Go CLIL | Good Practices | Greece by Go Clil

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

Greece – 3 Gymnasium of Iraklion

Italy – ISTITUTO D'ISTRUZIONE SUPERIORE Martino Bassi – Seregno

Italy – LICEO CLASSICO STATALE TITO LIVIO

Romania – SCOALA GIMNAZIALA"SFANTUL VASILE",PLOIESTI

3RD GYMNASIUM OF IRALKION CRETE by Lykogiannaki Styliani The 3rd gymnasium of Heraklion is an urban, public educational institution of general secondary education in Heraklion, Crete which has about 600 students, aged between 13 and 15 years old. Crete is one of the many Greek islands situated in the south of Greece and the 5th largest island in the Mediterrenean. Our school is one of the biggest gymnasiums in Heraklion, Crete and equipped with modern educational facilities. Every year we implement cultural or environmental projects, which may include the exchange of cultural and educational visits of our students. Also, we cooperate with other institutions and take part in various activities that require careful coordination, as well as team work and reinforce tolerance to difference, develop cultural diversity and strengthen team spirit. Besides, we have integration classes at our school for pupils with special educational needs, deaf pupils in particular, who are taught the core subjects by special needs educational staff. The target group of my school consists of teenagers aged between 13 and 15 years old. A lot of them are Greek, who need to keep up with all the latest developments and rapid changes. There are also immigrants from other countries who try to integrate successfully into the mainstream Greek society. Through the daily contact between teachers and students and the production of youth projects our students remain alert and broaden their horizons, which is the essence of every educational process. Our ultimate goal is to build bridges of direct communication with the students and encourage them to establish powerful connections with each other. Consequently, it is essential to use innovative methods at school, in order to approach young people of diverse sociocultural backgrounds so that they can make an important contribution to youth projects, raise their awareness on global issues, enhance their self- confidence and develop their autonomy. Thus, one of our main priorities at school is to motivate our students to turn from passive listeners into active participants in all crucial, social developments of our community, to establish a safe school environment responsive to their high aspirations as well as suitable for unfolding their skills and prepare them to be actively involved in the decisionmaking process regarding their own future as individuals and European citizens. Indubitably, Erasmus+ school partnerships can contribute towards that direction.

Therefore, it is absolutely necessary through Erasmus+ projects, such as “Go CLIL”, that promote transnational cooperation among schools to develop new, creative learning strategies and equip our students with learning to learn skills that will help young people feel a sense of belonging as equals to their community, so that cultural diversity, social inclusion and equal treatment of all human beings can be possible. My main aim as a teacher is to motivate my students to be able to support their choices, respect different cultures, accept different socio-cultural attitudes and realize the benefits of lifelong learning. Last but not least, I am convinced that throughout the implementation of our project we will make the students of all the schools involved in the partnership aware of the fact that their school is one of the numerous schools of the member states of the European Union. Thus, it has the added quality of being a “European” school with European prospects part of a much larger educational community. Heraklion, Crete in Greece

3rd Gymnasium of Heraklion, Crete

Erasmus+ Go CLIL meeting in Greece

The implementation of CLIL in the 3rd Gymnasium of Iraklion, Crete In 2006 I was selected by the Council of Europe to take part in an intensive European workshop organized in Tampere, Finland. It was during that workshop that I was introduced to CLIL methodology for the first time. Although CLIL seemed very innovative, it was almost impossible to integrate it into the current Greek educational context at the time, but the thought “what if we could give it a try in the future?” remained and gradually became more imposing throughout my years in teaching English at secondary education. Eventually, the idea started being fulfilled in the school year 2015-2016 when I introduced to my school the idea of joining a new European partnership in order to implement a long term CLIL project at the 3 rd Gymansium of Iraklion Crete. Our Erasmus KA2 “GO CLIL” project was approved in 2016 and since then we started experimenting with CLIL thanks to a team of creative teachers who were willing to dare it together with me. However, CLIL has not been an integral part of the Greek educational curriculum yet, as in many other European countries. Our pedagogical team teachers’ participation in this project has contributed to the development of our work since September 2016. The CLIL modules we have created at our school are available for use on our school website and we hope that they can be a source of inspiration and a starting point for other teachers who may want to use them or produce their own CLIL material. Up to now CLIL lesson plans have been created by Blatsios Charilaos, Karkanaki Eleni, Lykogiannaki Styliani, Mizeraki Charikleia, Toutoudakis Nikolaos, Psatha Athanasia and some of them are included in the next pages of the common e-book of good practices that has been produced by all partner schools. I would like to thank these colleagues for their collaboration and support throughout this creative journey. I would also like to thank the previous principal, Kaloudakis Stavros as well as the current principal, Peristeri Melpomeni of our school for their encouragement and support of the European Action Plan I suggested implementing. Moreover, I would like to thank the teacher from the Romanian school that has been our partner in a previous Comenius project, Gratiela Paduroiu, who suggested to me working together in this Erasmus CLIL project. Last but not least, I would like to thank the coordinator school in Portugal and our partner schools for the smooth ongoing cooperation. Lykogiannaki Styliani Vice-principal of 3rd Gymnasium of Iraklion Erasmus+ “Go CLIL” contact person

3rd Gymnasium of Heraklion Crete CLIL Lesson Plan

Natural Sciences

Teacher: Lykogiannaki Styliani

Subjects involved:

Chemistry, Biology and English

Grade: 9th grade Time: 5 lessons of 45 minutes

Unit or topic:

Greenhouse effect, global warming, environment

English level: from B1 to C1

Learning Outcomes By the end of these lessons students will: Be introduced to the concept of global warming and its parameters. Be introduced to the greenhouse effect and its side effects on human life and wildlife. Practise and expand vocabulary regarding environmental issues. Rank environmental problems. Suggest solutions on environmental problems. Carry out research. Develop autonomous learning through project work. Develop ecological culture and environmentally responsible behavior. Develop critical thinking. Develop decision-making skills.

Assessment Teacher peer and self-assessment processes will be introduced to assess how well learners will: Answer activities on their worksheets. Understand information based on a diagram. Participate in class. Do research about greenhouse effect and global warming and present the outcomes of their work. Collect scientific information and share their ideas in class. Use suitable vocabulary to express their viewpoints and support their arguments. Prepare a PowerPoint on greenhouse effect and/or global warming and present their project in class.

3rd Gymnasium of Heraklion Crete Create posters about environmental topics such as greenhouse effect and global warming. Produce a school eco-code. Write an eco newsletter. Content Define greenhouse effect and global warming.

Cognition Realize the connection between greenhouse

Identify the causes and consequences of the

effect and global warming.

greenhouse effect.

Elaborate on scientific topics that affect life on

Identify the causes and consequences of global

our planet.

warming.

Enhance critical thinking.

Generate discussion on environmental topics.

Encourage decision â&#x20AC;&#x201C; making skills.

Brainstorm ideas for action.

Develop problem â&#x20AC;&#x201C; solving skills.

Prioritize information.

Develop argumentation skills.

Culture Carry out research on a scientific issue and collect relevant information. Use the Internet to look for information from reliable online sources. Use collaborative learning and the project approach to work and expand their knowledge. Become aware of the causes and consequences of environmental pollution. Use suitable vocabulary to exchange ideas and opinions. Make suggestions and seek for solutions to tackle environmental problems.

Communication Language OF learning

Language FOR learning

Language THROUGH learning

Key vocabulary, scientific terms:

Asking questions. Introducing Presenting

Greenhouse effect

and elaborating on a topic: What scientific terms.

Global warming

are

greenhouse gases

environmental problems we face vocabulary.

infrared radiation

nowadays?

carbon dioxide

the

most

and

using

new

serious Practising and expanding new

Brainstorming and exchanging ideas.

3rd Gymnasium of Heraklion Crete solar energy

What

are

the

causes

and Sharing opinions.

burning fossil fuels

consequences of the greenhouse Making predictions.

heatwaves

effect?

ice melting

What

sea level rising

consequences

pollution of the atmosphere

warming?

ecosystems

Defining and describing:

balance

Asking

eco-code

predictions: What will happen if

climate change

we do not reduce pollution?

natural disasters

What will be the impact of the

floods

greenhouse effect and global

droughts

warming

endangered species

ecosystems?

biodiversity

Making suggestions: How can we

climate action

protect life on earth?

sustainable development

What can we do to save our

Suggesting solutions. are

the

for

causes of

and

and Drawing conclusions. global

making

humans

and

planet? How can we contribute to sustainable development? How can we achieve a better quality of life? How can we combat climate change and its impacts?

Procedures / Activities Brainstorming activity based on visual stimuli: Students look at the diagram, which depicts the greenhouse effect and explains how the greenhouse gases harm the earth. Then, they come up with ideas to reduce greenhouse gases that are trapped in the atmosphere. [20 minutes]

3rd Gymnasium of Heraklion Crete

Adapted from Student’s book Think Teen, 3rd grade, p. 104

Filling in the missing information: Students read the following text that explains global warming and fill in the missing information by choosing the appropriate sentence for each of the blanks. There is one extra sentence. Then, they make a list of all the negative effects of global warming. [20 minutes]

The Heat is On The greenhouse effect is caused by increasing levels of certain gases in the atmosphere. Among them are

methane

and

nitrous

oxide,

but

the

worst

all

carbon

dioxide.

(1)

………………………………………………………………………………………….. Man releases 400 thousand million tons of carbon dioxide into the air every year. Without any carbon dioxide to trap the sun’s heat, the earth would freeze. But as the amount of carbon dioxide grows, too much heat is trapped. (2)

3rd Gymnasium of Heraklion Crete ………………………………………………………………………………………….. The effects of global warming are extremely complex and difficult to predict. Warmer temperatures will probably cause sea levels to rise. (3) ………………………………………………………………………………………….. Scientists predict that the sea could rise by 15-30 cm in the near future. (4) ………………………………………………………………………………………….. We must try to change things now, because the greenhouse effect could speed out of control soon with unpredictable results.

a. One result of this is the slow but steady rise in the world’s temperature. b. This could endanger coastal towns and cities round the world. c. A few experts believe that global warming could be occurring much faster than this. d. This comes mainly from burning fossil fuels – coal, oil and gas – and forests. e. The glaciers and the polar ice caps may also begin to melt.

Adapted from workbook Think Teen, 2nd grade, p. 101

Diamond ranking activity [45 minutes] We divide the students in groups and distribute to each group 12 cards with the following environmental problems: 1. GREENHOUSE EFFECT, 2. GLOBAL WARMING, 3. SEA POLLUTION, 4. PLASTIC RUBBISH, LITTER, 5. TOXICAL, INDUSTRIAL WASTE AND CHEMICALS, 6. AIR POLLUTION, FOSSIL FUEL EMISSION, SMOG, 7. DEFORESTATION, LOSS OF TROPICAL RAINFORESTS, LOGGING, 8. CLIMATE CHANGE AND NATURAL DISASTERS (Earthquakes, tsunamis, volcanic eruptions, floods, tornadoes, hurricanes, cyclones, avalanches, droughts), 9. ENDANGERED SPECIES AND ECOSYSTEMS (A community of living organisms), 10. WILDLIFE AND MARINE LIFE EXTINCTION, 11. LOSS OF BIODIVERSITY (Variety of life on earth), 12. NUCLEAR POWER AND RADIOACTIVE WASTE. Then, we give the following instructions to the students: “You need to write the most important idea, the problem you consider to be our first priority at the top of the diamond, then the next two most important, are placed in second equal position, then the next three are put at the same level, and so on down to the single least important idea. So, the most ‘important’, ‘significant’ statement each group most agrees with is placed at the top of the diamond, while the card which represents the lowest priority is placed at the bottom of the diamond shape.” We also explain that it is likely as well as

3rd Gymnasium of Heraklion Crete expected that every group will have different ranking results. â&#x20AC;&#x153;Each group can sort the cards with problems manually and place them into the diamond shape through discussion and negotiation in the next 20 minutes. When you finish, you have 10 minutes to write your ranking onto sheets of A3 with a blank diamond shape ranking template to fill in.â&#x20AC;? Alternatively, if we project the cards in digital form onto an interactive whiteboard in class, the students of every group can click on the boxes and drag them to the position they choose on the diamond. We allow 10 minutes to justify their ranking with arguments during the last part of the activity. When they are ready, the members of each team explain their choices and justify their top priorities. In the end, we allow some time for reflection and elaboration on the problems that constitute the top priorities. The activity is finished with a debriefing. A variation of this strategy is to let the pupils agree on a common group diamond, if there is more time available, so that they examine different viewpoints and reach on a consensus.

DIAMOND SHAPE RANKING TEMPLATE Reflection activity [5 minutes] Debriefing questions for the teacher to ask after the activity is completed: - Was it easy to rank the statements into a diamond? - Where was it difficult to do so and why? - Did you listen to reasonable arguments from the other students that you had not considered? When producing a group diamond: - How did you manage to agree on the final diamond ranking? - Did you encounter any difficulties throughout the process? Project work [90 minutes] Students work either individually or in pairs to collect information about the causes and the consequences of the greenhouse effect and global warming and to suggest solutions and actions for the prevention and reduction of these harmful phenomena. Alternatively, they can do research on

3rd Gymnasium of Heraklion Crete another environmental problem that affects the area where they live, for example sea pollution, coast destruction. They present their project outcomes in class in one of the following forms: PowerPoint presentation, poster, leaflet, newsletter, article or digital video.

As a follow-up activity, students suggest actions for saving the planet and come up with ideas to improve their ways of life so as to gradually adopt an eco-friendly lifestyle and to make their school environmentally friendly. They can vote for the most effective solutions and summarize their suggestions for improvement of the current situation and useful eco-tips in school eco-newsletters. For further expansion students can cooperate to create an eco-code or eco-guide and commit to follow and promote the eco rules they have introduced.

Aids and materials Book Think Teen, class B: workbook, p. 101. Book Think Teen, class C: student’s book, p. 104. Smartboard / Interactive whiteboard or computer, projector and screen. Worksheets. Students’ notebooks. PowerPoints. Posters. Markers. Flipchart paper. Scaffolding Strategies Tips for the teacher: Use a photo diagram to explain the stages of the greenhouse effect. Use a fill-in the blanks activity to describe the process of global warming. Pre-teach new vocabulary, main scientific terms if necessary. Use brainstorming to initiate critical thinking and problem-solving. Tips for the learner: Expressions for giving an opinion: I think… I believe…

3rd Gymnasium of Heraklion Crete In my opinion… In my view… From my point of view… Expressions for making suggestions: I suggest that… I recommend… How about… What about… We could… Expressions for making predictions: In the near future… In the distant future… By 2030… According to scientists… Expressions for drawing conclusions: Therefore/Thus… In conclusion… To sum up… As a result… Consequently…

THE FUTURE IS GREEN! CREATED BY LYKOGIANNAKI STYLIANI AND PEDIADITI MARIA DESPOINA

CREATED BY THE STUDENT MARIA DESPOINA PEDIADITI

CLIL NATURAL SCIENCES LESSONS

A major problem our planet faces: The greenhouse effect ALEXANDRA LESAI C2

Greenhouse effect QUESTION

1. What is the greenhouse effect?

ΑΝSWER Greenhouse effect is one of the contributing factors to global warming. The greenhouse effect is based on the activities of the greenhouses, which are built to provide heat to plants in order to grow. The greenhouses absorb heat from the sun and retain the heat in order to help maintain a constant temperature for plant growth. This is similar to the ‘greenhouse’ effect that is experienced by the Earth’s atmosphere. Greenhouse effect is the retention of the heat by the greenhouses gases on the surface of the Earth, allowing the planet’s temperature to rise.

