RAZVOJNA NALOGA ZA FEBRUAR 2011
SATELLITE SCHOOL COURSE PROGRAMME PROPOSAL
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Operacija se izvaja v
okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne
usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
Seznam oddanih razvojnih nalog / List of submitted R&D tasks
#
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Foreign Teacher
Filipe de Almeida
Irma Bandiera
Soizic Dupuy-Roudel
Samuel Farsure
Philip Jacobs
Andrea Jadrzyk
Christian P. L. Johnston
Gerosa Lambergar
Andrea Leone
Mary Ellen Ramasimanana Virtič
Ignacio Escriche Rubio
Daniel Schmidt
William Tomford
14.
15.
16.
17.
Amresh Prakash Torul
Benjamin Tweedie
Andrea Valenti
Stephen Moses Zulu
FL
ENG
ITA
FRA
FRA
GER
ENG
ENG
GER
ITA
FRA
SPA
ENG
ENG
Proposal Title
A Comparison of the graphic novel Persepolis and the film
Strokovna ekskurzija v Beneško Slovenijo
Izražanje stališč – argumentiranje
Towards autonomy
Ekološki problemi v Nemčiji, Sloveniji in Evropi
Essay writing
Debating in English
Mednarodno sodelovanje
Survival Italian language and culture in Italy
A play: the birthday party
Spanish Humour
Video production course
Neither Jabberwocky nor Gibberish: Exploring the American Mentality
Through 20th Century American Poetry
ENG Technical English in ICT context
ENG Living skills for boys
ITA Stereotypes about the Italians in the USA
ENG Tourism in Zambia
Navodila / Instructions
Using the given template and the enclosed comments1 as well as the suggestions below,
create a satellite school program proposal.
The satellite school course should be an example of innovative FL teaching and follow all the
other parametres given or agreed on so far:

Length: from 6 to 30 teaching hours (no single lessons, the minimum time unit is a
block schedule of 2 teaching hours!),
Location: home school, satellite school, other location (field trip etc.), long distance

Pay special attention to the overview of the course as well as goals, objectives & expected
student learning outcomes though all the elements specified on of the template need to be
designed in an integrated and coherent way.
Keep in mind the target audience, i.e. potential satellite schools (principals, teachers, students
and parents) so expound on the educational concepts you use, not just name them. Given the
variety of the target audiences(s), you are quite right in assuming they will not have the same
kind and scope of knowledge so I suggest you adopt a »middle-of-the-road« approach.
A more detailed instruction plan will be the heart of the R&D task to follow. In the
programme proposal, you need not go into minute planning of individual time units but you
need to make some things clear nevertheless: the pace of the course (time unit/-s, how many
of them, how far apart etc.) and the expected outcomes of individual time units.
No.
Elements
Description
Overview (brief description of the course and presentation of self)
What is the added value of the course that you are
 Course
1.

2.
3.
Teacher
proposing? It should be something that students will not
ordinarily get during the course of their regular English
classes. For example, the comparison of a film and a novel
is not all together rare, so what about your particular
course brings added value to the students?
What experience/education do you have that make you
suited to teach the subjects that you propose?
Target audience/students
 Age
 Participation requirements Expected foreknowledge
 Min & max numer per group
Organizational requirements
 Duration (number and duration of
instructional units, timeline of
implementation)
 Location/Venue
 Special requirements (on site or
long distance, field or classroom,
classroom layout etc.)
Goals and/or objectives
4.

Keep in mind that they should be meaningful,
manageable and measurable.
Intended/Expected student learning
outcomes
5.


Content
 Language
 Culture

6.

Evaluation/Assessment methods

(with criteria by outcomes)
7.

Teaching approaches/methods


Learning activities/approaches

8.
9.
10.
11.
Instructional tools (materials & media)
Expenses (additional to human
resources)
In additional to an overall course outcome, you
should also include at least one expected outcome
should be included at the beginning of each block
hour.
These should be concrete assessable skills and
knowledge that the students will have acquired in
your course.
State the main themes, topics and concepts that
you will be discussing. Why are these themes,
topics and concepts important in the process of
working toward your main goals? Further, how
and in what ways should students
produce/reproduce/analyse knowledge (and use
skills) to show you that they have achieved your
goals and outcomes.
Remember that culture is not just a ‗commodity‘
or thing. In fact, the notion that culture exists in a
fixed, definable, or authentic form is subject to
debate. In this context it is necessary to engage to
a certain extent with these debates. In most cases,
some aspect of the fluid, indefinable, and
pluralistic notion of culture should find its way
into your work.
These should be closely aligned with your
learning outcomes, meaning that for each
outcome you should also include a method of
assessment. Appropriate learning outcomes are
those which can be assessed.
How will you know if you have achieved your
outcomes or not? These can involve a variety of
formal and informal techniques.
What is the role of the teacher in your activities?
What approaches and teaching methods will you
use, and how do they support student centered
learning and the achievement of those goals and
outcomes?
What will the students actually do? This should
include not only the approaches you will use, but
also why you have chosen to use these particular
approaches. In this context, what was it about the
approaches that you selected that made them
more effective than the alternatives?
1. Filipe de Almeida
No.
Description
Elements
Overview
A Comparison of the graphic novel Persepolis and the film presented by
Filipe de Almeida (degree in Modern Languages and LiteratureEnglish/German Studies).

Course
Students will learn about graphic novels and how they are put together in
comparison to the film which stimulates them to want to read more
alternative literature. This type of literature is appealing to young readers and
can broaden their “cultural” knowledge as the content of this graphic novel is
extremely rich in different aspects. My background in literature will guide
them in how to read the novel without concentrating too much on grammar
but on other things which are just as important for students such as
vocabulary, stereotypes, language and world issues. In their normal classes
they do not have the opportunity to analyse literature and film in depth and
view it from different perspectives, thus this course will provide them with
the tools to appreciate art and culture, which are very important in order to
understand the world today. This particular course also offers them a chance
to have a multicultural perspective on different issues concerning our world
today. Another added value of the course is the chance for students to learn
about different techniques used in literature and film, something which is
rarely dealt with in the classroom. Students will also be introduced to a
different genre of literature which they normally don’t learn about in their
normal classes

Teacher
My education in literature and modern languages will be an advantage for
the students as I have experience in reading different genres of literature as
well as analyzing texts. I also participated in different cultural courses which
are important in order to help me guide students successfully when they are
analyzing the text and comparing the different mediums. I have extensive
experience in working in different parts of the world as well as with many
different cultures which is a necessity when teaching a course like this one as
it is mainly about cultural experiences. In my opinion these cultural situations
are best explained by someone who has experience in cultural diversity.
1.
Target audience/students
higher level secondary school students

Age
16-18 years old

Participation
requirements Expected
foreknowledge

Min & max number
per group
Interest in cinema(media) and literature
Basic knowledge on how to write an essay
Basic research skills
Basic knowledge in note taking
Has a good command of the language
Interest in world issues
Must buy and read the novel before the course starts
10-15
2.
Organizational requirements

Duration
14 hours over a 3 month period
Lessons are once a week
1 lesson = 2 teaching hours(block lessons)
Last lesson is 2 weeks after the previous lesson to give feedback on work
given in by students
3.

Location/Venue
School premises

Special requirements
Classroom should be free every week and equipped with all the necessary
equipment. (Overhead projector, whiteboard, DVD, computer and writing
material.
Goals and/or objectives

Intended/Expected
student learning
outcomes

4.


Students will be able to successfully compare the graphic novel
Persepolis and the film addressing all the main themes dealt with during
the course in the form of a written paper or the production of a graphic
novel
Students will demonstrate knowledge on the socio-geographic setting of
the novel and how its portrayed in both the novel and film
Students will demonstrate knowledge of the cultural period in which the
novel is set
Students will demonstrate a knowledge of new vocabulary associated to
the main themes of the novel/film
Lesson 1(1 block lesson)-Central Question: What is a graphic novel?
Expected Outcomes: Increase fluency in analyzing and interpreting textual
materials based on different features of a particular genre as well as expand
their vocabulary.
Lesson 2(1 block lesson)-- Critical analysis of static vs. dynamic image
5.
Expected Outcomes: Students will be able to critically analyse difference
between static and dynamic images
Lesson 3 & 4(2 block lessons)-- Social context in which the novel is set
Expected Outcomes: Students will demonstrate knowledge of the social
context of the novel
Lesson 5 & 6(2 block lessons)-- Watch film and apply what they have learnt
to interpret it according to the complex ideas we have learnt about
Expected Outcomes: Viewing and critical analysis of film
Lesson 7(1 block lesson)-- Students will get feedback on their essays/graphic
novels and discuss the main ideas presented on the comparison of the
novel/film
Expected Outcomes: Final ideas on the course.
Content

Language



Culture


6.


