Priprava na kurikularno povezavo Interaktivno znotrajpredmetno timsko poučevanje pri ciljnem TJ Meet the Royals Ciljna skupina dijakov LETNIK STAROST PREDMET(A) UČITELJA DATUM ŠOLSKA URA POTEK URE 1DB 15.-19. letnega dijaki angleščina IVANIČ 16.5.2012 18.5.2012 2. in 3. uri v sredo 6. in 7. uro v petek 4 ure TBA TBA KOROŠEC PROSTOR UČNI PRIPOMOČKI RAZRED: 226 1.letniki 1.a, 1.b, 1.c POSEBNE ZAHTEVE: računalnik in LCD projektor internetna povezava TBA ZA UČITELJA: izročki tabla, flomaster internet link slovar na internetu članek 3 Must-Know Things The Royals računalnik, access to Google Translate revija Current January/February 2011 www.telegraph.co.uk (Zara Phillips, Team GB, London Olypmics 2012) ZARIŠČE ALI FOKUS URE oz. učnega sklopa RIGLER TBA UREDITEV UČILNICE: Dijaki bodo sedeli v parih ZA DIJAKE: izročki pisala različnih barv zvezki 1. in 2. uri: scaffolding current knowledge about the Royal Family (KWL graphic organizer) and Royal Family relationships (drafting their family tree) pictures from the article entitled 3 Must-Know Things The Royals January/February Issue 2011 issue of Current (Mary Glasgow Scholastic) pgs. 18-21 vocabulary building, translation of no more than 10 to 15 key words from English into Slovene and Bosnian and/orSerbian and/or Macedonian 3. in 4. uri: defining the actual and existing relationships between members of the Royal Family, highlighting terms used with Royalty, describing royal protocol reading out loud for pronunciation and inflection, underlining key points/information/ideas/words/phrases, brief general disussion about lesson watch video clip Zara Phillips dreaming of London Olympics (2:03) http://www.dailymotion.com/video/xiy1jz_zara-phillips-dreaming-of-london-olympics_sport (create gap fill of interview with Phillips) UČNI PRISTOPI: UČNE METODE: UČNE OBLIKE: humanistic and social/situational learning 1. in 2. uri: presentation, visual association, 1. in 2. uri: directive, pair, small group, whole class approaches discussion, work with text and ideas 3. in 4.uri: directive, individual, small group, large group, whole class 1. in 2. uri: reading, 3. in 4. uri: listening comprehension, visual vocabulary, collaborative association, getting the gist, informal discussion learning TIP URE SPLOŠNI PODATKI 4. letniki ODDELEK 3. in 4. uri: visual, audio, collaborative learning Priprava na kurikularno povezavo Interaktivno znotrajpredmetno timsko poučevanje pri ciljnem TJ VRSTA ITP podčrtajte, obkrožite dvogovorno (kolaborativno) soodvisno (tradicionalno) izmenjalno (alternacijsko) BESEDE POTREBNO PREDZNANJE royal family Queen Elizabeth II constitutional monarch British Commonwealth tabloid intimidating heartthrob commoner rebel village idiot asset adamant divorce dyslexia extravagant vzporedno (paralelno) SLOVNICA Simple present tense Simple past tense Common vocabulary used to describe people and relationships UČNI CILJI 1. 2. 3. dopolnjevalno (komplementarno) The aim of this module is to provide students with a greater understanding of the Royal Family, especially HRH Queen Elizabeth II. The aim of this module is to generate an awareness of the existing relationships between members of the Royal Family. The aim of this module is to generate discussion about the advantages and disadvantages of being a member of the Royal Family. podporno (suportivno) razločevalno (diferencirano) KLJUČNE ZASNOVE 1. Basic vocabulary as related to the article 3 Must-Know Things The Royals 2. Basic knowledge of the Royal Family and what it means to be a royal 3. Basic knowledge of and personal opinions about of celebrity culture PRIČAKOVANI UČNI DOSEŽKI At the end of this module, the student will be able... 1. to provide the accurate acronym for each of the following: HRH, HM, and PM; 2. to identify the members of the immediate Royal Family; 3. to be able to tell 3 things about each of the following Royal Family members: HM Queen Elizabeth II, Prince William of Wales, Prince Henry of Wales, Zara Phillips, Princess Beatrice of York and Princess Eugenie of York. 4. to identify at least 5 advantages and 5 disadvantages of being a member of the Royal Family; Priprava na kurikularno povezavo Interaktivno znotrajpredmetno timsko poučevanje pri ciljnem TJ ČAS 1. UČITELJ 2. UČITELJ DIJAKI 1. in 2. uri POTEK URE – DEJAVNOSTI 7' takes roll and introduces the topic and asks students to look at the article and identify members of the Royal Family Projects the article on the overhead projector and/or passes out article to individual, pair or small group sit in quiet anticipation of today's lesson 10' monitors students Draws KWL chart on the board or projects chart onto the overhead projector fill in KWL organizer in history notebooks...listing at least 3 points under what I know and what I want to know regarding the Royal Family 8' randomly calls on students to identify the family members monitors students identify the Royal Family members 20' pinpoints key vocabulary words using given glossary at the end of the article writes synonyms of each key vocabulary words on the board and asks for translations when appropriate read the vocabulary words out loud provide translations