LICEO SCIENTIFICO “VITRUVIO POLLIONE” - AVEZZANO (AQ)

A.S. 2016/17

CORSO METODOLOGICO CLIL

RELAZIONE DI TIROCINIO

GEOGRAPHY

Corsista: Prof.ssa Francesca Berardi

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Introduction

For this training experience I provide a specific example of a topic covered in a CLIL style.

These lessons also attempt to follow the 4Cs curriculum that includes Content (integrating content fromacross the curriculum through high quality language interaction), Communication (using language to learnand mediate ideas, thoughts and values), Cognition (engaging learners through higher order thinking andknowledge processing) and Culture (interpreting and understanding the significance of content andlanguage and their contribution to identity and citizenship).

This particular lesson plan is designed to be part of the geography curriculum or general studies course andis based on factual texts related to current events. It is based on the topic of immigration and refugees. Thisis a highly sensitive topic, which may generate strong opinions. Approaching a topic like immigration, theteacher does take into account the backgrounds of the students and make sure nobody will be made to feeluncomfortable. Students will develop all four language skills within a content-based context.

Since CLIL lessons are topic-based and integrated with language, this lesson plan is conducted by a subjectteacher and a language teacher, and team-taught by both. The subject matter and tasks are spread over anumber of 10 class hours.

Lesson plan

Topic Migration and refugees

Level B1/B2. Second year Cambridge Institute

Age 15 years old

Time 10 hours

Language functions Describing people and places Making comparisons and expressing opinions Making predictions Discussing dilemmas and choices Talking about present, future and hypothetical conditions Agreeing and disagreeing

Aims To increase students’ knowledge of subject content To develop students' knowledge of content-related lexis To develop all four language skills within a content-based context To develop academic skills such as note taking To provide material information for further topic and language based studies To promote cross-cultural understanding and tolerance to encourage planning, collaboration and team work to raise awareness of the topic and the world in which we live to give pupils an opportunity to be creative to develop presentation skills

Materials

(The sources of the mate-rials used in this moduleare “Complete Geographyfor Cambridge IGCSE”; in-ternet; British Counsil website; wordle.net/create;Amara)

Lesson plan: guide for teacher on procedure including answers to tasks.Worksheets: exercises which can be printed out for use in class. The worksheet

contains: Lead-in, prediction and text 'mapping' Listening to confirm expectations Noticing and analysing language (reading) Vocabulary extension (gap-fill) Read and do Follow-up activities

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Procedures and tasks:

HUMAN MIGRATION AND REFUGEES

Lesson 1: Speaking activityWhy do people migrate? (2 h)

ProcedureFirstly, the teacher introduces the topic migration and starts by asking students a few questions:

• Have you ever been abroad?• Would you like to live and work in another country? Why/why not?• Do you know anyone who lives in another country?• Why do people decide to live and work abroad?• Where would you go if you decided to move to another country?• Why?

Secondly the teacher gives out the class, split in groups, these tasks in order to improve their communication skills:

Task: Group AImagine you were moving to a new country.What would be the most important factors to take into consideration? Put these in order of importance.

• Cinemas/theatres/concert halls• Good flats/houses• Good transport systems• Good schools/hospitals/universities• Presence of family/friends• Safe streets• Parks/green areas• Free press and media• Democratic system/equality• Language• Culture• Other???

Task: Group BWhich of these things would mostly make you want to leave your home city or country?

• Unemployment• Poor housing and services• Poverty• Famine• War/unsafe social situation• No job propects for your skills/qualifications• Government persecution• Discrimination• Climate• Geographical location• Other??

The groups debate about their argument.

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Thirdly the teacher asks the class to describe the pictures. In this point students are expected to improve their speaking skills, practising the useful language below so they can explain the situation properly. Task: Describe the pictures

Word references: workman, carpenter, wage, construction-site, female-nurse, licenced-pratical-nurce, nursing-job, staff-nurse, education, secondary-education, integration, employee, working-girl, serving-platter, tray, refugee, refugee-camp, conflict, war, makeshift-boat.

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Do: Look at your picture carefully and take a few moments to think before you start talking. Talk for all the time you are given. If you have one minute to do the task, use every second. Practise the useful language below so you can explain which part of the picture you are talking

about.Don’t:Panic if you don’t know the words for all the parts of the picture. You don’t need to know all the terms related to the picture if you know how to describe it in other words. Get distracted and start talking about something else. Focus on the photo or picture.Panic if your mind goes blank. Take a deep breath, look at the picture and start again.Here is some language you can use:

What is in the picture? Say what is happening withthe present continuous

Where in the picture? If something isn’t clear

In the picture I can see …There’s / There are ...There isn’t a ... / There aren’t any ...

The man is ...ingThe people are ...ingIt’s raining.

At the top/bottom of the picture …In the background/fore-ground In the middle of the pictureOn the left/right/next to /in front of /behind /near/ on top of

It looks like a ...It might be a ...He could be ...ingMaybe it’s a ...

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Task: Role-playLook at your picture and try to imagine that you are that person.Tell your group about• what you miss about your old country.• what you like about your new city/country.• the negative things about living where you live.• how you keep in touch with family and friends back home.• the new friends and people you have met.• your hopes for your children.• your plans for the future.

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The groups choose their leaders who report their best work to the class.

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Lesson 2 (2h)Reading activity

Procedure:The teacher engages in collaborative activities through a variety of student groupings to read, gather, share, discuss, interpret, organize, analyze, synthetize and present information.The teacher asks the students if they know what “push” and “pull factors” could be in the context of people migrating from one country to another.Then students read a mini text to find out and then categorize the factors beneath into push or pull factors.

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The teacher reads the students a more complex text, then shows the class the activity using wordle.net/cre-ate.The teacher proposes the same activity with other texts.

