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  1. 1. A CLIL module on DEATH PENALTY By Francesca Luppino
  2. 2. Where? When?What? <ul><li>I teach English Literature at Secondary High School in a Linguistic Course and I often use CLIL method </li></ul><ul><li>This module is planned for a fourth year class </li></ul><ul><li>It may be carried out in the second part of the year </li></ul><ul><li>It is a part of a macro-unit on legality project </li></ul><ul><li>The first part of the macro unit will be developed in the Italian language by the teacher of Law </li></ul>
  3. 3. <ul><li>This Clil module involves two subjects: English and Law </li></ul><ul><li>AIMS </li></ul><ul><li>The purpose of this unit is to improve some abilities in the students: </li></ul><ul><li>ENGLISH </li></ul><ul><li>To learn some technical terms both in Italian and in English </li></ul><ul><li>to be able to listen, </li></ul><ul><li>read, analyse and understand some oral and written texts about Law </li></ul><ul><li>LAW </li></ul><ul><li>Progression in knowledge, skills and understanding related to specific elements of a defined topics such as Human rights; </li></ul><ul><li>death penalty </li></ul>
  4. 4. Contents <ul><li>I’ll start my Clil-unit after three/four lessons in which the teacher of Law has already introduced the contents of the unit on Courts System and and Prison Regulations. </li></ul><ul><li>I lead the students to study the same contents in L2 through the reading of some passages such as : </li></ul><ul><li>Broken windows by Kelling and Wilson. </li></ul><ul><li>Death penalty in USA </li></ul><ul><li>The ballad of Reading Gaol by Oscar Wilde </li></ul><ul><li>Vision of the film The green mile. </li></ul>
  5. 5. HOW <ul><li>Materials which will be used to organize the lesson are: </li></ul><ul><li>brain storming technique, </li></ul><ul><li>power point presentation, </li></ul><ul><li>texts, </li></ul><ul><li>grids… </li></ul>
  6. 6. Tasks for students <ul><li>Listening activities are : </li></ul><ul><li>Listen and label a diagram/picture/map/graph/chart </li></ul><ul><li>Listen and fill in a table </li></ul><ul><li>Listen and make notes on specific information (dates, figures, times) </li></ul><ul><li>Listen and reorder information </li></ul><ul><li>Listen and identify location/speakers/places </li></ul><ul><li>Listen and fill in the gaps in a text </li></ul>
  7. 7. Speaking /writing activities: <ul><li>Question and answers, terms and definitions, halves of sentences </li></ul><ul><li>Information gap activities with a question sheet to support </li></ul><ul><li>Class surveys using questionnaires </li></ul><ul><li>Finally, students will be stimulated to write some short reports in English </li></ul>
  8. 8. CONCLUSION <ul><li>This methodology is satisfying to me and to my class for many reasons: </li></ul><ul><li>students and I will be stimulated to communicate and to express ourselves in English, without bothering about grammar </li></ul><ul><li>the exercises and some tests will be proposed in a cooperative- learning situation </li></ul><ul><li>students will improve their abilities in communication and in understanding each other </li></ul><ul><li>students will be encouraged to catch and to express the central meaning of an oral or written text . </li></ul><ul><li>From a language point of view the CLIL 'approach' contains nothing new to the EL teacher language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the C ontent and L anguage I ntegrated L earning. </li></ul>