Evaluation/Assessment
methods (with criteria by
outcomes)
7.
Introduction to basic language of a graphic novel compared to language
used in films adapted from graphic novels (visual/audio), juxtaposition
etc…
How a biography is written using a medium such as a graphic novel
(timeline, perspective etc...)
Structure of the graphic novel/film (language, images etc...)
It is important that students are aware of how a graphic novel is written
and its basic structure in comparison to the film in order to correctly
analyse both genres and understand “hidden” messages in order to be
able to write a paper or produce a graphic novel on comparing a novel
and the film.
Socio-Historic context in Iran
This topic is extremely relevant as a big part of the novel is set in Iran
and is written by an Iranian. In order to fully grasp the stories within the
novel Students need a backbone on the context of the novel which will
guide them when they write their paper and view the happenings in the
book as directly linked to the social and historical context of the novel.
Role of women in society(gender)
It is extremely important that students understand the role of women in
society today as well as the way in which it is depicted in this novel as a
major part of the novel deals with issues related to gender. This part is
important for this course as it will get students to understand the cultural
value of gender in literature and today’s society giving them another
perspective to use when writing their final paper/producing graphic novel
Cultural differences between different societies
The whole novel deals with different cultural situations and
confrontations making it of utmost importance that students understand
aspects of different ways that people live around the world as well as the
reasons behind why we are the way we are. This is crucial to the course
as it will enable students to critically analyse the novel/film and also
personalize it with their reality. Thus enabling them to understand one of
the major goals of this course which is a multi-perspective analysis of the
novel/film
Lesson 1: What is a graphic novel?


Students will produce their own storyboard which should reflect that
they have understood and grasped all the major concepts related to
graphic novels/film such as captions, speech balloons,
internal/external dialogues) etc. vs. media (moving images, audio,
style etc).This storyboard will be handed in and graded according to
the criteria based on knowledge gained in the classroom.
Students will present their work in front of the class and will discuss
and comment each other’s work
As the teacher you will assess the quality of the work produce by checking if
all the criteria were met and produced in their storyboard (written & graded).
The quality of their discussion(oral) will also show that the outcomes were
met
Lesson 2: Critical analysis of static vs. dynamic image


Students take down notes on lecture given by teacher which are then
handed in at the end of the class in order to be evaluated
Students will be divided into groups and discuss the topic(explain
the relation picture/text)
Teacher will see evidence that students have grasped the main themes by
evaluating their notes
By going round the classroom and participating in the students discussion,
you will be able to see that they have understood the main ideas
Lesson 3/4: Social context in which the novel is set



Filled in Hand-outs given in at the end of lesson
Individual feedback on themes discussed in lesson related to the
social context
Assessment in final paper
Teacher will grade the work handed in thus confirming whether or not
students have met that particular outcome
By questioning students individually the teacher will be able to tell by their
responses if they have achieved the outcome
Lesson 5/6: Watch film and apply what they have learnt to interpret it
according to the complex ideas we dealt with during the course as well as
write a final paper/produce a graphic novel



Students hand in a worksheet filled out during the film and hand it in
at the end of the lesson
Quality of Arguments provided during discussion(knowledge, skills
and attitudes)
Assessment in final essay showing knowledge of different topics
dealt with
Answers on the worksheet will show to what extent students were able to
achieve the expected outcome
Evaluation of knowledge, skills and attitudes gained by students(orally)
Lesson 7: Final feedback on the course


Graded essay/Graphic novel
Quality of final discussion
Evidence of achieved outcome will be shown in the final essay/graphic novel
and how it incorporates all the material dealt with throughout the course and
how the students have used this information and adapted it to their reality in
order to write their paper
Students will be asked a few final questions in order to check whether or not
the main outcomes were achieved


Teaching
approaches/methods





8.
Meet the students that will participate in the course
Give a brief introduction to the course and give students a
plan(information pack) on the course with important vocabulary
and concepts as an aid to the complex issues dealt with during
this course
Facilitate and help students understand the complex issues dealt
with
Give lectures on different topics (e.g. gender issues etc...) whilst
students take down notes
Prepare a presentation(PowerPoint) on Iran in order to give
students background information on the novel
Provide students with main guidelines to write final
paper/graphic novel and guide them in the right direction
Prompt questions for intelligent discussions regarding the main
themes of the novel
During the course I will try to use different teaching methods in order to be
able to engage the maximum number of students taking part in the course. In
this way students will be able to use different strengths to better understand
the course.



By giving lively and entertaining lectures I hope to keep students
interested in what we are discussing and at the same time get them to
take down notes so as not to lose too much information. In my
lectures I tend to use personal situations to explain more complex
issues such as, race, gender or any other topic which students may
not understand correctly. Also the lectures should be adapted to the
students (language, vocabulary, style etc...) in order for them to get
the maximum information from you.
Lead discussions where students are stimulated into giving their
opinion and back it up with reasons. By allowing students to present
their own arguments but at the same time asking them to question
why they chose their particular answers. During the discussion I will
try to “provoke” students into using more critical thinking when
giving an answer to a topic. By making generalized statements about
certain topics concerning the novel and coaxing them into thinking
about sensitive issues objectively and critically (inequalities, religion,
gender, social status etc...)
Exchanging information with students instead of dictating it by
asking them about personal situations which might be similar to
themes dealt with in this course

Learning
activities/approaches
Using different mediums to present important themes on the course
such as video, audio, blackboard, presentations, newspaper articles
and in some cases even role play
 Leads brainstorming activities(limited time) which allows students to
be more creative
 Promotes group or pair work which will also help them know each
other and is a natural form of socialisation and sharing of ideas
between peers which is an important part of student centered teaching
as it stimulates students to gain knowledge from each other
Lesson 1:



Students will listen and take down notes on information given by teacher
during the introduction of the course. This will help them understand
their information pack and what will be happening during the course. By
taking notes students will have a written record to fall back on to
remember what was done in the first lesson. This is more effective than
just listening as it will be a written record which they can add to their
folder
Students get a photocopy of a page within a graphic novel without the
text (they should hand it in at the end of the class for evaluation.By filling
in their own story within a graphic novel allows them to use and correctly
understand what they have learnt about graphic novels rather than just get
the theory on the topic
Listening and answering questions prompted by teacher to show
understanding of topic as well as sharing a personal opinion on the
themes and topics dealt with
Lesson 2:

9.
Students will take down notes on the lecture given by the teacher. This
will help them take down information which is complex and hard to
understand so by writing down their own notes they can better understand
what was dealt with in the classroom when they are going through their
notes at home. By using their own language they will be able to
understand the complex ideas in a simpler way
This method was chose because certain concepts are too difficult to present in
a different way, so by lecturing as a teacher you give a detailed explanation
of all the important themes and make it understandable for the students by
using language which they are familiar with thus making it the best way to
deal with complex topics such as for example the critical analysis of a static
image vs dynamic image.

