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CLIL Demo Lesson
 

CLIL Demo Lesson

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Students in this course have been working on developing critical thinking skills and each week are given different topics to research and discuss. At the end of the class, students will choose one ...

Students in this course have been working on developing critical thinking skills and each week are given different topics to research and discuss. At the end of the class, students will choose one topic and work as a group to create a video-project about this issue which will be used for assessment. Assessment criteria was negotiated with the students. This class deals with the issue of food. For the demonstration class I have cut the video down and reduced the time for discussion, but in the full class more time would be spent preparing the students for the task and they would have been given topics to research for homework.
This issue is important to our society as too many people take for granted the large quantities of meat that are available each day. Usually we only eat the prime-cuts of meat as well, especially chicken, such as breast and leg. As a result, the extreme demand for cheap and quick meat, has led to the emergence of ethically unsound and unhealthy sources of meat rearing. People may argue that these things are necessary evil, but in fact the health risks far outweigh the benefits. Other health risks include immunity to antibiotics and increased risk of cancer.
What makes it CLIL?
Because the focus of the class is to teach the students something about Food and Food issues, to raise awareness, critical thinking and higher order thinking skills. The focus of this class (and the entire course) is not only language for its own sake but also the content knowledge is part of the learning aims.Content knowledge is assessed and used to grade the students for the course, not only language skills.

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    CLIL Demo Lesson CLIL Demo Lesson Presentation Transcript

    • CLIL DEMO LESSON Richard Pinner Sophia University richardpinner@live.com Uniliterate.com CLILJapan.org
    • FOOD SOURCES AND YOU Where does your food come from and how does it affect you?
    • Introduction about what we eatFacts And what can we do?Why care? a video about ChickensWatch
    • Food Facts 1. Organic farming is increasing by 20 per cent a year in France, Japan and the United States. 2. Sixty million people (the same number who starve to death worldwide every year) could be fed with the savings in grains and soybeans if Americans reduced their meat consumption by 10 per cent. 3. Between 30 and 40 per cent of kitchen waste in Japan is leftover food; 14 per cent is still just as it was when it was purchased. 4. Every day, 790 million people do not get enough food. 5. Studies of human breast milk have found traces of 350 contaminants, including 87 dioxin and dioxin-like compounds. 6. More and more people - including some 150 million people in Europe - are either becoming vegetarians or reducing their consumption of meat. 7. The British Soil Association reported in 2003 that 75 per cent of British babies now eat organic baby food on a regular basis. 8. Number of animals eaten in Japan in a single year: • Pigs: 20 million • Chickens: 800 million • Bovines (cows, etc.): 1.5 million
    • Would you eat this?
    • Would you eat this?
    • Cruel?
    • Cruel?
    • Hugh Fearnley-Whittingstall
    • Comprehension Questions • People think they are getting protein when they buy cheap chicken but in fact they are getting fat. • Which organ in our bodies needs Omega 3 – Brain – Stomach – Skin • What three things do chickens need to produce Omega 3? – Greens (and grubs and bugs that live in them) – Exercise (to develop the dark muscle meat) – Time to grow (length of life)
    • Comprehension Questions • Chicken is now, bite for bite as fatty as a burger. • Organic Free-Range chickens contain 10 times more omega 3 and 25% less fat than standard intensively reared chickens. • The levels of Omega 3 in chicken has dropped 85% since the 1970s.
    • Sources
    • Good Stuff… • http://www.rakuten.co.jp/tone/
    • 地鶏チキン
    • What can we do? • Buy responsibly • Boycott certain products • Eat one or two vegetarian meals a week • Tell your friends • Write letters • Post on Facebook
    • Next week Social Issues: What’s in store for future generations • Research a social issue which you feel is important. • Topics could include overpopulation, poverty, crime, drugs, underage drinking, legal age limit for sex, deat penalty, etc… • Try to find newspaper articles and other sources on t issue to share with the class. Post on Moodle in the Coffee Room.
    • Thanks for your attention See you later….
    • Contact Richard Pinner Sophia University e: richardpinner@live.com blog: Uniliterate.com site: CLILJapan.org
    • Q&A • Student Assessment Projects http://www.youtube.com/watch?v=iMmofI9P Mt8 • Uniliterate.com • CLILJapan.org