connected together so that they can communicate with each other?

What is meant by a network topology?

What is meant by the acronyms, LAN and WAN? What is the difference between a LAN and a WAN? What is an IP address?

What is a MAC address?

What is a packet in computer networking?

Which could be rules for secure password?

What’s the meaning for “encryption” and “decryption” What is a firewall?

What is meant by an acceptable use policy?

What should be included in a backup policy?

What is the role of a disaster recovery policy?

What is meant by failover?

What is the Internet?

What is the function of a modem?

What is the function of a network adaptor?

What is the function of a router?

What do the initials IP stand for?

How is an address configured in IP v4?

How is IP v6 different?

Language THROUGH learning TECHNICAL MICROLANGUAGE Record new words and expressions related to the topic Distinguish language needed to carry out activities

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Public key encryption Firewall Unit 8: Network policies Network policies Failover Disaster recovery policy Backup policy Acceptable use policy Unit 9: The Internet and hardware Modem ISP (Internet Service Provider) Hyperlink Web browser Unit 10: IP addressing of resources IP address IPv4 and IPv6 addresses dynamic and static IP addresses private and public IP addresses domain name DNS (Domain Name Service)

What is a domain name?

What is meant by the Domain Name Service (DNS)?

DESCRIBING List different types of networks/network topologies/cables/…

Describe the characteristics of …….

State an advantage/disadvantage of ……

Could you explain how the computers are connected together so that they can communicate with each other?

COMPARING AND CONTRASTING Decide whether a statement is an advantage or disadvantage of …….

Decide for each statement presented in a table the corresponding network policy

Procedures This module is organized into ten units.

Each unit follows these phases: 1. students watch videos individually (from GCSE Computing website: https://www.cambridgegcsecomputing.org/) (each student uses earphones or headphones) (listening activities) 2. students do Quizlet activities (using Quizlet “study set” prepared by the teacher) (flashcards, games from website https://quizlet.com/) (whole class activities/work in pairs activities) (listening/writing activities) 3. students do writing activities (answer to questions) (work in pairs activities) (writing/speaking activities) 4. discussion about students’ answers (whole class activity) (reading/speaking activities) Each unit requires three 60’ lessons: • Unit 1 - Advantages of networking Computer network (180’ – 3 lessons) • Unit 2 - Hardware needed to connect to a LAN (180’ – 3 lessons) • Unit 3 - Client servers and peer to peer networks (180’ – 3 lessons) • Unit 4 – Topologies (180’ – 3 lessons) • Unit 5 - Differences between a LAN and a WAN (180’ – 3 lessons) • Unit 6 - IP addressing, MAC addressing, packets and protocols (180’ – 3 lessons) • Unit 7 - Security measures (180’ – 3 lessons) • Unit 8 - Network policies (180’ – 3 lessons) • Unit 9 - The Internet and hardware (180’ – 3 lessons) • Unit 10 - IP addressing of resources (180’ – 3 lessons)

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Aids • • • • •

IWB (Interactive White Board) Videos Glossary of technical words and acronyms T-charts Specific Internet websites: o http://cambridgegcsecomputing.org (reference to course Computer communications and networking da GCSE Computing MOOC) o www.quizelt.com (flashcards, games, multiple choice tests, ecc…)

Scaffolding Strategies

• • • • •

Power Point Presentations Save notes, charts, keywords on the IWB On line research Write in the notebook/Word file words learned watching videos from website http://cambridgegcsecomputing.org Online games using quizlet.com website (challenges between students to acquire the technical vocabulary)

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Unit 1 – Advantages of networking

Lesson 1 – 60’ • Introduction to CLIL activity and unit Warm-up o Explain the student the purpose of CLIL activity: Ø learn networking vocabulary Ø describe computer network characteristics for business companies Ø try to set up a small network for business company, using online tools • Students have to : o register on website http://cambridgegcsecomputing.org/ o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o read the section Introduction o clic on link 46. Advantages of networking • Students watch the video Advantages of networking.

• •

Video discussion to assess learning.

Ask questions to students

•

Work in pair o o

Students have to complete online Test Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies - Unit 1 - Advantages of networking”.

Lesson 2 – 60’ • Work in pair o Students access to Quizlet website and continue activities related to study set “CLIL Computer networks in business companies - Unit 1 - Advantages of networking”. (The “study set” has been prepared by the teacher) • Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking. They select the unit Advantages of networking and access to Worksheet 1 o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class questions o Revisit main concepts that students learnt in Quizlet activity

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Lesson 3– 60’ • Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking. They select the unit Advantages of networking o Students complete Interactive Activity 1.

•

Work in pair o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class questions o Revisit main concepts that students learnt in previous activities

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Example of Unit 1 Quizlet activities

Example of “Learn” Quizlet activity:

Example of “Flashcard” Quizlet activity:

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Example of “Spell” Quizlet activity:

Example of “Spell” Quizlet activity:

Example of “Test” Quizlet activity:

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Example of “Gravity” Quizlet game:

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Unit 2 – Hardware needed to connect to a LAN

Lesson 1 – 60’ • Warm-up o In laboratory the teacher: Ø shows devices (NIC, Ethernet cable, hub and switch) (images and real devices) to the students

•

•

Ø briefly explains their roles and demonstrate how the cable connects to the NIC and hub/switch.

Students have to : o connect to website using their account: http://cambridgegcsecomputing.org/ o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 47. Hardware needed to connect to a LAN Students watch the video Hardware needed to connect to a LAN - Part A.

•

Work in pair o Students complete online Test A together

•

Students watch the video Hardware needed to connect to a LAN - Part B

•

Video discussion to assess learning o Teacher asks questions such as: Ø What does the acronym NIC stand for? Ø What is the function if a NIC? Ø What is the difference between a hub and a switch? Ø What is a wireless access point (WAP)?

Lesson 2 – 60’ • Work in pair o Students access to Quizlet website and continue activities related to study set “CLIL Computer networks in business companies - Unit 2 - Hardware needed to connect to a LAN”. (The “study set” has been prepared by the teacher) • Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking. They select the unit Hardware needed to connect to a LAN o Students complete Interactive Activity 1.

Students are shown some hardware devices that users need in order to connect to a local area network.

They have to start the activity and they will be shown some statements about the network hardware devices. They have

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o •

to drag the statements to the correct device. When they have finished, they click the Submit button to check their answers.

Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

Whole class o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

Lesson 3 – 60’ • Work in pair: o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking. They select the unit Hardware needed to connect to a LAN o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Whole class o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking. o They select the unit Hardware needed to connect to a LAN and select “Test a friend” activity.

One student uses this activity to create a test (true/false or multiple choice). The other student has to answer questions prepared by the classmate

•

Plenary – Class question o Revisit main questions about network hardware devices.

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Unit 3 – Client servers and peer to peer networks

Lesson 1 – 60’ • Warm-up o The teacher asks general questions about computer networks e.g. Ø What is meant by a computer network? Ø List two advantages for the school or for a business company in connecting their computers through a network • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 48. Client-server and peer-to-peer network • Students watch the video Client-server and peer-to-peer network.

•

Work in pair o Students complete online Test together

•

Video discussion to assess learning. o Teacher asks questions such as: Ø What is meant by a peer-to-peer network? Ø What is meant by a client-server network? Ø Could you explain how the computers are connected together so that they can communicate?

•

Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies - Unit 3 - Client-server and peer-to-peer network”. (The “study set” has been prepared by the teacher)

Lesson 2 – 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 48. Client-server and peer-to-peer network •

Work in pair o Students complete online Activity 1 on website Students read some statements about networks. They have to decide if the statements apply to or describe client-server or peer-to-peer networks, or both and click in the appropriate boxes. When they have finished, they click the Submit button to check their answers. o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 48. Client-server and peer-to-peer network •

Work in pair o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class question o Revisit main questions about network hardware devices.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 4 – Topologies

Lesson 1 – 60’ • Warm-up o The teacher explains to the students … Ø … that there are different ways that computers and peripherals can be connected together to form a network. Ø … that the structure or arrangement of computers is called network topology.

•

•

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 49. Topologies Students watch the video Topologies.

•

Work in pair o Students complete online Test together

•

Video discussion to assess learning. o Teacher asks questions such as: Ø What is meant by a network topology? Ø Could you list three different network topologies? Ø Could you state an advantage of a star network over the other two topologies?

•

Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies - Unit 4 - Topologies”. (The “study set” has been prepared by the teacher)

Lesson 2 – 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 49. Topologies •

Work in pair: o Students complete online Activity 1 on website Students will be asked to use some components at the bottom of the page to illustrate the arrangements of computers in networks with different topologies.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Example:

o •

Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

Class discussion: o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 49. Topologies •

Work in pair o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions. o Students prepare a PowerPoint/Prezi presentation with answers to Worksheet 2

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class question o Revisit main questions about network topologies.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 5 – Differences between a LAN and a WAN

Lesson 1 – 60’ • Warm-up o Teacher asks general questions about computer networks e.g. Ø What are the advantages of using computer networks? Ø What is meant by a network topology? Ø Could you list three type of network topologies?

•

•

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 50. Differences between a LAN and a WAN Students watch the video Differences between a LAN and a WAN.

•

Work in pair o Students complete online Test together

•

Video discussion to assess learning. o Teacher asks questions such as: Ø What is meant by the acronyms, LAN and WAN? Ø What is the difference between a LAN and a WAN?

•

Work in pair o Students complete online Activity 1 on website o Students copy the correct text on their notebook or in a Word file

Lesson 2 – 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 50. Differences between a LAN and a WAN •

Work in pair: o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies - Unit 5 - Differences between a LAN and a WAN”. (The “study set” has been prepared by the teacher) o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Class discussion: o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 50. Differences between a LAN and a WAN •

Work in pair o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking. o They select the unit Differences between a LAN and a WAN and select “Test a friend” activity.

One student uses this activity to create a test (true/false or multiple choice). The other student has to answer questions prepared by the classmate

•

Plenary – Class question o Revisit main questions about LAN and WAN.

Unit 5 Quizlet glossary

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 6 – IP addressing, MAC addressing, packets and protocols

Lesson 1 – 60’ • Warm-up o In order to explain the importance of packet switching method used to transmit data over a digital network, teacher: Ø uses the video from website https://www.youtube.com/watch?v=Fv19_UrKKtA (London Bridge - demolition and sale in 1968) that shows the dismantling of London Bridge in 1968 so that it could be sent to Arizona in America Ø points out that as it was so large, it was split into segments each of which was numbered so that it could be reconstructed in America. Ø explains to the students that large files are split into segments (packets) before they are transmitted over a network and they are also labelled for reconstruction.

•

•

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 51. IP addressing, MAC addressing, packets and protocols Students watch the video IP addressing, MAC addressing, packets and protocols.

•

Work in pair o Students complete online Test together

•

Video discussion to assess learning. o Teacher asks questions such as: Ø What is an IP address? Ø What is a MAC address? Ø What is a packet?

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Lesson 2 – 60’ • Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies - Unit 6 - IP - MAC and Packets”. (The “study set” has been prepared by the teacher) •

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 51. IP addressing, MAC addressing, packets and protocols

•

Work in pair o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Class discussion: o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class question o Revisit main concepts: Ø IP address (also the differences between dynamic and static IP addresses and private and public ones) Ø MAC address and its format Ø “packet” definition and packet structure

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 51. IP addressing, MAC addressing, packets and protocols •

Work in pair o Students complete online Activity 1 on website Students have to complete some sentences by dragging the correct words from a list. When they have finished, they click the Check button to check their answers. o Students copy the correct text on their notebook or in a Word file o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class question o Revisit the questions about IP and MAC addresses, packets, routing.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 6 Quizlet glossary

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 7 – Security measures

Lesson 1 – 60’ • Warm-up o Teacher: Ø connects to website http://cambridgegcsecomputing.org/ using his/her account Ø accesses to GCSE Computing (OCR) - Computer communications and networking - 52. Security measures – new Ø explains to the students that they will be looking at strategies for enhancing network security Ø asks the students to list any security measures that they are aware of Ø using a projector, displays the interactive Starter Activity which includes information on basic network-security (video from url http://viewpure.com/D7BZkubZOFY) •

•

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 52. Security measures – new Students watch the video Security measures - Part A.

•

Work in pair o Students complete online Test A together Students have to visit website https://howsecureismypassword.net to understand how much time is necessary do find the correct password. They can do several attempts.

•

Students watch the video Security measures - Part B.

•

Work in pair o Students complete online Test B together One student has to encrypt a message using a shared cryptographic key, the other student has to decrypt the message using the same shared cryptographic key

•

Students watch the video Security measures - Part C.

Lesson 2 – 60’ • Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies - Unit 7 - Security measures”. (The “study set” has been prepared by the teacher)

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

Plenary - Class discussion o Revisit the questions that were asked after watching previous videos: Ø Which could be rules for a secure password? Ø What’s the meaning for “encryption” and “decryption” ? Ø What is a firewall?

•

Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking.

They select the unit Security measures and select Activity 1.

Students have to complete some sentences by dragging the correct words from a list. When they have finished, they click the Check button to check their answers. o Students copy the correct sentences on their notebook or in a Word file o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 52. Security measures – new •

Work in pair o Students complete Worksheet 2 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class question o Teacher: Ø connects to website http://cambridgegcsecomputing.org/ using his/her account Ø accesses to GCSE Computing (OCR) - Computer communications and networking - 52. Security measures – new Ø using a projector, displays the interactive Plenary Activity about company security measures.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 7 Quizlet glossary

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 8 – Network policies

Lesson 1 – 60’ • Warm-up o Teacher (using PowerPoint presentation): Ø explains to the students that they will be looking at policies to ensure the effective running of the network and action to be taken if there is a failure Ø asks the students to suggest the areas in which these policies should be made; e.g.: o How can a company protect its data? o Which are the main risks for a company using a computer network?

Ø reminds the students of (and display, if possible) the school’s Acceptable Use Policy; e.g.: o Which network policies do you use at school? o Do you login using a network username with a password? o Are you allowed to access only particular data on server hard disk?

•

•

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 53. Network policies – new Students watch the video Network policies - Part A.

•

Work in pair o Students complete online Test A together Students have to decide if some statements are true or false.

•

Students watch the video Network policies - Part B.

•

Work in pair o Students complete online Test B together Students have to decide from a list which disasters could have an impact on networks and computer systems

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Lesson 2 – 60’ • Plenary - Class discussion o Discuss and review the videos main topic to assess learning: Ø What is meant by an acceptable use policy? Ø What should be included in a backup policy? Ø What is the role of a disaster recovery policy? Ø What is meant by failover?

•

Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies – Unit 8 – Network policies”. (The “study set” has been prepared by the teacher)

•

Work in pair o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 53. Network policies – new •

Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking.

They select the unit Network policies - new and select Activity 1.

Students are shown a list of policies (Backup policy, Disaster recovery policy, Acceptable use policy) that should be implemented on a network.

They have to start the activity and they will be shown some statements about the policies. They have to drag the statements to the correct policy. When they have finished, they click the Submit button to check their answers. o Students copy the correct sentences on their notebook or in a Word file

•

Work in pair o Students complete Worksheet 2 (some questions about the topic) (from website http://cambridgegcsecomputing.org/) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Work in pair o Students do “Test a friend” activity on website http://cambridgegcsecomputing.org/ selecting unit Network policies - new One student uses this activity to create a test (true/false or multiple choice). The other student has to answer questions prepared by the classmate

•

Plenary – Class question o Discussion about the importance of network policies in a company

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 8 Quizlet glossary

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 9 – The Internet and hardware

Lesson 1 – 60’ • Warm-up o Teacher (using PowerPoint presentation): Ø describes the structure of the Internet

Ø invites students to watch a Youtube video which shows how data is transmitted over the Internet (Data Flow on the Internet): https://www.youtube.com/watch?v=hDHJxndSups •

•

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 54. The Internet and hardware Students watch the video The Internet and hardware

•

Work in pair o Students complete online Test together Students complete a multiple choice test. When they have finished, they click the Check it button to check their answers.

•

Plenary - Class discussion o Discuss and review the videos main topic to assess learning: Ø What is the Internet? Ø What is the function of a modem? Ø What is the function of a network adaptor? Ø What is the function of a router?

Lesson 2 – 60’ • Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies – Unit 9 – The Internet and hardware”. (The “study set” has been prepared by the teacher) •

Work in pair o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Work in pair o Students login to website http://cambridgegcsecomputing.org/ and access to the course Computer communications and networking.

They select the unit The Internet and hardware and complete Activity 1.

Students are shown some hardware devices needed to connect to a network and the Internet.

They have to start the activity and they will be shown some statements about the devices. They have to drag the statements to the correct device. When they have finished, they click the Submit button to check their answers. o Students copy the correct sentences on their notebook or in a Word file

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 54. The Internet and hardware •

Work in pair o Students complete Worksheet 2 (some questions about the topic) (from website http://cambridgegcsecomputing.org/) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Whole class o “Tracing the route” activity Using a projector teacher … Ø … shows the use of tracert command at the command line prompt Ø … discusses about the number of “hops” on the route to destination website

•

Work in pair o Students use tracert command to analyse the path that a packet takes from the computer they are on to the destination they specify.

•

Plenary – Class question o Revisit main questions about the topic.

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 10 – IP addressing and resources

Lesson 1 – 60’ • Warm-up o Teacher (using PowerPoint presentation): Ø asks the students what they would need to know if they wanted to send a letter or phone a friend. Ø underlines the importance of addresses on the Internet Ø displays to the students a web page that returns your IP address (e.g. https://whatismyipaddress.com ) Ø points out that it is shown as four denary numbers separated by full stops.

•

• •

Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 55. IP addressing and resources Students watch the set of videos IP addressing and resources Work in pair o Students complete online Test A and Test B together

Lesson 2 – 60’ • Class discussion o Discuss and review the Lesson 1 videos main topic to assess learning: Ø What do the initials IP stand for? Ø How is an address configured in IP v4? Ø How is IP v6 different?

Ø What is a domain name?

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Ø What is meant by the Domain Name Service (DNS)?

•

Work in pair o Students access to Quizlet website and do glossary activities related to study set “CLIL Computer networks in business companies – Unit 10 – IP addressing and resources”. (The “study set” has been prepared by the teacher)

•

Whole class o

•

Work in pair o Students complete Worksheet 1 (some questions about the topic) either on paper or using a Word file.

They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

Teacher uses a projector to display Interactive Activity 1.

It’s an animation that shows how computer communicate through the Internet using IP addressing

Lesson 3– 60’ • Students have to : o connect to website http://cambridgegcsecomputing.org/ using their account o clic on link GCSE Computing (OCR) o clic on link Computer communications and networking o clic on link 55. IP addressing and resources •

Work in pair o Students complete Activity 2 on website Students have to complete some sentences by dragging the correct words from a list. When they have finished, they click the Check button to check their answers. o Students copy the correct answers on their notebook

•

Work in pair o Students complete Worksheet 2 (some questions about the topic) (from website http://cambridgegcsecomputing.org/) either on paper or using a Word file. They may need access to the Internet to research some of the questions.

•

Class discussion o Ask individual students for their answers and discuss with the class so that all students will have the correct answers.

•

Plenary – Class question o Revisit main questions about the topic o Discussion about CLIL activity

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Unit 10 Quizlet glossary

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI�

Student name: _________________________ Computer Science- CLIL Module: Computer networks in business companies

Date: __________

Final Assessment SCENARIO NIC Computer is a small business company with fifteen employees.

Each of their employees has a standalone desktop computer. They have decided to use a network instead of standalone machines Task 1 Shown below there are some statements about computer networking.

Decide whether each statement is an advantage or disadvantage of computer networking.

[6 marks]

Advantage of

Disadvantage of

networking

networking

Devices such as printers and scanners can be shared.

o

o

Files can be shared more easily.

o

o

Cabling and infrastructure are expensive.

o

o

Users can send messages to each other using electronic mail.

o

o

Requires time and cost to manage and maintain it.

o

o

Files can be saved and backed up centrally.

o

o

Task 2 Shown below there are some statements about networks.

Decide if they apply to or describe client-server or peer-to-peer network, or both.