Students will work in groups to discuss what they learnt and share and
compare their notes about the theme which in this case is the relationship
between picture/text(static vs dynamic).By doing this students are getting
a wide variety of perspectives as well as contributing to improving the
work of their peers by offering each other new ideas making this a better
approach as it allows all to share their knowledge and the teacher
mediates what information is being shared
Lesson 3 & 4:

Students will take down notes on the lecture given by the teacher. This
will help them take down information which is complex and hard to
understand so by writing down their own notes they can better understand
what was dealt with in the classroom when they are going through their
notes at home. By using their own language they will be able to
understand the complex ideas in a simpler way
This method was chose because certain concepts are too difficult to
present in a different way, so by lecturing as a teacher you give a detailed
explanation of all the important themes and make it understandable for
the students by using language which they are familiar with(gender
issues, social context, geographical position of Iran,

Individual feedback after discussions on the main topics, this is important
as each student has an individual perspective on themes such as gender,
social context etc... and it is important that they share their views instead
of hiding behind the “group” ideas
Lesson 5 & 6:

10.
Instructional tools
(materials & media)
11.
Expenses (additional to
human resources)
Students will watch the movie and fill in related hand out during the
movie. This method is used in order to make students watch the film in a
critical way and be aware of the details within the film in order to help
them in the analysis of the film and then the comparison with the
novel.By keeping students intelectually active during the screening of the
film they will be able to absorb all relevant details concerning the course
 Listen when teacher gives insight on particular parts of the film in order
to help them understand more complex and hidden messages during the
film.This is the best method as it guides students into understanding
deeper concepts which they may not completely understand related to
(setting, characters, design, scenario, language etc..)
 Group discussion on the film and giving feedback to the class.This is
done at the end of the film and it is the best method as it offers students
multi perspectives from the different groups who will present different
parts of the film and then share it with their peers, thus giving a general
idea of what the students thought of the film
 Students will start writing their Papers/Graphic novel in the classroom.
This is important because by starting their paper in class they will have a
chance to have the teacher present as a guide during their brainstorming
and putting together of ideas for their final work. They will have support
from teacher to help them with the structure as well as how to better
develop their ideas. This is a good option because students can use the
teacher as a tool for guiding,mentoring and facilitating the development
of their final work,thus making it more effective than starting the paper at
home where they might be distracted or cannot find ideas to start the
paper/graphic novel.
Overhead projector, blackboard, music, writing material, computers for
research as well as access to the library.
Students have to buy the novel, photocopies
2. Irma Bandiera
No.
Elements
Overview (brief description of the course
and presentation of self)
Description
Irma Bandiera, profesorica ruščine in slovenščine, tri leta
gostujoča učiteljica italijanščine na Gimnaziji Nova Gorica,
sedaj tuja učiteljica na OŠ Renče.
STROKOVNA
EKSKURZIJA
V
BENEŠKO
SLOVENIJO. Učenci tretje triade osnovne šole (ali
prvega letnika srednješolskega izobraževanja ali strokovni
delavci) bodo odkrivali zanimivosti nadiške, terske in
rezijanske doline.
Predlog medpredmetnega povezovanja med italijanščino in
turistično vzgojo kot izbirnima predmetoma ter zgodovino,
slovenščino, glasbeno vzgojo, geografijo in etiko.
Dvodnevna strokovna ekskurzija.
Načrt potovanja:
1. dan:


1.





Odhod iz šole.
Potovanje po avtocesti do Gorice (Gorizia, Italija),
skozi Krmin (Cormòns) do Čedada (Cividale del
Friuli).
Ogled Čedada (zgodovinsko jedro, piazza Paolo
Diacono, Hudičev most, reka Nadiža) in obisk
uredništva časopisa NOVI MATAJUR, obisk
arheološkega muzeja, kjer je shranjen černjejški
rokopis.
Nadaljujemo po stari cesti v nediški dolini (Valle del
Natisone).
Nadaljujemo pot do Tipane (Taipana) v terski dolini
(Val del Torre).
Ogled mesta s poudarkom na dvojezičnih oznakah
(kažipoti).
Obisk etnografskega muzeja v Luseveri (Hostel v
Luseveri - prenočišče).
2. dan:




iz Lusevere v rezijansko dolino (Val Resia). Resia je
občina sestavljena iz treh vasi – Prato, Oseacco,
Stolvizza.
Voden obisk doma rezijanske kulture (Rozajanski
dum).
Koncert ženskega pevskega zbora Roze Majave
(Majske vrtnice), pesmi rezijanske glasbene tradicije.
Vračanje domov po avtocesti A 23 Tarvisio – Udine do
Gorice (Gorizia), nato naprej po avtocesti v Sloveniji.

Course
Direktno učenje življenjskih situacij manjšine, ki v tistih
krajih živi. Komuniciranje s Slovenci, ki so tam manjšina.

Teacher
Kot prebivalec Furlanije – Julijske Krajne lahko iz svojih
izkušenj povem informacije o slovenskih
kulturnih
ustanovah v Italiji in o položaju zamejskih Slovencev na
našem področju. Poglobila sem svoje znanje slovenske
kulture in jezika na videmski univerzi, kjer sem študirala
tudi slovensko literaturo. Zelo pomemben del naših
predavanj je bil posvečen rokopisom rokopisne dobe pred
Trubarjem, ki jih večina ne pozna iz šolske literature. Tako
znanje, ki sem ga nadgrajevala iz leta v leto bi posredovala
učencem ali dijakom ter strokovnim delavcem.
Target audience/students
Tretja triada osnovne šole/Prvi letnik srednješolskega
izobraževanja/ različni aktivi strokovnih delavcev.
Strokovne delavce vabim z namenom, da bi se seznanili s
ponujenimi vsebinami za učence oz. dijake.

Age
14-15 / 15-16 let/strokovni delavci različnih starosti.

Participation requirements - Expected
foreknowledge
Znanje učencev ali dijakov, ki so ga pridobili pri pouku
družbe oz. zgodovine, slovenskega jezika, glasbene vzgoje
o zamejskih Slovencih in njihovi kulturi, kulturni dediščini,
glasbi, zgodovini in kraju bivanja Benečiji. Osnove
sporazumevanja v italijanskem jeziku. Osnovni geografski
položaj Benečije. Osnovni načini sporazumevanja v tujem
kraju.

Min & max number per group
10 učencev /dijakov/strokovnih delavcev.
2.
Organizational requirements

Duration (number and duration of
instructional units, timeline of
implementation)
Dvodnevna strokovna ekskurzija + priprava pri pouku:

Location/Venue
Beneška Slovenija – Italija /zbirno mesto po dogovoru.

Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Delo v učilnicah in izobraževanje na terenu v okviru
strokovne ekskurzije.
3.
3 ure slovenskega jezika.
3 ure italijanskega jezika.
2 uri zgodovine.
1 ura etike.
2 uri turistične vzgoje.
2 uri glasbene vzgoje.
1 ura geografije.
Skupaj učnih ur: 14
Goals and/or objectives
Italijanščina:
-Funkcionalni cilji:

Uporabljajo osnovne fraze v italijanskem jeziku in v
avtentičnih situacijah.
 Okrepijo samozavest z nastopom v tujem jeziku in v
tujem kraju.
 Znajo zbirati in razlikovati med uporabnimi podatki.
 Pridobijo na orientaciji pri zbiranju podatkov tujih
besedilih v literaturi in na spletu.
-Izobraževalni cilji:



Utrdijo znanje italijanske kulture.
Spoznajo nove kraje in ljudi.
Izboljšajo kvaliteto izgovorjave.
Slovenščina:
-Funkcionalni cilji:
4.
Pisanje – Učenci tiho in glasno berejo slovenska besedil
iz različnih obdobij in jih razvrščajo v časovno
zaporedje.
Berejo besedila o zgodovini slovenskega jezika, razumejo
prebrano besedilo.
Govorjenje - Učenci razmišljajo o razvoju slovenskega
(knjižnega) jezika skozi stoletja in iščejo podatke po
raznih virih.
Pripravijo in izvedejo govorni nastop.
Presojajo govorne nastope. Postavljajo vprašanja.
-Izobraževalni cilji:
 Učenci poznajo razlike med zamejci in izseljenci in
ločujejo med slovensko, državno in etično mejo.
 Poznajo položaj slovenskega jezika v javnost v Italiji.
 Razumejo in rabijo izraze zamejci, izseljenci, materni
jezik/prvi jezik.
 Poznajo imena držav, v katerih živijo slovenski zamejci
in v katerih slovenski izseljenci.
 Dopolnjujejo časovno preglednico o zgodovini
(slovenskega) knjižnega jezika.
Glasbena vzgoja:
 Spoznajo izročilo, ki utemeljuje dobro glasbo kot
nenadomestljivo vrednoto človeške službe in
 vzgoje, ki ostaja zgled do danes.
 Analitično poslušajo.
 Razumejo nove pojme.
 Spoznajo značilni slog v glasbi.
 Razvijajo in razumejo trajno umetniške vrednote.
 Iščejo nove poti glasbenega izražanja.
 Doživljajo poslušanje (glasba, beseda, gibanje)
 Poglabljajo znanje o melodiji, o inštrumentih in o
vrednotenju glasbe.
 Razumejo pomen sodobnih glasbenih zapisov.
 Spoznajo sodobne glasbene oblike.
 Spoznajo gibalno -plesno izražanje ob instrumentalni
igri.
Zgodovina,
vzgoja:
Etika,
Geografija,
Turistična
-Funkcionalni cilji:
1. Spoznajo kraje, kjer živi slovenska manjšina v Italiji.
2. Spoznajo slovenske kulturne ustanove v Italiji.
3. Opisujejo narodnostno sestavo prebivalstva v Sloveniji
in Slovencev v sosednjih državah s pomočjo
statističnih podatkov.
4. Narišejo v karto pokrajine, kjer živijo Slovenci izven
meja Slovenije.
-Izobraževalni cilji:


Intended/Expected student learning
outcomes






5.




