Assistenti Comenius2008


Published on

powerpoint presentation used with comenius assistants in Florence (7th November, 2008)

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Assistenti Comenius2008

  1. 1. Induction meeting Comenius assistants Silvia Minardi Liceo classico statale “Salvatore Quasimodo” - Magenta Firenze, 7 novembre 2008 languages and cultures
  2. 2. The Comenius assistant as cultural resource Languages across the curriculum
  3. 3. the Comenius assistant as cultural resource
  4. 5. <ul><li>Distinguish between personal experience and national experience </li></ul><ul><li>Try to avoid creating stereotypes about your own culture, i.e avoid generalisations </li></ul><ul><li>‘ German people think that ...’  ‘There is a tendency to think ...’or ‘some sections of the population believe ...’ </li></ul><ul><li>Don’t give lectures on your country </li></ul><ul><ul><li>Less teacher talking time and more student involvement in the process </li></ul></ul><ul><li>Use this work in cultural studies to find out more about the host culture </li></ul>
  5. 6. Let’s get started an intercultural questionnaire
  6. 7. I. IMAGES, DESCRIPTIONS, STEREOTYPES Spanish words/expressions I know: A slogan for Spain: <ul><li>III. CONNECTIONS </li></ul><ul><ul><li>- Do you know any Italians of Spanish origin? </li></ul></ul><ul><ul><li>- Do you know any Spaniards of Italian origin? </li></ul></ul><ul><ul><li>- Do you know about any joint Spanish-Italian projects? (technical, political, economic, artistic) </li></ul></ul><ul><li>II. INFORMATION </li></ul><ul><li>Give the name of </li></ul><ul><ul><li>three Spanish regions </li></ul></ul><ul><ul><li>three Spanish towns </li></ul></ul><ul><ul><li>three Spanish writers (poets, novelists) </li></ul></ul><ul><ul><li>a Spanish singer </li></ul></ul><ul><ul><li>a Spanish football player </li></ul></ul><ul><ul><li>a Spanish song </li></ul></ul><ul><ul><li>a Spanish actor </li></ul></ul><ul><ul><li>some typical Spanish food </li></ul></ul><ul><ul><li>… </li></ul></ul>The Spanish language is… (adjectives or short phrases) To be Spanish is to be… (adjectives or short phrases) Spain is… (objects, places, ideas, people...)
  7. 8. <ul><li>REALIA </li></ul><ul><li>PHOTOS, POSTERS, DRAWINGS </li></ul><ul><li>QUESTIONNAIRES, SURVEYS </li></ul><ul><li>GRAPHS, TABLES, DIAGRAMS, STATISTICS </li></ul><ul><li>SONGS, MUSIC, RHYMES, </li></ul><ul><li>POETRY, LITERATURE </li></ul><ul><li>VIDEO and OFF-AIR TELEVISION </li></ul>to introduce a cultural topic - MATERIALS
  8. 9. An idea – CHRISTMAS CARDS <ul><li>3. At school: a four stage activity </li></ul><ul><li>Each student goes to a shop and buys a Christmas card </li></ul>2. In the shop: observe !
  9. 10. <ul><li>WHO BUYS CHRISTMAS CARDS? </li></ul><ul><ul><li>What age, sex, occupation are they? </li></ul></ul><ul><ul><li>Are they local people or tourists? </li></ul></ul><ul><ul><li>How many cards do they buy? </li></ul></ul><ul><li>WHAT CHRISTMAS CARDS? </li></ul><ul><ul><li>What size and format are they? </li></ul></ul><ul><ul><li>What images are included? </li></ul></ul><ul><ul><li>Who printed them? </li></ul></ul><ul><li>WHY BUY CHRISTMAS CARDS? </li></ul><ul><ul><li>What do Christmas cards mean to Italian people? </li></ul></ul><ul><ul><li>Why do they buy them? </li></ul></ul><ul><ul><li>Who do they send them to? </li></ul></ul><ul><ul><li>What do they write on them? </li></ul></ul>First stage : discussion in class
  10. 11. Second stage : classification of cards according to message and image Third stage: discussion of the cultural implications Fourth stage: compare and contrast in class
  11. 12. An idea with pictures
  12. 13. An idea with pics <ul><li>Food and drink pictures </li></ul><ul><li>Topic: changing eating patterns </li></ul><ul><li>Students divide their food pictures into categories : </li></ul><ul><ul><li>snacks, </li></ul></ul><ul><ul><li>possible breakfast foods, </li></ul></ul><ul><ul><li>foods most likely to be on a canteen menu, etc. </li></ul></ul>What a surprise!
  13. 14. <ul><li>1. you’ll feel closer to understanding your own culture through living here </li></ul>own culture and experience target culture contrasted with own culture Intercultural competence compare and contrast 2. there are lots of different ways of living, thinking, worshipping, behaving…