Greenhouse effect QUESTION

ΑΝSWER

2. When was the greenhouse effect first examined?

The theory of the greenhouse effect was first argued by Joseph Fourier in 1824 and was further strengthened by Claude Pouillet in 1827 and 1838 and John Tyndall in 1859.

Greenhouse effect QUESTION

3. How does this phenomenon work ?

ΑΝSWER When the Sun’s energy reaches the Earth’s atmosphere, some of it is reflected back to space and the rest is absorbed and re-radiated by greenhouse gases. Greenhouse gases include water vapour, carbon dioxide, methane, nitrous oxide, ozone and some artificial chemicals such as chlorofluorocarbons (CFCs). The absorbed energy warms the atmosphere and the surface of the Earth.

How the greenhouse effect works

Greenhouse effect QUESTION

4. Why is the greenhouse effect important to our planet ?

ΑΝSWER The greenhouse effect plays an important part in the development of life on the planet. Research shows that due to the retention of the heat by the Earth’s atmosphere, the planet became warm enough to sustain life. If the greenhouse effect did not exist, the planet would be too cold for living organisms or plants.

Greenhouse effect QUESTION

5. Why is the greenhouse effect harmful for our planet ?

ΑΝSWER The problem we now face is that human activities – particularly burning fossil fuels (coal, oil and natural gas), agriculture and land clearing – are increasing the concentrations of greenhouse gases. This is the enhanced greenhouse effect, which is contributing to warming of the Earth. If global warming continues unchecked, it will cause significant climate change, a rise in sea levels, increasing ocean acidification, extreme weather events and other severe natural and societal impacts, according to NASA, the EPA and other scientific and governmental bodies.

Greenhouse effect QUESTION

ΑΝSWER The main causes are:

 Increase of greenhouse gases 6. What are the main causes of the increase of the greenhouse effect ?

 Mining  Combustion of fossil fuels  Deforestation  Increase in our world population

Greenhouse effect QUESTION

ΑΝSWER The main effects are:  Global warming  extreme weather conditions

7. What are the main consequences of the greenhouse effect ?

 natural calamities  droughts

 flooding  melting of snow  rising sea level

Greenhouse effect QUESTION

Î&#x2018;Î?SWER Unfortunately, the damage is already done. However, in order to reduce the acceleration rate of global warming it is

8. What can we do about it ?

important to cut down on emissions in any way possible, such as planting new trees, recycling, reducing dependency on cars,

etc.

Sources: 

http://www.environment.gov.au/climate-change/climate-sciencedata/climate-science/greenhouse-effect



https://www.livescience.com/37743-greenhouse-effect.html



http://www.differencebetween.info/difference-between-globalwarming-and-greenhouse-effect



Global warming is the current increase in temperature of the Earth's surface (both land and water) as well as it's atmosphere. Average temperatures around the world have risen by 0.75°C (1.4°F) over the last 100 years about two thirds of this increase has occurred since 1975. In the past, when the Earth experienced increases in temperature it was the result of natural causes but today it is being caused by the accumulation of greenhouse gases in the atmosphere produced by human activities.

 



Greenhouse effect Natural calamities Slow tilting of Earth΄s axis

  

 

Means of transport Factories Mining activities Rapid industrialization Air pollution

Climate change (higher temperatures)  Ice melting  Rising sea level  More droughts and fires  Warmer oceans 

Use public means of transport  Turn off electronic devices  Drive less  Recycle more  Plant trees 

The greenhouse effect increases the temperature of the Earth by trapping heat in our atmosphere. This keeps the temperature of the Earth higher than it would be if direct heating by the Sun was the only source of warming. When sunlight reaches the surface of the Earth, some of it is absorbed which warms the ground and some bounces back to space as heat. Greenhouse gases that are in the atmosphere absorb and then redirect some of this heat back towards the Earth.

Population growth  Deforestation  Use of chemicals in agriculture  Burning of fossil fuels, gasoline, oil, wood, coal 

More droughts  More floods  Less ice and snow  More extreme weather incidents  Rising sea level 

Nicoleta Vogiatzoglou Maria Apostolidou Alexandra Adamaki Eva Gerousi

ď&#x201A;¨

The line where land meets water is constantly changing and reshaping. The coastline, that narrow strip of land that borders the sea along a continent or an island, is an ideal place to see a constantly-changing landscape. The nonstop wave action there means nothing ever stays the same. Coasts are the most dynamic ecosystems of our planet.

Toxic Chemicals from



Climate change

industries



Global warming



Tourism



Natural disasters



Ocean Mining



Littering



Large Scale Oil Spills



Sea pollution harmful for our health Food chain is affected Unattractive to tourists Failure in the reproductive system of sea animals Decreases oxygen content in water Reduction of the flora

  

 

We should… not build near the coastline not throw away rubbish at beaches pick up litter that we find at coasts Industries must not throw away their waste Oil tankers must be more careful



https://www.nationalgeographic.com/science/earth/surface-of-the-earth/coastlines/



https://www.google.gr/search?lr=lang_el&rlz=1C1OPRA_enGR586GR586&biw=1600 &bih=745&tbs=lr%3Alang_



https://www.google.gr/search?q=pollution+coast+in+greece&rlz



https://www.google.gr/search?q=human+development+in+coastal+zones&rlz



https://www.conserve-energy-future.com/causes-and-effects-of-ocean-pollution.php



https://www.google.gr/search?rlz=1C1OPRA_enGR586GR586&biw=1600&bih=745&t bm=isch&sa=1&q=σαρωνικοσ+μολυνση&oq=σαρωνικοσ+&gs_l=psy-ab



https://www.google.gr/search?rlz=1C1OPRA_enGR586GR586&tbm=isch&q=ανθρωποι +μαζευουν+σκουπιδια+απο+την+παραλια&spell

3rd Gymnasium of Heraklion Crete 3RD GYMNASIUM OF HERAKLION COUNTRY: CRETE, GREECE C CLASS, 3RD GRADE OF JUNIOR HIGH SCHOOL TIPS FOR SAVING OUR PLANET AND IMPROVING OUR QUALITY OF LIFE by Maria Kokkinidi, Maria Lykaki, Ioanna Zacharou, Eleni Koudoumaliotaki Nowadays our lives have changed a lot after the massive technological development, the aftermaths of two World Wars and the environmental disasters. Therefore, how can we change the quality of our lives and after all change nad improve our world? How can we make our world more ecologically friendly? First of all, the governments have to raise peopleâ&#x20AC;&#x2122;s awareness by organizing raising awareness campaigns to promote recycling, increase recycling bins in every city and reward citizens who recycle. Also, we should preserve forests as protected areas and create conservation areas for endangered species. Last but not least, we can install signs that remind people not to pollute the sea and beaches with rubbish. Some other issues that worry us today are poverty and education. The governments of developed countries can take initiatives to send money, food and medicine to help underdeveloped countries. We can also help by informing the public about countries with poverty and hunger issues and organize events like concerts to raise money for charities, which should also support underdeveloped countries. As far as education is concerned, we should increase funding for education and school buildings equipment. We must also have debates with experts, teachers, parents and students to talk about problems that concern them like how an eco-school works effectively. To conclude our planet faces some serious problems and we have to change the present alarming situation by making an effort each one of us individually in little everyday things to achieve it. How can we accomplish real improvement? Only if we are all willing and committed to work together towards that direction!

3rd Gymnasium of Heraklion Crete C CLASS, 3RD GRADE OF JUNIOR HIGH SCHOOL HOW TO ESTABLISH ENVIRONMENTALLY FRIENDLY COMMUNITIES by Giorgos Katsarakis, Andreas Lianeris, Michalis Livas, Aris Lemonias, Eua Markaki Nowadays, people do not care about the environment, waste energy and do not respect their natural heritage. There are several actions people can take to save and protect the environment, though. First of all, school buildings should become more environmentally friendly and the educational authorities should make efforts to sensitize students and raise their awareness on ecological matters. For instance, students could turn off the lights every time they leave a class. Moreover, the central heating must be turned off when students do not attend a lesson. In addition, the elevators should be used only in case of students with mobility difficulties. Besides, students and teachers should recycle batteries, paper, plastic and glass. There are also a number of initiatives that every person can take. Firstly, we should reduce the use of cars and motorbikes. We can ride a bike or go on foot instead. Furthermore, we should recycle all materials that can be recycled and not throw rubbish in the streets. What is more, we need to save energy at home by turning off the lights and avoid using the air conditions and electrical appliances unnecessarily. To sum up, there are several actions we need to implement in our school and at home to protect the environment. Only if we all try together can we save the planet and make this world a better place to live.

3rd Gymnasium of Heraklion Crete

CREATED BY MARIA DESPOINA PEDIADITI

Students' feedback on CLIL (Content and Language Integrated Learning) Natural Sciences Lessons

3rd Gymnasium of Heraklion

Students' feedback on CLIL Natural Sciences Lessons

Personal Information 1. Age Answer 14 15

Count 6 28

Perc. 17,6 82,4

18% 14 15

82%

2. Class Answer C Class

Count 34

Perc. 100,0

C Class 100%

3. English Level Answer A1 A2 B1 B2 C1 C2

Count 0 0 1 16 4 13

Perc. 0,0 0,0 2,9 47,1 11,8 38,2

Count

Perc.

100,0

0% 0%

3% A1

38%

A2 47% 12%

B1 B2 C1 C2

4. School Subject Answer Natural Sciences

100%

Natural Sciences

3rd Gymnasium of Heraklion

Students' feedback on CLIL Natural Sciences Lessons

Questions 1. I like doing project work. Answer Yes No Often

Count 21 2 11

Perc. 61,8 5,9 32,4

32% Yes 62%

No Often

2. I like participating in problem-solving activities. Answer Yes No Often

Count 21 1 12

Perc. 61,8 2,9 35,3

35%

Yes

62%

No Often

3. I like working in pairs or groups. Answer Yes No Often

Count 28 3 3

Perc. 82,4 8,8 8,8

9% 9% Yes 82%

No Often

4. I have developed my linguistic and communicative competence in English. Answer A lot Enough A little

Count 12 18 4

Perc. 35,3 52,9 11,8

12%

53%

35%

A lot Enough A little

3rd Gymnasium of Heraklion

Students' feedback on CLIL Natural Sciences Lessons 5. I have improved my ability to express myself in English. Answer A lot Enough A little

Count 20 10 4

Perc. 58,8 29,4 11,8

12%

A lot

29%

59%

Enough A little

6. I was able to use basic concepts and key vocabulary with confidence and creativity. Answer A lot Enough A little

Count 16 16 2

Perc. 47,1 47,1 5,9

6% 47%

A lot

47%

Enough A little

7. I can use appropriate vocabulary for subject specific context. Answer Yes No Often

Count 26 1 7

Perc. 76,5 2,9 20,6

21% 3%

Yes No

76%

Often

8. I can express my ideas with a natural flow and interact with ease in English. Answer Yes No Sometimes

Count 25 0 9

Perc. 73,5 0,0 26,5

26%

Yes

74%

No Sometimes

3rd Gymnasium of Heraklion

Students' feedback on CLIL Natural Sciences Lessons 9. I can communicate the content clearly and effectively in English. Answer Yes No Often

Count 28 0 6

Perc. 82,4 0,0 17,6

18%

Yes No

82%

Often

10. I can use examples to support my ideas. Answer Often Usually Sometimes

Count 13 20 1

Perc. 38,2 58,8 2,9

3% 38%

Often

59%

Usually Sometimes

11. I can draw appropriate conclusions. Answer Yes No Often

Count 21 3 10

Perc. 61,8 8,8 29,4

29% Yes 62%

No Often

12. I have developed critical thinking. Answer Yes No

Count 32 2

Perc. 94,1 5,9

Yes 94%

3rd Gymnasium of Heraklion

Students' feedback on CLIL Natural Sciences Lessons 13. I like participating in CLIL projects and activities. Answer Yes No

Count 27 7

Perc. 79,4 20,6

21% Yes

79%

14. Did you like your experience of learning through the CLIL method? Answer A lot Enough A little

Count 7 23 4

Perc. 20,6 67,6 11,8

12%

20% A lot

Enough

68%

A little

15. Do you think these CLIL lessons will be useful for you? Answer Very useful Useful Not useful

Count 9 23 2

Perc. 26,5 67,6 5,9

6% 26% 68%

Very useful Useful Not useful

3rd Gymnasium of Heraklion Crete CLIL Lesson Plan

Informatics

Teacher: Blatsios Charilaos

Subjects involved:

Informatics and English

Grade: 8th grade

English level: B2

Time: 45’ + 45’ (lessons) 45’ (students’ presentations)

Charts and Presentations

Unit or topic:

English level: B2

An introduction to PowerPoint

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

Understand the purpose and the process of creating a PowerPoint presentation



Use the ribbon/menu of the application



Select the proper slide layout for the information they want to present



Insert and format text, images, shapes, videos and sounds



Combine different media inside a slide and use the proper animation



Improve their critical thinking - information filtering process

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

Participate in class



Contribute to the construction of the class



Assimilate knowledge and create their own presentations in class and homework Content



Introduce the concept of a presentation



Discuss the basic guidelines for creating a



Cognition 

Provide

learners

with

opportunities

understand:

presentation

- the use of each element inside the ribbon

Present the ribbon/menu of the application

- the key concepts of communicating ideas

3rd Gymnasium of Heraklion Crete 

Identify the elements inside the ribbon



Present samples of use of each element

while using visual representation - the importance of filtering the information they present 

Vocabulary building, learning and using

Culture 

Learn about people while creating biographical presentations in history and science lessons



Learn about places while creating presentations in history and geography lessons



Learn about people and places in different eras while creating presentations in history lessons



Realize the importance of communicating ideas while using a specific tool (for visual representation)



Understand that they can learn, no matter which language they are using Communications Language OF learning

Language FOR learning

Language THROUGH learning

Key Vocabulary



Classroom language:

Distinguish

language



Visual representation

- Settle down, please

needed to carry out



Application

- “Run” … (application)

activities



Ribbon

- Pay



Contextual commands



Layout

- Go to ... (ribbon category)



Shapes

- Use … (application element) when



SmartArt



Chart

- Create your own presentation ...



Transitions

- Good work



Animations

attention

this…



(concept/guideline)

by both, the teacher and learners 

you want to …



Asking questions: - Can you tell me … ? - How can I … ? - What do you think about … ?



Answering: - It’s …

Retain language revised

Make

use

peer

explanations 

Learn new words which arise from activities

3rd Gymnasium of Heraklion Crete - I think that … - I believe … 

Identifying: - Can you find … (application element) inside the ribbon? - When do I use this … (application element)?