5. Spoznajo geografske značilnosti, navade in
kulturno dediščino ter narečje zamejskih
Slovencev.
6. Spoznajo zgodovino boja za ohranjanje
slovenskega jezika.
7. Seznanijo se s pravicami Slovencev v Italiji.
8. Seznanijo se z načinom prenašanja kulture izročila
na nove generacije.
9. Spoznajo najstarejše dokumente, ki potrjujejo
prisotnost slovenskega jezika na tem področju pred
Trubarjem.
Spoznajo društva, njihovo vlogo, naloge in cilje.
Spoznavajo pomembne osebnosti preteklosti in
sedanjosti.
Udeleženci ekskurzije kvalitetneje dojemajo drugačno
kulturo Slovencev izven meja Slovenije.
Seznanijo se z načinom življenja in sobivanja z
večinskim narodom.
Seznanijo se z njihovim delovanjem in bivanjem ter
zgodovinsko dediščino v realni življenjski situaciji.
Razlikujejo med izseljenci in zamejci.
Razumejo položaj slovenskega jezika v Italiji.
Znajo razvrstiti literarne dosežke v posamezna
zgodovinska obdobja.
Razumejo kulturno izročilo z vidika slovenskega
jezika, glasbe, zgodovine in v povezavi z večinskim
narodom.
Razumejo vzroke zakaj se ljudje trudijo za ohranitev
kulturne dediščine.
Znajo pravilno umestiti Slovence v tuji državi.
Okrepijo znanje zgodovine manjšine.
Content

6.

Language
Culture
Evaluation/Assessment methods (with
criteria by outcomes)
7.
Teaching approaches/methods
8.
Learning activities/approaches
9.
Strukture italijanskega jezika:
 osnove sporazumevanja.
 javna komunikacija.
 imenovanje mest in dolin v italijanščini.
Strokovne izraze pri različnih predmetih v italijanskem
jeziku, italijanski prevod ljudskih pesmi. Stari slovenski
jezik v rokopisih, različna slovenska narečja, ki jih
uporablja manjšina.
Z ohranjanjem kulturnega izročila se je ohranil tudi jezik
manjšine. Teme obravnavane pri pripravah so primerne, da
bi učence ali dijake ali strokovne delavce spodbudili k
razmišljanju o ohranjanju ljudskih tradicij slovenske
manjšine v Italiji. Mislim, da je to spodbuda k razmišljanju
o tej temi, o pomenu ohranjanja, o vrednoti celotnega
izročila. Udeleženci strokovne ekskurzije se seznanijo s
sprejemanjem in razumevanjem drugačnosti manjšinskega
naroda s strani večinskega naroda. Z aktivnim kontaktom
in lastnim opazovanjem, spremljanjem in sprejemanjem
informacij na terenu si lahko vsak ustvari svojo podobo
žitja in sožitja prebivalcev tistih krajev.
Učenci ali dijaki bodo izdelali turistični vodič v obeh
jezikih. Samoevalvacija jim bo pomagala pri oceni vseh
novih informacij. Predstavili bodo celotno dogajanje
ostalim sošolcem. S kvizom se bodo med seboj primerjali
koliko so si zapomnili.
Strokovni delavci bodo izpolnili anketo o prejetih
informacijah. Ob tem bodo izrazili zadovoljstvo oz.
nezadovoljstvo z minulim dogajanjem.
Metode, ki jih bo tuji učitelj uporabljal: frontalna,
individualna, skupinska in sodelovalno učenje, da bi se
učenci ali dijaki med seboj povezali, sodelovali in lažje
izmenjavali informacije, raziskovalno delo za spodbujanje
k uporabi vseh medijev in literature, opazovanje za
sprejemanje novega in pridobivanje izkušenj, metoda
obdelovanja in predstavljanja podatkov ter metoda govora
za natančnejše pojasnjevanje novih znanj.
Tuji učitelj bo vodil priprave na govorni nastop v
italijanščini in nudil pomoč pri prevajanju originalnih
italijanskih besedil. Vodil in analiziral bo evalvacijo
strokovne ekskurzije. Učence ali dijake bo ob zaključku
celotnega dogajanja ustrezno ovrednotil z oceno.
Poleg tega mora tuji učitelj narediti še:
 Poskrbeti za celotno organizacijo strokovne ekskurzije:
 čas in najava vseh ogledov.
 Rezervacija prenočišča v hostelu.
 Najem avtobusa.
 Dogovori z lokalnimi vodiči in vodji institucij, ki jih
bomo obiskali.
Kako se bodo učenci pripravili na izlet?
 Učenci doma poiščejo informacije o Slovencih v Italiji.
 Primerjajo status manjšine skozi zgodovino (pravice,
zakonodaja …).
 Pripravijo govorne nastope, ki jih izvedejo pri pouku
slovenščine in kasneje, kot „turistični vodiči“ na izletu.
 Vsak učenec pripravi nekaj kratkih predstavitev krajev,
krajevnih znamenitosti, kulturnih ustanov, etnoloških
značilnosti … v slovenskem in italijanskem jeziku.
 Pri zgodovini in kasneje bodo učenci predstavili
najstarejše dokumente oz. rokopise rokopisne dobe
slovenskega jezika od XIV stoletja do leta 1550.
 Izdelali bodo plakate s statističnimi podatki, ki jih bodo
zbrali doma in v šoli.
 V karto narišejo pokrajine, kjer živijo Slovenci izven
meja Slovenije.
 Pri pouku glasbene vzgoje bodo poslušali in peli pesmi
rezijanske tradicije in se naučili plesati tipični rezijanski
ljudski ples.
Vse aktivnosti se izvajajo, da bi bili učenci ali dijaki čim
več aktivni pri pripravi na strokovno ekskurzijo. Sami si
bodo iskali informacije o Sloveniji in o Italiji, da bi
izboljšali spretnosti iskanja uporabnih podatkov ter njihovo
geografsko znanje. Samostojno obdelovanje podatkov jim
bo pomagalo pri učenju sprejemanja novosti ter pri uporabi
strokovne terminologije v obeh jezikih. Iskanje novih
informacij jih bo spodbudilo k uporabi vseh medijev in
različne literature.
Instructional tools (materials & media)
10.
Expenses (additional to human resources)
11.
Govorni nastopi, ki jih bodo izvedli pri pouku in med
ekskurzijo, jim bodo okrepili samozavest, jih spodbujali k
uporabi govornega maternega in tujega jezika.
Učenci bodo poglobili splošno znanje, ki ga bodo
uporabljali pri nadaljnjem izobraževanju.
Splet, časopisi, enciklopedije, zemljevidi, table, turistični
vodiči, v več jezikih, učbeniki zgodovine in etike, jedilni
listi, brošure, notno gradivo, zvočno gradivo, avtentična
glasba ljudi teh pokrajin.
Potni stroški za avtobus, stroški za namestitev v hostelu,
stroški za prehrano, stroški za literaturo in ostala gradiva,
stroški za vstopnice muzejev.
3. Soizic Dupuy-Roudel
Description
Elements
Overview (brief
description of the course
and presentation of self)
Dans ce cours, je propose de travailler sur l’argumentation et sur l’opinion.
Grâce à un matériel varié, je souhaiterais amener les étudiants à savoir
reconnaître ce qu’est une justification valable, à distinguer les différents
types d’argumentation et d’arguments, à pouvoir les critiquer en donnant
son opinion, à rédiger un texte argumentatif et à participer à un débat. Cette
tâche pragmatique peut être utile en classe, dans le cadre d’un examen
(DELF) où dans la vie de tous les jours.

