This document outlines a CLIL module on death penalty that integrates the subjects of English and Law. The module aims to improve students' English abilities like listening, reading, and writing about legal terms and concepts. It will be implemented after students study the court system and prison regulations in their Italian class. Students will explore topics like broken windows theory, the death penalty in the US, and The Green Mile through various activities. These include class discussions, presentations, reading texts and answering questions to develop their language and legal understanding. The teacher believes CLIL is effective because it encourages students to communicate and express themselves in English while learning about the subject matter.

1. A CLIL module on DEATH PENALTY By Francesca Luppino

2. Where? When?What? I teach English Literature at Secondary High School in a Linguistic Course and I often use CLIL method This module is planned for a fourth year class It may be carried out in the second part of the year It is a part of a macro-unit on legality project The first part of the macro unit will be developed in the Italian language by the teacher of Law

3. This Clil module involves two subjects: English and Law AIMS The purpose of this unit is to improve some abilities in the students: ENGLISH To learn some technical terms both in Italian and in English to be able to listen, read, analyse and understand some oral and written texts about Law LAW Progression in knowledge, skills and understanding related to specific elements of a defined topics such as Human rights; death penalty

4. Contents 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. I lead the students to study the same contents in L2 through the reading of some passages such as : Broken windows by Kelling and Wilson. Death penalty in USA The ballad of Reading Gaol by Oscar Wilde Vision of the film The green mile.

5. HOW Materials which will be used to organize the lesson are: brain storming technique, power point presentation, texts, grids…

6. Tasks for students Listening activities are : Listen and label a diagram/picture/map/graph/chart Listen and fill in a table Listen and make notes on specific information (dates, figures, times) Listen and reorder information Listen and identify location/speakers/places Listen and fill in the gaps in a text

7. Speaking /writing activities: Question and answers, terms and definitions, halves of sentences Information gap activities with a question sheet to support Class surveys using questionnaires Finally, students will be stimulated to write some short reports in English

8. CONCLUSION This methodology is satisfying to me and to my class for many reasons: students and I will be stimulated to communicate and to express ourselves in English, without bothering about grammar the exercises and some tests will be proposed in a cooperative- learning situation students will improve their abilities in communication and in understanding each other students will be encouraged to catch and to express the central meaning of an oral or written text . 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.