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Lesson 3: (3h)Writing activity

The teacher uses a flipped classroom modality and gives the student a list of useful terms in order to understand the following text.

The students have to read the text below at home and in class can do the comprehension tasks, then rewrite the most important information, adding own findings. The teacher gives them some useful expressions.

Expressing Findings: One thing I noticed is that…; an important finding from my document is…; a keyidea from my document is….; one fact that stood out for me was….

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Lesson 4: (3h)Listening activity

Procedure: In this lesson, pupils learn what a refugee is by reading a definition, some statistics and someinformation about how refugees might feel. Students are encouraged to put themselves in a refugee’s shoesand consider how they might feel at leaving behind their homes and belongings. They can also watch ashort video produced by UNICEF, in which two brothers talk about their journey from Syria to Germany.The teacher shows the class the short video and asks the students to fill the worksheet given out about acomprehension activity. http://learnenglishteens.britishcouncil.org/study-break/video-zone/tale-two-brothers

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In the second listening activity the teacher proposes the class Springsteen’s famous song “ The Ghost of TomJoad” which deals with the issue of immigration, referred to the well-known work by John Steinbeck, "TheGrapes of Wrath". After listening to this song, the students read the text and its Italian translation andreflect on the presence of key words. Then they can subtitle the video using Amara. After that they make avideo, choosing photos about refugees with this song in the background.

TRADUZIONE CANZONE THE GHOST OF TOM JOAD di BRUCE SPRINGSTEENThe Ghost Of Tom Joad Il Fantasma Di Tom Joad

Men walkin' 'long the railroad tracksGoin' someplace there's no goin' backHighway patrol choppers comin' up over the ridgeHot soup on a campfire under the bridge

Shelter line stretchin' 'round the cornerWelcome to the new world orderFamilies sleepin' in their cars in the SouthwestNo home, no job, no peace, no rest

The highway is alive tonightBut nobody's kiddin' nobody about where it goesI'm sittin' down here in the campfire lightSearchin' for the ghost of Tom Joad

He pulls a prayer book out of his sleeping bagPreacher lights up a butt and takes a dragWaitin' for when the last shall be first and the first shall be lastIn a cardboard box 'neath the underpass

Got a one-way ticket to the promised landYou got a hole in your belly and a gun in your handSleeping on a pillow of solid rockBathin' in the city aqueduct

The highway is alive tonightWhere it's headed everybody knowsI'm sittin' down here in the campfire lightWaitin' on the ghost of Tom Joad

Now Tom said "Mom, wherever there's a cop beatin' a guyWherever a hungry newborn baby criesWhere there's a fight 'gainst the blood and hatred in the airLook for me, Mom, I'll be there

Wherever there's somebody fightin' for a place to standOr decent job or a helpin' handWherever somebody's strugglin' to be freeLook in their eyes, Mom, you'll see me"

Well the highway is alive tonightBut nobody's kiddin' nobody about where it goesI'm sittin' down here in the campfire lightWith the ghost of old Tom Joad

Uomini camminano lungo i binari,vanno in un posto da cui non si ritorna,elicotteri della polizia stradale appaiono dalla collina,minestra scaldata al fuoco degli accampamenti sotto il ponte.

La fila per un aiuto* è così lunga da girare l’angolo,benvenuti al nuovo ordine mondiale,famiglie dormono nelle loro macchine nel Sudovest senza casa, senza lavoro, senza pace, senza riposo.

L’autostrada è viva stasera,ma nessuno prende in giro gli altri su dove porti,sto qui seduto alla luce del falòcercando il fantasma di Tom Joad.

Prende un libro di preghiere dal proprio sacco a pelo,il predicatore accende una sigaretta e aspiraaspettando il giorno in cui l’ultimo sarà il primo e il primo sarà l’ultimodentro una scatola di cartone nel sottopassaggio.

Hai un biglietto di sola andata verso la terra promessa,un buco in pancia** e una pistola in manodormi su un cuscino di pietrati lavi nelle fontane della città.

L’autostrada è viva stasera,chiunque sa dove porti,sto qui seduto alla luce del falòcercando il fantasma di Tom Joad

Tom disse “Madre, ovunque un poliziotto picchi un ragazzo,ovunque un neonato pianga per la famedove vi sia voglia di lottare contro il sangue e l’odio***cercami, madre, io sarò li”

“Ovunque qualcuno combatta per un posto dove vivere****un lavoro dignitoso, un aiuto,ovunque qualcuno lotta per essere libero, guarda nei loro occhi, Madre, vedrai me”.

L’autostrada è viva stasera,ma nessuno prende in giro gli altri su dove porti,sto qui seduto alla luce del falòcercando il fantasma di Tom Joad.

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The teacher gives out the students this peer evaluation sheet to enhance the importance of students’ awareness about working in group.

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Conclusion:

I found this CLIL activity very interesting and useful. As a Geography teacher, I’m aware of the complexity ofthe learning process by students. I work with texts and context and this methodology proved me how muchreading, speaking, listening and writing all involve 'text', and the multi-modal aspect of post-modernclassrooms has extended the notion of 'text' massively as well as the way that students approach andrespond to them. These lessons have revealed far-reaching advantages in my teaching style. Infact CLILlessons helped me to introduce wider cultural context, prepare students for internationalisation, givelearners advices for Certifications, improve overall and specific language competences, develop multilingualinterests and attitudes and last but not least diversify methods and forms of classroom teaching. On theother hand, students appeared more interested in the topic and motivated to acquire language tocommunicate.

Corsista: Prof.ssa Francesca Berardi

Docente tutor: Prof.ssa Tiziana Scenna

Coordinatore del corso: Prof.re Alessandro Vaccarelli

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