Loin d’être trop théorique, j’aimerais que ce cours soit axé sur la pratique et
le travail de groupe. Tout au long de leurs scolarité, les élèves sont amenés
à argumenter mais prend-on vraiment le temps pour cela en langue
étrangère? En classe entière, il n’est pas toujours possible de le faire (manque
de temps, programme, classe hétérogène, trop grand nombre d’élève…).
Course
De plus, le travail sur l’argumentation est un exercice spécifique qui va
permettre aux élèves d’organiser leurs idées et leurs pensées.
Lors du premier contact, je propose de poser la question ouverte suivante
(question que je reposerai à la fin des séances) :
« Qu’est-ce que l’argumentation selon vous ? Quels sont les différents
types d’argumentation ? »
Séance 1 : La publicité Française
1.
Objectif de séance : L’élève doit être capable d’analyser et de critiquer une
publicité avec des arguments valable.
-
-
Première séance de découverte : présentation et explications des objectifs
de ce cours.
Travail sur la publicité Française (support papier): description de
publicités puis travail sur le fond et la forme : quels sont les choix
stratégiques sous-jacents, les choix de communication, de couleurs, de
slogans, quel est l’effet sur le consommateur, le lien avec le
produit…quelle est la meilleure publicité, la moins bonne et pourquoi….
Travail sur la publicité (support visuel / vidéos) : mêmes types
d’activités.
En quoi ces choix de forme et de fond sont de véritables arguments ?
Comparaison des deux supports : en quoi sont-ils différents et pourquoi ?
L’évaluation : A l’issue des deux heures, les élèves par groupe, doivent
présenter leur publicité en justifiant leur description et en donnant leur
opinion. Les critiques des autres groupes sont les bienvenues.
Séance 2 : Littérature
L’objectif de séance : les élèves doivent être capable de réfléchir et surtout de
répondre à la question suivante « qu’est-ce qu’une bonne littérature et
pourquoi ? »
-
En premier, les élèves et le professeur pourraient réfléchir ensemble sur
ce qu’est selon eux, une bonne littérature. Les arguments trouvés
pourraient être classés par grands thèmes : par exemple, une bonne
littérature, c’est :
- une écriture de grande qualité, originale, attrayante…
- une histoire passionnante, intéressante, captivante…
- -un écrivain connu ou qui a déjà fait ses preuves…
- etc…
Les thèmes ou arguments doivent être établis par les élèves en
discutant avec le groupe classe de ceux qui sont valables ou non.
Les étudiants doivent se rendre compte de la différence entre les
goûts personnels (j’aime ou je n’aime pas cette littérature) et des
critères plus objectifs, plus argumentés.
-
-
Pour chaque grand thème, les élèves doivent trouver un exemple
d’ouvrage, l’apporter en classe, choisir un ou plusieurs extraits et le
présenter aux autres. On peut se poser alors la question, cela rentre-t-il
dans les critères établis auparavant ?
Pour finir cette séance, il serait possible de regarder les critères officiels
Français de classification d’ouvrages (les prix attribués par exemple) et
en discuter en classe.
Evaluation : lors des présentations d’ouvrages et de leurs justifications.
Afin de poursuivre sur le thème de la littérature, j’aimerai, de plus, envisager
la lecture de récits / extraits littéraires argumentés avec la rédaction d’essais
par la suite.
Séance 3 : L’argumentation en philosophie
Objectif de séance : comprendre l’argumentation/identifier les arguments et
prendre position.
-
Présentation de textes philosophiques simples et adaptés à leurs
niveaux (Ex : « les idées reçues en philosophie)
Travail individuel : chaque élève regroupe et classe les arguments
(arguments politiques, sociologiques,…) et donne son opinion sur ce qui
est le plus convainquant, valable…
Etude de la structure argumentative (arguments/ illustrations), du plan
de l’argumentation (Intro/ Développement /Conclusion)
Présentation des cafés philos en France et en Europe
(explication du concept, du fonctionnement, des thèmes abordés, des
enjeux…). Il serait possible de regarder des extraits de discussions
et/ ou débats et d’en discuter par la suite.
Evaluation : Etude d’extraits de textes aux idées philosophiques, les élèves
doivent analyser la structure de l’argumentation, reformuler les arguments,
les classer et également donner leur opinion (accord ou désaccord) avec la
thèse développée en se justifiant.
Séance 4 : L’argumentation dans les journaux
Objectif de séance : comprendre un article de journal argumenté, percevoir
l’orientation et l’opinion de l’auteur.
Je demanderai aux élèves d’apporter lors de cette séance des articles de
journaux en Français qui défendent un point de vue ou une idée. Chacun
fera le résumé de son article, indiquera la nature des arguments (sous forme
de tableau) et nous présentera de quel journal Français cet article est extrait et
enfin prendra position sur le problème soulevé.
Les élèves peuvent :
-
Comparer les différents argumentaires
Préciser les types d’arguments
L’effet produit sur le lecteur
Les arguments les plus convaincants et pourquoi
Les objectifs généraux de l’auteur
La place de l’article dans le journal et pourquoi
Donner ses propres arguments et son opinion sur l’article et la justifier
L’évaluation : les élèves devront écrire leurs commentaires (essais) sur
l’article suivant les points précédents.
Séance 5 et 6 :
Les séances précédentes seront consacrées à l’entrainement à l’argumentation
sur des exercices, des activités et des sujets variés.
Par exemple :
-
-
-
Des questions ouvertes : « Les avantages et les inconvénients d’une vie
en ville ou à la campagne? »/ « L’éducation et l’école » /
« Le téléphone portable et son utilisation » / « Internet et
communication… » / l’environnement…
Des jeux de rôles éducatifs : -le radeau (« nous sommes tous sur un
même radeau mais il n’y aura qu’un seul survivant, chacun doit défendre
son personnage avec de bons arguments…), le jeu du Loup-garou (se
défendre, mentir, accuser les autres pour survivre…)
Des sujets de débat : « Etes-vous pour ou contre la consommation et
pourquoi ? »
Il serait possible en évaluation finale et en fin de session d’organiser un
réel débat sur des sujets proposés par les élèves et en distribuant les rôles
dans le groupe :
-
Présentation du sujet
Celui qui donne les tours de parole
Celui qui oriente et réoriente le débat
L’observateur qui ne participe pas au débat mais écoute et note les
arguments
Diviser la classe: les élèves « POUR » / Les élèves « CONTRE «…
Autres séances possibles :

Teacher
J’aimerais leur montrer en quoi savoir argumenter peut être utile dans leur
parcours linguistique en Français et dans la vie quotidienne.
Tout d’abord, parce que cet exercice est une épreuve classique pour le DELF
et aussi pour entrer dans une université Française.
De plus, lors d’une recherche d’emploi, savoir écrire une lettre correcte de
motivation et savoir répondre à une interview relève de l‘argumentation
(mettre en avant ses qualités, ses compétences). Une séance consacrée à la
rédaction de lettres de motivation et à la simulation d’entretien pourrait être
un exercice pratique très intéressant et pourrait faire l’objet d’une évaluation.
Donner son opinion en la justifiant, c’est quelque chose que j’expérimente
cette année avec mes élèves de fin de Lycée et je remarque qu’il s’agit d’une
tâche difficile pour eux et c’est un domaine qui m’intéresse car j’ai été
amené à faire ce genre d’exercices tout au long de ma formation.
Target audience/students

2.