Comparing: - Find the differences between the given layouts - Select the correct layout based on the information you present

Procedures For the lesson which is implemented inside the computer lab: 

Students work in pairs on a computer



The teacher shows his presentation with pauses for discussion and step by step practice



The teacher and students discuss about the guidelines for creating a presentation such as: - the purpose of a presentation - “white space” vs information clutter - searching and filtering information - sources



The teacher presents the application ribbon/menu with pauses to give students time to practice on each new element



The students create a simple presentation with a new slide for each new element



When students need help, they can ask a team next to them or they can ask the teacher

For students’ homework: 

Students work in teams (3-4 students per team)



Each team has to create a presentation about a specific topic (i.e. a city, a historical place) and

3rd Gymnasium of Heraklion Crete present it to the class in the next lesson Feedback on students’ presentations: 

The teacher shows specific slides from these presentations to provide feedback and to start a class discussion about: - the “good things” and the “bad things” in these slides - how to change the “bad things” and improve their presentations

Aids and materials 

Computer lab



Computer, projector and screen



PowerPoint



Worksheet



Notes Scaffolding Strategies



Show and tell - The teacher’s presentation works as a guide. It must contain all the elements students are going to learn and use in their presentations. - The teacher shows each element, then gives time to students to use the element and ask their questions.



Prior knowledge - The students have a prior knowledge of using an Office application (they learned Word - a word processing application - in the 7th grade). - The teacher has to make the appropriate associations between the two applications. This helps students to understand and easily adapt to the ribbon/menu of the PowerPoint. - The students know how to use some of the elements of the PowerPoint which are common with the Word.



Questions - The teacher pauses the presentation and asks a strategic question. Keep students engaged as active

listeners

calling

someone

answer

what

was

just

3rd Gymnasium of Heraklion Crete discussed/discovered/questioned. 

Notes - The students can take notes about things they consider important. - The students have the teacher’s presentation at their disposal to use it as a reference.



Language and style - Interesting vocabulary - Short sentences and paragraphs - Use of simple tenses



Work - Students practice speaking; they answer questions and form arguments to support their thesis during discussion. - Students practice writing; they form sentences and paragraphs for several slides in their own PowerPoint presentations (homework).

AN INTRODUCTION TO POWERPOINT by Harilaos Blatsios



The software was designed as a convenient way to display graphical information that would support the speaker and supplement the presentation.



A PowerPoint presentation is a collection of slides. The slides themselves were never meant to be the “star of the show”.



Your slides should have plenty of “white space”. The less clutter you have on your slide, the more powerful your visual message will become.



Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated.

BASIC GUIDELINES FOR USING POWERPOINT

Quick Access Toolbar Keep popular commands right at your fingertips.

THE APPLICATION

Get quick access to tools and commands See what PowerPoint can do by clicking the ribbon tabs and exploring all the tools.

THE APPLICATION

Discover contextual commands Select shapes, pictures and other objects in your presentation to reveal additional tabs.

THE APPLICATION

Navigate and organize The â&#x20AC;&#x153;redâ&#x20AC;? rectangle around the thumbnail shows the selected slide. Click a slide thumbnail to switch to it or drag a slide to move it up or down in the list.

THE APPLICATION

Edit slide Insert text, shapes, images, video and audio

THE APPLICATION

Slides numbers Shows the sequence number of the selected slide and the total number of the slides of the presentation.

THE APPLICATION

Add notes and comments Track your teamâ&#x20AC;&#x2122;s feedback in the Comments Pane. Use the Note pane to keep important facts handy.

THE APPLICATION

Change the View Click here to change the view mode between normal, sorting or reading or to start the presentation from the current slide.

THE APPLICATION

Zoom Use the zoom slider to magnify the slide display to your liking.

THE APPLICATION



The Ribbon has replaced the traditional Menu and the Toolbar. Now you have a menu of toolbars.



The Ribbon contains the complete set of the commands you can execute inside the application.



When you right click on an object you see the most common commands associated with this object. The Ribbon contains more !

THE RIBBON

New slide Creates a new slide after the current one. If you click on the small arrow next to the command, you can select the layout of the new slide.

HOME

Layout You can change the layout of the current slide.

HOME

Arrange In PowerPoint, each slide may have multiple items, such as pictures, shapes, and text boxes. You can arrange the objects the way you want by aligning, ordering, grouping, and rotating them in various ways.

HOME

New slide It is the same command with the one found in the Home tab.

INSERT

Table The command works the same way as in Word.

INSERT

Images You can insert images from your pc or search them in the Internet or even take snapshots from your desktop.

INSERT

Shapes PowerPoint gives you a lot of different shapes to choose from, and they can be customized to suit your needs, using your own color palette, preferences, and more.

INSERT

SmartArt With SmartArt you can create List, Process, Cycle, Hierarchy, Relationship, Matrix, and Pyramid diagrams.

INSERT

Chart The command works the same way as in Excel.

INSERT

Textbox and more You can use a textbox to add text wherever you like inside a slide. The rest of the commands work the same way as in Word.

INSERT

Video and Audio You can embed video and/or audio inside a slide.

INSERT

Themes Themes give your presentations a designer-quality look, that includes one or more slide layouts with coordinating colors, a matching background, fonts, and effects. Themes can also be applied to tables, SmartArt graphics, shapes, or charts in your slides.

DESIGN

Transition from this slide Slide transitions are the animation-like effects that occur when you move from one slide to the next during a presentation. You can control the speed, add sound, and customize the properties of transition effects.

TRANSITIONS

Animate objects You can animate the text, pictures, shapes, tables, SmartArt graphics, and other objects in your PowerPoint presentation to give them visual effects, including entrances, exits, changes in size or color, and even movement.

ANIMATIONS

THIS IS THE END OF THE BEGINNING ;-)

PROJECT WORK: A GLIMPSE INTO CITIES AND TOWNS IN EUROPE

Choose one of the following cities/towns and prepare a PowerPoint presentation in groups: 1) Vila nova de Gaia and Porto in Portugal, 2) Milan and Seregno in Italy, 3) Ploiesti in Romania, 4) Heraklion and Crete in Greece.

You should include the following information in your presentation:      

Geographical position and landscape Landmarks, monuments and museums Important sights and tourist attractions Culture, customs, traditions and lifestyle Food, national cuisine, traditional dishes Fun and entertainment

PORTO AND VILA NOVA DE GAIA Project work : A glimpse into cities and towns in Europe From the students of C3 Maria Stella Panousi Maria Despoina Pediaditi and Despoina savoulidi

PORTO

ď&#x192;&#x2019;

Porto, also known as Oporto in English, is the second-largest city in Portugal after Lisbon and one of the major urban areas of the Iberian Peninsula. The urban area of Porto, which extends beyond the administrative limits of the city, has a population of 2.4 million (2011) in an area of 389 km2 making it the second-largest urban area in Portugal. It is recognized as a gamma+ level global city by the Globalization and World Cities (GaWC) Study Group, the only Portuguese city besides Lisbon to be recognized as a global city.

LOCATION ď&#x192;&#x2019;

Porto located along the Douro river estuary in Northern Portugal, Porto is one of the oldest European centres. The western part of its urban area extends to the coastline of the Atlantic Ocean.

BUT WHY DO WE CALL IT PORTO? ď&#x192;&#x2019;

Its combined Celtic-Latin name, Portus Cale, has been referred to as the origin of the name "Portugal", based on transliteration and oral evolution from Latin. Consequently, its English name evolved from a misinterpretation of the oral pronunciation and referred to as Oporto in modern literature and by many speakers.

LANDMARKS MONUMENTS AND MUSEUMS ď&#x192;&#x2019;

In 1996, UNESCO recognized its historic centre as a World Heritage Site. Among the architectural highlights of the city, Porto Cathedral is the oldest surviving structure, together with the small Romanesque Church of Cedofeita, the gothic Igreja de SĂŁo Francisco (Church of Saint Francis), the remnants of the city walls and a few 15th-century houses.

THE PORTO CATHEDRAL AND THE SMALL ROMANESQUE CHURCH OF CADEFEITA

THE GOTHIC IGREJA DE SAO FRANCISCO



The baroque style is well represented in the city in the elaborate gilt work interior decoration of the churches of St. Francis and St. Claire (Santa Clara), the churches of Mercy (Misericórida) and of the Clerics (Igreja dos Clérigos), the Episcopal Palace of Porto, and others. The neoclassicism and romanticism of the 19th and 20th centuries also added interesting monuments to the landscape of the city, like the magnificent Stock Exchange Palace (Palácio da Bolsa), the Hospital of Saint Anthony, the Municipality, the buildings in the Liberdade Square and the Avenida dos Aliados, the tile-adorned São Bento Train Station and the gardens of the Crystal Palace (Palácio de Cristal).

THE CLÃ&#x2030;RIGOS CHURCH AND THE AVENIDA DOS ALIADOS

THE STOCK EXCHANGE PALACE (PALÁCIO DA BOLSA) AND THE HOSPITAL OF SAINT ANTHONY

CULTURE 



In 2001, Porto shared the designation European Culture Capital. In the scope of these events, the construction of the major concert hall space Casa da Música. The first Portuguese moving pictures were taken in Porto ,a Portuguese film director and the oldest director in the world to be active until his death in 2015, is from Porto. Fantasporto is an international film festival organized in Porto every year.



The city has concert halls of a rare beauty and elegance such as the Coliseu do Porto by the Portuguese architect Cassiano Branco. Other notable venues include the historical São João National Theatre and othe theatres. The city has the Lello Bookshop, which is frequently rated among the top bookstores in the world.

ď&#x192;&#x2019;

Porto has several museums, concert halls, theaters, cinemas, art galleries, libraries and book shops. The best-known museums of Porto are the National Museum Soares dos Reis which is dedicated especially to the Portuguese artistic movements from the 16th to the 20th century, and the Museum of Contemporary Art of the Serralves Foundation.

GASTRONOMY 



Porto is home to a number of dishes from traditional Portuguese cuisine. A typical dish from this city is Tripas à Moda do Porto. Bacalhau à Gomes de Sá is another typical codfish dish born in Porto and popular in Portugal. The Francesinha or more accurately little French (female) – is the most famous popular native snack food in Porto. It is a kind of sandwich with several meats covered with cheese and a special sauce made with beer and other ingredients.

ď&#x192;&#x2019;

Port wine, an internationally renowned wine, is widely accepted as the city's dessert wine, especially as the wine is made along the Douro River which runs through the city.

ENTERTAINMENT 



Porto's most popular event is St. John. During the dinner of the great day people usually eat sardines and boiled potatoes together with red wine. Another major event is Queima das Fitas, that starts in the first Sunday of May and ends in the second Sunday of the month. Basically, before the beginning of the study period preceding the school year’s last exams, academia tries to have as much fun as possible. The week has 12 major events, starting with the Monumental Serenata on Sunday, and reaching its peak with the Cortejo Académico on Tuesday, when about 50,000 students of the city's higher education institutions march through the downtown streets till they reach the city hall. During every night of the week a series of concerts takes place on the Queimódromo, next to the city’s park, an average of 50,000 students attend these shows.

PORTO WAS CONSIDERED THE FOURTH BEST DESTINATION FOR 2012, BY ‘’LONELY PLANET’’ 

The Douro river

VILA NOVA DE GAIA

LOCATION ď&#x192;&#x2019;

Vila Nova de Gaia, or simply Gaia is a city and a municipality in Porto District in Norte Region, Portugal. It is located south of the city of Porto on the other side of the Douro River.

ď&#x192;&#x2019;

The city proper had a population of 178,255 in 2001. The municipality has an area of 168.46 kmÂ˛ and a total population of 302,295 inhabitants (2011), making it the most populous municipality in Norte Region. Gaia together with Porto and 12 other municipalities makes up the commonly designated Porto Metropolitan Area. It is also well known for its cellars (locally known as "caves") where the world-famous port wine is stored and aged. These cellars have become a major tourist attraction.

VILA NOVA DE GAIA SEEN FROM PORTO

LEISURE ď&#x192;&#x2019;

Vila Nova de Gaia is the Portuguese municipality with the biggest number of Blue Flag beaches in 2009 and in 2010: 17 beaches along 17 km of seaside. Some popular beaches are: Miramar, Granja, Aguda, Valadares, Francelos, Madalena and Canidelo. The city attracts a great number of tourists and the wine cellars are considered to be a must-see in any trip to area of Porto.

THE END!!! THANK YOU FOR WATCHING

MILAN AND SEREGNO LIDA EMILIANA MELETAKI VICTORIA MILIARAKI NIKOLETA XENAKI Câ&#x20AC;&#x2122;3

MILAN Milan is the capital of Lombardy and the second most populous city in Italy after Rome. It is located in the northwestern section of the Po Valley, approximately halfway between the river Po to the south and the foothills of the Alps with the great lakes (Lake Como, Lake Maggiore, Lake Lugano) to the north, the Ticino river to the west and the Adda to the east.

MUSEUMS Some of the most popular museums are: • • • • • • • •

Pinacoteca di Brera The Last Supper Fondazione Prada Museo del Novecento Mudec Museo Civico di Storia Naturale di Milano Museo Poldi Pezzoli Villa Necchi Campiglio

PINACOTECA DI BRERA

FONDAZIONE PRADA

MONUMENTS/LANDMARKS Santa Maria delle Grazie This church was built between 1466 and 1490 by Giuniforte Solari and later partly modified by Bramante who redesigned the apse, the Tribuna, the Cloister and the Old Sacristy. In the Refectory there is one of the most famous paintings of Leonardo da Vinci: the â&#x20AC;&#x153;Last Supperâ&#x20AC;?. The works of the fresco started in 1495 and finished in 1498.

Monumental Cemetery Carlo Maciachini built the Monumental Cemetery between 1863 and 1866 at Porta Volta.

Villa Reale (Royal Villa) One of the most important Milanese neoclassical buildings, the Royal Villa, was built in 1790 by Leopoldo Pollak. It has been the residence of Napolen and Josephine and also of Eugene Beauharnais and the General Radetzky. Pilasters and columns decorate all the building that is surrounded by an Englishstyle garden. The insides are finely decorated with candelabras, sculptures, frescoes and other decorations typical of Lombard neoclassicism.

TOURIST ATTRACTIONS Il Duomo (Cathedral) The massive Cathedral of Santa Maria Nascente, which the Milanese call just "Il Duomo" is among the world's largest (it holds up to 40,000 people) and most magnificent churches, the ultimate example of the Flamboyant Gothic style. It was begun in the 14th century, but its faรงade was not completed until the early 1800s, under Napoleon. The roof is topped by 135 delicately carved stone pinnacles and the exterior is decorated with 2,245 marble statues.

Galleria Vittorio Emanuele II: Luxury Shops and Elegant CafĂŠs Forming one side of Piazza del Duomo and opening on the other side to Piazza della Scala, the grand Galleria Vittorio Emanuele II was designed by Giuseppe Mengoni and built between 1865 and 1877.

La Scala Opera House and Museum Teatro alla Scala, or La Scala, is one of Italy's top historic opera houses. La Scala first opened in 1778 and has been the opening venue for many famous operas.