[6 marks]

Client-server networks

Peer-to-peer networks

Computers can share peripherals e.g. printers

o

o

A server controls access to shared resources

o

o

Data is stored locally on the disk drives of all the computers

o

o

It requires a dedicated network operating system

o

o

Network security is handled centrally

o

o

Each computer acts as both a client and a server

o

o

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Task 3 Using a computer network there are increased security risks. NIC Computer IT manager decides to explain security measures to employees.

Complete this description choosing words from the list below. There are three extra words which you don’t need to use.

[10 marks] A network user should not be given ______________ to folders and files that they do not need.

Users can be given different rights to files. For example they may be able to ___________ them but not ____________ to them or _____________ them. All users should have a password which should be ___________ frequently. The password should be a mixture of letters and ____________ . Both ______________ and lower case should be used and including _____________ such as question and explanation marks makes passwords more secure. To make data more secure it can be ______________ using both public and private _____________. keys characters connection

words upper write

numbers devices encrypted

changed delete

access read

Task 4 The new network manager of NIC Computer defines some network policies.

Shown below there are some statements about that policies.

Decide for each statement the corresponding policy.

[6 marks]

Backup

Disaster recovery

Acceptable use

policy

policy

policy

Procedures for making copies of data stored on the network It states how often passwords should be changed

o

o

o

o

o

o

It includes a code of conduct for all users

o

o

o

The procedures should be tested regularly

o

o

o

It will state when and how often the procedures should be done Set of procedures to allow a company to respond to natural or manmade disasters

o

o

o

o

o

o

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Task 5 In order to connect to a network and to the Internet NIC Computer employees have to use some hardware devices.

Shown below there are some statements about these hardware devices.

Decide for each statement the corresponding device.

[10 marks] Hub

Network Adapter

Switch

Modem

Router

It passes on the data to all computers connected It modulates and demodulates a signal

o

o

o

o

o

o

o

o

o

o

It is needed by a computer to connect to a network It reduces the amount of unnecessary network traffic It doesn’t pass on the data to all the devices connected It assigns IP addresses to the computers on a LAN Il leads to unnecessary network traffic

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

o

It connects the computers to the Internet

o

o

o

o

o

It formats the data using correct protocols

o

o

o

o

o

It converts between digital and analog

o

o

o

o

o

Task 6 You are a technician at NIC Computer and your supervisor asks you to explain details about network addressing to David, a new young employee.

Complete this description choosing words from the list below. There are three extra words which you don’t need to use [10 marks]

Every computer on a network has an__________ address which is assigned when a ___________ user logs in. It also has a MAC address which is given to the network _____________ when it is made.

When data is transmitted, it is broken down into _______________ . Each one contains part of the data, the sender and recipient _______________ and its position in the complete message. It also contains a _______________ so the recipient can check that the message has arrived intact. On its journey it passes through a series of _______________ which decide which route it should take, taking into account the current network ________________ . To communicate the computers must follow a set of rules or ____________ such as ___________ packets

routers

checksum

IP

network

protocols

manager

LANs

addresses

adaptor

old

traffic

TCP/IP

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Task 7 Your supervisor asks you to explain details about IP addresses and web sites addressing to David.

Complete this description choosing words from the list below. There are three extra words which you don’t need to use.

[8 marks]

An IP address consists of four __________ numbers. The first part indicates the _________ to which the computer is connected and the last part indicates the individual computer or ____________ . This part is __________ and is assigned when it logs into the network. Large websites need a ___________ IP which never changes. To make it easier to access these sites, they are given ____________ names. When we request access, ____________ servers search their _________ to find the IP address linked to that name.

DNS

network

static

dynamic

32 bit

domain

databases

host

8 bit

duplicate

online

_______________________________________________________________________________________________ Percentage Grade

<35%

35-44%

45-59%

60-69%

70-79%

80-89%

90-99%

100%

3

4

5

6

7

8

9

10

Marks: _______ /56 < 60% YOU CAN DO BETTER…Review the topic

From 61% to 80% GOOD WORK !

Grade: _____ /10 > 80% VERY WELL !

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

CLIL LESSON PLAN Subject: LAW Grade: 5TH YEAR CLASS (Administration, Finance and Marketing)

Time: 15 HOURS

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual and audio information • use observation to describe pictures • compare and distinguish different techniques and different materials of representing something – use power point, padlet, excel, prezi, make videos, take pictures • create glossaries • recognise, understand and use new vocabulary • ask and answer questions about their work • understand the meaning of new key vocabulary (microlanguage) • explain the main concepts of the studied topic • produce factual presentations showing the language and the content acquired • use problem solving strategies • talk about different government systems • talk about the functions of the political powers in the different systems • make comparisons between different political systems

Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • understand the concept of parliamentary and presidential democracy and of constitutional monarchy • identify/recognize similarities and differences between the government systems analized • develop awareness as European and global citizens • report on topics connected with their syllabuses • read short specific texts and analyse information for operative purposes • understand instructions to carry out tasks • summarize information • report about the topic using specific lexicon correctly

Content • • • •

The UK Government The US Government The Italian Government The Georgian Government

Cognition •

• • • •

Provide learners with opportunities to understand: - the key points in a government system - the functions of the powers of the state - the similarities/differences between the different systems Encourage knowledge transfer about concepts they have already studied in Law Enable students to talk about/write about/discuss different government systems Expand vocabulary/microlanguage Improve students’ English performance

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Culture • • • • •

Identify the key aspects related to the world of politics and law Expand cultural knowledge Get to know cross-cultural habits and traditions Develop the sense of Otherness and Self Develop awareness as European and global citizens

Communication Language OF learning KEY VOCABULARY monarchy throne to reign to rule the legislative power the executive power the judicial power the court of justice parliament the government the Prime Minister the Cabinet the Head of State …. (see glossary attached below)

Language FOR learning ASKING QUESTIONS What can you see…?

What do you recognize?

What do you know about?

Have you ever…?

What do you think we’re going to speak about?

What type of……is this?

Language THROUGH learning New expressions and new vocabulary (microlanguage)

IDENTIFYING When…where…how…?

Select information from texts, videos

COMPARING Point out the differences…

Can you see the difference between…?

Retain language revised by both the teacher and learners

CONTRASTING Although, despite, however, unlike, nevertheless, …

DESCRIBING AND INFORMING As you can see…, as it is shown…, with reference to GIVING VIEWS In my opinion, according to me, personally I think, as far as I am concerned…

Fill in a table Fill in the gaps

Make use of peer explanations Record, predict, learn new words which arise from activities Fill in a self-assessment table

GIVING INSTRUCTIONS Look at page…

Turn over the page Divide into pairs/groups Read the text out Check spelling and grammar Underline new vocabularya/key ideas Do the exercises on page…

Fill in the gaps Match a word with its meaning Prepare an oral report Answer the questions Write full answers Watch the video and listen 2

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Look at the picture Look the word up in the dictionary Let’s check your work Let’s see this example Let’s watch the video Let’s correct the exercises Let’s revise the vocabulary Speak up Share ideas in your group Decide who will do what Test each other quickly

Procedures LESSON 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

ACTIVITIES 1. warming up 2. reading comprehension 3. pair work 4. class correction of exercises 1. group work 2. class correction of exercises 3. speaking 1. warming up 2. group work: writing a summary 3. class correction of summaries 4. video 1. warming up 2. reading comprehension 3. pair work 4. class correction of exercises 1. group work : exercises + making an oral report 2. class correction of exercises 1. warming up 2. speaking 3. video 1. warming up 2. reading comprehension 3. group work 1. class correction of exercise 2. reading comprehension 3. group work 1. class correction of exercise 2. overall revision of content and vocabulary 3. group work: speaking 4. videos 1. warming up 2. reading comprehension 3. group work 3

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11.

12.

13 – 14 - 15

1. class correction of exercise 2. reading comprehension 3. group work. Group presentations and final evaluation 1. task-based activity 2. taking roles Ppt presentations, self-assessment and teacher’s evaluation

Aids • • • • • •

IWB (Interactive White Board) Videos Internet, specific websites Dictionaries and glossaries Visual Prompts Photocopies

Scaffolding Strategies • • •

Power Point Presentations Save notes, charts, keywords on the IWB Online research

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DIFFERENT FORMS OF GOVERNMENT

LESSON 1 : THE UK GOVERNMENT (1 hour) 1. Warming up: (10 min) Look at the pictures: What can you see?

What do you recognize?

Have you ever been to London?

What do you know about the Queen’s power? (She reigns but she doesn’t rule)

The teacher writes on the IWB the key vocabulary to describe the pictures: QUEEN, KING, THRONE, REIGN, RULE, MONARCHY, CROWN, PRIME MINISTER, HOUSES OF PARLIAMENT, BIG BEN, GOVERNMENT

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2. Reading: (20 min) read the text and underline the key information in each paragraph. Also focus on new vocabulary. If you can’t guess the meaning of the new words, look them up in the online dictionary (Wordreference) or refer to the glossary provided.

3. Pairwork: (20 min) answer the questions in exercise n. 1.

4. Class correction (10 min) of the questions for comprehension 6

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LESSON 2 : THE UK GOVERNMENT (1 hour) 1. practice on content and on the new vocabulary: (30 min) the students are divided into 4 groups of a mixed level of competence in English and are asked to: - do exercises n. 2,3,4 - answer the questions in the box “say what you think” 2. Class correction (30 min) of the questions for comprehension and discussion on the different answers

LESSON 3 : THE UK GOVERNMENT (1 hour) 1. Warming up: (10 min): revision of the new vocabulary and of the new content 2. practice on content and on the new vocabulary: (20 min) the students are divided into groups again are asked to write a short summary of “The UK Government” using the answers to the exercises they did and corrected in the previous lessons.

3. Class correction (15 min): a representative from each group reads out his/her own summary 4. Video (15 min): https://www.youtube.com/watch?v=mEQyxDyT3fw The Queen’s Speech at the State Opening of Parliament

LESSON 4 : THE US GOVERNMENT (1 hour) 1. Warming up: (10 min) Look at the pictures: What can you see?

What do you recognize?

Have you ever been to the USA/ Washington DC…?

Who’s the President of the USA? Does he have more or less power than the Italian President of the Republic?

The twacher writes on the IWB the key vocabulary to describe the pictures : WHITE HOUSE, HOME OF THE PRESIDENT OF THE USA, THE SENATE, THE CAPITOL, THE CONGRESS, NEOCLASSICAL STYLE, PARLIAMENT, THE GOVERNMENT, THE LEGISLATIVE POWER, THE EXECUTIVE POWER, THE JUDICIAL POWER…

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2. Reading: (20 min) read the text and underline the key information in each paragraph. Also focus on new vocabulary. If you can’t guess the meaning of the new words, look them up in the online dictionary (Wordreference) 3. Pairwork: (20 min) answer the questions in exercise n. 1.

4. Class correction (10 min) of the questions for comprehension

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LESSON 5 : THE US GOVERNMENT (1 hour) 1. practice on content and on the new vocabulary: (30 min) the students are divided into their groups and are asked to: - do exercises n. 2,3,4 - prepare an oral report ( es n. 5) 2. Class correction (30 min) of the exercises and discussion

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LESSON 6 : THE US GOVERNMENT (1 hour) 1. Warming up: (10 min): revision of the new vocabulary and of the new content 2. Oral reports: (30-40 min) students take turns to report orally on the national government in the USA. If necessary, groups take advantage of other students’s ideas to make their reports richer.

4. Video (10 min): https://www.youtube.com/watch?v=BW6hxlThB_o : The White House

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LESSON 7 : THE ITALIAN GOVERNMENT (1 hour)

1. Warming up: (10 min): What form of government is Italy characterised by?

What do you know about our political system?

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Have you ever been to Rome?

Who’s the President of the Repubilc? Does he have more or less power than the President of the Usa or the Queen of England?

Where are the powers of the state based in Italy?

2. Reading: (20 min) read the text ( paragraphs 1,2,3) and underline the key information in each paragraph. Also focus on new vocabulary. If you can’t guess the meaning of the new words, look them up in the online dictionary (Wordreference) or refer to the glossary provided.

3. practice on content and on the new vocabulary: (30 min) the students are divided into their groups and are asked to answer the following questions for comprehension: 1. Who’s The President of the Republic?

2. Which 2 tasks does he perform?

3. What’s the difference between acting as a controller and as an interventionist?

4. How many chambers are there in Italian Parliament and what are they called?

5. What does the system of “correct proportional representation consist” of?

6. What is the “parliamentary term” and how long is it?

7. Can Parliament be dissolved before the end of the Parliamentary term?

8. What is the Government formed by?

9. How is the Government formed?

10. How many phased does the formation of the Government involve?

LESSON 8 : THE ITALIAN GOVERNMENT (1 hour) 1. class correction of the questionnaire (10 min) 2. Reading: (20 min) read the text ( paragraphs 4,5) and underline the key information in each paragraph. Also focus on new vocabulary. If you can’t guess the meaning of the new words, look them up in the online dictionary (Wordreference) or refer to the glossary provided.

3. practice on content and on the new vocabulary: (30 min) the students are divided into groups of mixed level of competence in English and are asked to answer the following questions for comprehension: 1. What does “rigid constitution” mean?

2. What’s the function of the Constitutional Court?

3. What is particular about the judges in the Constitutional Court?

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4. What does their power consist of?

5. Who exercises the judicial function?

6. What is “ ordinary jurisdiction”?

7. What is “special jurisdiction”?

8. What does the article 101 of the Italian Constitution say?

LESSON 9 : THE ITALIAN GOVERNMENT (1 hour) 1. class correction of the questionnaire and general revision of the new vocabulary and the new content (15 min) 2. in groups the students practise asking and answering all the questions about the Italian Government (20min) 3.videos: (20 min) : I palazzi della politica italiana https://www.youtube.com/watch?v=X-aUS2IhR7c Palazzo Montecitorio https://www.youtube.com/watch?v=w20997DKAQYIl Il Quirinale https://www.youtube.com/watch?v=kZQICnEqlW8 Palazzo Madama https://www.youtube.com/watch?v=IGgNcAGPsrM Palazzo Chigi

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LESSON 10 (1 hour) and 11 ( 1 hour) : THE GEORGIAN GOVERNMENT ( personal contribution of the Georgian Language assistant on the Educhange Project)

The English teacher suggests that the assistant follows the same lesson plan as the one adopted for lessons 7 and 8

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LESSON 12: task-based activity, taking roles (1 hour) The subject teacher, with the assistance of the English teacher, explains the final task to perform: each of the four groups is requested to produce a PPT (two slides for each student to prepare) about the government system of one of the four countries analized. The students decide who will deal with which country and in their groups they plan their activity.

A deadline is fixed.

LESSONS 13 AND 14: oral presentations and self- assessment (2 hours) The students will then show their digital product, commenting on the slides in English. The classmates listen and observe. At the end of this, all the students are asked to fill in the self- assessment grid attached .

LESSON 15: SUMMING UP (1 hour) The teacher and the students share the results of the self-assessment . A short discussion follows. At the end of the module the students are asked to give their opinion on the CLIL lessons, pointing out the parts/activities that most aroused their curiosity and interest, or the ones that they found difficult/boring. Pros and cons are highlighted. Improvements are proposed. The students exchange ideas and decide which is the best PPT . Finally, the subject teacher arranges to do individual oral tests on the topic, which will be evaluated according to the teacher’s evaluation grid attached.

GLOSSARY: LEGAL LANGUAGE ENGLISH-ITALIAN Accused person Act of Parliament Administration Amendment Appointment Article Attempt Barrier clause Bicameral body Cabinet Candidate Canon Law Chamber of Deputies (IT) Chancellor of the Exchequer Civil Law

Accusato Atto parlamentare Amministrazione Emendamento Nomina Articolo Tentativo Clausola di sbarramento Organo bicamerale Consiglio dei ministri Candidato Diritto canonico Camera dei Deputati Ministro dell’economia (UK) Diritto civile 16

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Committee Common Law Conferral Constituency Constitution Constitutional body Constitutional monarchy Consultation Council Council of Ministers Councillor County Court Court of Appeal Current legislation Decree Department/Ministry Divine judgement Election Equal Equally Executive power Expiration Foreign Secretary Government Guilt Guilty Head of State Home Secretary House of Commons House of Lords House/chamber Innocence Innocent Issues Judge Judgement (UK)/Judgment (USA) Jury Justice Law Law system Legal practice Local government Majority Majority electoral system Majority premium Mandate Member of Parliament Minister

Comitato Common Law (sistema giuridico britannico) Conferimento Circoscrizione elettorale Costituzione Corpo costituzionale Monarchia costituzionale Consultazione Consiglio (Organo) Consiglio dei ministri Consigliere Comune (Ente locale, municipalità) Corte/Tribunale Corte di appello Legislazione vigente Decreto Ministero Giudizio divino Elezione Equo/imparziale In modo equo/imparziale Potere esecutivo Scadenza/termine Ministro degli esteri Governo Colpa/colpevolezza Colpevole Capo di stato Ministro degli interni Camera dei Comuni (UK)= Camera dei Deputati (IT) Camera dei Lord (UK)= Camera del Senato (IT) Camera (sezione del Parlamento) Innocenza Innocente Questioni/problematiche Giudice Giudizio Giuria popolare(nei processi) Giustizia Legge Sistema giuridico/legislativo Pratica/procedura legale Governo locale Maggioranza Sistema elettorale maggioritario Premio di maggioranza Mandato Membro del Parlamento Ministro 17

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MP (Member of Parliament) Opposition Ordeal Ordinary statute Parliament Parliamentary democracy Parliamentary term Party Peer Perfect bicameralism Policy Political agreement Political Party Politics Power Power of early termination President President of the House of Deputies (IT) President of the parliamentary groups President of the Republic President of the Senate (IT) Presidents of the Chambers Prime Minister Reform Regional parliament Reservation Rule Secretary of the party Senate of the Republic (IT) Stability Supreme Court System of “correct” proportional representation System of laws To appoint To confer To debate To dissolve To elect To fail To make a law To reign To resign To rule To vote Town Hall/County Hall Trial Trial by jury Trial by ordeal

Membro della Camera dei Comuni (UK) Opposizione Ordalia (forma di tortura per stabilire la colpevolezza o l’innocenza; tipo di giustizia primitiva) Statuto ordinario Parlamento Democrazia parlamentare Legislatura parlamentare Partito politico/Fazione/Soggetto giuridico Membro della camera dei Lord (UK)/ Senatore (IT) Bicameralismo perfetto Politica (strategia messa in atto) Accordo politico Partito politico Politica (idee e principi) Potere Potere di scioglimento anticipato Presidente Presidente della Camera dei Deputati Presidente dei gruppi parlamentari Presidente della repubblica Presidente del Senato Presidenti delle camere Primo ministro Riforma Parlamento regionale Riserva Legge Segretario del partito Senato della Repubblica Stabilità Corte Suprema Sistema di rappresentanza proporzionale corretto Sistema/insieme di leggi Nominare Conferire Discutere/dibattere Sciogliere Eleggere Fallire Fare una legge Regnare (essere sul trono) Dimettersi Comandare/governare Votare Municipio Processo Processo con giuria popolare Processo per ordalia 18

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Vote

Voto

ITALIAN-ENGLISH Accusato Atto parlamentare Amministrazione Emendamento Nomina Articolo Tentativo Clausola di sbarramento Organo bicamerale Consiglio dei ministri Candidato Diritto canonico Camera dei Deputati Ministro dell’economia (UK) Diritto civile Comitato Common Law (sistema giuridico britannico) Conferimento Circoscrizione elettorale Costituzione Corpo costituzionale Monarchia costituzionale Consultazione Consiglio (Organo) Consiglio dei ministri Consigliere Comune (Ente locale, municipalità) Corte/Tribunale Corte di appello Legislazione vigente Decreto Ministero Giudizio divino Elezione Equo/imparziale In modo equo/imparziale Potere esecutivo Scadenza/termine Ministro degli esteri Governo Colpa/colpevolezza Colpevole Capo di stato Ministro degli interni

Accused person Act of Parliament Administration Amendment Appointment Article Attempt Barrier clause Bicameral body Cabinet Candidate Canon Law Chamber of Deputies (IT) Chancellor of the Exchequer Civil Law Committee Common Law Conferral Constituency Constitution Constitutional body Constitutional monarchy Consultation Council Council of Ministers Councillor County Court Court of Appeal Current legislation Decree Department/Ministry Divine judgement Election Equal Equally Executive power Expiration Foreign Secretary Government Guilt Guilty Head of State Home Secretary 19

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Camera dei Comuni (UK)= Camera dei Deputati (IT) Camera dei Lord (UK)= Camera del Senato (IT) Camera (sezione del Parlamento) Innocenza Innocente Questioni/problematiche Giudice Giudizio Giuria popolare(nei processi) Giustizia Legge Sistema giuridico/legislativo Pratica/procedura legale Governo locale Maggioranza Sistema elettorale maggioritario Premio di maggioranza Mandato Membro del Parlamento Ministro Membro della Camera dei Comuni (UK) Opposizione Ordalia (forma di tortura per stabilire la colpevolezza o l’innocenza; tipo di giustizia primitiva) Statuto ordinario Parlamento Democrazia parlamentare Legislatura parlamentare Partito politico/Fazione/Soggetto giuridico Membro della camera dei Lord (UK)/ Senatore (IT) Bicameralismo perfetto Politica (strategia messa in atto) Accordo politico Partito politico Politica (idee e principi) Potere Potere di scioglimento anticipato Presidente Presidente della Camera dei Deputati Presidente dei gruppi parlamentari Presidente della repubblica Presidente del Senato Presidenti delle camere Primo ministro Riforma Parlamento regionale Riserva Legge Segretario del partito

House of Commons House of Lords House/chamber Innocence Innocent Issues Judge Judgement (UK)/Judgment (USA) Jury Justice Law Law system Legal practice Local government Majority Majority electoral system Majority premium Mandate Member of Parliament Minister MP (Member of Parliament) Opposition Ordeal Ordinary statute Parliament Parliamentary democracy Parliamentary term Party Peer Perfect bicameralism Policy Political agreement Political Party Politics Power Power of early termination President President of the House of Deputies (IT) President of the parliamentary groups President of the Republic President of the Senate (IT) Presidents of the Chambers Prime Minister Reform Regional parliament Reservation Rule Secretary of the party 20

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Senato della Repubblica Stabilità Corte Suprema Sistema di rappresentanza proporzionale corretto Sistema/insieme di leggi Nominare Conferire Discutere/dibattere Sciogliere Eleggere Fallire Fare una legge Regnare (essere sul trono) Dimettersi Comandare/governare Votare Municipio Processo Processo con giuria popolare Processo per ordalia Voto

Senate of the Republic (IT) Stability Supreme Court System of “correct” proportional representation System of laws To appoint To confer To debate To dissolve To elect To fail To make a law To reign To resign To rule To vote Town Hall/County Hall Trial Trial by jury Trial by ordeal Vote

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STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly We used many different materials and techniques in our project without help

It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

3.

