CLIL Comenius Dutch Team2

8/20/2019 CLIL Comenius Dutch Team2

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GREEN SKILLS

FOR GLOBAL

CHANGECLIL lessons Netherlands

ABSTRACTDuring this Comenius ro!e"t the Dut"h tea"hers made

#arious CLIL lessons$ In this aer the CLIL lessons are

summari%ed$

A$ Brin&

Carmel"ollege Emmen


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CLIL SLOVENIA

B' ANNE(IEK BRINK) SOCIAL ST*DIES TEACHER

LESSON +LAN TURKEY MEETING

Date: May 2014 Subject: Dutch Cultures Grade:16/17 years Teacher: Brin

G!als/"bjecti#es/Standards:

Ti$e "%enin&/'ra$in& the (ess!n/)ntr!ducti!n/*arly

+ssess$ent

The less!n started ,ith a &eneral intr!ducti!n !-

$ysel- and $y c!untry .etherlands

) ased ,hat they already ne, ab!ut the c!untry

M!nit!r/'eedbac

The (ess!n Structure: +cti#ities

O General intr!ducti!n

a$e 3 c!untry

O Learning Dutch culture

O Learning Dutch language

O Do and don'ts in your culture

+ssi&n$ent handed !ut durin& class .see attach$ent

Cl!sin&/+ssess$ent

T!&ether ,e discussed the ans,ers -r!$ the

assi&n$ent +t the end ,e tasted s!$e Dutch

deli&hts

5!$e,!r

! h!$e,!r

Sel- *#aluati!n !- the (ess!n

B!th classes ,ent #ery ,ell The students lied the subject and ,here #ery acti#e

es!urces/Materials

!,er%!int %resentati!n

+ssi&n$ent


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1. Fill in the right words

Mondriaan, cows, Amsterdam, low-lands, Rotterdam, Cheese, dikes, tulips

,$

(ost eole thin& a-out this .hen the/ a-out the Dut"h$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

0$ The de1inition o1 the .ord Netherlands$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

2$

The Dut"h -uild this against the sea$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

3$

This Dut"h "it/ has a -ig har-or$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

4$ A 1amous Dut"h artist$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

5$ These are the most 1amous Dut"h 1lo.ers$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

6$ An animal /ou see a lot in the Netherlands$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

7$

The Dut"h "aital$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

2. Nederlands leren spreken

Fill in in1ormation a-out /oursel1) then tell something a-out /oursel1 to /our neigh-or$ +ra"ti"e in 8English and9

in Dut"h$

As& 1or the .ords /ou don:t &no.$

1. Fill in the right words

1. Hello

2. How are !o" doing#

$. M! na%e is &&&&&&&&&&&&.

'. I a% (ro% &&&&&&&&&&&&&.

). I a% &&&& !ears old.

*. M! ho++ies are

&&&&&&&&&&&&&&&&&&&&&

1. Hallo

2. Hoe gaat het#

$. Mi,n naa% is &&&&&&&&&&&&&.

'. Ik ko% "it &&&&&&&&&&&&&&..

). Ik +en &&&&&&&&&&&&&&. ,aaro"d.

*. Mi,n ho++!-s i,n

&&&&&&&&&&&&&&&&&&&&&&.

E/a%ples0


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$. o and don-ts in !o"r o"ntr!

3rite down the do and don-ts (or !o"r o"ntr! and dis"ss this in pairs.

4 4N-T


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CLIL REUNION

B' CAS+ER ;Iscience? >reas!n? >senses? and

the lie

M!nit!r/'eedbac

The teacher ,as %resent

durin& these less!ns


The less!n t!! %lace in a dial!&ueish -!r$ The

teacher ,anted t! e%lain the s!urces !- n!,led&e

and the ,ay in ,hich ,e can a%%ly the $eth!d !-

d!ubt

Durin& the -irst %eri!d ) reached the -inal s!urce !-

n!,led&e .reas!n and h!, by the hy%!thesis !- the

e#il &enius Descartes c!uld d!ubt this s!urce )n

d!in& s! he ended u% ,ith the c!&it! and that;s ,here

,e ended be-!re the brea+-ter the brea there ,ere s!$e =uesti!ns -r!$ a

nu$ber !- students that ,e discussed +-ter this

discussi!n ,e c!ntinued the i$%act !- Cartesian

%hil!s!%hy and the %r!ble$s !- dualis$ in the 1@th

century

Durin& the brea the

teacher said the less!n

,as #ery rele#ant and

suited eactly in the

curriculu$ 5e ,as #ery

%leased ,ith the le#el

and the c!ntents 5e ,as

a bit ,!rried ,hether

the *n&lish le#el ,as t!!

hi&h -!r his students )als! sa, this and

c!$bined *n&lish ,ith

'rench %hrases and

reca%itulati!ns in 'rench

Cl!sin&/+ssess$ent


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The less!n ended ,ith a sh!rt reca%itulati!n !- the

$eth!d !- d!ubt leadin& t! indubitable n!,led&e and

the %!siti!n !- dualis$

5!$e,!r


) really enj!yed teachin& a 'rench &r!u% in (a


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CLIL TURKEY

B'


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CLIL NETHERLANDS

B' TEREN) TEACHERS GEOGRA+H' AND

BIOLOG'?S+*

Date: 16 january 201A Subject: ater$ana&e$ent in the etherlands Grade: "A Teacher:

Schutter and #an interen

G!als/"bjecti#es/Standards:

Ti$e "%enin&/'ra$in& the (ess!n/)ntr!ducti!n/*arly

+ssess$ent

)ntr!ducti!n ,ater$ana&e$ent the etherlands

M!nit!r/'eedbac


!,er%!int ab!ut the etherlands and ,ater

Cl!sin&/+ssess$ent

Discussi!n ab!ut ,ater$ana&ent in !ther c!untries

5!$e,!r

This in-!r$ati!n is t!ld t! the students as bac&r!und

in-!r$ati!n -!r the debate


G!in& ,ell $aybe t!! $uch in-!r$ati!n ab!ut the di--erent %r!jects in the etherlands and

t!! less ab!ut the hist!rical %art

es!urces/Materials

!,er%!int


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Format opening speech

Dear members of the jury and guests. Today we will enter a debate on the

following motion:

We are in favour of/against this motion.

The (alternative plan we came up with is and/or we would li!e to as! the

following "uestions:

#nnouncement

$ur first argument is:

%&planation:

%&ample:

$ur second argument is:

%&planation:

%&ample


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$ur third argument is:

%&planation:

%&ample:

$ur conclusion therefore is:

During the debate:

Who says what' #s spea!er during the debate you can do the following:

epeat an argument and as! for a reaction of the opposition.

)ntroduce a new argument

#s! a "uestion

eact to an argument of the opposing team

esri+e !o"r tasks

Team member *:

Team member +:

Team member ,:

Team member -:


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Documents

CLIL Comenius Dutch Team2