CULTURE Having been ruled by several different countries over the years, Milanese culture is eclectic and borrows elements from other countries, including Austria, Spain, and France. Similarities between these places and Milan can be noticed through the language, architecture, cuisine and general culture of these countries.

Language In addition to Italian, approximately a third of the population of western Lombardy can speak the Western Lombard language, also known as Insubric. In Milan, some natives of the city can speak the traditional Milanese languageâ&#x20AC;&#x201D;that is to say the urban variety of Western Lombard, which is not to be confused with the Milanese-influenced regional variety of the Italian language.

Education Milan is home to numerous universities and other institutions of higher learning.

State universities The University of Milano-Bicocca is a public university located in Milan, Italy, providing undergraduate, graduate and post-graduate education. Established in 1998, it was ranked by the Times Higher Education 2014 ranking of the best 100 Universities under 50 years old as number 21 worldwide and first in Italy.

Science and medical The Vita-Salute San Raffaele University is a private university in Milan, Italy. It was founded in 1996 and is organized in three departments; Medicine, Philosophy and Psychology.

Language, art and music The Accademia di Belle Arti di Brera is a state-run tertiary public academy of fine arts in Milan, Italy. It shares its history, and in early 2017 still its main building, with the Pinacoteca di Brera, Milan's main public museum for art.

Music and performing arts Milan is a major nationwide and international centre of the performing arts, most notably opera. Milan is the location of La Scala opera house, one of the most prestigious opera houses in the world, and throughout history has hosted the premieres of numerous operas, such as Nabucco by Giuseppe Verdi in 1842, La Gioconda by Amilcare Ponchielli, Madama Butterfly by Giacomo Puccini in 1904, Turandot by Giacomo Puccini in 1926, and more recently Teneke, by Fabio Vacchi in 2007, to name but a few. The city also has a renownded symphony orchestra and musical conservatory, and has been, throughout history, a major centre for musical composition.

The interior of the Teatro dal Verme in ca. 1875

Nightlife Milan is a renowned city in Europe for its nightlife. The city is particularly well known for its c. 6pm "Happy Hour" - that is, a time in which hotels, restaurants and clubs are filled with people attending them for an aperitif (aperitivo), which is usually a light snack and a drink, after which, the traditional Italian "passegiata" is held, which is a social event in which some people promenade the streets, chatting with friends or window shopping.

The Naviglio Grande, which hosts several shops and cafes, but is especially famous for its thriving night-time clubbing and discothĂ¨que scene.

Fashion Milan's fashion history has evolved greatly throughout the years. Milan began as a center of fashion in the Middle Ages and Renaissance, as in Venice and Florence, the making of luxury goods was an industry of such importance that in the 16th century the city gave its name to the English word "milaner" or "millaner", meaning fine wares like jewelry, cloth, hats and luxury apparel. By the 19th century, a later variant, "millinery", had come to mean one who made or sold hats.

CUISINE OF MILAN Some traditional Milanese recipes:

•

Risotto alla Milanese One of the symbols of Milan: a delicious, creamy golden risotto made with saffron.

•

Pan-Fried Milanese Risotto A quick and simple way to cook leftover MilaneseStyle Risotto.

•

Milanese-Style Veal Cutlets (La cotoletta alla milanese) A breaded veal cutlet is simple, but can reach great heights.

Milanese Veal Cutlet

FUN AND ENTERTAINMENT There are many places anyone can go to have fun in Milan, such as:

ď&#x201A;§

Planetario Di Milano Inaugurated in 1930, this is Milan's biggest planetarium. Over 300 people can be seated at a time while programmed are projected on to the dome of the facility. The projections accurately depict the night sky as it was or will be at any place and time on Earth.

ď&#x201A;§ Colonne Di San Lorenzo The Columns of San Lorenzo are ancient roman ruins, sixteen tall corinthian columns moved to this location from another, perhaps more pagan, structure



Palazzo Lombardia This complex of buildings, with a single striking skyscraper reaching 161 metres into the sky, is the seat of the government of Milan. Visitors first ought to check out the Città di Lombardia, the square covered by a transparent dome. Bookstores, cafes and restaurants surround this space.

 Teatro Degli Arcimboldi This theatre and opera house is located inside a converted tyre factory building. It has seating for 2375. Modern in every way, the theatre has hosted some terrific classic productions in addition to musical concerts. One common compliment on the lips of every visitor is for the impeccable acoustic design and sound system.

SEREGNO Seregno is a town and comune of the new Province of Monza and Brianza in the Italian region of Lombardy. As of 11-2017, its population was of 44,962 inhabitants, making it the second largest city of the province after Monza. Seregno received the honorary title of city with a presidential decree on 26 January 1979.

The city is located in the upper part of the Lombard plain, 10 kilometres (6 mi) from Monza and only 20 kilometres (12 mi) from Milan, capital of the Region. The current infrastructure system, with two longitudinal bisecting roads and a thick mesh of provincial and municipal roads and railways make Seregno also very close to all the major attractions of the area such as the lake districts, the Alps, the cities of Como, Lecco, Bergamo and Varese.

LANDMARKS Monza Park

Parco Groane

Villa Mirabello

Rossini Art Site

SIGHTS AND TOURIST ATTRACTIONS • Basilica church of St. Joseph (18th century) It was the first Roman Catholic church in Philadelphia, Pennsylvania, U.S. founded in 1733

• Landriani Caponaghi Palace, the current town hall • Barbarossa Tower The tower of Barbarossa is the symbol of the town of Seregno. The legend tells that Emperor Federico I Barbarossa, had it built as a lookout for enemy troops along the Milan-Como line during the wars against Lombard municipalities. Basilica church of St. Joseph

TRADITIONAL CLOTHES

TRADITIONAL FOOD These are traditional Italian foods.

THE END

C3 Katerina Papadaki Kallia Pronaki

GEOGRAPHICAL POSITION Ploiești lies in the center of Muntenia , in the central-northern part of the Romanian Plain. It lies close to the capital city Bucharest and it had close connections with the capital city throughout the centuries. Ploiești lies at the 25°E meridian and the 44°55’N parallel (north). The city occupies a total surface of around 60 km2, out of which 35 km2 is suburban settlements. There exist two rivers in the proximity of the city: Prahova river, on the south-west, briefly passes through the city through the Brazi settlement and Teleajen river passes through the Blejoy, Bucov, Berceni villages. The city lies on Damu river, which springs from the hills around the Baicoi town. Nowadays the Dambu river doesn't have a high flow rate.

CLIMATE December

10 14

October

November

September

-3

August

July

-6 -3

June

Aver. Low °C

10 18 23 27 28 28 24 18 10

May

February 4

April

January 1

March

Month Aver. High °C

LANDSCAPE AND FLORA  The city lies on the Romanian Plain, having an average

altitude of 150m. The surrounding landscape is influenced by its position around the Prahova river, whose stream bed lies 25 km west. The Teleajen River passes through the city while the Dâmbu River passes through the north-eastern neighborhoods.  The vegetation of Ploiești used to be characterised by a plain forest, made up predominantly of pedunculate oak trees (Quercus robur). Other varieties of oak trees such as the sessile oak (Quercus petraea) also existed. Remnants of the old forest still exist and some trees are currently protected, such as two old oak trees in Ghighiu, on the southern periphery of the city.

LANDSCAPE AND FLORA ď&#x201A;&#x2014; In current times the vegetation is typical of urban

settlements, made up of ornamental plants, plantations of chestnuts, aspen and black locust. Parks and other green areas are limited: the main boulevard area, the park next to the Sala Sporturilor, the park from the northern part of the city, the "Mihai Viteazul" park and another park next to the Bucov barrier. These occupy only around 85.5 ha, resulting in 3.2 m2 of green space per inhabitant. ď&#x201A;&#x2014; Around the city one can also observe several endangered trees, which are protected by law. These include the giant redwood from the garden of the "Paul Constantinescu" museum. There also exist trees that have adapted to the local climate, such as figs. In some neighborhoods more fruit trees and flowers are currently being planted.

 LANDMARKS  MONUMENTS

 MUSEUMS  IMPORTANT SIGHTS

 TOURIST ATTRACTIONS

Synagogue

School of Arts and Crafts

Museum of History and Archaeology

Nicolae Simache Clock Museum

PeleČ&#x2122; Castle

Statue of Mihai Viteazul

Mihai Viteazul Park

CULTURE  Ploiești is home to the Ploiești Philharmonic Orchestra - one of

the top-rated philharmonic orchestras in Romania, a prominent football club, FC Petrolul Ploiești, women handball club CSM Ploiești from Liga Națională and basketball team CSU Asesoft.  There are many cultural and architectural monuments, including the Cultural Palace; the Clock Museum, featuring a collection of clocks and watches gathered by Nicolae Simache; the Oil Museum; the Art Museum of Ploiești, donated by the Quintus family; and the Hagi Prodan Museum, dating to 1785: the property of a merchant named Ivan Hagi Prodan, it contains elements of old Romanian architecture and for a short time after World War I it hosted the first museum in Ploiești, "Prahova's Museum". In August 2011, Ploiești hosted the Golden Carpathian European Film & Fair and Goran Bregovic concert.

Several prominent writers have been affiliated with the city, including Ion Luca Caragiale, Constantin Dobrogeanu-Gherea, Ioan A. Bassarabescu, Nichita Stănescu, Geo Bogza, Radu Tudoran, composer Paul Constantinescu and philosopher Petre P. Negulescu. Three graduates of the "Sfinții Petru și Pavel" High school were presidents of the Romanian Academy: Andrei Rădulescu, Mihai Drăgănescu and Eugen Simion.

CUSTOMS Romanian traditional customs have as means of expression: music, choreography, gesture and mimic. These are complex cultural actions, meant above all to organize their life, to mark important moments of their transition through the world, and to shape their behavior and attitude. There are two essential categories of customs: The first one marks different moments during the year (religious holidays, customs connected to agricultural labor or environmental factors), noting that these customs were aimed at the community life of the village, and were public and recurrent in nature. The latter refers to those customs which attest different important moments in the manâ&#x20AC;&#x2122;s life, their unfolding being linked to well-defined moments, which are not recurrent.

CUISINE  Romanian cuisine is a diverse blend of different dishes from

several traditions with which it has come into contact, but it also maintains its own character. It has been significantly influenced by the Ottoman Empire, yet it also includes culinary elements stemming from the cuisines of other fellow Balkan neighbor countries, especially Serbian and Bulgarian as well as Ukrainian.  There are quite a few different types of dishes, which are sometimes included under a generic term; for example, the category ciorbă includes a wide range of soups with a characteristic sour taste. These may be meat and vegetable soups, tripe (ciorbă de burtă) and calf foot soups, or fish soups, all of which are soured by lemon juice, sauerkraut juice, vinegar, or borș (traditionally made from bran). The category țuică (plum brandy) is a generic name for a strong alcoholic spirit in Romania, while in other countries, every flavour has a different name.

TRADITIONAL DISHES Sarmale is a dish made of rolled minced meat (pork usually) mixed with rice and herbs and covered in cabbage leaves

Beef salad This is a salad made of diced boiled vegetables (potatoes, carrots, parsnips, peas), as well some pickled cucumbers and red peppers and diced beef. The vegetables and beef mixes together with mayonnaise and mustard.

Zacusca This is a traditional Vegetarian cooked meal, usually prepared in early autumn and bottled in jars, Romanians serving it spread on a slice of bread during Advent, in the fasting period before Christmas. The tastiest is cooked from grilled eggplants and red peppers using an outdoor barbecue.

Grilled Meat Rolls (Mici, Mititei) Spicy minced meat, rolled (the legend says the first Mici were in fact sausage fillings without skin), grilled on the barbecue â&#x20AC;&#x201C; the smoke is a must for the final taste! You have to eat them with mustard and fresh bread roll.

Tripe Soup (Ciorba de burta) Yellowish, spicy (pepper and chili), sour (vinegar dressing), youâ&#x20AC;&#x2122;ll love or hate the Tripe soup. Certainly you wonâ&#x20AC;&#x2122;t forget it. Highly recommended early in the morning (or late at night), after a white night in town and lots of booze.

ENTERTAINMENT Romania has many things to offer and you will not be lacking in good food and wine or nightlife entertainment. The capital, Bucharest, has many international restaurants and cafes as well as nightclubs, but outside of the major cities the food tends to be more traditional. Shopping buffs won't be bored in all of the large cities where you can by a range of designer goods alongside many traditional handcrafted goods. There's also a wide range of sporting activities on offer; from skiing in Poiana Brasov and Sinaia, through hiking in the Carpathian Mountains, to playing golf at the Diplomat Club in Bucharest. There is also a diverse range of cultural celebrations, which take place throughout the year.

Sources • https://en.wikipedia.org/wiki/Ploie%C8%99ti#Education • https://travelguideromania.com/customs-traditions-

romania/ • http://www.bucharest-tips.com/articles/51-restaurants-10-

romanian-traditional-dishes-eating-habits-and-secrets-

you-didn-t-know

CLIL INFORMATION TECHNOLOGY LESSONS

Students' feedback on CLIL (Content and Language Integrated Learning) Informatics Lessons

3rd Gymnasium of Heraklion

Students' feedback on CLIL Informatics Lessons

Personal Information 1. Age Answer 13 14

Count 4 17

Perc. 19,0 81,0

19% 13 81%

2. Class Answer B Class

Count 21

Perc. 100,0

B Class 100%

3. English Level Answer A1 A2 B1 B2 C1 C2

Count 1 3 10 4 3 0

Perc. 4,8 14,3 47,6 19,0 14,3 0,0

Count 21

Perc. 100,0

0% 5% A1 14%

14%

19%

A2 B1

48%

B2 C1 C2

4. School Subject Answer Informatics

Informatics

100%

3rd Gymnasium of Heraklion

Students' feedback on CLIL Informatics Lessons

Questions 1. I like doing project work. Answer Yes No Often

Count 7 7 7

Perc. 33,3 33,3 33,3

33%

34% Yes No 33%

Often

2. I like participating in problem-solving activities. Answer Yes No Often

Count 8 6 7

Perc. 38,1 28,6 33,3

33%

38%

Yes

No 29%

Often

3. I like working in pairs or groups. Answer Yes No Often

Count 15 5 1

Perc. 71,4 23,8 4,8

5% 24%

Yes

71%

No Often

4. I have developed my linguistic and communicative competence in English. Answer A lot Enough A little

Count 5 8 8

Perc. 23,8 38,1 38,1

38%

24% A lot 38%

Enough A little

3rd Gymnasium of Heraklion

Students' feedback on CLIL Informatics Lessons 5. I have improved my ability to express myself in English. Answer A lot Enough A little

Count 7 9 5

Perc. 33,3 42,9 23,8

24%

33%

A lot Enough

43%

A little

6. I was able to use basic concepts and key vocabulary with confidence and creativity. Answer A lot Enough A little

Count 3 13 5

Perc. 14,3 61,9 23,8

24%

14% A lot

Enough

62%

A little

7. I can use appropriate vocabulary for subject specific context. Answer Yes No Often

Count 8 4 9

Perc. 38,1 19,0 42,9

38%

43%

Yes No

19%

Often

8. I can express my ideas with a natural flow and interact with ease in English. Answer Yes No Sometimes

Count 11 5 5

Perc. 52,4 23,8 23,8

24% 52% 24%

Yes No Sometimes

3rd Gymnasium of Heraklion

Students' feedback on CLIL Informatics Lessons 9. I can communicate the content clearly and effectively in English. Answer Yes No Often

