sábado, 23 de mayo de 2015
Task 16 CLIL d) Create an ESL video
In this ESL video we have created, our students will be asked to complete a listening exercise about a video that summarises the first part of "The Merchant of Venice". By watching it in cartoons instead of just reading it, the information will be more catched for our students and the process will be easier. As we only have the scene in the video and it will presented in the first session dealing with this content, our students will be asked to guess how it is going to continuo. In this way, we make it more interesting for them.
Task 15 CLIL c) Create a
webquest
The situation of Jews in the Shakespearean period
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Without any
doubts, the basic plot of “The
Merchant of Venice” is anti-semitic. First of all, let’s make sure we
know what “anti-semitic” word is.
According to the Anti-Defamation League, the anti-semitism is “the behavior hostile towards Jews
because they are Jewish”.
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Let’s find out information on the
Internet!
Go to these websites to complete this
net of tasks:
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“Although
Jesus Christ himself was born a Jew, there have been battles between Jews and
Christians for 2000 years”. Why?
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What
happened with Jews when Shakespeare was writing?
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Which
persecution is been the worst in history?
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When
were the Jews deported to France? Under which King?
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Who
is Rodrigo López?
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He
was guilty or innocent? Taking into account the ending of Rodrigo’s story, can
you find an anti-semitic sense in the history?
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What
does the word “Shylock” mean?
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Is
this formal language? Or informal?
4: watch the following video about
Shylock’s speech in one of the film versions
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What
is Shylock saying?
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According
to him, what is Antonio’s reason to despise him?
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Can
you find the connection to what we are discussing?
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Fill
the gaps
While _____ did not settle in Venice
until the 13th century, many Jewish ______ and _______ visited and worked in
the city beginning with the 10th century.
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What
can you find in relation to the play in the previous sentence?
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Name
what was allowed to Jews and what was not.
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What
is the Guetto?
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How
is the situation of Jews nowadays in Venice?
Task 14 CLIL b) Publish your materials in issuu
We have created a didactic unit to teach one of the most important
authors we find in the English literature, history, culture and language:
William Shakespeare. The first question we must answer is: “Why teaching Shakespeare?”. Shakespeare
stories, characters and themes have been, are and will be a powerful source of
meaning and culture in every generation and our students of English should know
what this great playwright did for the English culture and the huge variety of
words and idioms he added to the richness of the English language. Moreover, studying Shakespeare is to acquire
all kinds of language. We can learn about vocabulary, grammar, the
understanding of the Elizabethan period or Shakespeare’s life.
Task 13 CLIL a) CLIL Template
Plantilla
para diseñar una unidad CLIL
Materia / Área: Literatura Universal
Título de la Unidad: Shakespeare: The Merchant of Venice Curso/Nivel:
2 BACH
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1. Objectives / evaluation criteria
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• To comprehend the history behind the story
created by William Shakespeare
• To
understand the period in which Shakespeare was writing
• To acquire more knowledge about Shakespeare’s
plays
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2. Area content
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Dealing with Shakespeare
through one of his most important plays. Besides, learning the historical
background as well.
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3.Language content/communication
(el profesor de área no lingüística (ANL) también prestará atención a
este aspecto)
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Vocabulay
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Nouns: Warranty, imposition, usurer, amity, dowry, moneylender, notary, bargain, loan, guarantee, bond.
Verbs: lend, borrow,
beholdin to, cost, charge.
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Structures
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Reported Speech
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The use of tenses we need to construct the reported speech forms
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The use of modals
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The use of structures to maintain discussions in class
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Skills /Tip of text
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Discussions
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4.Cultural element
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The students will learn
about Venetian customs such as Mask History tradition and the period in which
Shakespeare wrote. They will also learn in our unit not to judge everything
by its first impressions and developing a respect to our cultures by studying
the anti Semitic sense of the play.
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5.Cognitive Process
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Analyzing the different topics inside the
play to be able to discuss in class the main ideas
Summarizing to avoid getting lost with the
plot
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6. (a). Final Task
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Many years have passed (you decide how many), imagine
how life would be for our characters. Then, perform it in front of the class.
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6. (b). Activities
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The activities
will be held in pairs, in groups and individual tasks
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7.
Metodología
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Group / Class distribution / Timing
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The activities will be held in
pairs, in groups or in individual tasks
They will be arranged in 8
sessions of 55 minutes long
Depending on the activity, its
duration will be about 10 minutes or more
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Resourses
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The materials will be used
in order to facilitate the study of the vocabulary related to the topic and
the grammar given. Moreover, a dictionary, for example will also help a
student in the identification of a word. Our students will have a copy of
“The Merchant of Venice” to be read at home in order to discuss the ideas
provided in class; they will ask any doubts through the forum created, where
the teacher will answer.
In addition, in order to
reach a satisfactory learning of this unit, our classes will be imparted in
the computer room, where our students can be connected in the forum and can
search the specific information asked in the set of WebPages we provide.
Moreover we will use the interactive blackboard so the different use of
resources will lead to a creative way in which the students will learn and
have fun at the same time.
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Key Competences
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Competence in
linguistic communication. In this Didactic Unit designed, our students will
use the most vivid aspect of the language by using it in terms of discussion
about real topics we can find in this play written by Shakespeare.
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Competence in
knowledge of and interaction with the physical world. This Didactic
Unit will also contribute to the students’ general knowledge about the world.
Since our aim is not only to teach the written words but everything that goes
beyond Shakespeare’s writing, they will know some aspects of the history of
England and Venetia.
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Competence in
processing information and use of ICT. Without any doubts our
students will acquire competence of ICT because our unit is mostly designed
to be imparted in a computer room, where our students can use the computer in
order to complete the set of tasks we provide.
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Competence in
social skills and citizenship. Our students will develop their social skills
by learning in our unit not to judge everything by its first impressions and
developing a respect to our cultures by studying the anti Semitic sense of
the play.
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Cultural and
artistic competence. One of the tasks in this unit will be to design the
three caskets that appear in the Act II of the play. Moreover, the final task
will consist of representing an imaginary scene in which, after many years,
our main characters see each other and tell how life is going on for them. In
this way, they surely develop the artistic competence related to theatre
which is one of the most important arts we have.
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Autonomy and personal initiative. In order to complete the majority of
tasks created, the student will have to look for their own information in the
WebPages given, so in this way, is not controlled and the students can
develop their personal skills to learn. In addition, the forum created will
consist of posts written by our students when they are at home reading the
play so it is responsibility of them to post, discuss and reply the posts
created by the teacher.
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8. Assessment
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The assessment will be done
on one hand, through the notes taken by the teacher in class. That is,
his/her observation of the learning process, how the students are doing the
exercises, how they are assimilating the new information and adapting it to
the knowledge that they previously had. It will count 10% for homework, the
teacher will ask for homework every day. 20 % will be done through the
behavior of the student, if he/she shows interest about the topic taught, if
he/she is silent in class and the participation in class and with their
classmates in the exercises in pair work.
On the other hand, as we are
dealing with a task based approach unit, the highest percentage will be
devoted to how well they do the final task and how well they use the
knowledge acquired at the end of the Didactic Unit, 70%. That is, taking into
account the final grade in the task. As part of this 70%, a 10% will be done
through the peer evaluation introduced at the end.
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Task 12: Create a web page
This webpage is created to make our teachers of English aware of the importance of learning English and providing some details that enforce this issue.
You can see the website by clicking here!
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