4.

Our decision about the tasks for the class presentation was fast and easy

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help

Our decision about the tasks for the class presentation was very difficult and it took a long time 5.

Our presentation was ready before due time Our presentation was ready on Our presentation wasn’t ready time on time 6.

I worked very well with my partners I worked well with my partners I didn’t like working with my partners 7.

My partners listened to my opinion and frequently My partners sometimes My partners never listened to agreed with me listened to my opinion and my opinion and never agreed sometimes agreed with me with me 8.

I listened to my partners’ opinion and frequently agreed I sometimes listened to my I never listened to my with them partners’ opinion and partners’ opinion and never sometimes agreed with them agreed with them 9.

I learned many interesting things with this project I learned some interesting I didn’t learn anything with this things with this project project 10. I feel I have improved my communication skills in I feel I have improved my I feel I haven’t improved my English a lot communication skills in communication skills in English a little English at all 11. I loved this CLIL project and I would like to do other I liked this CLIL project and I I didn’t like this CLIL project CLIL projects wouldn’t mind doing other at all and I don’t want to do CLIL projects other CLIL projects One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

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TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

3.

My classmates gave a clear, fluent and detailed report on the topic My classmates answered all the questions we asked for further information The digital product was engaging and rich in visuals

My classmates gave clear report on the topic

My classmates didn’t give a clear report on the topic

My classmates answered almost all the questions we My classmates didn’t answer asked for further information any questions

The digital product was quite engaging and with enough The digital product was visuals neither engaging nor rich in visuals 4.

The overall impression of the The overall impression of the project was satisfactory The overall impression of the project was excellent project wasn’t satisfactory After observing all our classmates’ presentations, we think that the best was......................................................................

TEACHER’S EVALUATION GRID: 9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

The student: - gives a clear, fluent and detailed report on the topic - understands and responds to any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: - gives a clear report on the topic - responds to any questions properly The student: - gives basic information on the topic - responds to most questions correctly The student: - gives only basic information on the topic - responds to most questions The student: - doesn’t get across his/her ideas - doesn’t respond to questions

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CLIL Lesson Plan

2017/2018

Subject: The World of work: the application process Time: February, March and April 2018

Grade: 5TH YEAR TOURISM STUDIES

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual and audio information • use observation to describe pictures (flowcharts, mind maps, city maps, spidergrams...)

• compare and distinguish different techniques and different materials of representing something – use power point, make videos, take pictures • create glossaries • recognise, understand and use new vocabulary • ask and answer questions about their work Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • report on topics connected with the application process using the specific lexicon correctly • read short specific texts and analyse information for operative purposes, such as a CV, a cover letter or a job ad • understand instructions to carry out tasks • summarize information • realise the main steps and features of the application process Content Cognition • • • • •

•

the application process what is the job ad the cover letter layout the European CV the Job Interview

• • • • • •

provide learners with opportunities to understand the key steps of the application process understand the different tools used in the application process encourage knowledge transfer about concepts they have already studied in Business Economics enable students to fill in a cv, write a cover letter and attend a job interview widen vocabulary improve students’ English performance stage mock interviews

Culture • • • • • • •

identify the key aspects related to the world of work get to know attitudes and behaviours in formal and informal contexts understand dress codes acknowledge the organisation chart of a company get to know verbal and non verbal communication identify cross cultural habits in business develop the sense of Otherness and Self

Language OF learning KEY VOCABULARY Candidate

Communication Language FOR learning ASKING QUESTIONS

Language THROUGH learning New expressions and new

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Applicant To look for/to apply for Employer, employee, employment Cover Letter Application Letter Job Interview CV Resumé …

What can you see…?

vocabulary (microlanguage)

IDENTIFYING When…where…how…?

Fill in a table Fill in the gaps Select information from texts, videos

COMPARING Point out the differences…

CONTRASTING Although, despite, however, unlike, nevertheless, …

Retain language revised by both the teacher and learners Make use of peer explanations

DESCRIBING AND INFORMING As you can see…, as it is shown…, with reference to GIVING VIEWS In my opinion, according to me, personally I think, as far as I am concerned…

Record, predict, learn new words which arise from activities

Procedures LESSON 1. 12th February 2. 19th February 3. 26th February 4. 5th March 5. 12th March 6. 19th March 7.26th March 8. 9th April 9. 16th April 10. 23rd April 11. 30th April

THE WORLD OF WORK: “The application process” ACTIVITIES 1. Brainstorming 2. Flow chart 3. Listening activity 1. Warm-up 2. Speaking activity 3. Video 1. Correction of the homework 2. The cover letter 3. Homework 1. Correction of the homework 2. Listening activity 1. The CV 2. Website 3. Homework 1. Correction of the homework 2. Reading activity 3. Speaking activity 1. Video 2. Speaking activity 1. Group work: project 1. Group work: project 1. Group presentations and final evaluation 1. Group presentations and final evaluation

Aids • • • •

IWB (Interactive White Board) Videos Internet, specific websites Dictionaries and glossaries 2

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•

Visual Prompts

• • • •

Scaffolding Strategies Power Point Presentations Padlets Save notes, charts, keywords on the IWB On line research

THE WORLD OF WORK: “The application process” 1ST LESSON

1. BRAINSTORMING ACTIVITY (20 minutes)

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2. THE APPLICATION PROCESS: A FLOW CHART (10 minutes) Students are asked to complete the following flow chart.

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3. LISTENING ACTIVITY (25 minutes) Students listen twice and complete the following ad. Then the teacher checks it.

Students listen twice and complete the following forms. Then the teacher checks it.

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2ND LESSON 1. WARM-UP: (10 minutes) The students are asked to summarise what they have done so far.

2. SPEAKING ACTIVITY: (25 minutes) The students are asked to look back at the two listening exercises made in the first lesson and then they discuss together to answer the following question: " Look at the two forms in exercise 4 and compare the two candidates' details. Who would you choose for the job? Why? Open discussion.

3. VIDEO (5 minutes) The Interview Guys: Top 10 Job interview Questions https://www.youtube.com/watch?v=I2IDGXX5-YY The video is watched in class and then the teacher gives them a table to complete about it.

4. PAIRWORK (15 minutes) The students watch the video again and complete the following table.

VIDEO: TOP 10 JOB INTERVIEW QUESTIONS AND ANSWERS QUESTIONS

TIPS

TELL ME ABOUT YOURSELF WHY SHOULD WE HIRE YOU? WHAT IS YOUR GREATEST STRENGTH? WHAT IS YOUR GREATEST WEAKNESS? WHY DO YOU WANT TO WORK HERE? WHY DID YOU LEAVE YOUR LAST JOB? 8

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WHAT IS YOUR GREATEST ACCOMPLISHMENT? DESCRIBE A DIFFICULT WORK SITUATION AND WHAT YOU DID TO OVERCOME IT WHERE DO YOU SEE YOURSLEF IN FIVE YEARS? DO YOU HAVE ANY QUESTIONS FOR ME? 3RD LESSON 1. CORRECTION OF THE TASK: (20 minutes) Students are called one by one to complete the following table. If there are problems the teacher makes the students watch the video again and pauses it when necessary. Useful vocabulary is explained.

This is the final table.

VIDEO: TOP 10 JOB INTERVIEW QUESTIONS AND ANSWERS TIPS

QUESTIONS TELL ME ABOUT YOURSELF

SPECIFIC WORK EXPERIENCE NO PRIVATE LIFE

WHY SHOULD WE HIRE YOU?

TALK ABOUT YOUR SKILLS AND SAY WHY THE COMPANY SHOULD NEED YOU

WHAT IS YOUR GREATEST STRENGTH?

GIVE EXAMPLES CHOOSE A STRENGTH THE COMPANY IS LOOKING FOR

WHAT IS YOUR GREATEST WEAKNESS?

BE HONEST SAY YOU’RE TRYING TO IMPROVE DON’T CHOOSE SOMETHING YOU KNOW IT IS FUNDAMENTAL FOR THE COMPANY

WHY DO YOU WANT TO WORK HERE?

TALK ABOUT ASPECTS YOU ADMIRE (COMPANY STRUCTURE, ORGANISATION)

WHY DID YOU LEAVE YOUR LAST JOB?

IF YOU LEFT, SAY WHAT YOU DIDN’T LIKE OF THE COMPANY IF IT WAS THE COMPANY’S DECISION, BE HONEST, EXPLAIN WHAT HAPPENED AND WHAT YOU LEARNT FROM THAT EXPERIENCE

WHAT IS YOUR GREATEST ACCOMPLISHMENT?

SOMETHING SPECIFIC YOU WERE IN CHARGE OF SAY HOW GOOD YOU WERE AT IT

DESCRIBE A DIFFICULT WORK SITUATION AND WHAT YOU DID TO OVERCOME IT

BE SPECIFIC

WHERE DO YOU SEE YOURSLEF IN FIVE

BE REALISTIC

EXPLAIN HOW YOU DEALT WITH IT

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YEARS?

DO YOU HAVE ANY QUESTIONS FOR ME?

SHOW YOUR WILL TO IMPROVE AND HOW THIS WILL BRING BENEFITS TO THE COMPANY TOO ALWAYS SAY “yes” ASK CLEVER QUESTIONS TO SHOW YOU ‘VE MADE RESEARCH ON THE COMPANY

2. THE COVER LETTER (30 minutes) The teacher asks the students to define what it is according to what they have learnt in other subjects. Then the students have to analyse the following example

3. HOMEWORK (5 minutes) Students are asked to write a cover letter for homework: "Imagine you have a high school diploma from the Istituto Tecnico Turistico. On your initiative you would like to present your application to a five-star hotel in Milan for the position of back office personnel. Write a cover letter"

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4 TH LESSON 1. CORRECTION OF THE HOMEWORK (40 minutes) The teacher asks the students to read some of their cover letters aloud. These are corrected. At the end all the cover letters are collected by the teacher to be checked.

2. LISTENING ACTIVITY (15 minutes) Students are asked to listen twice and then complete the following exercises. They work in pairs.

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5TH LESSON 1. THE CURRICULUM VITAE: EXPLANATION (30 minutes) The teacher asks the students to explain what the curriculum vitae is and then the students are asked to complete the following exercises.

2. A REAL EXAMPLE OF A CV: (25 minutes) Students visit the following website where they can find concrete examples of CVs. http://europass.cedefop.eu.int HOMEWORK: Students are asked to write their own CV based on what they have learnt.

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6th LESSON: 1. CORRECTION OF THE HOMEWORK (15 minutes) 2. READING ACTIVITY: Students are asked to read the following CVs and compare them. They are allowed to work in small groups. (25 minutes)

SPEAKING ACTIVITY: (15 minutes) The teacher asks the students some questions on the two CVs they have just analysed.

7th LESSON: 1.

VIDEO (35 minutes)

YOU TUBE, TRUNG MAI English for job interview: https://www.youtube.com/watch?v=_6AvYC5v3vc 2. SPEAKING ACTIVITY: (20 minutes)

Students watch the video and then are asked some questions.

8th LESSON GROUP WORK (IN THE 3D LAB) -

Invent the name of a company, a travel agency or a hotel and prepare a job advertisement

-

Write a cover letter which answers to the job ad.

-

Mock a job interview (a small video)

Students are divided in small groups and are asked to prepare a power point presentation for the final evaluation.

9th LESSON: GROUP WORK (IN THE 3D LAB + WORK ONLINE) 10th -11th LESSON: PRESENTATIONS AND FINAL EVALUATION (SEE GRID) 13

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STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly

It was a bit difficult to use the tools and materials correctly

3.

We used many different materials and techniques in our project without help

4.

Our decision about the tasks for the class presentation was fast and easy

We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

5.

Our presentation was ready before due time

6.

I worked very well with my partners

7.

My partners listened to my opinion and frequently agreed with me

8.

I listened to my partners’ opinion and frequently agreed with them

9.

I learned many interesting things with this project

10. I feel I have improved my communication skills in English a lot

11. I loved this CLIL project and I would like to do other CLIL projects

Our presentation was ready on time I worked well with my partners My partners sometimes listened to my opinion and sometimes agreed with me I sometimes listened to my partners’ opinion and sometimes agreed with them I learned some interesting things with this project I feel I have improved my communication skills in English a little I liked this CLIL project and I wouldn’t mind doing other CLIL projects

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help Our decision about the tasks for the class presentation was very difficult and it took a long time Our presentation wasn’t ready on time I didn’t like working with my partners My partners never listened to my opinion and never agreed with me I never listened to my partners’ opinion and never agreed with them I didn’t learn anything with this project I feel I haven’t improved my communication skills in English at all I didn’t like this CLIL project at all and I don’t want to do other CLIL projects

One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

My classmates gave a clear, My classmates gave clear report on the topic

My classmates didn’t give a

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2.

3.

4.

fluent and detailed report on the topic My classmates answered all the questions we asked for further information The digital product was engaging and rich in visuals

clear report on the topic My classmates answered almost all the questions we My classmates didn’t asked for further information answer any questions

The digital product was quite engaging and with enough The digital product was visuals neither engaging nor rich in visuals The overall impression of the The overall impression of the project was satisfactory The overall impression of project was excellent the project wasn’t satisfactory

After observing all our classmates’ was......................................................................

presentations,

we

think

that

the

best

TEACHER’S EVALUATION GRID: 9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

The student: • gives a clear, fluent and detailed report on the topic • understands and responds to any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: • gives a clear report on the topic • responds to any questions properly The student: • gives basic information on the topic • responds to most questions correctly The student: • gives only basic information on the topic • responds to most questions The student: • doesn’t get across his/her ideas • doesn’t respond to questions

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CLIL Lesson Plan

2017/2018 CLIL ACTIVITIES – HISTORICAL ITINERARY

• Lesson 1 - Introduction to the historical centre of Monza

•

• • •

Warm up: The teacher introduces the main topic of the lesson to the students, the historical itinerary through Monza. Students are asked to tell the names of all the monuments they know in the city. Some of the lexis is highlighted and written down on the IWB. Sights in Monza: in the IT lab the teacher asks the students to search the net for pictures and essential information about some monuments: Duomo - St John the Baptist Cathedral, Theodolinda’s Chapel and the Iron Crown, Arengario, Bridge of the Lions, Villa Reale and its Park.

Follow up activity, memory game: the teacher shows the students some pictures on the IWB and asks them to recognize the landmarks.

Warm up: through the use of pictures the students revise what they learned in the previous lesson.

Reading: Task Based Activity.

Divide the students into groups of mixed levels of English. Each group is given a sub text to read in order to find out what they think the specific vocabulary to describe the icons is.

GENERAL INTRODUCTION (all the class) MONZA: HISTORICAL ITINERARY The itinerary offers historical knowledge of the ancient village of Monza, analyzing its development from the Middle Ages to modern times and allowing the discovery of the most representative buildings and monuments of the old town and the spectacular Villa Reale and its Park “The green lung of the city”.

Duomo Square Duomo - St John the Baptist Cathedral – Theodolinda’s Chapel and the Iron Crown Lesson 2 Arengario: old town hall – Vocabular Bridge of the Lions y of Villa Reale and its Park History of Art SUB TEXTS •

THE DUOMO SQUARE AND ITS CATHEDRAL

Dominated by the magnificence of the cathedral of Monza, Duomo square is literally the centre of Monza.

The Duomo and its square were the centre of religious and political life in monza and today they are considered the beating heart of the city. The Duomo, founded in 595 by the queen Theodelinda and enlarged in the 13th century with new chapels, is also known as the basilica of St. John the Baptist from its dedication to the saint. The Cathedral’s façade, with its green and white marble, was erected in 1390-96 by Matteo da Campione, instead the 78 metres high bell tower was erected between 1592 and 1606 by Ercole Turati’s design. With its chromatism of the marble, its white and green stripes, the wonderful rose window, and the spires, the cathedral exhibits the power of the church in Monza.

• THEODELINDA’S CHAPEL This famous chapel is located in the northern arm of the transept of the Cathedral, built in the turn of the xv century in a gothic style.

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Its pictorial decoration looks like a heartfelt tribute to the queen who had founded the cathedral. In fact the cycle of frescoes, entitled “the stories of Theodelinda”, is considered one of the masterpieces of international gothic painting in Italy, and it is known as one of Zavattari’s most important works.

These frescoes describe in 45 scenes the stories of the queen’s life like, for example, the wedding between Theodelinda, princess of Bavaria, with her first husband Authari, king of the Longobards and later with her second husband, Agilulf.

All the figures of the painting are portrayed in luxurious surroundings and clothed in magnificent garments.

After a long restoration started in 2008 and which lasted six years, the chapel reopened to the public in all its wonderful magnificence • THE IRON CROWN Next to the cathedral magnificent treasures and jewels are kept, among them the beautiful Iron Crown, an amazing example of masterpiece of the middle ages, maybe the best known artefacts of the Longobard period.

It is composed of a broad circle of six plates of gold, decorated with many rosettes in relief, gems and translucent enamels.

In its inside you can see a circle of metal.

The crown takes its name for this reason: an ancient tradition identifies this metal ring with a relic, in particular with one of the nails used during the crucifixion of Christ.

The tradition, in fact, binds the crown to the passion of Christ and supposed that St. Helen found it in 326 during a trip to Palestin and decided to insert it in the diadem of her son, the emperor Constantine, the first Christian emperor.

For this reason the Iron Crown was used to crown kings and emperors like, for example, Carlo Magno, Ottone I and many others.

So the crown explains the symbolic value attributed by the kings of Italy who used it in coronations certifying the origin from God of their power and their link with the Roman Emperor.