Count 10 4 7

Perc. 47,6 19,0 33,3

33%

48%

Yes No

19%

Often

10. I can use examples to support my ideas. Answer Often Usually Sometimes

Count 8 6 7

Perc. 38,1 28,6 33,3

33%

38%

Often Usually

29%

Sometimes

11. I can draw appropriate conclusions. Answer Yes No Often

Count 8 7 6

Perc. 38,1 33,3 28,6

29%

38%

Yes No

33%

Often

12. I have developed critical thinking. Answer Yes No

Count 15 6

Perc. 71,4 28,6

29% Yes 71%

3rd Gymnasium of Heraklion

Students' feedback on CLIL Informatics Lessons 13. I like participating in CLIL projects and activities. Answer Yes No

Count 11 10

Perc. 52,4 47,6 48% 52%

Yes No

14. Did you like your experience of learning through the CLIL method? Answer A lot Enough A little

Count 4 9 8

Perc. 19,0 42,9 38,1

38%

19% A lot 43%

Enough A little

15. Do you think these CLIL lessons will be useful for you? Answer Very useful Useful Not useful

Count 7 9 5

Perc. 33,3 42,9 23,8

24% 43%

33%

Very useful Useful Not useful

3rd Gymnasium of Heraklion Crete CLIL Lesson Plan

Teacher: Mizeraki Charikleia

Subjects involved:

Grade: 3rd grade

Physics: Mechanical Waves

Time: 3 lessons of 45 minutes

Unit or topic:

Excitation of Mechanical Waves and Types of Mechanical Waves

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

Understand what is necessary for the excitation of a mechanical wave



Describe what is a mechanical wave



Understand the factors that determine the speed (velocity) of the wave



Identify the three (basic) types of mechanical waves

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

participate in class



answer the questions of the worksheets



fill in an evaluation test to evaluate the procedure



volunteer for extra presentations/optional projects on related topics

Content

Cognition



Introducing the topic “Mechanical Wave”

Provide learners with opportunities to use



Excitation of mechanical waves

scientific procedure to study and describe simple



Which physical quantity is transmitted physical phenomena.

3rd Gymnasium of Heraklion Crete through the mechanical waves (Energy and disturbance)

Provide

learners

with

opportunities



Types of Mechanical Waves (Basic types)

understand the scientific approach of known



Implementation on known phenomena quantities and phenomena. like the transmission of sound waves and Provide

seismic waves.

learners

with

opportunities

understand the connection between known phenomena and physical quantities.

Culture 

The students can realize that simple phenomena, like the transmission of the sound waves and the seismic waves are mechanical waves.



The sense of hearing depends on the propagation of the sound waves.



Earthquakes: seismic waves provide details and characteristics of the layered interior.

Communications Language OF learning

Language FOR learning

Language THROUGH learning

Mechanical waves

Asking questions:

Learn new words used for the

Propagation of a wave

Can you tell us…?

description of the subject and

Energy

What is transmitted by the wavy the given vocabulary.

transportation

motion?

transmission

Learn the use of known words

excitation

for scientific expression.

vibrating source

Suggesting:

flow

Can you draw a wave?

Learn expressions related with

continuous medium

the certain chapter of the

loose ≠ tight

subject.

molecules

Ask for descriptions:

particles

What did you see at this

3rd Gymnasium of Heraklion Crete disturb

simulation?

demonstration longitudinal or compressional Comparing: waves

What differences did you see…?

transverse or shear waves displacement

Concluding

parallel

Short phrases describing what

perpendicular

we learn

solid liquid gas surface waves Earthquake

Procedures [one week before the CLIL project realization] The teacher gives a list of words (vocabulary) necessary for this CLIL lesson.

1St teaching hour 

The teacher orally mentions the subject of the lesson



The teacher hands out the 1st worksheet and ask for the first activity (to draw a simple picture related with word “wave”)



The students watch the simulation https://phet.colorado.edu/en/simulation/wave-on-a-string



The simulation allows to change the critical parameters of the wave to understand their affection.



Discussion about the questions of the worksheet



The students watch again the simulation (if they ask for it) and fill in the work sheet.



Homework: to study the concluding paragraph, so they could express the new meanings they’ve learnt.

3rd Gymnasium of Heraklion Crete 2nd teaching hour 

watch the simulations http://photodentro.edu.gr/v/item/ds/8521/1666 http://photodentro.edu.gr/v/item/ds/8521/1611 or use of the “wave springs” (from the Science lab) to present shear waves and compressional waves.



Discuss about the differences of those types of waves and description of them while they fill in the corresponding questions of the worksheet.



Description of the surface waves and the reason they are complicated waves.



A brief worksheet, with a few questions, could evaluate the procedure

3rd teaching hour 

Presentations about sound waves and earthquakes can take place, through projects done by the students.

Aids and materials 

Related vocabulary



2 Worksheets (1 for each teaching hour)



Computer, projector, screen and internet connection.



Equipment from the Science lab (like water tank or wave springs).



Evaluation worksheet

Scaffolding Strategies 

Select a group of students with sufficient knowledge of the foreign language.



Give the vocabulary to the students one week before the arranged class.

3rd Gymnasium of Heraklion Crete 

Select words that are known to the students, not very scientific.



Speak loud and clear.



Ask short questions or questions like multiple choice or true/false.



Use of simulations to give the pictures of the descriptions.



Short conclusion at the end of each worksheet.

References 1. “Physics -3rd grade of Gymnasium" (Nikolaou A., Dimitriadis P., Kampouris K., Papamixalis K., Papatsima L.) [The formal book for Physics chosen by the Greek Education Ministry] and the corresponding “Guide for laboratory Experiments” http://ebooks.edu.gr/modules/ebook/show.php/DSGYM-C201/531/3516,14424/ http://ebooks.edu.gr/modules/ebook/show.php/DSGYM-C201/531/3516,14429/ 2. http://slideplayer.com/slide/4802395/ 3. https://en.wikipedia.org 4. http://physics.tutorvista.com/waves

3rd Gymnasium of Heraklion Crete CLIL Work Sheets

Subjects involved:

Unit or topic:

Teacher: Mizeraki Charikleia Physics: Mechanical Waves

Grade: 3rd Gymnasium

Excitation of Mechanical Waves and Types of Mechanical Waves

Mechanical Waves: Work Sheet 1: What is a Mechanical Wave?

A1. What shape do you have in mind, connected with the word “wave”? Draw it below.

A2. Is this picture static (as you imagine it) or not?

B. Watch the following “applet”: https://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-on-a-string_el.html showing a wave on a linear medium (like a string)

-Where does the wave propagate? ………………………………………………………………………………….

-Doesthe mass of the medium changes position as the wave propagates, or it just vibrates around a certain position? ………………………………………………………………………………….

3rd Gymnasium of Heraklion Crete -“Who” provides the energy for this wavy motion along the medium? …………………………………………………………………………………. -What is necessary for the excitation of the wave? ………………………………………………………………………………….. ………………………………………………………………………………….. ………………………………………………………………………………….. (Circle the correct answer) -When the particles (or molecules) of the medium are tightly connected, the wave propagates faster/ slower?

-When the particles (or molecules) of the medium are loosely connected, the wave propagates faster/ slower?

Concluding: A. A Mechanical Wave is a transportation of Energy [Flow of Energy and NOT flow of Mass] B. Excitation and wave propagation A Vibrating source and a continuous medium, with loosely or tightly connected molecules that disturb each other and propagate the vibration, are necessary for the production and the propagation of a mechanical wave. C. The Energy of the wave is provided by the source.

3rd Gymnasium of Heraklion Crete

Mechanical Waves: Work Sheet 2: Types of waves

Look at the figure above and watch the following simulations 1. http://photodentro.edu.gr/v/item/ds/8521/1611 (or use of “wave springs”) 2. http://photodentro.edu.gr/v/item/ds/8521/1666 (or use of “wave springs”)

What are the two directions that we observe on those different types of waves? ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. TYPES OF WAVES 1. When those directions are parallel, the wave is called:………………………………………………………………………………………………………. ………………………………………………………………………………………………………. 2. When those directions are perpendicular, the wave is called:……..………………………………………………………………………………………………………. ……………………………………………………………………………………………………….

3rd Gymnasium of Heraklion Crete

3. The following figure, shows the third type of waves that are called surface waves.

Can you describe the movement of the particles of the material? ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. Transverse waves propagate only in solid materials, although longitudinal waves propagate in gas, liquid and solid materials. Most common examples of waves: (a) sound waves and (b) seismic waves.

Concluding: (i)longitudinal or compressional waves (P-waves): The direction of displacement is parallel to the direction of propagation. (ii) transverse or shear waves (S-waves): The direction of displacement is perpendicular to the direction of propagation. (iii) surface waves: Waves of this type e.g. sea surface waves are more complicated because of the complicated motion of the surface particles of the water. Sea surface waves occur by combination of transverse and longitudinal waves.

3rd Gymnasium of Heraklion Crete

When the source (e.g. the wind) is powerful, the movement of the particles becomes circular.] Most common examples of waves: (a) sound waves and (b) seismic waves.

ď&#x201A;&#x17E;

An earthquake is a shaking of the ground which occurs when the tectonic plates slide past each other or collide against each other.

ď&#x201A;&#x17E;

Fault or fault plane = the surface where when two blocks of the earth suddenly slip past one another Hypocenter = the location below the earthâ&#x20AC;&#x2122;s surface where the earthquake starts Epicenter = the location on the surface of the earth directly above the hypocenter

Primary Seismic waves

Body Secondary Surface

ď&#x201A;&#x17E;

Body waves travel through the interior of the Earth. On the other hand, surface waves propagate only at the interface between two different media, like the interface between Earth and atmosphere (i.e. the surface of the Earth).



 

Travel back and forth (compressional) Travel through solids, liquids and gases Fastest

  

Travel side to side (transverse) Travel only trough solids Slower

   

 

http://www.vtaide.com/png/George/earthquake.htm https://news.nationalgeographic.com/2016/08/science-behind-italymyanmar-earthquakes-expert-view/ http://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/whatIs .html https://www.quora.com/What-is-the-focus-of-an-earthquake-How-doearthquakes-occur http://www.earthobservatory.sg/faq-on-earth-sciences/what-differencebetween-body-waves-and-surface-waves-and-between-p-waves-and-s http://brendanhutton1.weebly.com/uploads/3/9/7/5/39750656/1590881 23.jpg?413

Students' feedback on CLIL (Content and Language Integrated Learning) Physics Lessons

3rd Gymnasium of Heraklion

Students' feedback on CLIL Physics Lessons

Personal Information 1. Age Answer

Count

Perc.

14 15

4 15

21,1 78,9

21% 14 79%

2. Class Answer C Class

Count 19

Perc. 100,0

C Class 100%

3. English Level Answer A1 A2 B1 B2 C1 C2

Count 1 0 2 5 5 6

Perc. 5,3 0,0 10,5 26,3 26,3 31,6

Count 19

Perc. 100,0

5% 0%

11%

32%

A2 26%

26%

B1 B2 C1 C2

4. School Subject Answer Physics

Physics 100%

3rd Gymnasium of Heraklion

Students' feedback on CLIL Physics Lessons

Questions 1. I like doing project work. Answer Yes No Often

Count 6 6 7

Perc. 31,6 31,6 36,8

31%

37%

Yes No 32%

Often

2. I like participating in problem-solving activities. Answer Yes No Often

Count 11 3 5

Perc. 57,9 15,8 26,3

26% Yes 58%

16%

No Often

3. I like working in pairs or groups. Answer Yes No Often

Count 13 2 4

Perc. 68,4 10,5 21,1

21% Yes

11%

68%

No Often

4. I have developed my linguistic and communicative competence in English. Answer A lot Enough A little

Count 5 8 6

Perc. 26,3 42,1 31,6

32%

26% A lot Enough 42%

A little

3rd Gymnasium of Heraklion

Students' feedback on CLIL Physics Lessons 5. I have improved my ability to express myself in English. Answer A lot Enough A little

Count 4 8 7

Perc. 21,1 42,1 36,8

21%

37%

A lot Enough

42%

A little

6. I was able to use basic concepts and key vocabulary with confidence and creativity. Answer A lot Enough A little

Count 6 11 2

Perc. 31,6 57,9 10,5

10%

32%

A lot Enough

58%

A little

7. I can use appropriate vocabulary for subject specific context. Answer Yes No Often

Count 14 1 4

Perc. 73,7 5,3 21,1

21% Yes

74%

Often

8. I can express my ideas with a natural flow and interact with ease in English. Answer Yes No Sometimes

Count 11 1 7

Perc. 57,9 5,3 36,8

37%

Yes 58%

No Sometimes

3rd Gymnasium of Heraklion

Students' feedback on CLIL Physics Lessons 9. I can communicate the content clearly and effectively in English. Answer Yes No Often

Count 10 1 8

Perc. 52,6 5,3 42,1

42% 53%

Yes No

Often

10. I can use examples to support my ideas. Answer Often Usually Sometimes

Count 4 11 4

Perc. 21,1 57,9 21,1

21%

Often Usually

58%

Sometimes

11. I can draw appropriate conclusions. Answer Yes No Often

Count 9 4 6

Perc. 47,4 21,1 31,6

32%

47%

Yes No

21%

Often

12. I have developed critical thinking. Answer Yes No

Count 14 5

Perc. 73,7 26,3

26% Yes 74%

3rd Gymnasium of Heraklion

Students' feedback on CLIL Physics Lessons 13. I like participating in CLIL projects and activities. Answer Yes No

Count 14 5

Perc. 73,7 26,3

26% Yes 74%

14. Did you like your experience of learning through the CLIL method? Answer A lot Enough A little

Count 3 10 6

Perc. 15,8 52,6 31,6

31%

16%

A lot 53%

Enough A little

15. Do you think these CLIL lessons will be useful for you? Answer Very useful Useful Not useful

Count 4 12 3

Perc. 21,1 63,2 15,8

16%

63%

21%

Very useful Useful Not useful

3rd Gymnasium of Heraklion Crete CLIL Lesson Plan

Teacher: Karkanaki Eleni

Subjects

Grade: 7th Grade

History and English

involved:

Unit or topic:

Time: 3 lessons x 45 minutes

Social Structure and Education in Ancient Athens

English level: from A2 to B2

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

Know the structure of Athenian Society



Understand the role of men and women in Ancient Athens



Know the educational system in Ancient Athens



Know the upbringing of Athenian children



Understand the importance of intellectuality in education

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

Know the names of the three Athenian social classes and their political rights



Identify the role and rights of Athenian women



Know about everyday life in Ancient Athens



Know the educational system in Ancient Athens

Content 

Introduction of the topic



Social Structure

Cognition 

Provide learners with opportunities to understand concepts such as social

3rd Gymnasium of Heraklion Crete 

Social Classes



Differences between male and female

structure, equality, political rights, social status 

citizens 

Provide learners with opportunities to understand the changes in political

Education of boys and girls

systems and their effects on people’s lives and social status 

Provide learners with opportunities to understand the changes in the way of thinking and living through times



Encourage knowledge transfer about aspects of the past in order to understand the changes throughout time



Vocabulary building, learning and use

Culture



Identify aspects of Social Structure, Social Classes and Political Rights



Recognize the role of gender throughout time



Realize the importance of History in understanding changes and evaluating present situations



Understanding that they can learn, no matter which language they are using

Communications Language OF learning

Key Vocabulary

Language FOR learning 

Asking Questions:



Social Structure

Can



Social Classes

about……..?



