Mini projects, maxi-learning (Usoa Sol) - APAC July 2014 (session3)

Mini-projects,
Maxi-learning
Usoa Sol
July 2014
APAC – Departament d’Ensenyament
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning

WHAT DID WE
LEARN IN
YESTERDAY’S
SESSION?

CONTENT TOOLS / ACTIVITIES
3. Dvolver
2. Design of a new
project based on the
ones presented
according to sts’
level and needs
6. Prezi
1. Analysis of sample
projects according to
their aims, stages and
assessment
5. TV show time!
2. ToonDoo
4. ESL Video
1. Wordle

Yesterday's session’s
feedback...

Aims of today’s sessions
• Learning about three sample
CLIL mini-projects
•Creating a new CLIL project in
groups focusing on the first two
key principles to make projects
work

Session 3.1:
Sample CLIL
mini-projects
Usoa Sol
3rd July 2014

SAMPLE CLIL
MINI-PROJECTS

Sample CLIL
mini-projects
1. Cooking: Cookbook
(Mixbook)
2. Geography: New Zealand
cities
3. History: Mandela's life

PROJECT 1:
COOKBOOK

Introduction
Would you say you have a
sweet tooth?
What’s your favourite sweet
dish?
Have you ever had carrot
cake?

How much of each of the ingredients
you need to make carrot cake for 4
people? Make a guess!

Ingredients:
______ cups of grated carrots
______ cups of white sugar and some
icing sugar
______ eggs
One cup of olive oil
______ cups of flour
One cup of walnuts and/or raisins
______ sachets of baking powder
______ tea spoonfuls of cinnamon powder
1 tea spoonful of vanilla sugar

http://www.mixbook.com/photo-books/family/what-s-cook

Now read the following online
cookery book to check how
similar to the actual recipe your
predictions were.

Language work / scaffolding

Now you're going to write your
own sweet recipe using
Mixbook.com.
Here are the instructions to
create a Mixbook digital book!

INSTRUCTIONS:
- go to www.mixbook.com and click on Log
in
- log in using english@santgregori.org as
your email and santgregori as your
password
- choose the book What's cookin' anc click
on Edit

- look for your pages (your names are
written on it) and remember to write the
ingredients on one page (and the photos
on the next) and the method (plus photos)
in the next two pages; you have a total of
three double-pages to work on
- copy and paste your recipe onto the page
you have been assigned (see the list
below)
- upload your photos and add stickers to
decorate your recipe
- remember to save your work!

Here’s the finished cookery book:
http://www.mixbook.com

Mixbook videos
https://www.youtube.com/watch?v=qKpdLX-b

Essential principles
AIMS / OUTCOMES
STAGES
ASSESSMENT

AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?

For students to design a class cookery book.
For students to write a recipe (text giving
instructions)
Linguistic aims: imperatives / connectors /
quantifiers / cooking verbs / cooking tools and
method / food vocabulary
AIMS / OUTCOMES

How to write a recipe and to make an online
book.
How to use the imperative mode in context.
How to use Mixbook to create the book.
How to structure a text.
How to work cooperative and distribute tasks.

Will the students present their end
product?
In a Mixbook online cookery book.
Yes, they will cook their dish and bring it to
class for their classmates to taste it. They
will also present their dish on video for their
parents to see.

STAGES
What phases is the project divided in?
How long will each one take?
What will students have to do in each one?

STAGES
STAGE PROCEDURE DURATION
1. Introduction -teacher introduces the activity by getting
sts to predict quantities on recipe
- show sts the cookbook
1 hour
2. Language work /
analysis
- sts work on the sample text, analysing
language (match picture with word)
1 or 2 hours
3.Research/
writing
-sts look for a recipe in groups and write it
down following the teacher's model
1 hour
4. Design -sts start designing their Mixbook (task
division)
2 hours
5 Cooking and
presenting
(+pictures)
- sts cook their dish and bring it to class for
their classmates to taste (+oral presentation
of dish)
1 hour

Mixbook cookery book -
summary
 Original format
 Technically simple
 Meaningful correction of written texts
 Doesn’t feel like a writing task
 End product; printable = real

OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?

PROJECT 2:
NEW ZEALAND
CITIES

Introduction
What do you know about New
Zealand? Write 5 items that you
associate with New Zealand (video
prediction task).
Have you ever been there?
Would you like to go?

