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Students are now asked to unleash their ideas and recall some historical elements they have already studied and try to provide suitable associations which will enable them to retain NEW KNOWLEDGE.
With ST's help students can use free webtools for collaborative brainstorming, like a MINDMAP. These are basically online whiteboards where students can brainstorm ideas, create mind maps, and organize their ideas.
Firstly ST asks students to watch a film while filling in a chart which has been created with a google doc and, thus, allows peer collaboration.
Secondly ST and EFL T elisit responses with a set of WH- questions to set the historical events in time and space.
ST, therefore, guides students to the reflection of a secondary source: a poster of war propaganda taken from a commemorative site.
With the support of ESL T students are invited to describe the picture in details and later to express a critical evaluation on the use of these posters during war times.
Students are asked to carry out activities which differ for language competence B1 / B2.
It may be advisable that Esl T will focus on language skills relating to picture description in a dedicated lesson (see Language Focus)
This learning asset is focused on one of the most important protagonist of this historical period: Sir W. Churchill.
Students will be guided to reflect on the importance of oratory in inspiring a nation at war.
ST/ ESL T will ask students:
1. to look at some images and elicit ideas on the protagonist.
Then students will have the chance to listen to one of his most famous speech. They will carry out:
2. a listening comprehension activity aiming at underlining the emotive language, metaphor and powerful imagery, delivered in his speeches.
3. A JIGSAW Collaborative work will be built up between B1/B2 students (2 different tasks). Subject and ESL teachers will facilitate comprehension and communication.
4. 'How did Churchill master the art of alliteration?' Students will prepare a speech after a set of questions on the activity.
Therefore, analising, evaluating, comparing the use of some words, recursive espressions, similar sound will be the utimate teaching aim.
At home Students will be provided with extra material and are asked to practice some writing production on an ESSAY.
Video editing can be time-consuming. However free digital tools will help you greatly.
https://edpuzzle.com/
You can also create your own CHANNEL
https://www.youtube.com/my_videos?o=U
https://www.powtoon.com/dashboard/#/
https://screencast-o-matic.com/home
http://www.videograbby.com
Subject teacher will engage students into a different, creative task which will put their knowledge into work in real-like situations.
Students will accomplish a final project and take a PROACTIVE, collaborative role throughout the process.
ST will provide them with a full web resources and webtools to perform the task thank to meaningful WEBQUEST.
A CHECKLIST will guide students to perform well and succeed in their final OUTCOME.
SELF_EVALUATION is promoted as well as PEER-ASSESSMENT.
Docente di Lingua e cultura inglese nella scuola secondaria di 2° grado dal 2000 dopo una esperienza significativa come formatore free lance in corsi di lingua inglese di vari livelli e linguaggi specifici presso aziende di servizi petroliferi ed informatici ed enti di formazione qualificati sul territorio. Mi sono occupata di corsi di certificazione della LS sperimentando metodologie ‘attive’ ed innovative, grazie anche alla mia esperienza come docente in corsi di Grafica computerizzata e Industrial Design. Nel 2006 ho iniziato ad interessarmi di Media Education e di progettazione di scenari didattici integrati dalle Tecnologie Digitali. Da allora ho percorso varie sperimentazioni nella progettazione per competenze sia come docente che formatore: dal CLIL, alla Flipped Classroom ed attività di micro-learning (EAS), aderendo a molte associazioni e gruppi di ricerca-azione nell’ambito della scuola digitale.
La progettazione europea, Comenius ed Erasmus +, mi ha permesso un continuo aggiornamento nelle realtà scolastiche europee così come la frequenza di master di I livello e corsi di perfezionamento. Sono docente esperto e formatore in diverse iniziative di aggiornamento rivolte ai docenti: corsi linguistici e metodologici in lingua inglese CLIL per il MIUR; piani di formazione metodologici del PNSD; iniziative di ambiti di Scuole o Enti accreditati. Gestisco piattaforme digitali online per i miei studenti e gruppi di docenti in formazione. Attraverso i miei profili social, sitoweb, blog, canale Youtube, documento i percorsi di apprendimento realizzati, poiché credo che l’innovazione didattica nasca dalla passione di noi docenti e dalla nostra capacità di diventare ‘comunità di pratica’.
CLIL Learning Object
Subject Teacher starts the first lesson with an overview of the digital learning assets in order to guide students thoughout different tasks. The ST has arranged all resources (images, texts, audio files, videos, exercises ...) into a PADLET, a digital whiteboard which allows to post all materials and share them with a simple link.
At the end of his/her presentation the ST will answer to any possible questions by part of students who will communicate effectively thanks to the support of the English as a Foreign Language Teacher.
The ST informs students that all resources, activities and comments will be shared in the Google Classroom Community.
Use MINDMAPS to unleash students creativity.
These Chrome Apps support multimedia materials such as videos, hyperlinks, audio notes, and some of them provide realtime chat functionalities.
https://mural.ly
https://realtimeboard.com
https://coggle.it
https://www.mindmeister.com
https://www.mindmeister.com/510530850
Use Google Docs to crate word files, spreadsheets, presentations, forms. it is a user friendly suite of online collaborative tools.
Students now face the reading and analysis of a text taken from a site: the Batte of Britain Memorial Trust.
ST will support students in the comprehension of the texts by proposing a set of activities graded on language level and cognitive competence.
Therefore :
ESL T may facilitate students in their communication and explanatory talk and/or dedicate a fit-for-purpose lesson to enhance speaking skills and spoken interaction.
http://www.bbc.co.uk/guides/z83j7ty#zx9nfg
Dear students,
I would like to reflect with you on one of the most crucial moment in British History: the Battle of Britain (1940) where the FEW - as they were called by Prime Minister Sir Winston Churchill - fewer than 3,000 young Royal Airline Forces pilots fought in the skies to keep their country free from the Nazi innovation.The materials you are going to read inspires quiet reflection on the bravery and sacrifice shown by these men in the most horrid hour.
"Never in the field of human history was so much owed by so many to so few".
Let's reflect on this issue together and to be ready let's watch and read some materials which will be great prompts to talk about in class.
Watch the video at this link and enjoy following the teacher's instructions carefully.
Lots of love,
AnastasiaCiavattellaProf