Citizens

What do you know about…….?



Metics



you

tell

Identifying

Language THROUGH learning 

something

Distinguish

language

needed to carry out activities 

Retain

language

revised by both the

3rd Gymnasium of Heraklion Crete 

Slaves



Political Rights



Elect



Property



Verb to be



Education



Comparing/Contrasting



School subjects

Tell



Intellectuality

between………



Culture



Linking Words



Literacy



Describing and Informing



Present Simple/ Past Simple



Nouns/Verbs/Adjectives



Understanding



Giving Reasons

Where and when/why/how 

Demonstrative pronouns:

This/that/these/those

the

teacher and students 

Learn

new

which

arise

words from

activities

similarities/differences

Procedures



Observe and analyze images : Power point, map, pictures



Interpret what the students see The teacher:



makes a presentation of the subject of the lesson using a slide show and visual aids



encourages students to make guesses, draw conclusions and make associations



provides students with a quiz to ensure consolidation



assigns research work



shows students how the concepts and skills they learned will help them with the new knowledge

Aids and materials

3rd Gymnasium of Heraklion Crete 

Computers, interactive whiteboard



History coursebook for pictures and maps



Notebook



Vocabulary handout Scaffolding Strategies



Pre teach key vocabulary



Comparing and contrasting, organizing, evaluating



Make notes and use the vocabulary hand out in order to learn the new information and the appropriate vocabulary.



Homework assignment (students are divided into groups): a. “The role of women in Ancient Sparta” or b. “The educational system in Ancient Sparta

The Athenian Society 1st Grade of Junior High School

CLIL Lesson Subjects involved: History and English

The Athenian Society Structure: Social Classes • Athenian Citizens: only men, inherited status , Athenian parents, authority, political rights, equal rights. • Metics (Μέτοικοι) : migrant workers, no political rights, merchants/artisants, pay taxes plus special tax : metikio • Slaves : born to slave parents /bought in slave markets/captured at war, labourers in agriculture/mines/quarries/workshops/civil service/ domestic slaves-servants.

WOMEN • No political rights, couldn’t vote, no citizenship, no public office, no land/property, no inheritance, couldn’t attend public assemblies, couldn’t go out alone.

WOMEN • Stay at home, manage the household, raise children, supervise the slaves, do wool-work, weaving and cooking, very limited freedom outside the home. They could attend weddings, funerals, some religious festivals, and could visit female neighbors for brief periods of time. • Gynekonitis (Γυναικωνίτης): a special area of the house only for the women to gather, no men permitted. • Priestess (ιέρεια): the only official position they could take. They took part in religious ceremonies to honour the Gods.

Education Girls (daughters of citizens): taught at home by their mothers • how to sing • play musical instruments • make family clothes • motherhood • housekeeping • at 15 a marriage was arranged for them Rich Athenian girls were taught by a private tutor how to sing and play a musical instrument.

Education Boys (sons of citizens) • until 6: taught at home by mother or an educated male slave • 6-14: private school, always a male teacher. • Three main courses: • Grammata: reading, writing , arithmetic, the word of famous poets (Homer) • Music : singing, lyre/flute • Physical Education: wrestling, jumping, running, throwing the discus and the javelin • Also taught: geography, history, art, astronomy, philosophy, ethics(good-bad/moral values). • 18-20 : military training for the army or navy Those who wanted to pursue a political career were also taught the art of rhetoric/speech making, how to express yourself correctly and effectively in public, the ability to persuade citizens.

Educational Aims • Both physical and intellectual development (sound mind in a healthy body) • Fine taste /aesthetic sense • Decency • Sociability • Bright political thought • To produce citizens trained in the arts of both peace and war

The Athenian Society Structure: Social Classes  Athenian Citizens: inherited status, Athenian parents, authority, political rights, equal rights.

 Metics (Μέτοικοι): migrant workers, no political rights, merchants/artisants, pay taxes plus special tax: metikio

 Slaves: born to slave parents /bought in slave markets/captured at war, labourers in agriculture/mines/quarries/workshops/civil service/ domestic slaves-servants.

Women No political rights, couldn’t vote, no citizenship, no public office, no land/property, no inheritance, couldn’t attend public assemblies, couldn’t go out alone. Stay at home, manage the household, raise children, supervise the slaves, do wool-work, weaving and cooking, very limited freedom outside the home. They could attend weddings, funerals, some religious festivals, and could visit female neighbors for brief periods of time. Gynekonitis (Γυναικωνίτης): a special area of the house only for the women to gather, no men permitted. Priestess (ιέρεια): the only official position they could take. They took part in religious ceremonies to honour the Gods.

Education Girls: taught at home by their mothers    

how to sing play musical instruments make family clothes motherhood

 housekeeping  at 15 a marriage was arranged for them Rich Athenian girls were taught by a private tutor how to sing and play a musical instrument.

Boys:  until 6: taught at home by mother or an educated male slave  6-14: private school, always a male teacher. Three main courses: Grammata: reading, writing , arithmetic, the word of famous poets (Homer) Music : singing, lyre/flute Physical Education: wrestling, jumping, running, throwing the discus and the javelin Also taught: geography, history, art, astronomy, philosophy, ethics (goodbad/moral values).  18-20 : military training for the army or navy Those who wanted to pursue a political career were also taught the art of rhetoric/speech making, how to express yourself correctly and effectively in public, the ability to persuade citizens.

Educational Aims  Both physical and intellectual development (sound mind in a healthy body)  Fine taste /aesthetic sense  Decency  Sociability  Bright political thought  To produce citizens trained in the arts of both peace and war

GLOSSARY Structure

δομή

social classes

κοινωνικές τάξεις

citizen

πολίτης

citizenship

η ιδιότητα του πολίτη

inherited status

κληρονομική (κοινωνική) θέση

rights

δικαιώματα

equal

ίσος

migrant worker

οικονομικός μετανάστης

tax

φόρος

slave

δούλος

labourer

εργάτης

agriculture

γεωργία

mine

ορυχείο

quarry

λατομείο

civil service

δημόσιες υπηρεσίες

domestic

οικιακός

servant

υπηρέτης

vote

ψηφίζω

public office

δημόσιο αξίωμα

property

περιουσία

inheritance

κληρονομιά

attend

παρακολουθώ

public assembly

δημόσια συγκέντρωση

supervise

επιβλέπω

weaving

ύφανση

permit

επιτρέπω

official position

αξίωμα

honour

τιμώ

private tutor

ιδιωτικός δάσκαλος

educated

μορφωμένος

education

εκπαίδευση

male ≠ female

αρσενικό ≠ θηλυκό

javelin

ακόντιο

wrestling

πάλη (άθλημα)

military training

στρατιωτική εκπαίδευση

ethics

ηθική

pursue a political career

επιδιώκω πολιτική καριέρα

effectively

αποτελεσματικά

persuade

πείθω

intellectual

πνευματικός, διανοητικός

development

ανάπτυξη

fine taste

λεπτό γούστο

decency

αξιοπρέπεια

bright political thought

οξυδερκής πολιτική σκέψη

How much did you learn today? You were a citizen of Athens only if ___________________ a. you were born to citizen parents b. you were both a male and born to citizen parents What was the special tax the metics had to pay called? Who were domestic slaves? a. slaves that helped in the house b. slaves that helped in the fields Which social class had political rights? a. both the citizens and the metics b. only the citizens At what age did Athenian boys start their education? a. at the age of five b. at the age of six Write some of the subjects Athenian boys were taught at school.

Who taught Athenian girls?

What was the main educational aim for Ancient Athenians?

Athenian women: (answer YES or NO) had political rights had citizenship raised children supervised slaves attended public assemblies could vote stayed at home managed the household were accompanied by men owned property had inheritance

CLIL HISTORY LESSONS

EDUCATION IN ANCIENT SPARTA ANNA KOUKI KALLIOPI KOKOLAKI MARIA MANIOROU

SPARTAN BABIES • When babies were born in Sparta, Spartan soldiers would come by the house to examine them. • If the baby did not look healthy, it was taken away and left to die or trained as a slave. • If the baby was healthy, it was assigned membership in a brotherhood or sisterhood.

BOYS

â&#x20AC;˘ The boys in Sparta were sent to military camps of their brotherhood when they turned 7. â&#x20AC;˘ They learned how to read and write until they were about 14.

BOYS • The Spartan government wanted to make the boys tough. • To do this: – They were given little clothing and no shoes. – They slept on hard beds made of reeds and were not given any covers. – They were not given enough food.

• They were trained in survival skills and how to be a good soldier. • Reading and writing were taught as secondary skills.

BOYS â&#x20AC;˘ Between ages of 18 to 20 each boy had to pass a fitness test. â&#x20AC;˘ If he did not pass the test, he became a perioikos (The perioikos, or the middle class, were allowed to own property, have business dealings, but had no political rights and were not citizens) â&#x20AC;˘ If the boy passed, he served in the military and continued to train as a soldier. Military service lasted until the boy reached the age of 60. (Even if they were married, they did not live with their wives and families. They lived in the barracks.)

GIRLS • The girls were taught in the school of their sisterhood. They were taught…  Physical education  Wrestling  Gymnastics  Combat training • The Spartans wanted girls to be strong so that they would have healthy children. At the age of 18 the Spartan girl had to pass a fitness test. She was then assigned a husband and allowed to return home. • If she failed the test, she became a perioikos.

EDUCATIONAL AIMS â&#x20AC;˘ The goal of education in Sparta, an authoritarian, military city-state, was to produce soldier-citizens who were a welldrilled, well-disciplined marching army. â&#x20AC;˘ Spartans believed in a life of discipline, selfdenial, and simplicity. Boys were very loyal to the state of Sparta.

Spartan Women DESPINA LASITHIOTAKI GIOTA BALOYKOY STELLA MAKRAKI

Spartan women were famous in ancient Greece for having more freedom than elsewhere in the Greek world. They had a reputation for promiscuity and controlling their husbands.

In most of the other Greek citystates, women were required to stay inside their homes most of their lives. In Sparta, citizen women were free to move around, and enjoyed a great deal of freedom, as their husbands did not live at home.

Women in Sparta were rather unusual among Greek city-states in that women played an important role in society. The Spartans thought women had to be fit to bear strong children. They had the right to own property.

3rd Gymnasium of Heraklion CLIL Lesson Plan Subjects

Teacher: Athanasia Psatha

involved:

Unit or topic:

Grade: 7th grade

History and English

Time: 3 lessons of 45 minutes

Minoan civilization

English level: from A2 to B2

Learning Outcomes

By the end of the lesson students will be able to: 

Know main facts about the Minoan world



Obtain information about its main characteristics



Understand the reasons for the development and spread of Minoan civilization



Understand the importance of Minoan trade all over the Mediterranean

Assessment

Teacher assessment processes will be used to assess how well students will: 

Participate in class by interacting with the teacher



Participate in tasks and activities in order to: -understand the Minoan palaces architecture and their common characteristics (vocabulary) -understand the importance of Minoan trading and the Minoans’ relationships with other

people of the Mediterranean - know about the famous disk of Phaistos and learn about the two kinds of Minoan scripts - learn about the Mycenaeans’ invasion in Crete 

Answer the questions of a knowledge quiz about Minoan civilization

3rd Gymnasium of Heraklion Content

Cognition 

Beginning with the photograph of the palace of Knossos we ask students to comprehend : 

Give

students

the

opportunities

understand the key concepts of History 

The importance of the Minoan palace as

Provide students with the opportunity to

an economic , administrative , religious

understand the fact that the Minoans’

and social centre

language was different from Ancient



The spread of the Minoan trading

Greek and their scripts haven’t been read



The main scripts (hieroglyphic and linear

yet. 

A) 

Encourage students to understand how

The influence of Minoan civilization over

deeply one civilization ( the Minoan) can

other civilizations of the Mediterranean

influence another, mainly through trading 

(the Mycenaeans

Use special vocabulary about history

Culture

Identify aspects of the Minoan civilization: trading, scripts, architecture. Realizing the importance of History in the search for understanding those aspects. Understand that they can learn, no matter which language they are using.

Communication Language OF learning Key vocabulary

Language FOR learning 



asking questions:



Flourish

Can



Trade

something about…?



Influence



Settlements

Where



Script

why…



Linear



Language THROUGH learning

you

tell

and

activities

when…

Comparing What are the common

language

needed to carry out 

Identifying:

Distinguish

Retain language revised by both, the teacher and the students



Learn new words

3rd Gymnasium of Heraklion 

Hieroglyphics

characteristics



Decipher

four Minoan palaces?



Bronze age



invade



the

Understanding Describe the reasons of the

fall

Minoan

civilization. 

Giving reasons Because… Procedures



The students are shown a photo of the palace of Knossos to observe and analyze it (on the interactive whiteboard)



They are asked if they have ever visited Knossos and if so to describe what was most impressive about it.



The students are given a handout with key vocabulary



A power point presentation prepared by the teacher about Minoan civilization with the main points of the lesson as well as images is displayed on the interactive whiteboard.



The teacher orally describes the subject of the lesson, asks the students to explain what they understand about it and to observe what they see on the images

and the students ask

questions. 

At the end of the power point presentation or in the next lesson the students are given a quiz with multiple choice questions to answer.



At the end of the lesson the students are given an optional research work: to find information about the Minoans everyday life and nutrition habits which they present in the last lesson.

Aids and materials



Computers, interactive whiteboard

3rd Gymnasium of Heraklion 

History coursebook



Useful vocabulary for the history lesson Scaffolding Strategies



Pre teach key vocabulary



Comparing and contrasting, organizing, evaluating



Practical work in class: students need to be familiar with the new contents and the new vocabulary and they are evaluated by answering a knowledge quiz with multiple-choice questions.

THE MINOAN CIVILIZATION 1ST GRADE OF JUNIOR HIGH SCHOOL CLIL LESSON SUBJECTS INVOLVED HISTORY, ENGLISH

The Minoan civilization It was an Aegean Bronze Age civilization that flourished in Crete

Between the 3rd and 2nd millennium BC

Arthur Evans excavated Knossos The term Minoan comes from the mythical King Minos

The Minoan civilization â&#x20AC;˘ The Minoan civilization was an Aegean Bronze Age civilization on the island of Crete which flourished between the 3rd and the 2nd millennium BC]. With their unique art and architecture the Minoans made a great contribution to the development of the western European civilization. The civilization was rediscovered at the beginning of the 20th century through the work of the British archaeologist Arthur Evans who excavated Knossos.

