Nell’agosto 2015 ho frequentato, grazie a Erasmus K1, un corso di due settimane sulla metodologia CLIL presso il Nile di Norwich in Inghilterra. Il corso ha avuto una valenza altamente formativa, sia per la professionalità degli insegnanti tutor, sia per il taglio anche pratico e fattivo delle lezioni, basate soprattutto su attività di workshop.
Una volta rientrata, ho iniziato a mettere in pratica i frutti della mia esperienza sia cominciando ad insegnare in lingua inglese storia nelle classi del triennio del liceo linguistico “G. Pico”, sia disseminando quanto appreso anche presso i colleghi in corsi di formazione interni organizzati dal mio Istituto scolastico.
Per quanto riguarda l’esperienza di insegnamento CLIL, vorrei condividere il mio progetto di un modulo didattico di storia medievale rivolto a una classe terza del liceo linguistico.
Progetto didattico di Storia attraverso la metodologia CLIL
The teaching context
I teach Italian Literature and History at Istituto Tecnico “G. Luosi”in Mirandola, but since last year I teach also History through English at Liceo linguistico..
Being my first time as a CLIL teacher, I’ve decided to teach my curricular subject using the CLIL partial immersion module. This is mid-way between soft CLIL (language led) and strong CLIL (subject led). It means that I will choose parts of the subject syllabus to teach in the target language for about the 25% of the time, about 18 hours a year.
Profile of the class
I teach in a IIIrd class at Liceo Linguistico “G. Pico”. The class is of 27 students and their level of English is between A2 and the beginning of B1.
History lesson plan
The units I will deal with in this report are part of a bigger module about the progress and social economic improvements during the High Middle Ages and will focus especially on the demographic growth and the agricultural process. This topic will be treated in 6 lessons.
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Content:
Population, economic and civil growth after the Thousand year
Teaching objectives:
To develop understanding of the year 1000 as the beginning of an era of economic progress
To develop knowledge of the causes of the development after the year 1000
To develop learner’s autonomy
To improve language skills
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Learning outcomes
Know
- Names and expressions related to agricultural progress during the High Middle Ages.
- The main aspects of the High Middle Ages
- The technological improvements and the agricultural progress after the year 1000
Be able to:
By the end of this unit the learners will be able to:
- define the High Middle Ages period
- collecting and organising information about the main changes that led to High Middle Ages progress and demographic growth
- Collaborate in pairs and small groups
Be aware:
that the Middle Ages cannot be defined just “dark ages” because it also represents the start of socio-economic improvements.
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Assessment
Can the learners ....
name elements of medieval agricultural progress and technological innovations?
describe the main aspects of the High Middle Ages related to demographic growth and agriculture?
explain the reasons for the progress in the High Middle Ages?
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Communication:
Vocabulary
- subject-specific vocabulary associated with the conceptual content (to identify and name the different agricultural and technological innovations in the High Middle Ages)
Revisited:
Subject specific vocabulary related to Early Middle Ages
New:
- words and expressions concerning:
-development of cultivated lands
-agricultural technological progress
- collocations, expressions and language chunks
- causal linking words (because of, due to, because, since, that is why, etc.,)
- linking words for effects (therefore, thus, hence, as a result, so since, then),
- ordering words : first, then, next, finally etc.)
Structures:
Passive form, simple past tense, nominalization (forming a noun from a verb).
Functions:
Giving description of main features of High Middle Ages
Giving historical explanation expressing causes and effects.
Asking for clarification
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Examples of communication
Clarifying what has been said
Describing cause and effect
Giving instructions
Predicting and justifying predictions
Presenting solutions
Asking and giving information, “Find someone who…”
Listening and guessing the meaning: “The Question Loop Game”
Feed back and reflection: www
ebi
Power point presentation
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Cognition: developing thinking skills
- Identifying the key words related to agriculture development and new technologies
- Defining the main changes during High Middle Ages
- Classifying different strategies to improve food production
- Reasoning about the causes of the High Middle Ages progress
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Examples of cognition
Vocabulary bulding: Match the terms and the definitions
Outline the main agricultural changes during the High Middle Ages
Put into the righ group ways to obtain more cultivable land and technological innovations
Explain the reasons why the High Middle Ages is an era of progress
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Culture: becoming a global citizen
- Be aware of the risk of prejudices and generalization
- A classroom culture that emphasizes working and learning in cooperation with others as a key of educational value
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Example of culture
To demonstrate, analysing historical facts, that it is not correct to define the Middle Ages a negative period of time.
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Materials and resources
Lim, Internet connection, edpuzzle, room without furniture, handouts, books, web sites
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