Participation
requirements Expected
foreknowledge
 Min & max number
per group
Organizational
requirements

3.
Age

Duration (number and
duration of
instructional units,
timeline of
implementation)
Location/Venue
Je proposerais mon cours à des étudiants de 3ème ou 4ème année de Lycée,
donc de 17 à 19 ans.
Le Français doit être la seconde langue étrangère et je m’adresse à des
étudiants au niveau intermédiaire (B1)
8 étudiants minimum / 12 étudiants maximum
6 séances (minimum) de 2 heures de Français
Dans l’école mère / partenaire ou toute autre école

Special requirements
(on site or long
distance, field or
classroom, classroom
layout etc.)
Goals and/or objectives
Travail en classe
Mes objectifs principaux sont:
-
4.
-
5.
Intended/Expected
student learning
outcomes
-
Présenter différentes formes et support d’argumentation
Montrer aux élèves les différentes natures d’arguments
Reconnaître le plan d’une argumentation (Introduction, Développement,
Conclusion, arguments, exemples…)
Savoir illustrer ses opinions avec des exemples et des arguments
Evaluer des solutions à un problème
Ecrire ou expliquer les avantages / Inconvénients d’une idée / théorie /
phénomène…
Reconnaître les formes des arguments (politique, social, scientifique,
personnel, affectif…)
Comprendre l’argumentation de quelqu'un d’autre et savoir la résumer,
l’expliquer, l’utiliser
Savoir à son tour présenter ses arguments sur des sujets variés à l’écrit et
à l’oral
6.
Content
-

-
Language

Culture
Evaluation/Assessment
methods (with criteria by
outcomes)
Savoir structurer son argumentation suivant certains critères
Pouvoir défendre son opinion / prendre position sur un sujet
Savoir analyser une problématique
Différents supports authentiques d’argumentation (articles littéraires,
scientifiques, d’actualité, philosophie, récit, publicité, reportage, extraits
de film…)
Sujets polémiques
Problèmes à résoudre
Jeux faisant appel à l’argumentation
Exemples de lettres argumentées / analyse et rédaction
Les structures propres à l’argumentation et à l’opinion (“ je pense que, je
crois que, je suis convaincue de… »)
Les connecteurs logiques pour le récit / les articulateurs
L’expression de ses sentiments / sa volonté / le jugement / l’hypothèse…
Lexique et synonymes
L’aspect culturel sera abordé lors des débats et présentation des
arguments, cela pourrait faire office d’une réflexion en commun : quels
types d’arguments relèvent d’une culture donnée ?
Pour chaque séance, les élèves devront être capables de répondre à l’exercice
demandé, de me le présenter ou de le présenter aux autres. De plus, lors des
temps de lecture et d’observation de l’argumentation, j’attends des élèves une
analyse fine et complète du type d’arguments utilisés, des exemples…
Lors des travaux pratiques (comme les débats ou rédaction d’essais
argumentés), des critiques / feedbacks / résumés et synthèses seront effectués
par les élèves eux-mêmes pour chaque exercice.
7.
Enfin, la même question / un questionnaire identique seront présentés au
début puis à la fin des séances pour faire le point sur ce qu’ils auront appris
lors de la session.
Teaching
approaches/methods
Le rôle du professeur sera de présenter un panel de supports variés
d’argumentation afin de les faire réfléchir sur ce sujet. L’enseignant guidera
les élèves dans leurs recherches, mais les élèves devront être relativement
autonomes dans leur travail et leur construction du savoir. En créant un
espace approprié, j’aimerais également que les élèves se sentent libres, lors
de la session, de donner leurs opinions et leurs avis sur les sujets établis.
Learning
activities/approaches
Le travail en groupe sera privilégié afin de favoriser les interactions mais
certaines tâches seront individuelles (rédaction des essais / commentaires /
descriptions…).
10.
Instructional tools
(materials & media)
Utilisation d’internet en classe pour le travail de recherche
11.
Expenses (additional to
human resources)
8.
9.
4. Samuel Farsure
Elements
Description
Overview (brief description of the course and presentation of self)

Course

Teacher
1.
2.
3.
This program is a long-distance course aimed at developing autonomous work
among 1st year students in French under careful supervision by a foreign
teacher. There is no class room activities involved as there is no class room!
Communication will mainly take place through mails and Skype.
It is not a back-up activity for students struggling with some aspects of their
usual lessons at school though it might prove useful for these students in terms
of motivation.
The students are engaged in finding resources for the learning of French
language and culture, they have to use these resources and be critical to what
they find on-line.
The aim for them is to slowly develop their own personal relationship to the
target culture.
The type of tasks will range from much directed to very open ones following
the competence and tastes/suggestions of the students.
This program is designed to empower the learners regarding their path/access
to knowledge and focus on internet as a powerful tool for learning.
Ultimately, students should be able to ask themselves: what is relevant to me
on the web to improve my learning?
About “autonomous learning” in this course:
Autonomy does not mean doing whatever you want whenever you want
especially in terms of language learning. It means students have to be selfreflective on: their progress, what they learn, how they learn and the tools they
use to be able to fix goals by themselves little by little; all of this with the help
of a professional teacher.
He has been teaching for 8 years in Slovenia from primary school to university
mainly as a foreign teacher and has already worked on the implementation of
programs based on the concept of “autonomous learning” at the university of
Koper.
Target
audience/students
1st year high-school students (15/16 years old)
 Age
 Participation
Access to internet / Skype/ Facebook if needed
requirements Level of English: B1
Expected
foreknowledge
 Min & max number
10 is a big maximum!
per group
Organizational requirements
 Duration (number
1 school year
and duration of
1 task every week or every 2 weeks at the beginning or depending on the task
instructional units,
itself.
timeline of
Teaching time: it corresponds to 2 hours a week at least.
implementation)
Meeting every 2 months (students and teacher) to evaluate the course.
 Location/Venue

Special
requirements (on site
or long distance, field
or classroom,
classroom layout etc.)
Long distance course via e-mail, Skype and Facebook. The school(s) should
provide a time and place for a meeting every 2 months.
4.
5.
Goals and/or objectives
The main goal of this course is to develop autonomy in the learning of the
French culture and language with the use of on-line resources.
Intended/Expected
student learning
outcomes
The students are able to create a data-base of their favourite resources on-line
in the form of a personal portfolio and showcase they have used these
resources. They will be divided into 2 groups: linguistic resources and cultural
resources.
Content
 Language
6.

Culture
Evaluation/Assessment
methods (with criteria by
outcomes)
7.
Teaching
approaches/methods
8.
9.
10.
11.
Learning
activities/approaches
Instructional tools
(materials & media)
Expenses (additional to
human resources)
French survival kit
Introducing yourself and say hello
Être and the use of adjectives
French sounds and rules of pronunciation
Numbers and alphabet
Definite and indefinite articles in French
Verbes au présent
Poser des questions
Conversation
To be defined by students
French artists
French symbols
Paris
Francophone countries
Stereotypes about France, French people and French language.
The cultural aspect of the course will be adapted and individualised to students
needs on the basis of the questionnaire, the teacher’s propositions and
student’s suggestions.
Portfolio:
Language and culture
The students have to fulfil the so-called weekly or 2 weeks assignment. They
should also be able to showcase their knowledge via Skype conference with
the foreign teacher and short assessment sheets (sent by mail or through
Skype).
The assignment is a working sheet sent in advance by the teacher. It is either
very led/constructed/to be followed or more open. (see examples of working
sheets at the end of this document in the portfolio section).
A meeting is to be held at the beginning of the course, then every 2 months
and at the end to monitor the work of students and assess the value of the
course.
The teacher will organise a meeting before the beginning of the course so that
students and teacher can actually meet for the first time. The aim of this
meeting is to get to know each other, present the program and the activities
and of course decide on deadlines and schedule for Skype meetings.
The role of the teacher is to organise work, prepare coherent tasks, adapt to the
students and provide help and feedback.
He will monitor the program and adjust if needed.
He will also provide on-line help for the students.
The students will be involved in very orientated tasks or more open ones. The
emphasis is laid on research, reflection and self reflection and selection. They
have to fulfil tasks and report: these tasks involve finding relevant resources
and using them to learn a specific aspect of French language or culture.
Computer/internet connexion/working sheets
5. Philip Jacobs
No
Elements
Description
Ekološki problemi v Nemčiji, Sloveniji in Evropi
1.
2.
Tečaj v nemščini o ekoloških problemih, ekološki politiki in zgodovini ekološkega gibanja. Primerjali bomo
razmere v Nemčiji, Sloveniji in Evropi kot celoti. Vodja tečaja je strokovnjak na tem področju, pozna
nemški strokovni jezik in lahko prispeva z osebnimi izkušnjami iz nemškega ekološkega gibanja.
 Naslov tečaja
 Učitelj
Ciljna skupina
 Starost
 Pogoji za
udeležitev –
potrebno
predznanje
 Število
udeležencev
Organizacijski pogoji
Ekološki problemi v Nemčiji, Sloveniji in Evropi ter njihova rešitev.
Philip Jacobs