Minoan trade • During the Minoan period trade was developed between Crete and Aegean and Mediterranean settlements, particularly the Near East. Through trade, the Minoan cultural influence reached beyond Crete to the • Cyclades, • Egypt • Cyprus

Minoan trade • • • • • •

The Minoans exported mostly olive oil wine timber stone vases. They imported metal and other raw materials in order to make tools, weapons and several works of art, such as copper from Cyprus and silver from the Cyclades. • Trading made the Minoans rich and powerful.

Minoan palaces • At about 2000 BC the first Minoan palaces were built. The four principal Minoan palace sites were at • Knossos, • Phaistos, • Malia • Zakros.

KNOSSOS

THE PALACE OF KNOSSOS

Minoan palaces • After destructive earthquakes and fires, they were re-built again at about 1700 BC. These second palaces survived until their final destruction at about 1450 BC, once again by either earthquake, fire, or possibly invasion or a combination of all three. The palaces were, monumental buildings with: • one large rectangular court each • a great number of rooms around it • colonnades • staircases • drainage systems • light wells • ‘theatre’ areas for public spectacles • beautiful wall paintings from which we get useful information about their everyday life There were no walls around them.

Trading and Administration â&#x20AC;˘ Each palace was the residence of the King and also acted as a local administrative and trade centre where wine, oil, grain, precious metals and ceramics were gathered. It was also a religious centre. So in the palace lived and worked a great number of people, such as state officials, servants, skilled workmen.

Minoan scripts • Although the Minoan language and writing systems remain undecipherable, we know that they spoke a language entirely different from the later Greek. • The Minoans used two kinds of scripts: • Cretan hieroglyphs ( on the famous Phaistos Disc ) and • Linear A.

Minoan economy â&#x20AC;˘ During the period of the New Palaces (17001450 BC) the Minoans travelled with their ships all over the Aegean Sea selling their products, mostly works of art (pottery, jewellery, stone statuettes). â&#x20AC;˘ They were very rich and powerful by then.

The Mycenaeans at Knossos â&#x20AC;˘ At about 1450 BC the Minoan palaces are destroyed probably because of a volcanic eruption except that of Knossos. After that the Mycenaeans from mainland Greece had the chance to invade Crete and make it a Mycenaean province.

THE DESTRUCTION

The Minoan Civilization (useful vocabulary for CLIL History Lesson)

MINOAN CIVILIZATION Flourish ανθίζω Excavate κάνω ανασκαφή Contribution συνεισφορά Trade εμπόριο Export εξάγω Import εισάγω Influence επηρεάζω Settlements οικισμοί Timber ξυλεία Copper χαλκός Raw materials πρώτες ύλες Powerful ισχυρός Destruction καταστροφή Invasion εισβολή Rectangular ορθογώνιος Colonnades κιονοστοιχίες Drainage system σύστημα αποχέτευσης Wells πηγάδια Spectacles θεάματα Administration διοίκηση Script γραφή Linear γραμμική Indecipherable χωρίς αποκρυπτογράφηση Hieroglyphs ιερογλυφικά Grain σιτηρά Stone statuettes πέτρινα αγαλματίδια Pottery πήλινα αγγεία Invade εισβάλλω Province επαρχία Bronze Age Εποχή του χαλκού

CLIL HISTORY LESSON QUIZ: MINOAN CIVILIZATION Answer the following questions about the Minoan civilization

1. Who excavated Knossos?...................................................... 2. The Minoan influence reached to a)………………………., b)……………………….. c)…………………………….

3. What products did the Minoans a)………………………………b)……………………………….. c)……………………………..d)………………………………….

export?

4. What are the names of the four Minoan palace sites? a)……………………… b)…………………………... c)………………………… d)…………………………. 5. Each Palace was also a religious centre. a) True b) False 6. Circle the correct choice: What script did the Minoans use? a) Cretan hieroglyphic and Linear A b) Linear A and Linear B.

7. The Minoans spoke Greek. a) True b) False 8. Circle the correct choice: When was the Minoan civilization destroyed? a) 1700 BC b) 2000 BC c) 1450 BC

The Minoan Food

Seafood Archeological evidence reveals that the Minoans ate a wide variety of foods from the sea. Especially favored was young squid. ď Ž

Meats ď Ž

They also cultivated and harvested other foods. They ate meat from indigenous sheep, goats, pigs, and cattle which were domesticated, deer, wild water and land birds, rabbits, boar and other wild game.

Hunting ď Ž

Cats and dogs were apparently used to help in the hunt of wild animals. Cats probably came into Crete from Egypt.

Vegetables and Grains Vegetables included peas, lentils, fava beans, broad beans, field beans, chick peas and wild vegetables such as wild artichoke, asparagus, chicories, endives, radish, wild leeks, wild mustard, saw thistles, purslane, vetches, okra and bulbs. They grew three kinds of wheat and barley and rye. One of the grains was spelt wheat, which is low in gluten. They did not have tomatoes or patatoes, bananas or avocados. ď Ž

There were many varieties of grapes and olives. They made stew of meats and roasted the meat first before stewing it with green vegetables. They consumed herbflavored milk, olive oil flavored with saffron and retsina. Drinking vessels have been found with resinated wine flavored with toasted oak. . ď Ž

They drank barley beer, mead (wine sweetened with honey) and herbflavored wines. Most ingredients were local, but there is evidence of imported food as well due to their extensive trade network. ď Ž

Minoan wine press found at Vathypetro, the oldest wine press in the world.

The Most Important Food Honey was the only sweetener. Honey, goat cheese, barley bread and olives were of great importance.

ď Ž

A varied diet was available to the Minoans and they were able to supplement that great variety with food which they obtained in trade with other cultures.

Students' feedback on CLIL (Content and Language Integrated Learning) History Lessons

3rd Gymnasium of Heraklion

Students' feedback on CLIL History Lessons

Personal Information 1. Age Answer 12 13

Count 49 20

Perc. 71,0 29,0

29% 12 71%

2. Class Answer A Class

Count 69

Perc. 100,0

A Class 100%

3. English Level Answer A1 A2 B1 B2 C1 C2

Count 7 9 45 5 1 2

Perc. 10,1 13,0 65,2 7,2 1,4 2,9

Count 69

Perc. 100,0

2% 3%

A1 10%

13%

A2 B1

65%

B2 C1 C2

4. School Subject Answer History

History 100%

3rd Gymnasium of Heraklion

Students' feedback on CLIL History Lessons

Questions 1. I like doing project work. Answer Yes No Often

Count 51 7 11

Perc. 73,9 10,1 15,9

16% 10%

Yes 74%

No Often

2. I like participating in problem-solving activities. Answer Yes No Often

Count 39 13 17

Perc. 56,5 18,8 24,6

25% Yes 56%

19%

No Often

3. I like working in pairs or groups. Answer Yes No Often

Count 58 3 8

Perc. 84,1 4,3 11,6

12% Yes

84%

No Often

4. I have developed my linguistic and communicative competence in English. Answer A lot Enough A little

Count 20 44 5

Perc. 29,0 63,8 7,2

7% 29% 64%

A lot Enough A little

3rd Gymnasium of Heraklion

Students' feedback on CLIL History Lessons 5. I have improved my ability to express myself in English. Answer A lot Enough A little

Count 36 26 7

Perc. 52,2 37,7 10,1

10% A lot

52%

38%

Enough A little

6. I was able to use basic concepts and key vocabulary with confidence and creativity. Answer A lot Enough A little

Count 27 32 10

Perc. 39,1 46,4 14,5

15%

39%

A lot Enough

46%

A little

7. I can use appropriate vocabulary for subject specific context. Answer Yes No Often

Count 33 7 29

Perc. 47,8 10,1 42,0

42%

48%

Yes No

10%

Often

8. I can express my ideas with a natural flow and interact with ease in English. Answer Yes No Sometimes

Count 33 3 33

Perc. 47,8 4,3 47,8

48%

Yes No Sometimes

3rd Gymnasium of Heraklion

Students' feedback on CLIL History Lessons 9. I can communicate the content clearly and effectively in English. Answer Yes No Often

Count 38 6 25

Perc. 55,1 8,7 36,2

36%

Yes 55%

No Often

10. I can use examples to support my ideas. Answer Often Usually Sometimes

Count 28 33 8

Perc. 40,6 47,8 11,6

12% 40%

Often Usually

48%

Sometimes

11. I can draw appropriate conclusions. Answer Yes No Often

Count 35 7 27

Perc. 50,7 10,1 39,1

39% 51%

Yes No

10%

Often

12. I have developed critical thinking. Answer Yes No

Count 60 9

Perc. 87,0 13,0

13% Yes 87%

3rd Gymnasium of Heraklion

Students' feedback on CLIL History Lessons 13. I like participating in CLIL projects and activities. Answer Yes No

Count 59 10

Perc. 85,5 14,5

14% Yes

86%

14. Did you like your experience of learning through the CLIL method? Answer A lot Enough A little

Count 35 25 9

Perc. 50,7 36,2 13,0

13% 51% 36%

A lot Enough A little

15. Do you think these CLIL lessons will be useful for you? Answer Very useful Useful Not useful

Count 31 32 6

Perc. 44,9 46,4 8,7

9% 46%

45%

Very useful Useful Not useful

3rd Gymnasium of Heraklion Crete CLIL Lesson Plan

Teacher: Lykogiannaki Styliani

Subjects involved:

Unit or topic:

Grade: 9th grade

Literature, Drama and English

Time: 6 lessons of 45 minutes

Ancient Greek theatre, biography of classic

English level: from B1 to C1

playwrights, Shakespeare, â&#x20AC;&#x153;Romeo and Julietâ&#x20AC;? drama

Learning Outcomes (aims, objectives) By the end of these lessons students will: Be introduced to ancient Greek drama and its representatives. Do research about the life and work of classic playwrights. Create biographies of well-known ancient Greek and English playwrights. Share previous experience and emotions regarding watching theatre performances. Develop awareness about Shakespearean drama. Unfold their imagination. Practice in making dialogues. Develop their writing skills. Express themselves through art. Enhance their acting skills.

Assessment Teacher peer and self-assessment processes will be introduced to assess how well learners will: Answer activities on their worksheets. Participate in class.

3rd Gymnasium of Heraklion Crete Do research about ancient Greek tragedians and present the outcomes of their work. Prepare a PowerPoint about the life and work of classic playwrights and present their project in class. Write biographies of important, historic personalities.

Content

Cognition

Writing biographies.

Vocabulary expansion.

Brainstorming ideas for expanding the plot of a Broadening knowledge about the life, work and play.

achievements of classic playwrights.

Acting out dialogues.

Enhance critical thinking. Make predictions and suggestions. Draw inferences and conclusions.

Culture Learn about people of past historical eras while creating biographical presentations. Use suitable vocabulary to narrate a plot. Express their feelings through drama and art. Use the Internet to look for information from reliable online sources. Use collaborative learning and the project approach to work and expand their knowledge.

Communications Language OF learning

Language FOR learning

Using past tenses to write Narrative language. biographies and plots.

Vocabulary

suitable

Using descriptive adjectives.

narratives and descriptions.

Language THROUGH learning Presenting

new

information

for based on research. Practising and expanding new

Using time expressions as linking

vocabulary.

words.

Brainstorming and exchanging

Becoming familiar with terms of

ideas.

ancient Greek theatre:

Sharing opinions.

3rd Gymnasium of Heraklion Crete Chorus,

amphitheatre,

Creative writing.

orchestra, actor, mask, tragedy, drama,

performance,

scene,

plot.

Procedures Students work in pairs to solve a crossword puzzle with information and terminology about ancient Greek drama. [10 minutes] 1. …. …. …. …. …. …. …. …. 2. …. …. …. …. …. …. …. …. …. 3.

…. …. …. …. …. …. …. …. …. …. …. …. ….

…. …. …. …. ….

5. …. …. …. ….

1. Competitions among Greek playwrights were held for centuries as part of religious celebrations

dedicated to ..............., the god of wine. 2. The chorus danced and sang in the ..............., a round area at the foot of the theatre. 3. Greek plays were performed in large, outdoor, semicircular ............... that held as many as

15,000 people. 4. All actors wore ............... over their faces. 5. Female roles were performed by ............... actors.

Adapted from Student’s Book Think Teen 2nd Grade advanced, p. 94

Guided discussion activity: Students discuss about the first time they have been to the theatre, specific plays they have watched and the possible impact the performances had on them. Students refer to the names of great ancient Greek playwrights they know and the titles of ancient Greek tragedies they know or have watched. [10 minutes]

Students work in pairs to guess whether the following information about William Shakespeare and his life is true or false. [10 minutes]

3rd Gymnasium of Heraklion Crete 1. Shakespeare died on his birthday……………….. 2. Shakespeare could speak Latin at the age of 8! ……………. 3. Shakespeare didn’t go to university. …………….. 4. His wife was 8 years older than him. ……………. 5. He wrote a play that takes place in Athens. …………….. Adapted from Student’s Book Think Teen 2nd Grade advanced, p. 95

Students work in pairs to make a list with as many titles of Shakespeare’s plays they know. They get 1 point for each play they have written down. The team with the most titles of his plays collects the most points and wins. [10 minutes]

Homework activity to be presented in the next lesson: Students are divided in groups of 4 and work in groups to find information about the life and work of Shakespeare and the 3 main ancient Greek playwrights, Aeschylus, Sophocles, Euripides or other ancient Greek personalities, such as philosophers. Each group presents the biography of each one of the above playwrights in the next 45-minute lesson. They could also bring a photo of the playwright they have done research. The students are free to choose any form of presentation, such as PowerPoint, poster, leaflet, newspaper article, extract from a theatre programme of a play. Students’ presentations take place in the next lesson and are followed by possible questions, comments and feedback provided by their teacher and their classmates. Each presentation lasts about 10 minutes.

Suggested Biography outline: Try to include the following information in your presentation: Where did the playwright come from and where did he live? What was his family background and his social status? What / When did he study? What was his educational background? What inspired this person to become the important figure he did? What has he accomplished? What are his greatest achievements? What was innovative about the playwright’s work? How and when did the playwright die? What are the titles and plots of his most important plays?