Brought to Vienna in 1859, the crown returned to Italy in 1866 and kept in the chapel of Theodelinda.

• THE ARENGARIO Built towards the end of the 13th century during Monza’s communal period, the ancient town hall called “Arengario” is another of the best place you can see visiting monza.

This building is a known landmark.

With the Duomo, Arengario represents the contrast between religious and civic powers in the city.

The Arengario, neighboring the large ancient market square, was part of a complex group of buildings now reduced by construction and restoration events to the only town hall. In fact, next to it there was the Praetorian palace, unfortunately today disappeared.

Don’t forget to have a look at the small balcony in the southern side of the building, called “parlera” in local dialect, where important things and communal decrees were read to the people.

The upper meeting hall, instead, is now used for exhibitions.

• VITTORIO EMANUELE II STREET AND ITS BRIDGE Near to the Arengario there is the famous street called “Vittorio Emanuele II”.

This street, opened in 1847, was planned towards 1838 for the arrival of Ferdinand I. In fact it was originally called “Contrada Ferdinandea”.

Walking on this street you can also cross the river Lambro over the Lions Bridge, a suggestive bridge built in 1842 on the remains of the roman Bridge of Arena and made up of three arches.

It is called “Lions Bridge” ‘for its four marble lions sculpted by Antonio Tantardini in 1842.

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• THE VILLA REALE AND ITS PARK The Villa Reale was built between 1777 and 1780 by the royal architect Giuseppe Piermarini, the same architect who developed the Scala Theatre.

He decided to give it the typical layout of the 18th century Lombard villas, the u-shaped plan.

The dwelling is a two-storey majestic complex .

Everything, inside, is precious and wonderful like, for example, the white marble staircase, inlaid wood flooring, luxurious frescoes and porcelains, walls covered with silk or mirrors, wood panelled ceilings.

On the dwelling’s back side you can admire the amazing park, designed by Piermarini, assisted by gardeners sent from Vienna at the behest of Maria Theresa of Austria. The gardens were the first in Italy to be designed in the “English Style”.

With its 730 hectare, the royal park is considered one of the best attractions in Monza, and also a place where have relax.

In the park there is a large variety of centuries-old trees but also a lot of lakes, a small Doric temple, historical and agricultural buildings, mills, stables, restaurants and the famous Monza f1 racetrack.

Last but not the least, in the courtyard in front of the royal palace there is the harmonious rose garden, planted in 1964.

With its gently rolling terrain, lakes and public footpaths, the park is beautifully integrated into its surroundings.

During the blooming season there are many events and guided tours into this amazing park.

• • •

Vocabulary activity: at the end of the reading activity, a leader from each group comes to the IWB and highlights the key vocabulary (e.g. Chapel, Façade, Rose window, Spires, Transept, Fresco…)

Warm-up: fixing vocabulary. The teacher asks the students to name the key elements of the landmarks showing pictures on the IWB. Focus on specific vocabulary: in pairs the students scan the following "Arts glossary".

GLOSSARY NAVE The central and principal part of a Christian church. This is the place where the congregation sits FAÇADE Lesson 3 The front of a building – History of CHOIR Art vocabulary The part of a cathedral between the high altar and the nave, used by the choir and clergy ALTAR An elevated place or structure where religious rites are performed BAPTISTERY A part of a church or formerly a separate building used for baptism.

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PULPIT It is used by the clergy to read the gospel and preach the sermon.

STAINED GLASS Colored glass used for making decorative windows and other objects CHAPEL A room that is part of a larger building and is used for Christian worship BASILICA A Roman Catholic church given ceremonial privileges EAST WALL The wall behind the altar APSE The semicircular or polygonal area in a church’s eastern end. It includes the high altar AMBULATORY Inside the church, the space for walking with radiating chapels TRANSEPT It makes the cross shape in the Church. It is sometimes simply called “the cross” ALTARPIECE An artwork, usually depicting holy characters, saints and biblical subjects, which decorates the space above and behind the altar ATRIUM Is large open air or skylight covered space surrounded by a building PRESBYTERY That part of the church in which the priest conducts liturgy behind the high altar. This area can be occupied only by members of the clergy GREEK CROSS A square plan in which the nave and transept arms are equal length. It is the opposite of the Latin Cross ROSE WINDOW Also called “wheel window”, it is a decorated and circular window often glazed with stained glass FRESCO It is a type of painting with water-based pigments on freshly applied plaster, usually on wall surfaces. You can admire a lot of these paintings in many churches •

Activity: Match each word (a-f) with its definition (1-6)

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a. Nave

1 The front of a building

b Fresco

2 Colored glass used for making decorative windows

c Chapel

3 It’s a type of painting with water based pigments

d Rose window

4 The front of a building

e Facade

5 A room that is part of a larger building used for Christian worship 6 The central and principal part of a Christian church.

f Stained glass

This is the the congregation •

place

where

Homework: the students are asked to complete a following crossword

COMPLETE THE CROSSWORD CLUES ACROSS 1. A square plan in which the nave and transept arms are equal length. It is the opposite of the Latin Cross 2.An artwork, usually depicting holy personages, saints and biblical subjects, which decorates the space above and behind the altar 3.A Roman Catholic church given ceremonial privileges 4. is large open air or skylight covered space surrounded by a building 5. A room that is part of a larger building and is used for Christian worship 6. Inside the church, the space for walking with radiating chapels.

7. It is a type of painting with water-based pigments on freshly applied plaster, usually on wall surfaces. You can admire a lot of these paintings in many churches 8.Colored glass used for making decorative windows and other objects CLUES DOWN 1.The wall behind the altar 2.The semicircular or polygonal area in a church’s eastern end. It includes the high altar 3.It makes the cross shape in the Church. It is sometimes simply called “the cross” 4.The part of a cathedral between the high altar and the nave, used by the choir and clergy

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5. A part of a church or formerly a separate building used for baptism 6.An elevated place or structure where religious rites are performed 7.It is used by the clergy to read the gospel and preach the sermon.

8. The front of a building

•

Warm up: the teacher introduces the topic of the lesson by writing “ The Longobards” on the IWB and elicits students’ pre-knowledge.

•

Reading: The students are divided into pairs and asked to read the following text.

THE LONGOBARDS IN ITALY The land of origin of the Winnili, the ancient name of the Lombards (or Longobards or Langobards), is traditionally held to have been Scania, in modern Scandinavia. Long ago the Longobards left this region and migrated to northern Germany.

Lesson 4 Then the Longobards moved south from Germany to Bohemia; they settled in Hungary, ancient Pannonia, Historyand from there in 568 the Longobards led by Alboin left Pannonia and settled in Italy.

The Longobard s in Italy After occupying Friuli, they progressively extended their control over much of the country, giving rise to an independent kingdom capable of opposing Byzantine rule. The entire north of the peninsula except the Ligurian and Venetian coasts belonged to the Longobards; the duchies of Spoleto and Benevento were formed in the centre and south. The Byzantines retained the territories of the Exarchate of Ravenna that divided the Longobard kingdom in two parts: the northern Langobardia Major and southern Langobardia Minor. In 572 the capital of the kingdom was established in Pavia.

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•

Writing activity: In pairs the students answer the questions about the text.

Instructions: work in pairs, read about “The Longobards in Italy”and give written answers.

• Where did the Longobards originally come from?

• Which nation did the Longobards come from before invading Italy?

• Where did the Longobards settle in Italy?

• Which other foreign population had previuosly invaded Italy when the Longobards came?

• Speaking activity: In turns the students ask each other the questions and practise answering them.

• •

Homework: the students are asked to prepare 3 further questions on the text.

Warm up: The students refresh the content of the previous lesson by answering the teacher’s and their mates’questions.

Reading activity: The students are divided into pairs and asked to read the text on Queen Theodelinda’s life.

Lesson 5 QUEEN THEODELINDA – HISTORY- Theodelinda, queen of the Lombards, (from 570 to 628 d.c.) was the daughter of duke Garibald Theodelinda’ I of Bavaria. s biography

She was married first in 588 to Authari, king of the Lombards. Authari died in 590. Theodelinda was allowed to pick Agilulf as her next husband and Authari's successor in 591.

After the conversion of Agilulf to the Catholic faith, she started building churches in Lombardy and Tuscany, among them the Cathedral of Monza and the first Baptistery of Florence. They were all dedicated to Saint John Baptist.

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The famous treasure of Monza contains the Iron Crown of Lombardy.

The history of the queen and her connection with the famous Iron Crown of Lombardy are narrated in the frescoes painted in the Theodelinda Chapel in the Monza Cathedral, work by Ambrogio and Gregorio Zavattari (1444).

•

Comprehension: The students are asked to complete a True or False exercise.

Instructions: work in pairs. read about " Queen Theodelinda" and say if the following statements are true (T) or false (F) 1. Theodelinda was first married to Alboino.

2. Authari and Agilulf were two Lombard kings.

3. Theodelinda never converted to Christianity.

4. Theodelinda ordered the building of the Cathedral in Monza.

5. The Iron Crown is preserved in the Cathedral.

6. Theodelinda’s Chapel isn’t part of the Cathedral.

7. Theodelinda's Chapel's frescoes tell about Theodelinda’s life.

• Speaking activity: In pairs the students are asked to check each other’s answers, giving reasons.

Lesson 6 The subject teacher, with the assistance of the English teacher, explains the final task to perform: each Task groups is requested to produce a PPT about a monument or an art site seen during the lessons. A deadline Based is fixed. The students plan their activity and start their research on the net in the ICT lab.

Activity, taking roles

Lesson 7 The students show their digital product, commenting on the slides in English. The classmates listen and oral presentati observe. At the end of this, all the students are asked to fill in the self- assessment grid attached . ons and selfassessme nt

Lesson 8 Summingup experience

•

A walk through Monza as tourist guides.

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STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

2.

It was very easy to use the tools and materials correctly

3.

We used many different materials and techniques in our project without help

4.

Our decision about the tasks for the class presentation was fast and easy

5.

Our presentation was ready before due time

6.

I worked very well with my partners

7.

My partners listened to my opinion and frequently agreed with me

8.

I listened to my partners’ opinion and frequently agreed with them

Our decision about the project was a little difficult but OK It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK Our presentation was ready on time I worked well with my partners My partners sometimes listened to my opinion and sometimes agreed with me I sometimes listened to my partners’ opinion and sometimes agreed with them

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help Our decision about the tasks for the class presentation was very difficult and it took a long time Our presentation wasn’t ready on time I didn’t like working with my partners My partners never listened to my opinion and never agreed with me I never listened to my partners’ opinion and never agreed with them

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9.

10.

11.

I learned many interesting things with this project I feel I have improved my communication skills in English a lot I loved this CLIL project and I would like to do other CLIL projects

I learned some interesting things with this project I feel I have improved my communication skills in English a little I liked this CLIL project and I wouldn’t mind doing other CLIL projects

I didn’t learn anything with this project I feel I haven’t improved my communication skills in English at all I didn’t like this CLIL project at all and I don’t want to do other CLIL projects

One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

3.

4.

My classmates gave a clear, fluent and detailed report on the topic My classmates answered all the questions we asked for further information The digital product was engaging and rich in visuals

My classmates gave clear report on the topic

My classmates didn’t give a clear report on the topic

My classmates answered almost all the questions My classmates didn’t we asked for further information answer any questions

The digital product was quite engaging and with The digital product was enough visuals neither engaging nor rich in visuals The overall impression of the The overall impression of the project was The overall impression of project was excellent satisfactory the project wasn’t satisfactory

After observing all our classmates’ was......................................................................

presentations,

we

think

that

the

best

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CLIL Lesson Plan: Tourism Marketing

2017/2018

Subject: Business Studies

Grade: 5th Year Tourism Studies Time: 7 lessons

Learning Outcomes By the end of these lessons learners will be able to: • • • • • •

•

interpret visual and audio information use observation to describe pictures (mind maps, spidergrams...) compare and distinguish different techniques and different materials of representing something find words in a word puzzle, create glossaries recognise, understand and use new vocabulary ask and answer questions about their work to explain the main concepts of the studied topic

Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • report on tourism marketing • read short specific texts about the topic and analyze information for operative purposes • understand that marketing is about identifying the consumers’ wants and needs • realize the importance of persuasive communication in promoting tourism “products” • summarize information • report about the topic using specific lexicon correctly • use and re-employ the knowledge of the topic in L2 to apply it in different contexts and activities Content • • •

•

Cognition • •

Tourism marketing Tourism Market Segmentation The Marketing Mix Tourism Promotion

• • • • Culture

• •

•

•

Explain the meaning of tourism marketing Encourage knowledge transfer about concepts they have already studied in Business Economics Understand the relation between promotion and persuasive communication Be familiar with the major types of the promotion mix Widening vocabulary Improve students’ English performance Preparing oral presentation

Enable students to identify the key aspects related to the consumers’ persuasion Identify factors that influence the consumers’ buying of tourist destination Acknowledge the profile of the ideal consumer : sex, age, income level, cultural level, profession, interest /lifestyle

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Communication Language OF learning KEY VOCABULARY Inbound tourism Outbound tourism Internal tourism Domestic tourism Product Needs Wants Persuasive communication Marketing campaign Advertising Marketers Target Researchers Motivation Competitors Retail services Customers Employees Demand

Language FOR learning Asking Questions What can you see…?

Identifying When…where…how…?

Comparing Point out the differences…

Contrasting Although, despite, however, unlike, nevertheless, …

Describing And Informing As you can see…, as it is shown…, with reference to Giving Views In my opinion, according to me, personally I think, as far as I am concerned…

Procedures •

•

•

Lesson 1 - Introduction to Marketing and Tourism Marketing: 1. Warm-up activity 2. Content extension 3. Vocabulary activity 4. Speaking activity Lesson 2 - Tourism Marketing: 1. Warm-up activity 2. Reading activity 3. Reading comprehension 4. speaking activity 5. Vocabulary extension Lesson 3 - Tourism Market Segmentation 1. Lead-in 2. Warm-up activity 3. Reading 4. speaking activity 5. Writing activity

Language THROUGH learning New expressions and new vocabulary (microlanguage) Fill in the gaps Select information from texts Retain language revised by both the teacher and learners Make use of peer explanations Record, predict, learn new words which arise from activities

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

•

Lesson 4 - The Marketing Mix and Unique Selling Points 1. Lead-in/Pre-reading activity 2. Reading 3. speaking activity 4. Reading comprehension 5. Vocabulary activity Lesson 5 - Tourism Promotion 1. Speaking activity 2. Vocabulary activity Lesson 6 - Oral group presentations and final evaluation Lesson 7 - Oral group presentations and final evaluation

Aids • • •

•

IWB (Interactive White Board) Internet, specific websites Dictionaries and glossaries Visual Prompts Scaffolding Strategies

• • •

Mind maps Save notes, charts, keywords on the IWB On line research

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

CLIL ACTIVITIES – TOURISM MARKETING Introduction:

•

This topic and accompanying activities offer the opportunity to develop both content and language knowledge to an appropriate depth, over a series of lessons.

•

Warm-up activity: the teacher introduces the main theme of the lesson to the students: Tourism. The students are asked a few questions in order to check their competences about the topic. Some of the lexis is highlighted and written down on the interactive board.

•

Content extension: The teacher uses some of the sentences and vocabulary provided by the students in the previous activity to give some meaningful definitions (what tourism is, definition of a tourist, different branches and different kinds of tourism).

•

Vocabulary activity: The students match the definitions given to the different kinds of tourism; they are also asked to complete a multiple choice exercise.

1. cultural tourism

A. tourism involving people departing from their country of residence to travel to an overseas destination

Lesson 1 - Introduction to Marketing and Tourism Marketing

2. adventure tourism

B. tourism involving people visiting places within their own country's borders and staying at least one night

3. domestic tourism

C. tourism concerning challenging

activities that may need special skills

4. outbound tourism

D. tourism concerning culture, performing arts, music, traditions and the arts

•

Speaking activity: the last activity focuses on a specific kind of tourism (sustainable tourism); the teacher introduces and leads the discussion. The students express their opinions and are challenged to come up with solutions for a more efficient way of travelling.

•

Warm-up activity: the teacher reveals the topic of the lesson (tourism marketing) and asks the students to brainstorm it. The main ideas are written down on the interactive board. This activity allows the students to identify the content and some vocabulary of the chosen topic.

•

Reading activity: Copies with the text (Tourism Marketing)are handed out to the students; each of them is asked to read it out loud (a paragraph per student).

Lesson 2 – Tourism Marketing

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

They students are then asked to point out unknown vocabulary and, with the help of the teacher, to highlight the key words of the text and the lexis related to the topic.

•

Reading comprehension/speaking activity: the students are asked questions regarding the text given: 1.

2.

3.

4.

5.

What is tourism marketing?

Which product is marketed in the tourism industry?

What is the purpose of market segmentation?

What are specialised markets?

What is a marketing campaign?

•

They are also asked to complete the task on their photocopies by commenting the statement: “In the tourism industry, the primary 'product' is the experience”.

•

Vocabulary extension: the teacher asks the students to complete the vocabulary task on their photocopies, translating the key words of the text from Italian into English: Read the text and find the English equivalents of the following Italian terms and expressions 1. Raccogliere informazioni 2. Uffici del turismo 3. Attrattive 4. Bisogni e necessità 5. Mettere in evidenza 6. Segmentazione del mercato 7. Materiale pubblicitario 8. Lanciare un prodotto

Lesson 3 – Tourism Market Segmentation

•

Lead-in: the teacher asks the students a few questions in order to review the theme of the previous lesson and briefly introduces the main topic (Tourism Market Segmentation).

•

Warm-up activity: the students give a quick look at their photocopies and try to give a definition of tourism marketing. This allows the students to predict what they are going to read and, most importantly, some of the vocabulary they're going to find in the text.

•

Reading/speaking activity: the teacher asks each student to read the text out loud (one paragraph per student). The students are challenged to guess the meaning of unknown words (whose meaning is later revealed/confirmed by the teacher). The students need to answer a few questions orally and to relate the text with the topic of the previous lesson. The teacher then starts a discussion and asks the students some question about what they have just read (Is this the only way to actually predict the customers' wants and needs? Are there any other elements to take into consideration? Is it always possible to segment the market?).

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

Writing activity: The students are split into couples and have to complete a fill in the blanks exercise: While reading the text, fill in the blanks with the following words: questions-profiles-competitors-easycustomers

demands-

observation-

group-

Marketing Research Anticipating and identifying consumers’…………. 1 depending on effective marketing research both into the existing and the potential market. A first step is collecting information about…………… 2 and the characteristics of markets.

Marketing research is used in developing new products and services, entering new markets, finding out about………………3 and measuring the impact of promotional activities.

It may involve primary researchsurveys,………………….4 questionnaires- and/or secondary research quantitative and qualitative statistics and records..

The most important element of any market research is asking the right………………….5. Survey questionnaires must be clear, direct and………………..6 to answer. Another key element of marketing research is the sample of respondents. A sample is a representative……………………7 of a larger population. Sampling involves using a small number of people to draw conclusions about the larger population. Consumer……………8 are often created to identify the target market’s demographics, lifestyle, brand awareness, purchase intentions and satisfaction levels.

Lesson 4 – The Marketing Mix and Unique Selling Points

•

Lead-in/Pre-reading activity: yhe teacher provides new photocopies to the students with the topic of the lesson (Marketing Mix and Unique Selling Points).

Before reading the text, the students are asked to recall the 4P's of marketing; this allows them to set their minds in the right direction before extending their marketing knowledge.

•

Reading/speaking activity: yhe students are now confronted with the text, they are asked to read it out loud (one paragraph per students). The teacher then asks them to think about the differences between marketing and tourism marketing (4P's VS 7P's). The teacher makes the students focus on the Unique Selling Points: the students are asked to think about what they are, to relate them to places they know and to think about strategies to enhance them.

•

Reading comprehension: The students are asked to answer questions about the text in couples.

Answer the following questions.

1. What’s the difference between marketing and tourism marketing?

2. What are the main elements of the marketing mix of a service industry?

3. What are the main features of a product?

4. What are the characteristics of price in tourism?

5. What does place refer to?

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

Vocabulary activity: The teacher instructs the students to complete the exercises on the photocopy (matching, cloze test): Match each term with the corresponding definition.