when asked copy and/or write any translations into notebooks underline or highlight any additional vocabulary words emphasized by the teacher look at the pictures of members from the Royal Family in the article (or pictures could randomly be projected onto the overhead as a PPT presentation) 3. in 4. uri 4' takes roll, briefly questions students about key vocabulary from article (to jar Ss memories) calls on students randomly to read article out loud writes synonyms on the whiteboard (divides students into small groups or 4 large groups) divide into groups (if applicable) facilitates students to stay on-task read article out loud simultaneously complete exercises within the article asks random comprehensions begins video clip, makes any sound adjustments watch video clip (if applicable) asks students comprehension questions about the clip; leads socratic questioning list key ideas under what I learned UGOTAVLJANJE UČNIH DOSEŽKOV Priprava na kurikularno povezavo Interaktivno znotrajpredmetno timsko poučevanje pri ciljnem TJ PREVERJANJE OCENJEVANJE Complete these statements exercises Essential vocabulary gap fill/crossword/word find True/False questions Role play (e.g. one student is a Royal Family member and the others must behave according to protocol) Matching facts to family members Small groups creating a Royal Family quiz show Fill-in-the-blank exercises Matching exercises (facts with family members) Fill in a family tree with the correct Royal Family member Formal or informal panel discussion about the advantages and disadvantages of being a member of the Royal Family Opinion paragraph/essay about whether it is good or bad for HM Queen Elizabeth II to rarely get angry or show her feelings Questionnaire Quiz 1. UČITELJ LOGISTIKA ˝booking˝ the classroom makes sure the internet, projector and sound are in working order before the lesson takes place brainstorms possible student misunderstandings 2. UČITELJ makes photocopies of all necessary materials including extra copy for self and co-teacher gets the register and key to the classroom provides answer key to exercises makes a list of critical questions to be asked throughout the module ADDITIONAL NOTES REFLEKSIJA This lesson may easily be lengthened or shortened. Other ideas and classroom strategies can be accessed online via Shaping the Way We Teach English: http://oelp.uoregon.edu/shaping.html. UČITELJEVA REFLEKSIJA MOŽNE POVEZAVE PO ZAKLJUČKU URE Priprava na kurikularno povezavo Interaktivno znotrajpredmetno timsko poučevanje pri ciljnem TJ After completing this module,… A. Students might explore more about the Royal Family: http://www.youtube.com/watch?v=m3ChoJtMvV8&feature=related, 2:54 (Princess Anne) B. Without being told whom is being wed, students watch the royal wedding Zara Phillips and Mike Tindall (http://www.youtube.com/watch?v=ttw0G_FG8nI&feature=related, 2:25) and try to guess where, when, and whom is being wed C. Students might learn more about the history of royal wedding dresses: http://www.youtube.com/watch?v=htSvZDvIf5I&feature=related (Royal wedding dresses: a history, 6:56) D. Students might discuss relationships and related vocabulary or focus on the topic of celebrity culture: Zara Phillips http://www.youtube.com/watch?v=fMHPnRsyePw&feature=topics (12:42) or http://www.youtube.com/watch?v=eHdvf92n6Vk (7:06) E. Student might get to know Zara Phillips and her horse Toytown a bit better: http://www.youtube.com/watch?v=FWiUkJdQBzQ&feature=topics (10:13) or Zara Phillips doing dressage http://www.youtube.com/watch?v=Q8pT3C0tUXA&feature=related (5:48) F. The teacher might use the following clip as a transition into Olympics and sports: http://www.youtube.com/watch?v=kKZvpIRoAFM (Zara Phillips carries London 2012 Olypmic torch on horseback, 2:14) G. Students have an informal panel discussion about the qualities of a strong leader who is also part of celebrity culture and denote the advantages and disadvantages of being a part of celebrity culture (e.g. the following question is posed by Current, “As the Queen she rarely gets angry or lets her feelings show.” Do you think this is good or bad? What qualities should a strong leader have?”) H. Students have an informal panel discussion about the idea of the royal family (e.g. as posed by Current, “Do you think the Royal Family is a waste of money for British taxpayers?”) Students can form a compare and contrast diagram and compare the idea of royalty with that of their own country or other countries they have lived in, visited, or studied. I. In addition to a discussion about celebrity culture, students have an informal panel discussion about which of the British Royal Family are positive or negative role models for young people and why/why not. J. Students can transition into short stories by reading the short story The New Animal Alchemy by Amelia Kinkade found in the collection Angel Horses: Divine Messengers of Hope by Allen and Linda Anderson, New World Library, Novato, California, 2006: 27-31. (Following the Way Up Intermediate text the lesson(s) proposed above could be utilized as a transitional model into “Healthy Habits” as well as “Adrenaline Sports.”