Watch the following video and check how
many concepts from your list appear in the
video.
http://animoto.com/play/YPL7Qxy
6yCGJ6MPE24S0Xw

Now watch this other video and in
pairs answer these two questions:
What can you do in New Zealand?
What can you visit/see there?
http://www.youtube.com/watch?v=

http://www.youtube.com/watch?v=

Finally, look at the New
Zealand map and try to
remember as much information
as possible.
In your groups, you’ll have to
answer some questions for
points!

http://www.lonelyplanet.com/ma
ps/pacific/new-zealand/
Lonely
Planet
interactive
maps

https://www.google.co.nz/maps/
@-41.970967,173.2245445,5z
Google Maps

Consolidation
worksheet

In your group, complete the table for the city
you have chosen.
NAME OF THE CITY:
NUMBER OF INHABITANTS:
GEOGRAPHICAL SITUATION:
KNOWN AS / FAMOUS FOR (SPECIAL
FEATURES):
LANDMARKS / SIGHTS (PLACES TO VISIT):
THINGS TO DO:
CURIOUS FACTS (TRIVIA):
Framework, guidelines

Remember that for every sight you mention, you
need to include a photo and a brief explanation.
IMPORTANT! The aim of your presentation is to
give your classmates a reason to visit your city, so
remember to “sell” it!
See the section on useful language to choose
some vocabulary items and expressions for you to
use.
Finally, when all the groups have presented their
city, the best one will be voted.

Scaffolding

Students’
presentations on
Power Point and
Prezi

http://prezi.com/roln5fljfb10/wellington/?
utm_campaign=share&utm_medium=copy

For students to learn about New Zealand.
For students to «sell» their city to their
classmates.
Linguistic aim: adjectives to describe places /
present simple for factual information /
persuasive expressions
AIMS / OUTCOMES

How to write a city guide about a place.
How to describe a city.
How to use Prezi to create a presentation.

product?
In a city guide on Word and a PPT/Prezi
presentation.
Yes, they will use their PPT/Prezi to
describe (and “sell”) their city in front of their
classmates.

New Zealand cities project -
summary
 Real and “exotic”
 Motivating and memorable
 Focus on Geography
 Doesn’t feel like a writing task
 Comprehension tasks done by the students
 Integrated skills work

PROJECT 3:
MANDELA’S LIFE

Introduction
Watch the following clip and
reflect on the question below:
https://www.you
tube.com/watch
?
v=XXvuRFby8c
c#t=79

Sample presentation –
chapters 1 to 4
http://prezi.com/l_4dmnnghkfx/nelson-
mandela-chapters-1-4/#share_email

Mandela’s life project -
guidelines
Using the main ideas in your chapter, design a
Prezi presentation to summarize it for your
classmates. You also need to write 4
comprehension questions for your classmates
to answer after your presentation.
You should also create a vocabulary list online
using Quizlet, which will be shared on the wiki
to revise for the reader test.

Students’ online vocabulary lists
http://quizlet.com/
9415764/nelson-
mandela-chapter-
1-part-1-flash-
cards/

For students to learn about Mandela and
South African history.
For students to summarise the main facts in each
of the chapters of the reader and to write a word
list with relevant vocabulary from their chapter.
Linguistic aim: past tenses and time connectors
to structure a text
AIMS / OUTCOMES

How to write a summary and a vocabulary list
(with words+definitions) in groups.
How to use past tensese in context.
How to use Prezi to create a presentation.
How to use Quizlet to create a set of
flashcards.

product?
In a Prezi presentation about one of the
chapters in the reader.
Yes, they will use their Prezi to talk about
their chapter to their classmates, who in
turn, will have to answer a few
comprehension questions.

Mandela’s life –
summary
• current and up-to-date
• History in context, personalised
• appealing format – memorable
• makes reading a lot more
memorable

Quizlet – summary
• great to learn vocabulary
collaboratively
• very easy to use
• loads of options available just a
mouse-click away
• student-generated: more
memorable and meaningful

Session 3.2:
CLIL
mini-project design
Usoa Sol
3rd July 2014

What do you have to do?
1. In your group, design a CLIL mini-project
about the subject you have been
assigned and for the level you have
chosen. Try to use one of the tools we've
learnt about.
2. Personalise it according to your students’
level and needs.
3. Post your finished sample project (as an
example for the students) on the wiki,
under the corresponding section.

Mini projects, maxi-learning (Usoa Sol) - APAC July 2014 (session3)

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