1. Perishability

A. The quality of serving the purpose for which it was designed

2. Seasonality

B. The ability of a good/service to be obtained when it is needed C. The activity of attracting public attention to a product / service D. The quality of being dependent on the seasons E. It refers to the the fact that services exist only at the time of their production and cannot be stored

3. Functionality 4. Advertising 5. Accessibility

While reading the text below, fill in the blanks with the following words: unique - propositions- have- persuasive – competitors – marketing – highest – factor – customers - advertising What is a Unique Selling Point (USP) ?

A unique selling point is a …………….1 that differentiates a product from its……………..2 such as the lowest cost, the………………….3 quality or the first-ever product of its kind. In simple words, a USP is something that you……………4 and that your competitors don’t have.

In a world of homogeneous competitors it is essential to pin-point what makes your business……………….5 in order to target your sales efforts successfully.

The first step requires a careful analysis of other companies’ ads and……………….6 messages in order to learn how companies distinguish themselves from competitors. Then, when planning your……………..7 campaign, remember that each advertisement must make a ……………….8 to the consumer that the competition cannot offer and that must be……………….9 enough to attract new……………………10.

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•

Reading/speaking activity: The students are now confronted with the text, they are asked to read it out loud. The teacher makes the students focus on the Tourism Promotion. The students are asked to talk about “the main aims of tourism promotion”.

•

Vocabulary activity: The teacher instructs the students to complete the matching exercise on the photocopy Matching Match each verb with the correct noun.

Lesson 5 – Tourism Promotion

Lesson 6 - 7

E. G. I. K. M. O.

•

Persuade Identify Promote Increase Upload Write

F. H. J. L. N. P.

A video A story A target people demand A product

Oral group presentations and final evaluation (see grid)

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STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly

3.

We used many different materials and techniques in our project without help

4.

Our decision about the tasks for the class presentation was fast and easy

It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help

Our decision about the tasks for the class presentation was very difficult and it took a long time 5.

Our presentation was ready before due time Our presentation was ready on Our presentation wasn’t ready time on time 6.

I worked very well with my partners I worked well with my partners I didn’t like working with my partners 7.

My partners listened to my opinion and frequently My partners sometimes My partners never listened to agreed with me listened to my opinion and my opinion and never agreed sometimes agreed with me with me 8.

I listened to my partners’ opinion and frequently agreed I sometimes listened to my I never listened to my partners’ with them partners’ opinion and opinion and never agreed with sometimes agreed with them them 9.

I learned many interesting things with this project I learned some interesting I didn’t learn anything with this things with this project project 10. I feel I have improved my communication skills in I feel I have improved my I feel I haven’t improved my English a lot communication skills in English communication skills in English a little at all 11. I loved this CLIL project and I would like to do other CLIL I liked this CLIL project and I I didn’t like this CLIL project at projects wouldn’t mind doing other CLIL all and I don’t want to do other projects CLIL projects One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

My classmates gave a clear, My classmates gave clear report on the topic My classmates didn’t give a fluent and detailed report on clear report on the topic the topic My classmates answered all My classmates answered almost all the questions we My classmates didn’t answer the questions we asked for asked for further information any questions further information

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3.

The digital product was The digital product was quite engaging and with enough The digital product was engaging and rich in visuals visuals neither engaging nor rich in visuals 4.

The overall impression of the The overall impression of the project was satisfactory The overall impression of the project was excellent project wasn’t satisfactory After observing all our classmates’ presentations, we think that the best was......................................................................

9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

TEACHER’S EVALUATION GRID: The student: - gives a clear, fluent and detailed report on the topic - understands and answers any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: - gives a clear report on the topic - answers any questions properly The student: - gives basic information on the topic - answers most questions correctly The student: - gives only basic information on the topic - answers most questions The student: - doesn’t get across his/her ideas - doesn’t answer the questions

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CLIL PROCEDURE – THE BUSINESS PLAN Lesson 1- introduction to Students will be given explanations about the purpose of CLIL activity CLIL activity

•

Warm-up exercises: The teacher introduces the main theme of the lesson to the students: the business plan. In order to check their knowledge about the topic a few questions are asked. Some of the lexis is written down on the interactive board.

•

Reading Activity: the students read the text:

------------------------------------------------------------------------------------------------------------------The Business Plan: Introduction A business plan is essential for your enterprise. Whether your business is starting up or already established, it's the roadmap for future development.

However, perhaps most importantly, it's a key document when you are looking for business funding - whether applying for an overdraft or looking for new investment or capital. It must help investors and lenders understand your vision and goals, explain how you are going to spend the invested or borrowed money and set out how this will benefit both them and the business.

Lesson 2 - Introduction to “Starting a new business” This guide explains what you should include in your business plan and how you should present it to potential investors, shareholders and your bank.

1) The essential elements of a business plan Potential investors and lenders will examine your business plan closely to determine whether to risk their money.

There is no standard format but most plans include: An executive summary highlighting the main points - to catch people's attention.

Details of key personnel with an organisational chart showing individual responsibilities.

Market research - details of competitors and how your product or service fits into the market - eg who your potential customers are and why you think they will buy your product or service.

Your marketing plan - how you are going to get your product or service in front of potential customers, together with any assumptions made when setting your targets.

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Financial information - eg key ratios. These can be used to compare your business' performance against industry benchmarks. It's also a good idea to give details of any major expenditure you have made on long-term assets and explain the reasons behind any changes in working capital items, such as stock, debtors and creditors. Remember to include balance sheet and profit and loss account details. Many lenders ask for three years' financial information. If this is not available, supply details about trading to date.

How you will manage credit, expenditure, stock planning and control, and debtors and creditors.

When seeking funding, include: A cashflow forecast indicating the amount of funding you need and why. For a start-up, include estimates of how much finance you will require for two to three years or until you start to make a profit. Indicate contingency funds that might be needed for rough patches. This is usually between 10 and 20 per cent of the total funding requirement.

Financial forecasts for a three- to five-year period. Try to present this information in the same way as historical financial information, so that straightforward comparisons can be made.

How a loan will be repaid, how investors can get their money back, and when.

2) Demonstrate your commitment to the business If you want to attract outside funding, you need to show that you are committed to the business. You will also need to either show that you have a good credit history or, if not, explain why not.

Demonstrating your personal financial commitment To attract funding, you need to invest your own money in your business. If you are not prepared to risk your own capital, a lender or investor is unlikely to want to risk theirs.

Therefore, your business plan needs to show the extent to which you are committing your own resources. §

For example, you should mention that you are:

§

investing your own cash in the business

§

reinvesting profits from the business rather than taking dividends yourself

§

using your own assets and guarantees to raise funds, eg by remortgaging your house

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§

finding funds from family, friends and existing investors

It is always helpful to detail the backing you already have from banks and other investors - especially independent investors. Remember that money attracts money.

The more backers you have, the easier it is to attract new ones.

Demonstrating your personal credit history Because your commitment and track record in meeting your obligations are so important, lenders and investors will want to know your personal credit history. Credit references will be taken up for sole traders and each partner in a partnership.

Find out what kind of information is held by credit reference agencies on the Experian website - Opens in a new window.

A credit reference agency will discover if you, or any partner or co-director of the business, have a poor credit history or county court judgments.

If you have a poor credit rating, use the notes supporting the business plan to state the facts and give your own version of how the poor credit history arose. This is much better than having the new investor find out without any explanation.

You should also state what you are doing to repair your credit history, such as paying your bills on time and managing debt responsibly.

3) Getting the best from your business plan - key considerations Your business plan is a tool you can use to attract new funds or as a strategy document. Give yourself the best chance of success by following these suggestions.

Write your plan in a way that demonstrates your commitment to the business. Give it a professional feel by using graphs, pie charts, photos etc, but use only one font type and colour.

Your plan should: §

Be realistic - make sure you can justify any assumptions or projections and avoid being overly ambitious.

§

Highlight any potential financial difficulties - warn your bank or lender if you anticipate that you may not be able to meet a repayment. There is every chance you may be able to come to some arrangement.

§

Show how you intend to devise and implement effective cashflow arrangements, eg have clear procedures for chasing up any accounts receivable.

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Once you have finished writing your plan, get someone to read it to spot spelling and presentation errors, and to ensure it's set out logically.

§

Once you have presented the plan, ensure you review and revise it as your business grows ------------------------------------------------------------------------------------------------------------------• •

Vocabulary activity: Some of the lexis and expressions are highlighted and written down on the interactive board.

Class questions: Students are asked to answer some questions about the text.

Questions on the business plan?

What is a business plan?

What are the main parts of a business plan?

Who will be interested in a business plan?

•

Speaking activity: this activity is focused on what the students have learnt after the reading of the text.

•

Warm-up activity: The teacher introduces the topic of the lesson.

The students watch the video www.bplans.com “What sort of plan do I need ?”.

•

Focus on specific vocabulary: after watching the video the class is divided into groups.

Some keywords that students have previously met while watching the video are written on the board: INVESTOR, BANKER, FLEXIBLE PLAN, ENTREPRENEUR, CASHFLOW, LIABILITIES, ASSETS, COMMITMENT. Each group must search the definition of the given words (the students are allowed to use a monolingual dictionary). The groups are asked to contextualize the words writing at least five sentences for each word.This activity allows the students to identify the content and some vocabulary of the chosen topic.

Lesson 3: features of a business plan

•

Speaking activity: At the end of this activity, one of the member of each group reads aloud to the rest of the class the information they have found and the sentences they have written.

The students highlight the key words of the text and the lexis related to the topic and the words are written on the interactive board.

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•

Warm-up activity: In order to review the theme of the previous lesson, an exercise “match the two halves” is given by the teacher Match the two halves:

Your business plan should contain

he majority of people running a business think that Planning a business needs to

•

the aim of a business plan is to keep truck by the key elements of a business strategy project sales and costs, liabilities, capital, marketing strategies, cashflow what you need to run your business better

Activity: The students watch a video from the website www.bplans.com “How to do your business plan financial?

After watching the video, the students are given a worksheet . The students are divided pairs and have to complete a TRUE OR FALSE exrecise on the video.

After you watch the video, write T or F Lesson 4: how to do your business plan financial

T

F

Planning goes forward in time

r

r

Planning is different from accountancy

r

r

Accounting doesn’t summarize all the transactions

r

r

Sales, costs of sales, expenses belong to balance concept

r

r

Assets, liabilities, capital have to do with income capital

r

r

Income statements is the result of sales – costs of sales = Gross margin

r

r

Proforma balance means projecting the feature income statements

r

r

Balance is formed by assets – liabilities = Capital (profit)

r

r

Income statements doesn’t report all the transaction that happen over some specific period of time

r

r

•

Focus on vocabulary: In pairs students search the definitions of the following words on the monolingual dictionary: ACCOUNTANCY, BALANCE, CAPITAL, GROSS MARGIN, PROFORMA BALANCE, INCOME CAPITAL, BALANCE CONCEPT, TRANSACTIONS,COSTS OF SALES. 5

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• •

Writing activity: The students write down the information obtained.

Speaking activity: At this point, the teacher asks the students to read what they have written out loud.

Reading activity: The students are divided into pairs and read the following text: -----------------------------------------------------------------------------------------------------------------The Profit And Loss account: introduction A profit and loss account is a summary of business transactions for a given period normally 12 months. By deducting total expenditure from total income, it shows on the 'bottom line' whether your business made a profit or loss at the end of that period.

A profit and loss account is produced primarily for business purposes - to show owners, shareholders or potential investors how the business is performing. But most of the information is also used by HM Revenue & Customs to work out your tax bill.

1) Profit and loss accounting periods and financial years For the purposes of profit and loss account, accounting periods and financial years vary depending on the type of business in question.

Lesson 5: The profit and loss account

Accounting periods for the self-employed and partnerships Self-employed and partnership accounts should ideally be made to 31st March or 5th April, although different accounting periods can be used in certain circumstances.

Accounting periods for limited companies Limited companies can make their accounts up to any date. The accounting period is also referred to as the company's financial year. A normal accounting period will be 12 months, but sometimes it can be shorter - for example when a company started business in the middle of the year, but wants its financial year to end on December 31.

2) Do all businesses have to produce formal profit and loss accounts?

By law, if your business is a limited company or a partnership whose members are limited companies, you must produce a profit and loss account for each financial year.

Self-employed sole traders and most partnerships don't need to create a formal profit and loss account - the information they complete on the self-assessment tax return form amounts to the same thing.

However, there are key benefits to producing formal accounts. If you want your business to grow, or need a loan or mortgage, for example, most institutions will ask to see three years' accounts.

6

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3) Keeping accurate records Whatever your business type, by law you must keep accurate records of your income and expenditure. The self-employed must keep records for five years and limited company or partnership records for six years.

Accurate record keeping has important benefits. It: gives you the information you need to manage your business and make it grow enables you to report on your profit or loss easily and quickly when required will improve your chances of getting a loan or mortgage helps you or your company avoid paying too much tax helps you plan and budget for tax payments reduces the risk of interest or penalties for late tax payments helps reduce fees if you use an accountant - your annual accounts will be far easier to produce

§ § § § § § §

The basic records you will need to keep are: a list of all your sales and other income a list of all your expenditure, including day-to-day expenses and equipment a separate list for petty cash expenditure if relevant a record of goods taken for personal use and payments to the business for these a record of money taken out for personal use or paid in from personal funds - this applies to limited companies

§ § § § §

-------------------------------------------------------------------------------------------------------------------• •

Reading comprehension activity: The teacher asks the students to reason about the differences between profit and loss.

Class questions: The students are asked to answer questions about the text in pairs.

Questions on profit and loss account.

What is a profit and loss account?

Who has to produce a profit and loss account?

•

Lesson 6: The balance sheet

§

Writing activity: The students write their answers on their notebook.

Warming up activity: the following words and expressions are in the text.

Before the students read it, they have to write the words in the suitable column.

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List of words: BALANCE SHEET, ASSETS, LIABILITIES, CREDITORS, SHAREHOLDERS, LIMITED LIABILITY, PARTNERSHIP, ACCOUNT, LENDERS, PURCHASERS, TRADE UNIONS, TO RAISE FINANCE, FIXED ASSETS, CURRENT ASSETS, VAT, TO BE SOLVENT

1

I don’t know this word

2

3

I have seen this word but I am not sure of its meaning

I think I can understand this word when I see it but I can’t use it properly

•

Reading activity: The students work on the text . They give a quick look at the text and try to give a definition of balance sheet . The students are in the position to predict what they are going to read.

-------------------------------------------------------------------------------------------------------------------The Balance Sheet: introduction Your balance sheet is a financial statement at a given point in time. It provides a snapshot summary of what your business owns or is owed – assets – and what it owes – liabilities – at a particular date.

The balance sheet therefore shows how your business is being funded and how you are using these funds.

There are two ways you may use your balance sheet: to help you and other interested parties such as investors, creditors or shareholders to assess the worth of your business at a given moment as a tool to help you analyse and improve the management of your business

3) Balance sheet reporting – who, when and where?

Limited companies and limited liability partnerships must produce a balance sheet as part of their annual accounts.

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As well as the balance sheet, annual accounts include the: profit and loss account auditor’s reports directors’ report notes to the accounts – these should provide any information you think may be relevant, eg supplementary financial information or additional detail Other parties who may wish to see the accounts – and therefore the balance sheet – are: § § § §

potential lenders or investors potential purchasers of the business government departments carrying out inspections employees trade unions Other key benefits of producing a balance sheet include: if you want to raise finance, most lenders or investors will want to see three years’ accounts if you want to bid for large contracts, including government contracts, the client will want to see audited accounts producing formal accounts – including a balance sheet – will help you monitor the performance of your business

2) Contents of the balance sheet A balance sheet shows: § § § §

fixed assets – long-term assets current assets – short-term assets current liabilities – what the business owes and must repay in the short term long-term liabilities – including shareholders’ capital

Fixed assets include: tangible assets – eg buildings, land, machinery, computers, fixtures - shown at their depreciated value

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intangible assets – eg goodwill, intellectual property rights (such as patents, trade marks and website domain names) Current assets are short-term assets and include: stock work in progress money owed by customers cash in hand or at the bank short-term investments pre-payments – eg advance rents Current liabilities are amounts owing and due within one year. These include: money owed to suppliers short-term loans, overdrafts or other finance taxes due within the year – VAT, PAYE (Pay As You Earn) and National Insurance Long-term liabilities include: creditors due after one year; capital and reserves – share capital and retained profits, after dividends (if your business is a limited company), or proprietors capital invested in business (if you are an unincorporated business)

3) Interpreting balance sheet figures A balance sheet shows: § § §

how solvent the business is how liquid its assets are – how much is in the form of cash or can be easily converted into cash, ie stocks how the business is financed

A balance sheet is only a snapshot of a business’ financial position on one particular day. The individual figures can change in a short space of time and the total net assets (assets less liabilities) would only change dramatically if the business was making large profits or losses. For example: 10

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if you hold large inventories of finished products, a change in market conditions might mean their value is reduced.

-------------------------------------------------------------------------------------------------------------------• Class questions: The students are asked to answer questions about the text in pairs.

Questions on the balance sheet What is a balance sheet?

Who must produce a balance sheet?

Who is the balance sheet submitted to?

What other parties are interested in the balance sheet?

Why are the annual accounts important to the owner of the business?

What does the balance sheet show?

What are fixed assets?

What are current assets?

What are current liabilities?

What are long term liabilities?

What is net capital?

•

Lesson 7: The SWOT box

Writing activity: The students write their answers on their notebook

• Warming- up activity: The teacher shows a picture on the interactive board and encourages the students to describe the sections of the picture and predict the topic they are going to consider:

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• Listening activity: The students listen to the result of a SWOT analysis and complete the following report about a city-centre fashion boutique selling women’s clothes. Since that its performance over the past six months has been poor, the owners decide to have a SWOT analysis in order to identify the changes they could make to improve the market of the shop:

• Pair work: The students are given a worksheet and fill the diagram writing each factor in the correct section.

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Class discussion: The teacher encourages the students to think about the most important factor for each section considering a shop that sells clothes and a big company producing software. The teacher guides the discussion.

•

Teamwork: From this lesson onwards, the students’ task is to prepare a slideshow working in four groups of five people.

Each group focuses on a particular aspect of the topics covered in the previous lessons.

Clear information is given by the teacher: each group is supposed to analyze and develop a topic assigned by the teacher.

Lesson 8: task based activity

In order to work properly, the students are accompanied to the IT LAB to work, according to the availability.

From this point onwards the teacher supervises the work of the groups and clarifies in case of need.

Lesson 9: task based activity

Teamwork: The students work on the project.

Lesson 10: task based activity

Teamwork: The students work on the project.

Lesson 11: task based

Teamwork: The students work on the project.

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activity • Lesson 12: slideshow presentation

Activity: the first two groups make the presentation of their work.

Each member of the group gives an oral presentation of the group’s research.

At the end of the activity the teacher rates each student, according to the teacher’s evaluation grid previously shown to the students.

Lesson 13: slideshow presentation

Lesson 14: summing up experience

•

Activity: the other two groups make the presentation of their work.

•

Activity: this lesson focuses on the students’ feedback of the project.

The teacher then elicits a discussion and makes the students questions about the project.

STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly We used many different materials and techniques in our project without help

It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

3.

4.

Our decision about the tasks for the class presentation was fast and easy

5.

Our presentation was ready before due time

Our presentation was ready on time

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help Our decision about the tasks for the class presentation was very difficult and it took a long time Our presentation wasn’t ready on time 14

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6.

I worked very well with my partners

I worked well with my partners

I didn’t like working with my partners 7.

My partners listened to my opinion and frequently My partners sometimes My partners never listened to agreed with me listened to my opinion and my opinion and never agreed sometimes agreed with me with me 8.

I listened to my partners’ opinion and frequently agreed I sometimes listened to my I never listened to my with them partners’ opinion and partners’ opinion and never sometimes agreed with them agreed with them 9.

I learned many interesting things with this project I learned some interesting I didn’t learn anything with this things with this project project 10. I feel I have improved my communication skills in I feel I have improved my I feel I haven’t improved my English a lot communication skills in communication skills in English a little English at all 11. I loved this CLIL project and I would like to do other I liked this CLIL project and I I didn’t like this CLIL project CLIL projects wouldn’t mind doing other at all and I don’t want to do CLIL projects other CLIL projects One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

3.

