Task 17: Create a Glogster

Finally, here there is the last task of the blog: the glogster. In my case, I have chosen a template based on a book report. With this template, students are supposed to write some information on a book they have read. In this way, they will be practising grammar while developing writing skills.

Task 16 CLIL: Create an ESL video

In this task, students are supposed to pay attention to this video, in this cased dealing with an environmental issue, and then they will have to answer to the multiple choice questions. In this way, students will be practising listening comprehension skills.

Task 15: CLIL: Create a webquest:

A WORLD OF VARIETY
Introduction 
We live in an interconnected world, formed by lots of cultures, traditions and different languages. Culture makes us, and each language is part of a culture.

Let's watch this video on multiculturalism all over the world!

Multiculturalism

Task: We are all the same

Through this webquest students will be able to find websites and resources on multiculturalism. The first thing we will do is an introduction on the topic so that students become familiarize with it and understand the context we are in. We will carry out several tasks related to multiculturalism in order to promote not only theoretical knowledge on the topic, but also to make our students be aware of multiculturalism and enable them to develop intercultural awareness, an important skill regarding foreign language learning. 

Process

Step 1

The teacher will make students reflect on multiculturalism before explaining the concept through a sort of brainstorming on the topic. After that, she will describe this concept to them.

After that, they will carry out an interesting activity: they will the students two kinds of cards: one containing the flags of many countries of the world, and the other ones different features of them (typical dishes, costumes, monuments…) and they will have to match them by asking their partners. Before carrying out this speaking activity, the teacher will provide the students with some scaffolding (expressions such as the name of the countries, nouns related to typical dishes, costumes…etc). Then, they will watch a video on multiculturalism.

Step 2

Students will be given a worksheet on multiculturalism with some exercises related to the topic. Here you can find the link to these exercises: Grammar activities on different cultures

The, the teacher will give the students some cards containing information on one country. The students will form groups and make a short oral presentation on one country of the world.

Step 3

After this writing exercises, students will see some images (commercials) related to racism. After that, they will have to think about the connexion between racism and multiculturalism and they will carry out a debate.

Step 4

After that, students will have to search for the prons and cons of multiculturalism today and talk about it in front of the class.

Step 5

Students, gathered in groups, will have to choose an image (racism commercial) or spot and make a brief oral presentation on it.

Evaluation 

The outcome of this activity is mainly the promotion of intercultural awareness, animportant skill when acquiring a foreign language. The final task, based on anoral presentation making an analysis of a racist video or commercial image,also promotes team work, speaking skills, and also cultural and backgroundinformation on multiculturalism. Evaluation Rubric The students have described the topic multiculturalism with few words The students are able to describe the concept of multiculturalism by making a short summary. The students are able to describe the concept of multiculturalism by placing it in a context, with some details. The students are able to describe the concept of multiculturalism with many details. Score The students know some information on some countries. The students know some information on some countries and are able to make an oral presentation by giving some details about one country. The students know some information on some countries and are able to make an oral presentation with many details about one country. The stuents have acquired information on many countries through the oral presentation and through the lesson, and by listening to the other presentations. The students know some information about multiculturalism and explain the concept of racism with few words. The students know some information about multiculturalism and are able to describe the concept of racism through a short summary. The students are able to describe the concept of racism with a few details. The students are able to describe the concept of racism in an specific way, and they can relate it to the concept of multiculturalism. The students know the concept of multiculturalism, they have researched information on it and have shown only little understanding. The students know the concept of multiculturalism, they have researched information on it and have shown an understanding. The students have researched information on the concept of multiculturalism and also its prons and cons. The students know the concept of multiculturalism in depth, they have researched information on the concept and they know very well its prons and cons. The students know the difference and connection between the concepts of multiculturalism and racism. The students know the difference and connection between the concepts of multiculturalism and racism and are able to make an oral short summary of it. The students know the difference and connection between the concepts of multiculturalism and racism and are able to describe orally both concepts with a few details. The students know in depth the difference and connection between the concepts of multiculturalism and racism and are able to develop an oral exposition on both concepts based on the analysis of a commercial spot or video. Conclusion As a conclusion, students will have to carry out a peer assessment activity duringwhich they will have to assess the other groups after doing the oralpresentations, taking into account criteria such as accuracy, pronunciation,creativity...etc. Finally, students will be given a worksheet with multiplechoice questions related to all the activities they have carried out onmulticulturalism. They will have to carry out them individually (criteria:english learning, fun, motivation, importance of the topic...etc.)  Resources  Examples of racist commercials Examples of racist commercials and ads More examples of racist commercials This a website with information on strategies to promote activities encouraging team work and values such as respect for diversity, empathy and the elimination of prejudices among others. This is a site which provides information and activities to promote multiculturalism and values related to it in an educational context. Finally, here you can find the link to my webquest, published in zunal.com: A world of variety

Task 14: Publish your CLIL materials in issuu

These are the first three sessions (together with a summary of the contents of session 4 and 5) of my CLIL didactic unit published in issuu. The CLIL didactic unit is on Imperialism and the First World War.