3rd Gymnasium of Heraklion Crete PART 1 Students are given a summary of Shakespeare’s well-known play “Romeo and Juliet” with the names of the two protagonists deleted. After they read the summary of the plot in class, the students are asked to guess the names of the protagonists as well as the title of the play. Then, they are asked to suggest an alternative title suitable for this particular play. [10 minutes] Capulets and the Montagues. For as long as anyone could remember, there was much hatred between the two families. …………, the son of Montague, was the only one who wanted to make peace. One day, ………… heard there was going to be a feast at the house of Capulet. He decided to go, but in disguise so that no one would know who he was. When …………. arrived there, he looked around the room, and caught sight of a girl so beautiful that he could think of nothing else. When he found out that she was ……………, Capulet's daughter, he was stunned. ………… also fell in love with the young man. When she heard that he was ………….., the only son of Montague, she could hardly believe her misfortune. "My only love sprung from my only hate!" she said. Later that night, …………… was walking past the Capulets’ garden when he suddenly stopped. "Can I go forward when my love is here?" He decided to climb over the wall and meet …………... Then he saw her standing on the balcony. ……………had not seen him. "……….., …………!" she said to herself. "Why are you ………..? Refuse your name and I'll no longer be a Capulet". ……….. was filled with joy. ………… and ……….. confessed their love to each other and married in secret the very next day. While ……….. was coming back from the secret wedding, he came across Tybalt, Juliet's cousin, who had been arguing with ………….'s friend Mercutio. In the fight that followed, Tybalt killed Mercutio and then fell dead from …………'s sword. ………. had to escape from the city of Verona. …………'s parents told her that she should marry another man. Filled with despair, ………… went to the priest who had married them to ask for help. He had a plan. He would give her something to drink, which would make her sleep for forty hours. Her family would think she had died. Meanwhile, the priest would send a letter informing …………., who would then take Juliet away with him. (Adapted from: The Random House Book of Shakespeare Stories) Adapted from Student’s Book Think Teen 2nd Grade advanced, p. 95

Suggested extra activity: The last part of the summary after the sentence: “HE HAD A PLAN.” is not given to the students. The students in pairs try to guess the plan of the priest. [5 minutes]

3rd Gymnasium of Heraklion Crete Change the story’s ending activity: Students are asked to predict the ending of the play. Then, the students are divided in groups and write a different version of the play’s end. Alternatively, students can be asked to write a happy ending. They read their endings in class. [15-20 minutes]

PART 2 The teacher informs the students that the balcony scene of Romeo and Juliet’s secret meeting is one of the highlights of the plot of this play. The students are divided in pairs and work together in order to write a complete dialogue between Romeo and Juliet of the balcony scene. When they have finished the students present their dialogues to the rest of the class. As an expansion activity the students can take some time to prepare and act out their dialogues in front of the class or instead of each pair acting out their own dialogue, the dialogues could be mixed up and each pair can choose one dialogue version at random and the rest of the class try to guess the authors after the two actors play their roles. Students can choose the best dialogue scene and then vote for the best acting couple. [40-45 minutes]

PART 3 Students choose at least 5 words of the plot text and use them to write a new different story. They read out loud their stories. [20 minutes] Each student writes one Romeo’s and one Juliet’s monologue and they present them to the rest of the class. In addition, students transfer the plot of the story into today’s modern reality. These two activities could be assigned as homework activities to be presented in the next lesson. [20 minutes]

PART 4 Optional art activities: 1. Students work in groups to design an attractive book cover to accompany the publication of the play of “Romeo and Juliet”. [15 minutes] 2. Students paint pictures inspired by the storyline of the play “Romeo and Juliet”. They draw illustrations based on the play’s plot. [30 minutes]

Aids and materials Book Think Teen 2nd Grade advanced (Unit 5, lesson 15 “Acting Up”, p. 94, 95, 97).

3rd Gymnasium of Heraklion Crete Book Think Teen 2nd Grade advanced (Unit 5, lesson 15 “Acting Up”, p. 95, plot summary of the play “Romeo and Juliet” by William Shakespeare). Smartboard / Interactive whiteboard or computer, projector and screen. Worksheets. Students’ notebooks. PowerPoints. Scaffolding Strategies Tips for the teacher: Pre-teach new vocabulary, if necessary. Use brainstorming to initiate critical thinking and problem-solving.

Tips for the learner: Expressions for giving an opinion: I think… I believe… In my opinion… In my view… From my point of view… Expressions for making suggestions: I suggest that… I recommend… How about… What about… We could… Expressions for drawing conclusions: Therefore/Thus… In conclusion… To sum up… As a result… Consequently…

CLIL LITERATURE LESSONS

HIS LIFE, WORKS AND LEGACY KORINA KOTARADAKI, ELENI KOUDOUMALIOTAKI , MARIA KOKKINIDI, ALEXANDRA LESAI C â&#x20AC;&#x2122;2

Who was Aeschylus? Aeschylus ( 525/524 â&#x20AC;&#x201C; c. 456/455 BC) was an ancient Greek tragedian. He is often described as the father of tragedy. According to Aristotle, he expanded the number of characters in theatre allowing conflict among them; characters previously had interacted only with the chorus.

About his early life Aeschylus was born about the year 525 BC in a small town called Eleusis, which is about 27 kilometers northwest of Athens. His family was rich, and his father, Euphorion, was a member of the Eupatridae, the ancient nobility of Attica. Pausanias wrote that Aeschylus worked in a vineyard until god Dionysus visited him in his sleep. The god ordered him to write the first tragedies. His first play was performed in 499 BC, when he was only 26 years old.

The Eleusinian Mysteries Aeschylus was one of many Greeks who joined the Eleusinian Mysteries. This was the religious cult of Demeter, and based in his home town of Eleusis. Members of the group learned mystical and secret knowledge. Members were sworn under the penalty of death not to say anything about the Mysteries to anyone.

Later Life Aeschylus travelled to Sicily once or twice in the 470s BC, a major Greek city on the eastern side of the island; and during one of these trips he produced The Women of Aetna (in honor of the city founded by Hieron) and restaged his Persians.

The Persian Wars The naval battle of Salamis holds a prominent place in â&#x20AC;&#x153;The Persiansâ&#x20AC;?, his oldest surviving play, which was performed in 472 BC with Pericles serving as choregos and won first prize at the Dionysia. In fact, by 473 BC, Aeschylus was winning first prize in nearly every competition at the Dionysia.

When and how did he die? In 458 BC, he returned to Sicily for the last time, visiting the city of Gela where he died in 456 or 455 BC. Valerius Maximus wrote that he was killed outside the city by a tortoise dropped by an eagle which had mistaken his bald head for a rock suitable for shattering the shell of the reptile. Pliny, in his Naturalis HistoriĂŚ, adds that Aeschylus had been staying outdoors to avoid a prophecy that he would be killed by a falling object. But this story may be legendary and due to a misunderstanding of the iconography on Aeschylus's tomb. Aeschylus's work was so respected by the Athenians that after his death, his were the only tragedies allowed to be restaged in subsequent competitions. His two sons and his nephew also became playwrights.

The inscription on his gravestone The inscription on Aeschylus's gravestone makes no mention of his theatrical renown, commemorating only his military achievements. Beneath this stone lies â&#x20AC;&#x153;Aeschylus, son of Euphorion, the Athenian, who perished in the wheat-bearing land of Gela; of his noble prowess the grove of Marathon can speak, and the long-haired Persian knows it wellâ&#x20AC;?. According to Castoriadis, the inscription on his grave signifies the primary importance of "belonging to the City" (polis), of the solidarity that existed within the collective body of citizen-soldiers.

His survived plays All of the surviving plays won first prize at the City Dionysia. One book, the Alexandrian Life of Aeschylus, said that he won the first prize at the City Dionysia 13 times. Sophocles' won 18 times out of his 120 plays, and Euripides only had five wins out of about 90 plays. i. The Persians (Persai) (472 BC) ii. Seven Against Thebes (Hepta epi Thebas) (467 BC)

iii. The Suppliants (Hiketides) (463 BC) iv. Oresteia a series of three plays (458 BC) ◦ Agamemnon ◦ The Libation Bearers (Choephoroi) ◦ The Eumenides

His influence and legacy At the time that Aeschylus first began writing, the theatre had only just begun to evolve in Greece, usually involving just a single actor and a Chorus. Aeschylus added the innovation of a second actor, allowing for greater dramatic variety, and gave the Chorus a less important role. He is also sometimes credited with introducing scene-decoration (although this distinction is sometimes ascribed to Sophocles) and more elaborate and dramatic costuming. In general, though, he continued to write within the very strict bounds of Greek drama: his plays were written in verse, no violence could be performed on stage, and the works had a strong moral and religious emphasis.

Aeschylus' quotes

Sources  https://simple.wikipedia.org/wiki/Aeschylus  http://www.ancient-literature.com/greece_aeschylus.html  https://www.brainyquote.com/quotes/quotes/a/aeschylus398301.html  https://www.britannica.com/biography/Aeschylus-Greek-dramatist

EURIPIDES Vicky Miliaraki Maria-Despoina Pediaditi Câ&#x20AC;&#x2122;3

Euripides was a tragedian of classical Athens. Along with Aeschylus and Sophocles, he is one of the three ancient Greek tragedians a number of whose plays have survived.

Some ancient scholars attributed 95 plays to him. Of these, 18 or 19 have survived more or less complete and there are also fragments of most of the other plays. More of his plays have survived intact than those of Aeschylus and Sophocles together, partly due to mere chance and partly because his popularity grew as theirs declined.

LIFE AND FAMILY He was born on Salamis Island around 480 BC, with parents Cleito (mother) and Mnesarchus (father). Upon the receipt of an oracle saying that his son was fated to win "crowns of victory", Mnesarchus insisted that the boy should train for a career in athletics. In fact the boy was destined for a career on the stage, where however he was to win only five victories, one of which was after his death. He also studied painting and philosophy under the masters Prodicus and Anaxagoras. He had two disastrous marriages. He became a recluse, making a home for himself in a cave on Salamis (The Cave of Euripides). "There he built an impressive library and pursued daily communion with the sea and sky". Eventually he retired to the "rustic court" of King Archelaus in Macedonia, where he died in 406 BC.

WORK

Athenian tragedy in performance during Euripides' lifetime was a public contest between playwrights. The state funded it and awarded prizes to the winners. The language was spoken and sung verse, the performance area included a circular floor or orchestra where the chorus could dance, a space for actors (three speaking actors in Euripides' time), a backdrop or skene and some special effects.

IMPORTANT TRAGEDIES Over 90 plays have been written by Euripides. Some of his most important tragedies are the following (with approximate dates): The Cyclops (438 B.C.) An ancient Greek satyr play and the fourth part of Euripides tetralogy.

Alcestis (438 B.C.) His oldest surviving work about the devoted wife of Admetus, Alcestis, who sacrificed her life and replaced his in order to bring her husband back from the dead. Medea (431 B.C.) This story is based on the myth of Jason and Medea first created in 431 BC. Opening in conflict, Medea is an enchantress who becomes abandoned by her husband Jason as he leaves her for someone else for political gain. To take revenge, she kills the children they had together.

The Heracleidae (ca. 428 B.C.) Meaning "Children of Heracles", this tragedy based in Athens follows Heracles' children. Eurystheus seeks to kill the children to keep them from performing revenge on him and they try to stay protected. Hippolytus (428 B.C.) This Greek play is a tragedy based on the son of Theseus, Hippolytus, and can be interpreted to be about vengeance, love, jealousy, death and more. Andromache (ca. 427 B.C.) This tragedy out of Athens shows the life of Andromache as a slave after the Trojan War. The drama focuses on the conflict between Andromache and Hermione, her master's new wife.

QUOTES His texts explore Greek mythology and look into the dark side of humanity, such as stories including suffering and revenge but he also left some important quotes:

‘One loyal friend is worth ten thousand relatives’

‘The greatest pleasure of life is love’ ‘When a man’s stomach is full it makes no difference whether he is rich or poor’

‘‘Do not blame for involuntary offence and do not praise for involuntary blessing’ Ten soldiers wisely led will beat a hundred without a head’ ‘Friends show their love in times of trouble not in times of happiness’ ‘Question everything. Learn something. Answer nothing’

ADDITIONAL TRAGEDIES Hecuba (425 B.C.)

Iphigenia in Tauris (ca. 413 B.C.)

The Suppliants (421 B.C.)

Helena (412 B.C.)

Heracles (ca. 422 B.C.)

The Phoenician Women (ca. 410 B.C.)

Ion (ca. 417 B.C.)

Orestes (408 B.C.)

The Trojan Women (415 B.C.)

The Bacchae (405 B.C.)

Electra (413 B.C.)

Iphigenia in Aulis (405 B.C.)

Sources: https://www.thoughtco.com/the-surviving-tragedies-of-euripides-118749 https://en.wikipedia.org/wiki/Euripides

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SOCRATES

Written by the students of C’3 andC’4 Maria Stella Panousi Katerina Papadaki Helen Skourogianni and Despina Savoulidi

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Socrates was a Greek Athenian philosopher, one of the most prominent figures of both the Greek and global spirit and culture and one of the founders of Western philosophy. A possible way to describe how important Socrates was is that all the philosophers that were born before him where named “prosocratikoi”. His whole influence, often ranks him among the world's biggest personalities of all time along with his student, Plato.

EARLY LIFE ď&#x192;&#x2019; Socrates

was born in Alopeke, and belonged to the tribe Antiochus. Socrates married Xanthippe, with Socrates claiming that if he could live with her then he could live with every person in the world. ď&#x192;&#x2019; At least she bore for him three sons.



At the age of 17 he met the philosopher Archelaos, who gave him his passion for philosophy and persuaded him to focus on it. His philosophical research was attended by a lot of people, mostly young, who enjoyed listening to him talking and discussing social, political, and religious issues. This way a small group of people was formed around him, but we can’t possibly name it a school, because Socrates did not teach, but he was talking to the crowd all around the city, with people of every social class and unlike the sophists, he did not get money from his students. He avoided engaging in politics and preferred to make his own independent course except when his homeland was calling him.

TRIAL AND DEATH ď&#x192;&#x2019;

In 399 BC. the philosopher was was blamed for dishonesty against the gods and corruption of young people. He was sentenced to death.

ď&#x192;&#x2019;

Socrates remained committed to his philosophical views and, as a law-abiding citizen and true philosopher, he waited peacefully and he drank poison, as the law said.

ď&#x192;&#x2019; However,

in May 2012, Socrates' trial was repeated by Supreme Court Advisers and well-known lawyers and judges, using the laws of that time, and as a result Socrates was acquitted of the charges he had.

SOCRATES' TRIAL IN 2012

ď&#x192;&#x2019;

Socrates, like Pythagoras, did not leave any writings, so it is very difficult to define exactly the content of his philosophy. What is known about Socrates came mainly from what his students wrote about him, as well as some writers who focused on studying his personality.

VIRTUE ď&#x192;&#x2019;

Socrates believed the best way for people to live was to focus on the pursuit of virtue rather than the pursuit, for instance, of material wealth. He always invited others to try to concentrate more on friendships and a sense of true community, for Socrates felt this was the best way for people to grow together.

THE SOCRATIC METHOD ď&#x192;&#x2019;

Perhaps his most important contribution to Western thought is his dialectic method of inquiry, known as the Socratic method, which he largely applied to the examination of key moral concepts such as the Good and Justice. It was first described by Plato in the Socratic Dialogues.

ď&#x192;&#x2019;

To illustrate the use of the Socratic method, a series of questions are posed to help a person or group to determine their underlying beliefs and the extent of their knowledge. The Socratic method is a negative method of hypothesis elimination, in that better hypotheses are found by steadily identifying and eliminating those that lead to contradictions. It was designed to force one to examine one's own beliefs and the validity of such beliefs.

"I KNOW THAT I KNOW NOTHING" ď&#x192;&#x2019;

The phrase "I know that I know nothing" or "I know one thing; that I know nothing", sometimes called the Socratic paradox, is a wellknown saying that is derived from Plato's account of the Greek philosopher Socrates. The phrase is not one that Socrates himself is ever recorded as saying.

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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