My classmates gave a clear, fluent and detailed report on the topic My classmates answered all the questions we asked for further information The digital product was engaging and rich in visuals

My classmates gave clear report on the topic

My classmates didn’t give a clear report on the topic

My classmates answered almost all the questions we My classmates didn’t answer asked for further information any questions

The digital product was quite engaging and with enough The digital product was visuals neither engaging nor rich in visuals 4.

The overall impression of the The overall impression of the project was satisfactory The overall impression of the project was excellent project wasn’t satisfactory After observing all our classmates’ presentations, we think that the best was......................................................................

TEACHER’S EVALUATION GRID: 15

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

The student: - gives a clear, fluent and detailed report on the topic - understands and responds to any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: - gives a clear report on the topic - responds to any questions properly The student: - gives basic information on the topic - responds to most questions correctly The student: - gives only basic information on the topic - responds to most questions The student: - doesn’t get across his/her ideas - doesn’t respond to questions

16

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

CLIL Lesson Plan

2017/2018

Subject: The business plan

Grade: 5 th year Time: 10 hours

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual and audio information • use observation to describe pictures • compare and distinguish different techniques and different materials of representing something – use power point, excel, Prezi, make videos, take pictures • find words in a word puzzle, create glossaries • recognise, understand and use new vocabulary • ask and answer questions about their work • understand the meaning of new key vocabulary (micro-language) • explain the main concepts of the studied topic • produce factual presentations showing the language and the content acquired

Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • read short specific texts and analyse information for operative purposes • understand instructions to carry out tasks • summarise information • report about the topic using specific lexicon correctly • use and re-employ the knowledge of the topic in L2 to apply it in different contexts and activities

Content • • • • • •

How a business plan is structured The mission and vision of a company The balance sheet The profit and loss account The SWOT analysis Investments

Cognition Provide learners with opportunities to understand: • the key steps of the procedure to write a business plan • the importance of a good business plan in order to create strategies to obtain profits • Encourage knowledge transfer about concepts they have already studied in Business Economics • Widening vocabulary • Improve students’ English performance • Make an oral presentation

Culture

1

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

• • • • •

Enable students to identify the key aspects related to the process of writing a business plan Identify the SWOT factors of a business Understand what the balance sheet is Enable students to understand what the profit and loss account is Cross cultural habits in business

Communication Language OF learning Key Balance sheet Investments Incomes Employer Employees Mission Vision Strengths Weaknesses Objectives Threats Profits Losses Liabilities Swot analysis 4 Ps

Language FOR learning ASKING QUESTIONS What can you see…?

IDENTIFYING When…where…how…?

COMPARING Point out the differences…

CONTRASTING Although, despite, however, unlike, nevertheless, …

DESCRIBING AND INFORMING As you can see…, as it is shown…, with reference to GIVING VIEWS In my opinion, in my viewpoint, personally I think, as far as I am concerned…

Language THROUGH learning New expressions and new vocabulary (micro-language) Fill in the gaps Select information from texts, videos Retain language revised by both the teacher and learners Make use of peer explanations Record, predict, learn new words which arise from activities Use ITC

CLIL PROCEDURE – THE BUSINESS PLAN 2

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Lesson 1- introduction to Students will be given explanations about the purpose of CLIL activity CLIL activity

Lesson 2- Introduction to “Starting a new business”

Lesson 3- Features of a business plan

Lesson 4: How to do your business plan financial

Lesson 5: The profit and loss account

Lesson 6: The balance sheet

•

Warm-up exercises

•

Reading activity

•

Vocabulary activity

•

Class questions

•

Warm-up activity

•

Watching a video activity

•

Vocabulary activity

•

Speaking activity

•

Warm-up activity

•

Watching a video activity

•

Matching activity

•

Focus on vocabulary activity

•

Speaking activity

•

Reading activity

•

Class questions activity

•

Writing activity

•

Reading activity

•

Pair activity

•

Writing activity

3

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

Teamwork: working on a PPT

•

Warming up activity

•

Listening activity

•

Pair work activity

•

Class discussion

Lesson 9: Task based activity

•

Teamwork: working on a PPT

Lesson 10: Task based activity

•

Teamwork: working on a PPT

Lesson 11: Task based activity

•

Teamwork: working on a PPT

Lesson 12: slideshow presentation

•

Oral group presentations and self assessment

Lesson 13: slideshow presentation

•

Oral group presentations and self assessment

Lesson 14: Summing up experience

•

Feedback activity

Lesson 7: The SWOT box

Lesson 8: Task based activity

Aids • • • • •

IWB (Interactive White Board) Videos Internet, specific websites Dictionaries and glossaries Visual Prompts

Scaffolding Strategies • • •

Power Point Presentations Save notes, charts, keywords on the IWB On line research

4

CLIL Lesson Plan 2017/2018 Subject:

ENGLISH - GEOGRAPHY - BUSINESS STUDIES

Grade: 5th Year High School Tourism Studies Time: January – February 2017

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual and audio information • use observation to describe pictures (flowcharts, tables, mind maps, geography maps, tourist highlights and destinations...)

• compare and distinguish different techniques and different materials of representing something – use padlet, excel, publisher, make videos, make posters, take pictures • collect words in glossaries • recognise, understand the meaning of new key vocabulary (microlanguage), to produce factual presentations showing the language and the content acquired • ask and answer questions about their work and use problem solving strategies Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners: • realise the importance of advertising in offering tourist products • analyse and use geographical data to create captivating tourist presentations • report about package holidays proposals being aware of the mark up, the break even point, profit and loss • • • • • • •

Content The holiday styles in the USA What is an itinerary Brochures Advertsing Cost Analysis Geographical Areas Travel Agency Interactions

Cognition • Provide learners with opportunities to understand: - the key steps of the creation of a holiday proposal - the ways to meet customers’ needs - plan budget conscious offers • Encourage knowledge transfer about concepts they have already studied in Business Studies and Geography • Enable students to create presentations on line, posters, online padlets, publishing leaflets and creating profitability charts • Widening vocabulary • Improve students’ performances in English • Let students stage mock dialogues at travel agencies / mock presentation at Tourism Travel Fairs

• • • • • • •

Culture Enable students to identify/recall the key aspects of working as a Tour Operator Get to know attitudes and behaviours in formal and informal contexts Acknowledge communication codes /customer oriented behaviours Understand the direct and indirect costing Identify cross cultural habits in holiday making, tailoring- customising offers Develop the sense of Otherness and Self Understand maps, directions, geographical differences of areas and landscapes

Language OF learning KEY VOCABULARY GEOGRAPHY across the bay amusement parks attractions buzzing with coastal seaport city cosmopolitan features gateway to home to huge iconic in the heart of …

BUSINESS STUDIES Cost Items Transport Other services Total Costs 25% Mark up Total Price Price per pax Price per pax (rounded off) Gross, Net, Unit price Amount Estimation Commission …

Communication Language FOR learning ASKING QUESTIONS Why don’t you…?

Where would you like to go…?

IDENTIFYING What are you interested in…?

Where is…located?

Where does…lie?

COMPARING …is more advisable …is more off the beaten track…

CONTRASTING Although, despite, however, unlike, nevertheless, …

DESCRIBING AND INFORMING As you can see…, as it is shown…, with reference to…

GIVING VIEWS In my opinion, according to me, personally I think, as far as I am concerned…

Language THROUGH learning New expressions and new vocabulary (microlanguage) Fill in a table Fill in the gaps Select information from texts, videos and sources Retain language revised by both the teacher and learners Make use explanations

of

peer

Select information Record, predict, learn new words which arise from activities Use of ICT

1. 55 minutes

2. 55/60 minutes 3. 55 minutes 4. 55 minutes

5. 55/60 minutes 6. 55 minutes 7.55 minutes 8. 55 minutes 9. and 10.

55 + 55 minutes

Procedures 1. Introduction 2. Brainstorming 3. Fact File 4. Homework instructions 1. Homework check 2.The most famous historical American cities 3. Poster Work part 1 4. Homework instructions, video activity 1. The Top 13 attractions of the USA, video activity 2. Homework instructions, video activity 1. Homework Check 2. Holiday Styles 3. What is a target customer?

4. Class discussion and cooperative job 5. Follow up 1. The customised holiday 2. The package holiday – price calculation 3. Full Costing 4. The Mark up 1. Direct Costing vs Direct costing 2. The Break Even Point 3. Homework 1. Practise of the calculation systems 2. Vocabulary focus 1. Project Work for Tourism Business Studies + Geography 2. Task Based Activity 3. Timing 1. Students’ presentations 2. Students’ self evaluation 3. Teachers’ evaluations Aids

• • • • •

IWB (Interactive White Board) Videos Internet, specific websites Dictionaries and glossaries Visual Prompts Scaffolding Strategies

• • • • •

Publisher Poster Padlet (see below) Save notes, charts, keywords on the IWB folders On line research

The complete module materials and output are on: https://padlet.com/simona.galbiati/5AT_USA The padlet is protected by the following password: classequintaat

1ST LESSON Introduction – Geography (20 minutes) The English teacher and the Geography teacher both start the lesson on the topic, making use of the Internet and the IWB where maps and visual materials are downloaded in special folders.

Brainstorming Quiz: What do you know about the USA? Students ask answer general information questions about: the main towns, the capital city, the government system and where the most famous natural wonders and attractions they have heard about are located and work on an information file, filling in a table and a gapped map.

Fact File (30 minutes) Group work 1, class task: - in groups of four students read the photocopy “THE USA, NATURAL WONDERS”

-

They do the exercises in pairs, then share/compare information with the rest of the class They look at the map and locate natural wonders in the various areas of the USA THE GRAND CANYON THE SEQUOIA PARK

THE NIAGARA FALLS GLACIER BAY NATIONAL PARK THE MONUMENT VALLEY YELLOWSTONE EVERGLADES NATIONAL PARK Homework instructions: - highlight the essential vocabulary/microlanguage for geographical descriptions - can you find some of the most famous “man made wonders” in the map?

- create a glossary - follow up activity: look for some information about an itinerary on the West Coast Time allowed: 1 week 2nd LESSON Homework check (10 minutes) The most famous American Historical Cities (30/40 minutes) The Geography teacher elicits students’ knowledge about the most famous American Historical Cities, using the Internet and textbooks. They draft out a sample itinerary idea on the IWB:

SAN FRANCISCO PHILADEPHIA BOSTON NEW YORK Poster Work instructions (5/10 minutes) - The English teacher and the Geography teacher both tell the class they are going to work on a project which will start from a “poster work” aiming at creating the wall paper for a mock travel agency to advertise package tours / itineraries to the USA These are the instructions for the Task Based Activity: - decide how to make the whole job, share the tasks (drawing, highlighting, colouring…)

- copy the map of the USA on a poster - stick the pictures in the correct places/areas

- hang the poster on the class wall That will be the base for final Group Oral Tests (presentations).

Homework instructions: watch the video at https://www.youtube.com/watch?v=l_eAg2e1iMg and take some notes.

Time allowed: one week 3rd LESSON The Top 13 attractions of the USA, video activity (55 minutes) The English teacher gives the students the following guidelines about the video they watched at home in order to take notes/write down the script: Min. 00:43 2:13 3:26 4:50 6:00 9:09 8:20 9:42 11:04 12:27 13:52 15:13 16:27

TOPIC BOSTON – MASSACHUSSET – NEW ENGLAND REGION – AMERICAN HISTORY – HARBOUR MIAMI – MOST VIVACIOUS CITY – SUNNY BEACHES – LATIN CITY – ATLANTIC COAST – ART DECO – GLAMUROUS SOUTH BEACH SEATTLE – LARGEST CITY OF THE NEW PACIFIC REGION – EMERALD CITY - LUSH ARCHITECTURE HONOLULU – HAWAII ISLANDS - IN THE PACIFIC OCEAN ORLANDO – THEME PARK /AMUSEMENT PARK – FAMILY VACATIONS WASHINGTON DC – CAPITAL – THE WHITE HOUSE –LINCOLN MEMORIAL LOS ANGELES – ENTERTAINMENT CAPITAL OF THE WORLD CHICAGO –WINDING CITY – ILLINOIS – MICHIGAN LAKE YELLOWSTONE PARK - 1872 – PROTECTED TO PRESERVE - WILDLIFE LAS VEGAS – SPRINGING UP FROM THE DESERT IN SOUTH EAST NEVADA SAN FRANCISCO – THE GOLDEN GATE BRIDGE – BAY – CABLE CARS – STEEP STREETS GRAND CANYON – ARIZONA – LAYERS OF ROCKS AND GOURGES NEW YORK – ON A NATURAL HARBOUR – THE MOST POPULATED TOWN

Students and teachers watch the video again.

Students’ task: while watching check your notes about the 13 top attractions and look at the map of the USA. Teachers: stop the video at certain times and give students some hints/keys for comprehension (or ask them questions about what they might have already got to know from American movies or series…!)

Homework instructions: - The students will collect all their notes in a file - The students will go to Travel Agencies and ask for catalogues of the most famous Tour Operators advertising holidays to the USA. 4th LESSON Homework check (5 minutes) The English teacher collects the students’ notes.

Holiday Styles/ What is a target customer? (50 minutes) The students put catalogues and brochures on the teacher’s desk. They start browsing and looking at pictures or theme holidays proposed.

They cut out the pictures they like most (they will go on the wall poster).

After some time students realise they are coming across various ways of offering holiday options to the USA. Class Discussion: brainstorm students’ ideas about types of holidays and target customers.

Class cooperative job: fill in a grid taken from the students’ English textbook to collect students’ contributions.

Follow up: ask the students what kind of target customer they are.

5TH LESSON The customised holiday (10 minutes) The Business Studies teacher introduces the general idea of “customising”.

The teacher asks: What does “customise” mean?

Students’ should answer trying to remember what they learnt during the Geography and English lessons: - customised is “tailor” made - customised requires an analysis of customer’s needs - personal tastes must be taken into consideration - there might be special requirements - the customer’s wishes can vary Now the teacher asks: What is “a target”?

Again students should answer trying to remember what they learnt during the Geography and English lessons.

The aim is to understand the different calculation systems of the final costs of a holiday proposal.

The package holiday - price calculation (20 minutes) The teacher introduces the idea that there are different ways to calculate prices.

Ask: Who / What determines the price? Elicit students’ answers - Tour Operators Ask: What are the elements to take into consideration in calculating the price of a package? Elicit students’ answers - Services and facilities of the accommodation - Transport services - Extras The teacher shows/explains the first calculation system, called full costing, and shows them an excel file, useful for data and notes.

They will use the file to calculate prices/costs.

The Mark up (20 minutes)

The teacher explains how to calculate the percentage to add (called â&#x20AC;&#x153;the mark upâ&#x20AC;?) in order to obtain the final price.

6TH LESSON Direct costing vs Full costing (35 minutes) Using the excel file the students have been presented before, the teacher shows/explains the calculation systems.

Students collect the useful data and notes in the file.

They determine the price of a package holiday as a TOUR OPERATOR does.

Every student can work on the calculation file:

The Break Even point (10 minutes + 1 hour practise) The students study and practise working on an example of profitability diagram with Profit (blue) and Loss areas (red).

The Break Even Point is the balance of the two.

Homework: Look for the specific vocabulary to talk about the calculation/costing systems and create word banks.

7TH LESSON Practise of the calculation systems (35 minutes) Students are asked by the Business Studies teacher to do exercises in order to practise the formulas and calculation systems. They do: - True and False exercises - Break Even Point calculation exercises in two different situations - Profit or Loss calclulations

Vocabulary (10 minutes)

The students and the teacher start creating one file collecting the useful vocabulary the students have looked for. They draft a quick glossary to be completed at home.

8TH LESSON (55 minutes) Project Work for English + Business Studies + Geography Read out the instructions to the class: Task Based Activity “You work for a Tour Operator specialised in tailoring holidays to the USA. According to the target customer you will be assigned, prepare an advertising leaflet including: - A presentation of the USA and its main attractions (put your notes from the video, the text book contents and the extra handout contents together) - A map of the areas you want to advertise + pictures regarding services/facilities you are offering - Your customised proposal - Prepare a role play oral presentation (Student A/B: a dialogue between the customer, expressing his/her wishes and the T.O. talking to the customer and presenting the Tour Operator’s proposals – STUDENT C: after listening to the customer’s requirements show the Tour Operator’s offer”).

Time allowed: 3 weeks Divide the students in groups, let them start working and monitor their job.

9TH 10TH LESSONS: Students’ presentations Students’ self evaluation Teachers’ evaluations The students produce complete leaflets using Publisher and act out mock conversations at Travel Agencies

CLIL_USA_05.wlmp

STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly We used many different materials and techniques in our project without help

It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

3.

4.

Our decision about the tasks for the class presentation was fast and easy

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help

Our decision about the tasks for the class presentation was very difficult and it took a long time 5.

Our presentation was ready before due time Our presentation was ready on Our presentation wasn’t ready time on time 6.

I worked very well with my partners I worked well with my partners I didn’t like working with my partners 7.

My partners listened to my opinion and frequently My partners sometimes My partners never listened to agreed with me listened to my opinion and my opinion and never agreed sometimes agreed with me with me 8.

I listened to my partners’ opinion and frequently agreed I sometimes listened to my I never listened to my with them partners’ opinion and partners’ opinion and never sometimes agreed with them agreed with them 9.

I learned many interesting things with this project I learned some interesting I didn’t learn anything with this things with this project project 10. I feel I have improved my communication skills in I feel I have improved my I feel I haven’t improved my English a lot communication skills in communication skills in English a little English at all 11. I loved this CLIL project and I would like to do other I liked this CLIL project and I I didn’t like this CLIL project CLIL projects wouldn’t mind doing other at all and I don’t want to do CLIL projects other CLIL projects One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

My classmates gave a clear, My classmates gave clear report on the topic My classmates didn’t give a fluent and detailed report on clear report on the topic the topic My classmates answered all My classmates answered almost all the questions we My classmates didn’t answer the questions we asked for asked for further information any questions further information

3.

The digital product was The digital product was quite engaging and with enough The digital product was engaging and rich in visuals visuals neither engaging nor rich in visuals 4.

The overall impression of the The overall impression of the project was satisfactory The overall impression of the project was excellent project wasn’t satisfactory After observing all our classmates’ presentations, we think that the best was......................................................................

TEACHER’S EVALUATION GRID: 9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

The student: - gives a clear, fluent and detailed report on the topic - understands and responds to any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: - gives a clear report on the topic - responds to any questions properly The student: - gives basic information on the topic - responds to most questions correctly The student: - gives only basic information on the topic - responds to most questions The student: - doesn’t get across his/her ideas - doesn’t respond to questions

CLIL Lesson Plan 2017/2018 Subject: ENGLISH – GEOGRAPHY – HISTORY OF ART

Grade: 4th Year High School Tourism Studies Time: February – March 2017

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual and audio information • use observation to describe /talk about pictures (landmarks, city maps, history grids, history screenshots, spidergrams...)

• compare and distinguish different techniques and different materials of representing something – use padlet, excel, make videos, mind maps, stage mock interviews) • find words in a word puzzle, create glossaries • recognise, understand and use new vocabulary • ask and answer questions about their work • explain the main concepts of the studied topic • produce factual presentations showing the language and the content acquired • stage role plays • use problem solving strategies Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • report on topics connected with their syllabus • read specific texts and analyse information for operative purposes • understand instructions to carry out tasks • summarize information and create “fill in the blanks” texts, interviews • guide a virtual history and art tour around Florence Content • • • • •

Cognition What is an itinerary Geographical areas of interest in Italy Advertsing a historical town Historical and Art heritage of Florence A tourist itinerary, walking in the centre of Florence

• Provide learners with opportunities to understand: - the key steps of the creation of a tour into a town - ways to agree/find out/focus on which the main sights are - plan a historical, art tour using geographical knowledge • Encourage knowledge transfer regarding concepts they have studied in Arts, History and Geography • Enable students to: - create a presentation on line, posters and online padlets - widen vocabulary - stage mock interviews to feel like a Florentine illustrious man • Improve students’ English performance

• • • • • •

Culture Get students identify the key aspects of working as a Tour Guide Acknowledge appropriate attitudes and behaviours in formal and informal contexts Get to know communication codes and the importance of emphasis and stress Identify cross cultural habits in travelling Develop the sense of Otherness and Self Understand/work on maps, directions, detailed presentations of art attractions

Language OF learning KEY VOCABULARY ARTS Attraction Apprenticeship Architecture Beauty Fresco Fountain Icon Cathedral Church City Of Art Classical Proportions Cold (Style) Landmark Painting Palace/palazzo Primitives Pupil Rational Renaissance Theorist Sculpture Statue Square Sight …

GEOGRAPHY North South East West To the north..