Here is the link to my CLIL didactic unit: Imperialism and First World War

Task 13: Create a CLIL template

The original template of this document can be downloaded in Word in the following link: CLIL template

CLIL didactic unit template

Subject: History/ English                         Teacher: Elena Palao

                                                                  

Title of Unit: Imperialism and First World War       Academic year/ level: 4th of ESO

1. Learning objectives  / Assessment criteria	·                     Define Imperialism. Imperialist expansion factors. Forms of domination. ·                     Explain the main traits of the principal empires. ·                     Identify the consequences of Imperialism. ·                     Explain the development of the First World War. ·                     Understand the consequences of the First World War.
2. Content	1.    Imperialism. Causes and consequences. T    The First World War. Causes and consequences.
	3. Language Content / Communication
Vocabulary	Nouns: Imperialism, First World War, colony, supremacy, rearguard, casualty, trench, offensive, demilitarization, industrialization, imperialist expansion, concession, protectorate, Berlin Conference, colonizer, Triple Alliance, Triple Entente, declaration of war, War of Movement, armistice, Paris Peace Conference, League of Nations, Treaty of Versailles, Social Democratic governments, Ottoman empire, Russian empire, Russian front, Blitzkrieg (“lightning war”). Specific locutions: raw materials, mother country, war economy, free port, submarine warfare, turf war, peace treaty. Verbs: to conquer, to annex, to colonize, to subdue, to govern, to settle, to defeat, to spread, to declare, to cause, to become independent.
Structures	Routines:  Identifying different stages in the imperialist process:                 When….? (Historical contextualization).                Why…..?  (Imperialist expansion factors).               How…?    (Forms of colonial domination).                 Describing the expansion of the principal empires:  Names of countries and continents, location of the colonies…etc. Identifying the different stages in the development of the First World War:  names of the different wars, peace treaties…etc. Content: Past tenses: Past Simple: appeared, conquered, defeated… Past Perfect: had won, had reached… Conjunctions expressing cause and consequence: because, as, since, thus, therefore, as a result…etc. Classroom management: Expressing opinions about Imperialism, its consequences, its connection to the First World War, how both historic events have influenced subsequent history…etc. What do you think…? Do you believe…?/ In my opinion, I think, I believe , From my point of view…  and support them with arguments: Because… therefore, as, since…
Type of speech (description, narration, etc.)	Expository speech.
Language skills	Listening: the students will watch and listen to videos regarding the contents of the unit:  https://www.youtube.com/watch?v=YXqppJ-L88U https://www.youtube.com/watch?v=0dXpAVE3frk https://www.youtube.com/watch?v=yVNPX1U2Hpk All the videos used in the different sessions are included in the annexes. Prezi presentation on Imperialism Reading: They will read a few texts on Imperialism and the First World War and finally, as a sort of feedback, they will play a quiz on the contents seen throughout the unit.   Writing: Elaboration of a TimeLine, a map with the empires in 1914 and worksheets on the contents of the unit. Speaking: brief oral presentation on one aspect of the First World War. Participation in a classroom debate on how Imperialism and the First World War have determined the course of history. Yahoo game in groups (to answer orally to ten questions multiple choice questions on the contents of the unit).

Task 12: Create a web page

Here is my web page, entitled "Exploring English". There you will find links to reading, listening, writing, grammar and CLIL practice! From there you can also go directly to my English blog, with many activities in order to learn and practice English. Let's live and learn English!
Link to Exploring English

Task 11: Set of hot potatoes activities. Cross

wannabe cross

Crossword

Complete the crossword, then click on "Check" to check your answer. If you are stuck, you can click on "Hint" to get a free letter. Click on a number in the grid to see the clue or clues for that number.

1						2
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4								5										6
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		9
								10					11

Across: 3. Time is money. It's... 4. to receive something 8. The contraction of get to, which is used in informal contexts. 9. not to take advantage from something. 10. If we are not alone we are...

Down: 1. The opposite of a straight line 2. the journey we make with the people we love. 3. Our history 5. If I don't remember anything... 6. To put down forcefully 7. Your boyfriend/ girlfriend is your... 11. To feel something