30 šolskih ur
Časovni potek:
 2 uri: Uvod in pregled nad celoto. Dobra predavanja in dobri spisi
 2 uri: Človek in njegovo okolje. Industrija in strupi v okulju
 2 uri: Smeti / odpadki
 2 uri: Promet
 2 uri: Energetika
 2 uri: Kmetijstvo, voda in prehrana
 2 uri: Obnovljive surovine in viri energije
 2 uri: Umiranje bioloških vrst in varstvo narave
 2 uri: Ekološko gibanje v Nemčiji in Evropi
 2 uri: Vladna politika v Nemčiji, Sloveniji in Evropi
 2 uri: Razdeljevanje tem za spise in seminarske naloge
 4 uri: Kratka predavanja
 2 uri: Dokončanje pisnih nalog
 2 uri: Končni razgovor
poljubna
Dostop do literature/tekstov
Interdisciplinarno obravnavanje tematskega kroga, ki ima v Nemčiji čisto
drugačno ozadje kot v Sloveniji. Sposobnost kritičnega razpravljanja v nemškem
jeziku.
Dijaki znajo izčrpno govoriti o ekoloških temah. Imajo obsežno besedišče na tem
področju in povezanih naravoslovnih, socialnih in političnih strokah. Spoznajo se
na najpomembnejše ekološke probleme v Nemčiji, Sloveniji in Evropi, na
ekološko gibanje in njegovo zgodovino, vladno politiko in znajo primerjati med
obema državama (in nekaterimi drugimi državami). Sposobni so govoriti o
aktualnih temah v Nemčiji. Znajo poiskati literaturo, napisati spis na podlagi le-te
in pravilno citirati.
Trajanje
3.
 Lokacija
 Posebni pogoji
Cilji / namen
4.
Pričakovani učni
uspehi
5.
6.
Vsebina
14 in starejši
Dijaki na višji stopnji: B1 ali višje, četrti letnik ali višji
do 12

Jezik
 Kultura
Ocenjevanje
7.
Dejavnosti učitelja /
metode
8.
Dejavnosti dijakov /
učne dejavnosti
9.
Pripomočki
10.
11.
Stroški
Besedišče: Pojmi iz ekologije, naravoslovja, prometa, družboslovja, politike.
Govorna sredstva za predavanja, spise, argumentacijo.
Socio-kulturne razlike, politična kultura v Nemčiji
Ustni prispevki dijakov (učitelj si redno dela zapiske v tabelah z vsemi dijaki).
Spisi, referat in seminarska naloga. Kriteriji: jezik (jezikovna pravilnost,
izraznost), vsebina. Pisna vprašanja za slušno in bralno razumevanje.
Na začetku tečaja učitelj na tabli zapisuje znanje dijakov iz ekologije. Pripravlja
besedila iz različnih ekoloških tem.
Učitelj dijakom pomaga pri iskanju in izposoji literature. Pogovarja se z dijaki o
njihovih izdelkih.
S svojim strokovnim in kulturnim znanjem ter z natančnim obvladanjem
nemškega strokovnega jezika je učitelj nemški naravni govorec veliko bolj
zmožen posredovati znanje in razmišljanje o ekoloških temah iz nemške
perspektive kot bi to bil slovenski učitelj.
Dijaki pripovedujejo, kaj vedo o ekoloških temah in o pomenu le-teh v Nemčiji
in Sloveniji. Opisujejo, kako se naredi dobro predavanje, kako se napiše spis o
strokovni temi in kako se uporablja literaturo.
Dijaki poslušajo oddaje iz nemškega radia, berejo avtentična besedila o ekoloških
temah. Povzemajo vsebine ali odgovarjajo na vprašanja. Pišejo spise o
obravnavanih temah in izdelujejo referate.
Izberejo si temo, o kateri bodo pisali seminarsko nalogo. Poiščejo literaturo, ki jo
udporabljajo pri izdelavi seminarske naloge.
Dijaki razpravljajo ustno o ekoloških vprašanjih.
Avtentična besedila: Članki iz časopisov, revij, radijske oddaje, strokovne knjige
– iz knjižnice ali interneta. Slovar (Debenjak: Veliki slovensko-nemški slovar +
Veliki nemško-slovenski slovar).
majhni
6. Andrea Jadrzyk
No.
Elements
Description
Overview (brief description of the course and presentation of self)

Course

Teacher
1.
The course is dedicated to the proper planning and structure
of essay writing. This is to be done according to the North
American five paragraph essay with a strong emphasis on
the thesis statement and citation. This course will be
especially useful for those students wishing to study abroad
as this particular form of writing is not only internationally
recognized, but expected of students studying at the
university level.
My experience includes a degree in the English language
and literature thereof, as well as a great deal of regular
teaching experience with Slovenian high school students and
essay writing.
Target audience/students


2.
Age
Participation requirements Expected foreknowledge
 Min&max numer per group
Organizational requirements

3.
4.
Duration (number and duration of
instructional units, timeline of
implementation)
 Location/Venue
 Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
Intended/Expected student learning
outcomes
18 – 19 years of age (4th year of high school)
- higher level students of English (upper-intermediate and
advanced)
- students must have an advanced English vocabulary and
at least a basic understanding of essay writing and note
taking.
- students must have an e-mail account and internet access.
3 – 5 students per group
10 block hours (20 school hours) carried out twice a month.
Home school
N/A
The goal is to improve the students' knowledge of formal
essay writing and MLA citation.
At the end of this course, students will be able to write a
formal essay and include the appropriate MLA citation.
Lesson 1: At the end of this lesson, students will be able to
write an outline for an essay on a general topic.
5.
Lesson 2: At the end of this lesson, students will be able to
effectively incorporate MLA citation into their written work
in the form of footnotes and a bibliography.
Lesson 3: At the end of this lesson, students will be able to
write a meaningful thesis statement.
Lesson 4: At the end of this lesson, students will be able to
write a coherent introduction ending in an effective thesis
statement.
Lesson 5: At the end of this lesson, students will be able to
defend their opinion with evidence in the first body
paragraph, while ensuring that it connects to the thesis
statement.
Lesson 6: At the end of this lesson, students will be able to
continue to defend their opinion with evidence in the second
body paragraph, while ensuring that it connects to the thesis
statement and the first body paragraph.
Lesson 7: At the end of this lesson, students will be able to
finish defending their opinion with evidence in the third
body paragraph, while ensuring that it connects to the thesis
statement and the first and second body paragraphs.
Lesson 8: At the end of this lesson, students will be able to
write a convincing conclusion which encompasses and sums
up the thesis statement and the three body paragraphs.
Lesson 9: At the end of this lesson, students will be able to
spot and correct various inconsistencies in their work in
terms of form and argumentation.
Lesson 10: At the end of this lesson, students will be able to
take a more detailed and critical look at their own work as a
whole in terms of effectively conveying an opinion.
Content


Language
Culture
6.
Evaluation/Assessment methods (with
criteria by outcomes)
7.
Teaching approaches/methods
8.
English
The students will be given a large range of general topics
from which they can choose. These topics will be in the
form of statements that the students will have to either prove
or disprove according to their own opinions and evidence
provided. The final product, the essay itself, will be assessed
both separately and as a whole in terms of form and flow
with students regularly receiving comments and a final
grade on their paper (1 – 5).
Each individual component of the essay will be assessed as
the students produce them. The students will have to
regularly hand in their work (either in class or via e-mail)
for which they will receive comments on readability and
form (based on the format discussed in class). When the
draft of the essay has been completed, each student will
receive and individual consultation during which problems
will be addressed and corrections suggested. The essay will
be assessed on the scale 1 – 5 as a whole in terms of format
and flow (argumentation, the effectiveness of the evidence
provided, etc.).
My role as a teacher is to provide the necessary form and
then to guide and assist the students in their writing by
means of regular monitoring and individual consultations.
The purpose of the lectures will only be to provide the
framework. The students will be encouraged to express and
support their opinions in their essays with appropriate
evidence.
Learning activities/approaches
The students will be required to take notes on a regular basis
(during lectures) and do a great deal of their essay writing in
class. This gives students a frame of reference with which to
write essays in the future and provides them with the
opportunity to ask questions, discuss approaches to writing
and make corrections as they write. Homework will mostly
include making corrections to the writing done in class, so
that students can use their time to further focus on details of
structure and argumentation.
Instructional tools (materials & media)
A computer, a projector, English / Slovene dictionaries for
the students, a whiteboard, and markers.
Expenses (additional to human resourses)
N/A
9.
10.
11.
7. Christian P. L. Johnston
No.
Elements
Description
Ovierview (brief description of the course and presentation of self)
1.