To the South Central City Mountain Hill Basin Countryside Surroundings Banks…

Communication Language FOR learning ASKING QUESTIONS

Language THROUGH learning New expressions and new vocabulary (microlanguage)

Where shall we go first?

IDENTIFYING What are you interested in…?

Where is Florence?

Giving Instructions Fill in a table/a grid Create and fill in the gaps Select information from texts, videos

COMPARING What’s the best season to visit..? …is more advisable CONTRASTING Although, despite, nevertheless, …

however,

Retain language revised unlike, by both the teacher and learners

DESCRIBING AND INFORMING As you can see…, as it is shown…, with reference to, it’s north/south/west/east of…, it’s in the centre of.., in north Italy /in the north of Italy /in northern Italy

Make use explanations

of

peer

GIVING DIRECTIONS Go straight on…

Turn Left..

Walk along…

Head to…

Select pictures and visual prompts

Record, predict, learn new words which arise from activities

Select sources Use of ICT

Procedures Module Preparation 1. Class video activity 2. Cooperative activity, fill in the blanks 3. Quick group Work Evaluation 4. Homework 2. 50 minutes 1. The history of Florence 2. Florence, the gem of the Renaissance:grid 3. Follow up game 4. Florence history through its illustrious men 5. Class discussion 6. Homework 3. 50/55 1. Fancying about Dante Alighieri, Michelangelo and Lorenzo il Magnifico minutes 2. Homework 4. 50/55 1. Interviewing Dante Alighieri, Michelangelo and Lorenzo il Magnifico minutes 2. Evaluation 3. Homework 5. 50 minutes 1. The geography of tourist resources of Italy 2. Vocabulary Activity 3. Planning the itinerary in Florence 4. Follow up 6. 50 1. Attractions of Florence minutes+50 2. Vocabulary activity minutes 3. Glossary 4. Crosswords, follow up 5. Homework 7. 50 minutes + 1. Group and cooperative work: Poster 50 minutes 2. Poster creation instructions 3. Homework: timing 8. and 9.

1. Students’ presentations 50 minutes+50 2. Students’ self evaluation minutes 3. Teachers’ evaluations 0.

1. 50/60 minutes

Aids • IWB (Interactive White Board) • Videos • Internet, specific websites • Dictionaries and glossaries • Visual Prompts Scaffolding Strategies • Padlet (see below) • Save notes, charts, keywords on the IWB • On line research • Wall Posters

The complete module materials and output are on: https://padlet.com/simona.galbiati/FLORENCE_4AT The padlet is protected by the following password: quartaat

MODULE PREPARATION One week before the 1st Lesson: English/Geography and History of Art teachers’ instructions to the students - Watch the video at: https://www.youtube.com/watch?v=S0_zfTN5_jI Divide the class in pairs/groups of three Give each pair/group one of the following sections of the video to focus on: from min. – to min. video section title 0:53’ -1:39 Introduction (group 1) 1:40’ - 3:08 Getting there (group 2) 3:09 - 4:00 Planning your trip (group 3) 4:00 - 4:23 Towns around Florence (group 4) 4:24 -5:00 Getting around (group 5) 5:00 - 5:53 The Uffizi Gallery (group 6) 5:53 - 6:47 Secret paths of The Palazzo Vecchio, climbing Giotto’s bell tower (group 7) Students will: 1. Jot down the script of the section they are assigned 2. Be careful in catching the most significant expressions and phraseology (using subtitles, if necessary) 3. Prepare a word file to be shown on the IWB in class in the form of a “fill in the blanks” from the text they have previously jotted down (cutting out what they agree are the most interesting words) In class during the 1st lesson: students will complete their mates’ fill in the blanks texts in turns with the correct expressions.

1st LESSON Class video activity (30/40 minutes) – English As a warm up activity, watch the video at https://www.youtube.com/watch?v=S0_zfTN5_jI together Cooperative activity, fill in the blanks In turns the pairs or groups of students come to the IWB, show their fill in the blanks files to their mates and elicit the answers.

All the students take notes of the most interesting and new vocabulary (not necessarily the words their mates have cut out…)

This is an example from section 2: PLANNING YOUR TRIP CAR – FAR AWAY – AMERIGO VESPUCCI – CENTRE – LATE –GET– TRAIN –INFORMATION – PARKING LOT – CITIES – TRAIN – CITY CENTER - HOUR’S DRIVE – BUS PUBLIC SERVICE – SHUTTLE SERVICE - RAIL -JUNCTION –MOTORWAY – GALILEO GALILEI –TRAFFIC – AIRPORTS IF YOU CHOOSE TO FLY, THERE ARE THREE …………….. SERVING FLORENCE AND THEY VARY ACCORDING TO WHICH AIRLINE YOU USE. FLORENCE’S AIRPORT ………………. IS FIVE KILOMETERS FROM THE …………… IT’S CONNECTED TO ALL THE MAJOR ITALIAN ……… AS WELL AS TO NUMEROUS EUROPEAN DESTINATIONS. THERE IS ……..………. CONNECTING THE AIRPORT TO THE CENTER OF TOWN. THE AIRPORT MOST USED BY ALL OF EUROPE IS PISA’S ………………… WHERE ALMOST ALL THE LOW COST FLIGHTS ARRIVE. THERE’S A …………. THAT BRINGS YOU TO FLORENCE IN 70 MINUTES. BE CAREFUL HOWEVER ……… CAN BE TRULY INTENSE ON THE …………. BETWEEEN FLORENCE AND PISA THUS CREATING THE POSSIBILITY OF BEING …...... AND MISSING YOUR FLIGHT. PROBABLY THE BEST SOLUTION IS TO REACH FLORENCE BY ……….. USING THE AIRPORT STATION. THE THIRD AIRPORT IS THAT OF BOLOGNA ABOUT AN ………………. AWAY. AGAIN BE CAREFUL SOME LOW-COST AIRLINES WHEN THEY SAY BOLOGNA THEY ACTUALLY MEAN THE AIRPORT AT FORLI THAT’S REALLY ………….. FLORENCE IS AT THE ………… OF THE MAJOR HIGHWAY AND ……………….. IN ITALY. THE CHOICE OF ARRIVING BY …………. IS WITHOUT DOUBT THE IDEAL ONE. FOR TRAIN SCHEDULE …………… WE SUGGEST YOU UTILIZE THE ITALIAN RAILROAD WEBSITE. IF YOU ARRIVE BY CAR IT’S A GOOD IDEA TO BOOK IN ADVANCE A HOTEL WITH ……………

FLORENCE’S TRAFFIC IS HORRENDOUS, PARKING IS DIFFICULT TO SAY THE LEAST AND YOU CAN’T …….. INTO THE HISTORICAL CENTER BY ………….

Quick group Work Evaluation (10 minutes) Homework in pairs/groups of three:

-

Look for information about the History of Florence surfing the net, using textbooks, guide books…

Look for pictures to use as visual prompts to recall the events, print /save and take them to school Read about the history of Florence in the English textbooks

2nd LESSON The history of Florence (30 minutes) - English From the students’ English textbook, skim/scan the following page about the history of Florence and put the information in chronological order:

The English teacher shows the students this grid on the IWB: Florence, the gem of the Renaissance ORIGINS 59 BC – Carolingian Dynasty 1087 12TH CENTURY 1215-1289 1348 1434 - 1492 15TH CENTURY 1569 16TH CENTURY MANNERISM 1569 – 18TH CENTURY 19TH CENTURY 1860 2ND WORLD WAR 1966 There are clues to help the students collect the main information about events, but as a class they should decide/agree about which information should go into the grid.

The teacher elicits /recalls vocabulary on the IWB:

Possible follow up game (10 minutes) “Ruffle”: put the pictures the students have carried to school face down on the teacher’s desk. The students come, pick up a picture and say what it is about (they can ask for help from their mates) Florence history through its illustrious men (10 minutes)

The students are going to start a project to be able to talk /interact about the history of the town by fancying to interview some “VIP” who lived there.

Class discussion: decide with the class who these illustrious men are going to be Students’ decision: Dante Alighieri, Michelangelo and Lorenzo il Magnifico Homework: Students must read about the lives of these people / look for relevant information regarding their stay in Florence, prepare a list of questions they would like to ask them.

3rd LESSON (50/55 minutes) - English Fancying about Dante Alighieri, Michelangelo and Lorenzo il Magnifico The students come to the IWB in turn and collect the pieces of news they would like to ask about the illustrious men in a table: Dante Alighieri birth /death profession His political ideas

Lorenzo il Magnifico birth /death profession his great grand fathers/grandfathers/parents

Michelangelo birth /death profession where he worked in Florence/who “sponsored” him/what he did/when his “friends” and work “mates”

what he wrote /his favourite “job” What his family ideas about Florence were and why If he was a soldier How they contributed to the grandeur of Ask him to show one of his Florence masterpieces where he died and why he died If he wrote something Show his bet work there The students should imagine they are journalists “ante litteram” who have to interview these three people. They collect the questions to ask (10 – 13 questions max) / the teacher elicits them:

Homework: collect information to prepare the answers for the next lesson The class is divided in three main groups, assigning them each a “VIP” and asking them to work out three interviews (10 -13 questions and 10 -13 answers) 6 students will have to act out the interviews in front of the class (they can use masks or dress up if they wish!)

Student A is Dante / Student B is the journalist Student C is Lorenzo / Student D is the journalist Student E is Leonardo / Student F is the journalist Students can ask the History of Art teacher for help Time allowed: 1 week 4th LESSON (50/55 minutes) – English, History of Art Interviewing Dante Alighieri, Michelangelo and Lorenzo il Magnifico

Florence_CLIL_05_LDeMedici's_Interview.mp4

The students act out the mock interviews in front of the English and History of Art teachers.

Evaluation Homework: The students are going to plan a trip to Florence. They will decide the best itinerary. They will need to take the following material to school: - Tour Guides form the local library or the school library - Pictures/Postcards of Italy - Maps - A map of Florence - Examples of pre-planned itineraries - Their Arts books 5th LESSON - Geography The geography of tourist resources of Italy (20 minutes) Brainstorming: as a warm up activity the Geography teacher elicits as much information as possible from the students.

The students look at a map and identify locations and attractions.

Class interaction and discussion.

On the IWB, the teacher opens the map of Italy with attractions.

Practise talking about locations: in North Italy /in the North of Italy /in northern Italy/in the centre of Italy/ in central Italy/â&#x20AC;Ś.

Vocabulary activity

The students come to the IWB and create a spidergram to collect the most useful words they are practising with (recalling /revising vocabulary from the passage about the history of Florence too).

hills basin Geography

By the end of the lesson they should have collected the following vocabulary: Hills Basin

Arno river River bank City Surroundings / to surround / surrounded by Italian States Town/destination Foreign tourists Tuscany Siena Florence Rome Kingdom of Italy River flood The teacher tells the students they will have to create a “word bank” in an excel file (it will be easier to reorder the words alphabetically) and build up the base for a glossary:

Planning the itinerary in Florence (20 minutes) Arrange some desks in the centre of the classroom, put all the materials the students have found. They browse through them, discuss and acknowledge the iconic buildings they have had a look at with the History of Art teacher.

The teacher asks the students questions about what they are looking at, picks up pictures, lays down a big map of Florence on the desks/opens a map on the IWB:

The students “treasure hunt” the sights they are deciding to include in their itinerary.

Final students’ decision (the landmarks the students want to include): Santa Maria del Fiore and the Baptistery Santa Croce Santa Maria Novella Piazza della Signoria The Uffizi Gallery Ponte Vecchio Galleria dell’Accademia Possible follow up: All the students look at the map and find how to get to the sights. Student A gives directions, Student B finds and says the name of the landmark.

6th LESSON (50 + 50 minutes) – History of Art Attractions of Florence On the IWB, the History of Art teacher opens and revises the video Florence in a Nutshell at https://www.youtube.com/watch?v=S0_zfTN5_jIPreparation The students should recall as much information as possible about what they have watched/understood (the video can be played with no audio).

The teacher stops the video any time there is a landmark/an iconic building and pre-teaches some useful expressions: “This is is…./It’s a church/statue/square/fountain/”Palazzo” /building/landmark/icon/sight/attraction….

The monuments we will focus on for our itinerary are: Santa Maria del Fiore, Giotto’s BellTower and Baptistry…”

Vocabulary Activity The teacher hands out photocopies with descriptions of the sights in English, uses visual prompts to teach the vocabulary regarding architecture and art styles on the IWB.

The students recall as much vocabulary as possible, writing on the IWB, creating spidergrams: HUMANISM RENAISSANCE

ARTS

By the end of this lesson part students should have collected the following vocabulary/names: HUMANISM RENAISSANCE BEAUTY PAINTING SCULPTURE ARCHITECTURE MUSIC LITERATURE LEONARDO MICHELANGELO RAPHAEL

APPRENTISHIP MANNERISM COLD RATIONAL Glossary The students create a “word bank” in an excel file (it will be easier to reorder the words alphabetically) and prepare a glossary: GLOSSARY

ATTRACTION* APPRENTICESHIP ARCHITECTURE BEAUTY BUILDING CATHEDRAL CHURCH CITY OF ART CLASSICAL PROPORTIONS COLD (STYLE) CORPORATION FOR ARTS AND CRAFTS DOMINICANS FLORENCE FOUNTAIN FRESCO/ES GRAND DUKES GUELPHS & GHIBELLINES HUMANISM LITERATURE MONASTERY MONUMENTS MUSIC PAINTING PALACE PRIMITIVES PUPIL RATIONAL RENAISSANCE RIVER SCULPTURE SQUARE STATUE THEORIST TOWN HALL TUSCANY UFFIZI GALLERY

ATTRAZIONE APPRENDISTATO ARCHITETTURA BELLEZZA COSTRUZIONE CATTEDRALE CHIESA CITTA' D' ARTE PROPORZIONI CLASSICHE (STILE) FREDDO CORPORAZION ARTI E MESTIERI DOMENICANI FIRENZE FONTANA AFFRESCO/AFFRESCHI GRANDI DUCHI GUELFI E GHIBELLINI UMANESIMO LETTERATURA MONASTERO MONUMENTI MUSICA DIPINITO PALAZZO PRIMITIVI (PITTORI) PUPILLO/ALUNNO RAZIONALE RINASCIMENTO FIUME SCULTURA PIAZZA STATUA TEORICO COMUNE TOSCANA GALLERIA DEGLI UFFIZI

*SIGHT, HIGHLIGHT, ICON, LANDMARK

Crosswords, follow up: Write down definitions of the Art words studied in the photocopies and combine the words in a puzzle:

Homework: students must look for pictures of monuments.

7th LESSON (50 minutes + 50 minutes) Group and cooperative work: Poster (English – History of Art – Geography) Students start to prepare a poster including information about History of Art and Geography to be hung on the classroom wall with: map, pictures, glossary clouds and any visual prompt that can help them fix their knowledge!

They keep on working with the monument descriptions, the teachers ask random questions (quizzes) to check if the students are taking in the most important information.

Poster creation instructions: - Stick a big “history grid sheet” on the poster - Place all the pictures about the historical events the students have found out all around the grid, creating a sort of clock - Stick pictures of the illustrious men - Stick the map of Florence - Locate the town’s highlights on the map and stick corresponding pictures - Dot the town map with the itinerary Homework: prepare an oral presentation of the itinerary.

Time allowed: 1 week

8th + 9th LESSON (50 minutes+50 minutes) Students’ presentations Students’ self evaluation Teachers’ evaluations

STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly We used many different materials and techniques in our project without help

It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

3.

4.

Our decision about the tasks for the class presentation was fast and easy

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help

Our decision about the tasks for the class presentation was very difficult and it took a long time 5.

Our presentation was ready before due time Our presentation was ready on Our presentation wasn’t ready time on time 6.

I worked very well with my partners I worked well with my partners I didn’t like working with my partners 7.

My partners listened to my opinion and frequently My partners sometimes My partners never listened to agreed with me listened to my opinion and my opinion and never agreed sometimes agreed with me with me 8.

I listened to my partners’ opinion and frequently agreed I sometimes listened to my I never listened to my with them partners’ opinion and partners’ opinion and never sometimes agreed with them agreed with them 9.

I learned many interesting things with this project I learned some interesting I didn’t learn anything with this things with this project project 10. I feel I have improved my communication skills in I feel I have improved my I feel I haven’t improved my English a lot communication skills in communication skills in English a little English at all 11. I loved this CLIL project and I would like to do other I liked this CLIL project and I I didn’t like this CLIL project CLIL projects wouldn’t mind doing other at all and I don’t want to do CLIL projects other CLIL projects One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

3.

My classmates gave a clear, fluent and detailed report on the topic My classmates answered all the questions we asked for further information The digital product was engaging and rich in visuals

My classmates gave clear report on the topic

My classmates didn’t give a clear report on the topic

My classmates answered almost all the questions we My classmates didn’t answer asked for further information any questions

The digital product was quite engaging and with enough The digital product was visuals neither engaging nor rich in visuals 4.

The overall impression of the The overall impression of the project was satisfactory The overall impression of the project was excellent project wasn’t satisfactory After observing all our classmates’ presentations, we think that the best was......................................................................

TEACHER’S EVALUATION GRID: 9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

The student: - gives a clear, fluent and detailed report on the topic - understands and responds to any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: - gives a clear report on the topic - responds to any questions properly The student: - gives basic information on the topic - responds to most questions correctly The student: - gives only basic information on the topic - responds to most questions The student: - doesn’t get across his/her ideas - doesn’t respond to questions

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

CLIL PROCEDURE – THE BUSINESS PLAN Lesson 1- introduction to Students will be given explanations about the purpose of CLIL activity CLIL activity

•

Warm-up exercises: The teacher introduces the main theme of the lesson to the students: the business plan. In order to check their knowledge about the topic a few questions are asked. Some of the lexis is written down on the interactive board.

•

Reading Activity: the students read the text:

------------------------------------------------------------------------------------------------------------------The Business Plan: Introduction A business plan is essential for your enterprise. Whether your business is starting up or already established, it's the roadmap for future development.

However, perhaps most importantly, it's a key document when you are looking for business funding - whether applying for an overdraft or looking for new investment or capital. It must help investors and lenders understand your vision and goals, explain how you are going to spend the invested or borrowed money and set out how this will benefit both them and the business.

Lesson 2 - Introduction to “Starting a new business” This guide explains what you should include in your business plan and how you should present it to potential investors, shareholders and your bank.

1) The essential elements of a business plan Potential investors and lenders will examine your business plan closely to determine whether to risk their money.

There is no standard format but most plans include: An executive summary highlighting the main points - to catch people's attention.

Details of key personnel with an organisational chart showing individual responsibilities.

Market research - details of competitors and how your product or service fits into the market - eg who your potential customers are and why you think they will buy your product or service.

Your marketing plan - how you are going to get your product or service in front of potential customers, together with any assumptions made when setting your targets.

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Financial information - eg key ratios. These can be used to compare your business' performance against industry benchmarks. It's also a good idea to give details of any major expenditure you have made on long-term assets and explain the reasons behind any changes in working capital items, such as stock, debtors and creditors. Remember to include balance sheet and profit and loss account details. Many lenders ask for three years' financial information. If this is not available, supply details about trading to date.

How you will manage credit, expenditure, stock planning and control, and debtors and creditors.

When seeking funding, include: A cashflow forecast indicating the amount of funding you need and why. For a start-up, include estimates of how much finance you will require for two to three years or until you start to make a profit. Indicate contingency funds that might be needed for rough patches. This is usually between 10 and 20 per cent of the total funding requirement.

Financial forecasts for a three- to five-year period. Try to present this information in the same way as historical financial information, so that straightforward comparisons can be made.

