XORNADAS CLIL: Integrando linguas "a travﾃｩs" do currﾃｭculo - CFR VIGO 2009
Enquiries with videos and subtitles Aims 1. Improvement of language communication skills. Skills to be developed:
Speaking production Aural perception Reading comprehension
2. Awareness of a period on the music history ( Baroque period ) 2. Knowledge of common classical music vocabulary. 3. Recognition of classical music as a challenging and demanding listening activity. 4. Listening to English in an artistic context. 5. Reflection on Handel's travelling life. Methodology 1. Fill in the table, trying to connect with given groups. 2. Watch video and correct table thanks to subtitles. 3. Practice pronunciation using gestures, if possible. 4. Understanding words' meaning. Asking and answering activity. 5. Listen to music and reading lyrics at the same time underlining known words. 6. Read and listen to Handel's life.
IES Ribeira do Louro
Bilingual Section Music
DAVID BARROS ALFARO - IES RIBEIRA DO LOURO (O PORRIﾃ前)
1
XORNADAS CLIL: Integrando linguas "a través" do currículo - CFR VIGO 2009
Assessment 1. Properly use of musical vocabulary within a context. 2. Show awareness of the actual pronuntiation of words 3. Active listening, paying attention to music characteristics. 4. Express willingness in dialogues.
Materials required - Computer software 1. Video format converter. 2. Divxland Media Subtitler. 3. Notebook.
- Compact disc with “Zadock the priest” - “Zadock the priest” lyrics. - Text with a brief biography of Handel.
IES Ribeira do Louro
Bilingual Section Music
DAVID BARROS ALFARO - IES RIBEIRA DO LOURO (O PORRIÑO)
2
XORNADAS CLIL: Integrando linguas "a travﾃｩs" do currﾃｭculo - CFR VIGO 2009
1st exercise Complete the following table arranging the words given inside the three groups. Musician, conductor, violin, cello, cellist, orchestra, choir, soprano, contralto, tenor, bass, oboe, woodwind, strings, gothic church, oboists, baroque polyphony, singer. Art / History
Instruments
Voices
2nd Listen to music paying attention to the subtitles. Check and correct answers in the table. 3rd Work on pronunciation using gestures. 4th Enquiry activity. Asking and answering questions using new vocabulary. It could be made up by the teacher in the moment. For example:
Teacher = T
Student = S1, S2, S3, S4...
T: S1, ask me what's the musicians' boss called? S1: What's the musicians' boss called? T: He's called the conductor. T: Now, S2, ask me how many strings does the violin have? S2: Teacher, how many strings does the violin have? T: It has four strings. T: Right. Now, S3, can you ask S4 how do we call the violin players in classical music? S3: S4, how do we call the violin players in classical music? S4: We call them violinists.
IES Ribeira do Louro
Bilingual Section Music
DAVID BARROS ALFARO - IES RIBEIRA DO LOURO (O PORRIﾃ前)
3
XORNADAS CLIL: Integrando linguas "a través" do currículo - CFR VIGO 2009
5th Listening to recording from Compact Disc. At the same time, underline on the text “recognisable words”. This strategy is to make students be aware of music features. Finally, compare underlined words with a partner. 6th Handel's biography. Find out about the main stages on Handel's life, emphasizing the fact of his European citizenship.
Zadok, the Priest.
Text, from wikipedia.
After 1 Kings 1:38–40 Zadok, the Priest and Nathan, the Prophet anointed Solomon King. And all the people rejoiced, and said: 'God save The King, long live The King, may The King live for ever! Amen, Hallelujah!'
IES Ribeira do Louro
Bilingual Section Music
DAVID BARROS ALFARO - IES RIBEIRA DO LOURO (O PORRIÑO)
4