  14. 15. Task one Look at this timetable and answer in pairs: • What time do students start school? • Do they have a long school day? • Which languages do they study? • Do they have any breaks? • Divide the subjects into arts or sciences. What other subjects are studied? • Describe this timetable to your partner. Start: ‘In the UK students go to school five days a week ...’ Task two Look at this timetable and answer in pairs: • Is the school day in the UK shorter or longer than yours? Is the timetable lighter or heavier? • Find two other differences, e.g. starting time; breaks; number of hours of sport or languages. • Tick any subjects that you enjoy on this timetable. Is there anything new? ... or missing? • Think of another question to ask about education in the UK. • In pairs or groups choose two more courses that you think your school might offer to students, e.g. fashion and design or technology and music. Does anything surprise you? Say why they are useful. Plan your ideal school week and timetable. My school timetable
  15. 16. Teaching a lesson with cultural content ideas
  16. 17. An example lesson sequence output reflection input stimulus
  17. 18. with younger learners <ul><li>a) making and doing activities </li></ul><ul><li> making an Easter or Christmas card, making posters of topics, drawing maps or pictures to illustrate topics </li></ul><ul><li>b) keep to visual stimulus with the addition of story-telling, songs and rhymes </li></ul><ul><li>c) topics related to </li></ul><ul><li>the seasonal calendar </li></ul><ul><li>students’ lives : school and the school day, extracurricular activities at school, towns, villages and cities, spare-time activities, television and media, pets, home life, eating patterns, etc. </li></ul>
  18. 19. Older teenagers / Young adults <ul><li>TOPICS: </li></ul><ul><li>the changes in their own society; </li></ul><ul><li>the different roles and expectations; </li></ul><ul><li>the freedom of young people; </li></ul><ul><li>anything related to generations </li></ul>
  19. 20. <ul><li>Combining </li></ul><ul><li>a song with a short literary extract or some background reading or an autobiography/biography of a person </li></ul><ul><li>Song lyrics often reflect the concerns of the day and the culture of the singers </li></ul>materials for lessons used to explore an era in history or a theme related to cultural identity. Using contrasting genres
  20. 21. Projects and student research <ul><li>creative opportunities for meaningful language use </li></ul><ul><li>Examples (small scale): </li></ul><ul><li>making a list of products from your country in Italian supermarkets </li></ul><ul><li>using Italian news to read about your country. </li></ul><ul><li>Examples (larger scale): </li></ul><ul><li>an ongoing activity involving students collecting data on …., </li></ul><ul><li>surfing the Internet to find out about a person or an era </li></ul><ul><li>making posters for the classroom </li></ul><ul><li>The best: drawing on the students’ own experience and world in comparison to another country. </li></ul>
  21. 22. languages across the curriculum Let’s do… Maths in German ! Philosophy in English ! Geography in Spanish ! Art in French ! CLIL
  22. 23. Teaching a subject in a FL What are the language demands of a given lesson? lexis study skills cognitive functions
  23. 24. CLIL methodology CLIL MODULE PLANNING Cf. Robert Quinn, 2008 - Content: Language: Is it a completely new topic area? Is it a completely new topic area? What concepts might they already know? What key vocabulary might they know? What basic concepts can be reviewed? What basic vocabulary can you review? Which concepts will be most accessible? What new language will be essential? <ul><li>Identify </li></ul><ul><li>the best concepts for CLIL focus. </li></ul><ul><li>any basic / review vocabulary. </li></ul><ul><li>essential new vocabulary. </li></ul><ul><li>A plan in four steps : </li></ul><ul><li>Activate </li></ul><ul><li>Contextualise </li></ul><ul><li>Transfer and Extend </li></ul><ul><li>Round-up and Evaluate </li></ul>
  24. 25. CLIL methodology CLIL: strategies use visuals , such as pictures, charts and diagrams plan lessons to support the language and learning needs, e.g providing a chart to fill in to accompany a reading text or a framework for a writing activity, identify key vocabulary vary activities to include whole-class, small group, pair and individual work include a lot of repetition and consolidation
  25. 26. Have a good time!
  26. 27. dzi ękuję EYXAPI ΣTIEΣ d èkui danke k özönöm obrigada thank you dank u grazie merci tak gracias [email_address]