How a loan will be repaid, how investors can get their money back, and when.

2) Demonstrate your commitment to the business If you want to attract outside funding, you need to show that you are committed to the business. You will also need to either show that you have a good credit history or, if not, explain why not.

Demonstrating your personal financial commitment To attract funding, you need to invest your own money in your business. If you are not prepared to risk your own capital, a lender or investor is unlikely to want to risk theirs.

Therefore, your business plan needs to show the extent to which you are committing your own resources. §

For example, you should mention that you are:

§

investing your own cash in the business

§

reinvesting profits from the business rather than taking dividends yourself

§

using your own assets and guarantees to raise funds, eg by remortgaging your house

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§

finding funds from family, friends and existing investors

It is always helpful to detail the backing you already have from banks and other investors - especially independent investors. Remember that money attracts money.

The more backers you have, the easier it is to attract new ones.

Demonstrating your personal credit history Because your commitment and track record in meeting your obligations are so important, lenders and investors will want to know your personal credit history. Credit references will be taken up for sole traders and each partner in a partnership.

Find out what kind of information is held by credit reference agencies on the Experian website - Opens in a new window.

A credit reference agency will discover if you, or any partner or co-director of the business, have a poor credit history or county court judgments.

If you have a poor credit rating, use the notes supporting the business plan to state the facts and give your own version of how the poor credit history arose. This is much better than having the new investor find out without any explanation.

You should also state what you are doing to repair your credit history, such as paying your bills on time and managing debt responsibly.

3) Getting the best from your business plan - key considerations Your business plan is a tool you can use to attract new funds or as a strategy document. Give yourself the best chance of success by following these suggestions.

Write your plan in a way that demonstrates your commitment to the business. Give it a professional feel by using graphs, pie charts, photos etc, but use only one font type and colour.

Your plan should: §

Be realistic - make sure you can justify any assumptions or projections and avoid being overly ambitious.

§

Highlight any potential financial difficulties - warn your bank or lender if you anticipate that you may not be able to meet a repayment. There is every chance you may be able to come to some arrangement.

§

Show how you intend to devise and implement effective cashflow arrangements, eg have clear procedures for chasing up any accounts receivable.

§

Once you have finished writing your plan, get someone to read it to spot 3

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spelling and presentation errors, and to ensure it's set out logically.

Once you have presented the plan, ensure you review and revise it as your business grows ------------------------------------------------------------------------------------------------------------------• •

Vocabulary activity: Some of the lexis and expressions are highlighted and written down on the interactive board.

Class questions: Students are asked to answer some questions about the text.

Questions on the business plan?

What is a business plan?

What are the main parts of a business plan?

Who will be interested in a business plan?

•

Speaking activity: this activity is focused on what the students have learnt after the reading of the text.

•

Warm-up activity: The teacher introduces the topic of the lesson.

The students watch the video www.bplans.com “What sort of plan do I need ?”.

•

Focus on specific vocabulary: after watching the video the class is divided into groups.

Some keywords that students have previously met while watching the video are written on the board: INVESTOR, BANKER, FLEXIBLE PLAN, ENTREPRENEUR, CASHFLOW, LIABILITIES, ASSETS, COMMITMENT. Each group must search the definition of the given words (the students are allowed to use a monolingual dictionary). The groups are asked to contextualize the words writing at least five sentences for each word.This activity allows the students to identify the content and some vocabulary of the chosen topic.

Lesson 3: features of a business plan

•

Speaking activity: At the end of this activity, one of the member of each group reads aloud to the rest of the class the information they have found and the sentences they have written.

The students highlight the key words of the text and the lexis related to the topic and the words are written on the interactive board.

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•

Warm-up activity: In order to review the theme of the previous lesson, an exercise “match the two halves” is given by the teacher Match the two halves:

Your business plan should contain

he majority of people running a business think that Planning a business needs to

•

the aim of a business plan is to keep truck by the key elements of a business strategy project sales and costs, liabilities, capital, marketing strategies, cashflow what you need to run your business better

Activity: The students watch a video from the website www.bplans.com “How to do your business plan financial?

After watching the video, the students are given a worksheet . The students are divided pairs and have to complete a TRUE OR FALSE exrecise on the video.

After you watch the video, write T or F Lesson 4: how to do your business plan financial

T

F

Planning goes forward in time

r

r

Planning is different from accountancy

r

r

Accounting doesn’t summarize all the transactions

r

r

Sales, costs of sales, expenses belong to balance concept

r

r

Assets, liabilities, capital have to do with income capital

r

r

Income statements is the result of sales – costs of sales = Gross margin

r

r

Proforma balance means projecting the feature income statements

r

r

Balance is formed by assets – liabilities = Capital (profit)

r

r

Income statements doesn’t report all the transaction that happen over some specific period of time

r

r

•

Focus on vocabulary: In pairs students search the definitions of the following words on the monolingual dictionary: ACCOUNTANCY, BALANCE, CAPITAL, GROSS MARGIN, PROFORMA BALANCE, INCOME CAPITAL, BALANCE CONCEPT, TRANSACTIONS,COSTS OF SALES. 5

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• •

Writing activity: The students write down the information obtained.

Speaking activity: At this point, the teacher asks the students to read what they have written out loud.

Reading activity: The students are divided into pairs and read the following text: -----------------------------------------------------------------------------------------------------------------The Profit And Loss account: introduction A profit and loss account is a summary of business transactions for a given period normally 12 months. By deducting total expenditure from total income, it shows on the 'bottom line' whether your business made a profit or loss at the end of that period.

A profit and loss account is produced primarily for business purposes - to show owners, shareholders or potential investors how the business is performing. But most of the information is also used by HM Revenue & Customs to work out your tax bill.

1) Profit and loss accounting periods and financial years For the purposes of profit and loss account, accounting periods and financial years vary depending on the type of business in question.

Lesson 5: The profit and loss account

Accounting periods for the self-employed and partnerships Self-employed and partnership accounts should ideally be made to 31st March or 5th April, although different accounting periods can be used in certain circumstances.

Accounting periods for limited companies Limited companies can make their accounts up to any date. The accounting period is also referred to as the company's financial year. A normal accounting period will be 12 months, but sometimes it can be shorter - for example when a company started business in the middle of the year, but wants its financial year to end on December 31.

2) Do all businesses have to produce formal profit and loss accounts?

By law, if your business is a limited company or a partnership whose members are limited companies, you must produce a profit and loss account for each financial year.

Self-employed sole traders and most partnerships don't need to create a formal profit and loss account - the information they complete on the self-assessment tax return form amounts to the same thing.

However, there are key benefits to producing formal accounts. If you want your business to grow, or need a loan or mortgage, for example, most institutions will ask to see three years' accounts.

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3) Keeping accurate records Whatever your business type, by law you must keep accurate records of your income and expenditure. The self-employed must keep records for five years and limited company or partnership records for six years.

Accurate record keeping has important benefits. It: gives you the information you need to manage your business and make it grow enables you to report on your profit or loss easily and quickly when required will improve your chances of getting a loan or mortgage helps you or your company avoid paying too much tax helps you plan and budget for tax payments reduces the risk of interest or penalties for late tax payments helps reduce fees if you use an accountant - your annual accounts will be far easier to produce

§ § § § § § §

The basic records you will need to keep are: a list of all your sales and other income a list of all your expenditure, including day-to-day expenses and equipment a separate list for petty cash expenditure if relevant a record of goods taken for personal use and payments to the business for these a record of money taken out for personal use or paid in from personal funds this applies to limited companies

§ § § § §

-------------------------------------------------------------------------------------------------------------------• •

Reading comprehension activity: The teacher asks the students to reason about the differences between profit and loss.

Class questions: The students are asked to answer questions about the text in pairs.

Questions on profit and loss account.

What is a profit and loss account?

Who has to produce a profit and loss account?

•

§ Lesson 6: The balance sheet

Writing activity: The students write their answers on their notebook.

Warming up activity: the following words and expressions are in the text.

Before the students read it, they have to write the words in the suitable column.

List of words: BALANCE SHEET, ASSETS, LIABILITIES, CREDITORS, 7

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SHAREHOLDERS, LIMITED LIABILITY, PARTNERSHIP, ACCOUNT, LENDERS, PURCHASERS, TRADE UNIONS, TO RAISE FINANCE, FIXED ASSETS, CURRENT ASSETS, VAT, TO BE SOLVENT

1

I don’t know this word

2

3

I have seen this word but I am not sure of its meaning

I think I can understand this word when I see it but I can’t use it properly

•

Reading activity: The students work on the text . They give a quick look at the text and try to give a definition of balance sheet . The students are in the position to predict what they are going to read.

-------------------------------------------------------------------------------------------------------------------The Balance Sheet: introduction Your balance sheet is a financial statement at a given point in time. It provides a snapshot summary of what your business owns or is owed – assets – and what it owes – liabilities – at a particular date.

The balance sheet therefore shows how your business is being funded and how you are using these funds.

There are two ways you may use your balance sheet: to help you and other interested parties such as investors, creditors or shareholders to assess the worth of your business at a given moment as a tool to help you analyse and improve the management of your business

3) Balance sheet reporting – who, when and where?

Limited companies and limited liability partnerships must produce a balance sheet as part of their annual accounts.

As well as the balance sheet, annual accounts include the: 8

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profit and loss account auditor’s reports directors’ report notes to the accounts – these should provide any information you think may be relevant, eg supplementary financial information or additional detail Other parties who may wish to see the accounts – and therefore the balance sheet – are: § § § §

potential lenders or investors potential purchasers of the business government departments carrying out inspections employees trade unions Other key benefits of producing a balance sheet include: if you want to raise finance, most lenders or investors will want to see three years’ accounts if you want to bid for large contracts, including government contracts, the client will want to see audited accounts producing formal accounts – including a balance sheet – will help you monitor the performance of your business

2) Contents of the balance sheet A balance sheet shows: § § § §

fixed assets – long-term assets current assets – short-term assets current liabilities – what the business owes and must repay in the short term long-term liabilities – including shareholders’ capital

Fixed assets include: tangible assets – eg buildings, land, machinery, computers, fixtures - shown at their depreciated value intangible assets – eg goodwill, intellectual property rights (such as patents, trade marks and website domain names) Current assets are short-term assets and include: 9

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stock work in progress money owed by customers cash in hand or at the bank short-term investments pre-payments – eg advance rents Current liabilities are amounts owing and due within one year. These include: money owed to suppliers short-term loans, overdrafts or other finance taxes due within the year – VAT, PAYE (Pay As You Earn) and National Insurance Long-term liabilities include: creditors due after one year; capital and reserves – share capital and retained profits, after dividends (if your business is a limited company), or proprietors capital invested in business (if you are an unincorporated business)

3) Interpreting balance sheet figures A balance sheet shows: § § §

how solvent the business is how liquid its assets are – how much is in the form of cash or can be easily converted into cash, ie stocks how the business is financed

A balance sheet is only a snapshot of a business’ financial position on one particular day. The individual figures can change in a short space of time and the total net assets (assets less liabilities) would only change dramatically if the business was making large profits or losses. For example: if you hold large inventories of finished products, a change in market conditions might mean their value is reduced.

-------------------------------------------------------------------------------------------------------------------10

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• Class questions: The students are asked to answer questions about the text in pairs.

Questions on the balance sheet What is a balance sheet?

Who must produce a balance sheet?

Who is the balance sheet submitted to?

What other parties are interested in the balance sheet?

Why are the annual accounts important to the owner of the business?

What does the balance sheet show?

What are fixed assets?

What are current assets?

What are current liabilities?

What are long term liabilities?

What is net capital?

•

Writing activity: The students write their answers on their notebook

• Warming- up activity: The teacher shows a picture on the interactive board and encourages the students to describe the sections of the picture and predict the topic they are going to consider:

Lesson 7: The SWOT box

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• Listening activity: The students listen to the result of a SWOT analysis and complete the following report about a city-centre fashion boutique selling women’s clothes. Since that its performance over the past six months has been poor, the owners decide to have a SWOT analysis in order to identify the changes they could make to improve the market of the shop:

• Pair work: The students are given a worksheet and fill the diagram writing each factor in the correct section.

Class discussion: The teacher encourages the students to think about the most important factor for each section considering a shop that sells clothes and a big 12

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company producing software. The teacher guides the discussion.

•

Teamwork: From this lesson onwards, the students’ task is to prepare a slideshow working in four groups of five people.

Each group focuses on a particular aspect of the topics covered in the previous lessons.

Clear information is given by the teacher: each group is supposed to analyze and develop a topic assigned by the teacher.

Lesson 8: task based activity

In order to work properly, the students are accompanied to the IT LAB to work, according to the availability.

From this point onwards the teacher supervises the work of the groups and clarifies in case of need.

Lesson 9: task based activity

Teamwork: The students work on the project.

Lesson 10: task based activity

Teamwork: The students work on the project.

Lesson 11: task based activity

Teamwork: The students work on the project.

• Lesson 12: slideshow presentation

Lesson 13: slideshow presentation

Lesson 14: summing up experience

Activity: the first two groups make the presentation of their work.

Each member of the group gives an oral presentation of the group’s research.

At the end of the activity the teacher rates each student, according to the teacher’s evaluation grid previously shown to the students.

•

Activity: the other two groups make the presentation of their work.

•

Activity: this lesson focuses on the students’ feedback of the project.

The teacher then elicits a discussion and makes the students questions about the project.

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STUDENTS’ SELF ASSESSMENT GRIDS: TABLE 1 – HOW DID WE WORK?

1.

Our decision about the project was fast and easy

Our decision about the project was a little difficult but OK

2.

It was very easy to use the tools and materials correctly

3.

We used many different materials and techniques in our project without help

4.

Our decision about the tasks for the class presentation was fast and easy

It was a bit difficult to use the tools and materials correctly We used some different materials and techniques in our project and sometimes we needed help Our decision about the tasks for the class presentation was a little difficult but OK

Our decision about the project was very difficult and it took a long time It was very difficult to use the tools and materials correctly We used some materials and techniques in our project and we needed help

Our decision about the tasks for the class presentation was very difficult and it took a long time 5.

Our presentation was ready before due time Our presentation was ready on Our presentation wasn’t ready time on time 6.

I worked very well with my partners I worked well with my partners I didn’t like working with my partners 7.

My partners listened to my opinion and frequently My partners sometimes My partners never listened to agreed with me listened to my opinion and my opinion and never agreed sometimes agreed with me with me 8.

I listened to my partners’ opinion and frequently agreed I sometimes listened to my I never listened to my partners’ with them partners’ opinion and opinion and never agreed with sometimes agreed with them them 9.

I learned many interesting things with this project I learned some interesting I didn’t learn anything with this things with this project project 10. I feel I have improved my communication skills in I feel I have improved my I feel I haven’t improved my English a lot communication skills in English communication skills in English a little at all 11. I loved this CLIL project and I would like to do other CLIL I liked this CLIL project and I I didn’t like this CLIL project at projects wouldn’t mind doing other CLIL all and I don’t want to do other projects CLIL projects One good thing about the project:.........................................................................................................................

One thing we can do better:..................................................................................................................................

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ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

TABLE 2 – WHAT DO WE THINK ABOUT OUR CLASSMATES’ PRESENTATION?

1.

2.

3.

My classmates gave a clear, fluent and detailed report on the topic My classmates answered all the questions we asked for further information The digital product was engaging and rich in visuals

My classmates gave clear report on the topic

My classmates didn’t give a clear report on the topic

My classmates answered almost all the questions we My classmates didn’t answer asked for further information any questions

The digital product was quite engaging and with enough The digital product was visuals neither engaging nor rich in visuals 4.

The overall impression of the The overall impression of the project was satisfactory The overall impression of the project was excellent project wasn’t satisfactory After observing all our classmates’ presentations, we think that the best was......................................................................

TEACHER’S EVALUATION GRID: 9-10 ADVANCED 7-8 INTERMEDIATE 6 BASIC 5 LOW 3-4 VERY LOW

The student: - gives a clear, fluent and detailed report on the topic - understands and responds to any questions adding personal contributions The student’s personal contribution to the digital product is outstanding The student: - gives a clear report on the topic - responds to any questions properly The student: - gives basic information on the topic - responds to most questions correctly The student: - gives only basic information on the topic - responds to most questions The student: - doesn’t get across his/her ideas - doesn’t respond to questions

15

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

CLIL Lesson Plan

2017/2018

Subject: The business plan

Grade: 5 th year Time: 14 hours

Learning Outcomes By the end of these lessons learners will be able to: • interpret visual and audio information • use observation to describe pictures • compare and distinguish different techniques and different materials of representing something – use power point, excel, prezi, make videos, take pictures • find words in a word puzzle, create glossaries • recognise, understand and use new vocabulary • ask and answer questions about their work • understand the meaning of new key vocabulary (microlanguage) • explain the main concepts of the studied topic • produce factual presentations showing the language and the content acquired

Assessment Teacher, peer- and self-assessment processes will be used to assess how well learners will: • • • • •

read short specific texts and analyse information for operative purposes understand instructions to carry out tasks summarize information report about the topic using specific lexicon correctly use and re-employ the knowledge of the topic in L2 to apply it in different contexts and activities

Content

Cognition Provide learners with opportunities to understand:

• • • • • •

How a business plan is structured The mission and vision of a company The balance sheet The profit and loss account The SWOT Investments

• • •

•

the key steps of the procedure to write a business plan the importance of a good business plan in order to create strategies to obtain profits Encourage knowledge transfer about concepts they have already studied in Business Economics Widening vocabulary Improve students’ English performance Make an oral presentation of their work 1

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

Culture • • • • •

Enable students to identify the key aspects related to the process of writing a business plan Identify the SWOT factors of a business Understand what the balance sheet is Enable students to understand what the profit and loss account is Cross cultural habits in business

Communication Language OF learning Key Balance sheet Investments Incomes Employer Employees Mission Vision Strengths Weaknesses Objectives Threats Profits Losses Liabilities

Language FOR learning ASKING QUESTIONS What can you see…?

IDENTIFYING When…where…how…?

COMPARING Point out the differences…

CONTRASTING Although, despite, however, unlike, nevertheless, …

DESCRIBING AND INFORMING As you can see…, as it is shown…, with reference to GIVING VIEWS In my opinion, according to me, personally I think, as far as I am concerned…

Language THROUGH learning New expressions and new vocabulary (microlanguage) Fill in the gaps Select information from texts, videos Retain language revised by both the teacher and learners Make use of peer explanations Record, predict, learn new words which arise from activities Use the ITC

2

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

CLIL PROCEDURE – THE BUSINESS PLAN Lesson 1- introduction to Students will be given explanations about the purpose of CLIL activity CLIL activity

Lesson 2- Introduction to “Starting a new business”

Lesson 3- Features of a business plan

Lesson 4: How to do your business plan financial

Lesson 5: The profit and loss account

Lesson 6: The balance sheet

•

Warm-up exercises

•

Reading activity

•

Vocabulary activity

•

Class questions

•

Warm-up activity

•

Watching the video activity

•

Vocabulary activity

•

Speaking activity

•

Warm-up activity

•

Watching the video activity

•

Matching activity

•

Focus on vocabulary activity

•

Speaking activity

•

Reading activity

•

Class questions activity

•

Writing activity

•

Reading activity

•

Pair activity

•

Writing activity 3

ISTITUTO DI ISTRUZIONE SUPERIORE “MARTINO BASSI”

•

Teamwork: working on a PPT

•

Warming up activity

•

Listening activity

•

Pair work activity

•

Class discussion

Lesson 9: task based activity

•

Teamwork: working on a PPT

Lesson 10: task based activity

•

Teamwork: working on a PPT

Lesson 11: task based activity

•

Teamwork: working on a PPT

Lesson 12: slideshow presentation

•

Oral group presentations and self assessment

Lesson 13: slideshow presentation

•

Oral group presentations and self assessment

Lesson 14: summing up experience

•

Feedback activity

Lesson 7: he SWOT box

Lesson 8: task based activity

Aids • • • • •

IWB (Interactive White Board) Videos Internet, specific websites Dictionaries and glossaries Visual Prompts

Scaffolding Strategies • Power Point Presentations • Save notes, charts, keywords on the IWB • On line research

4

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