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.”