Course
 Teacher
Target audience/students
 Age
 Participation requirements Expected foreknowledge
2.
3.
 Min&max numer per group
Organizational requirements
 Duration (number and duration of
instructional units, timeline of
implementation)
 Location/Venue
 Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
4.
Intended/Expected student learning
outcomes
5.
Debating in English' This course is designed to improve
students ability to present an argument and become better
team players, and speakers.
Christian Johnston
2-4th grade students
Students must be able to converse quite fluently. They must
want to participate and be put forward by a teachers who can
garauntee that they are the sort of students who will focus on
the task at hand and do any homework required. They must
also have a good attendance record because absenteeism will
be a major inconvenience.
8-10
Four sessions over four weeks. Each session should be three
units long.
At the school
None.
The objective is for students to be able to debate. Debating is
about people being able to construct an argument. Within this
they must be able to state their case, defend their argument,
work as a team and be able to take notes and think clearly
within a short space of time.
I expect the students to be better planners and see the
neccesity of working together as a team. I expect they will
become better more efficient note takers. I believe with
practise they will be better able to state an argument and be
able to defend it in a controlled and sensible manner.
Content
6.

Language

Culture
Evaluation/Assessment methods (with
criteria by outcomes)
7.
The language will focus on two things a) constructing an
argument, b) the topic of the debate.
The topics will be simple to start with but will develop into
current affairs or topics with global or personal relevance
such as different education systems, the environment, the
economy, the responsibility of youth in the community etc.
Debating already comes with assessment methods designed
for people to be better speakers. these include:
Matter
Matter’ refers to the arguments presented by the speaker.
Good matter involves convincing, logical arguments
supported with clear, relevant examples, analogies or
statistics.
Manner
‘Manner’ refers to the presentation of a speaker’s
arguments. The key to good manner is that a speaker
engages the audience, thereby making their arguments more
convincing. Different speakers may successfully engage the
audience in different ways – a variation of styles is
encouraged. However, there are some basic techniques that
will usually assist the presentation of a speech. Speakers
should make eye contact with the audience and the
adjudicator. Speakers should speak clearly and should have
some variation within their speech. Variation might include
changing the pace of delivery, changing the volume of
delivery or pausing for effect.
Method
‘Method’ refers to the structure of arguments presented by a
speaker. For each speaker, good structure involves
identifying the key issues, addressing them without repetition
and allocating the most time to the most important issues.
For the team, good structure involves a series of speeches
that present a consistent and coherent set of arguments.
Team structure is assisted by a good ‘case statement’ and
‘case division’. Method varies within each of these areas, but
ultimately, relies on the principle of being ordered and clear
in the way that you present your arguments.' (1)
Teaching approaches/methods
8.
Learning activities/approaches
9.
10.
11.
Instructional tools (materials & media)
Expenses (additional to human resourses)
(1) http://www.actdu.org.au/docs/tips_for_debaters.html
Students will be taught the rules of debating. We will go
through the roles and expectations of each speaker, and they
will be guided and helped through the whole process of
research, note taking, constructing of an argument and
speaking.
Students will learn through their assessment, through
evaluating themselves and others, by watching themselves on
video, and by having a few goes at debating both as
affirmative and negative speakers and also as an
adjudicator.
At least two computers with internet access. A video camera
and tv or projector
Travel expenses
8. Gerosa Lambergar
No.
Elements
Description
Ovierview (brief description of the course and presentation of self)
Vzpostavljanje in ohranjevanje stikov s »partnersko šolo v tujini« (tukaj: v Nemčiji) in priprava naših
dijakov na komuniciranje z tujimi dijaki (nemškimi dijaki). Na koncu oz. v bližnji prihodnosti je lahko
šolska izmenjava, a to ni nujno, ker se ta program koncentrira na predhodni del. Program sem najprej grobo
razdelila na dva dela:
1.
2.
3.
a) priprava naših slovenskih dijakov na komunikacijo v nemščini: tukaj dobijo dijaki navodila in
sredstva za komunikacijo (fraze, inštrumente, dialoge…) ter jih vadijo »na suho« v različnih
situacijah.
b) v spletni učilnici v moodle se naši slovenski dijaki resnično in avtentično pogovarjajo z nemškimi
dijaki: najprej se spoznavajo in izmenjajo informacije o sebi (o osebi, hobijev, o šoli, o kraju oz. o
državi), potem pa debatirajo o določenih temah, ki jih lahko dodata oba dva učitelja tam v spletni
učilnici na razpolago (seveda sistematično in po skupnem dogovoru).
»The added value« je, da so pravi/avtentični dialogi v
 Course
resnični situaciji in da dijaki sami od sebe sprašujejo, ker jih
res zanima in ne kot v učbeniku, ko so samo »umetno
ustvarjene situacije«, ki jih morajo po določenem sistemu
izpopolnjevati.
Kot učiteljica za francoščino, geografijo in glasbo v Nemčiji
 Teacher
sem v tem času preden sem prišla v Slovenijo že poučevala
na dveh šolah v Münchnu in na raznovrstnih šolah v
Stuttgartu (kjer sem imela določene prakse in pripravništvo),
tako da razpolagam oz. imam bogate mednarodne kontakte
(ter mednarodne izkušnje) in še trajne veze. Eno izmenjavo
smo tudi izpeljali z »Srednjo Vzgojiteljsko Šolo in
Gimnazijo Ljubljano« ter z »Realschule Neubiberg« v
Münchnu v decembru 2002. Tako, da imam tudi
organizacijske izkušnje na tem področju. Imam pa tudi
informacijsko znanje s spletno učilnico.
Target audience/students
potential satellite schools
Language skills are more imortant than their age
Age
Participation requirements - Expected
Language skills should be advanced: (2.-3. letnik)
foreknowledge
I would limit the number of students: min number 10
Min&max numer per group
students – max number 16 students
Organizational requirements
This could be:
 Duration (number and duration of
instructional units, timeline of
 a 1-week-long project in a »project week«, where only
implementation)
the preparation for the conversations is well done (see
1.a.) and the creation of the »special chatroom« and the
introduction in chatting (see 1.b.): for 5x4 hours=20 h
 once a week for one day (during a month:
4x5hours=20hours)
 once a week for one hour (during the whole schoolyear:
1x30hours)
Satellite school or home school
 Location/Venue
There have to be found a partnerschool before or the teacher
 Special requirements (on site or long
and the students are searching together for partnerschools or
distance, field or classroom, classroom
layout etc.)
a partnerships via internet. (V našem primeru smo že izbrali
šolo in se že z »partnerskim učiteljem« o vsem pogovorili.)
Goals and/or objectives
4.
Intended/Expected student learning
outcomes
Dijaki bodo znali uporabljati nemški jezik v konkretnem in
direktnem in autentičnem pogovoru z dijaki
nemškogovoreče države. Za tekočo izvedbo samega
»pogovora« (1.b.) so dijaki v našem pripravljalnem času
(1.a.) obdelali oz. igrali vse možne dialoge, ki bi jih lahko
potrebovali.
a.) Preparation for the conversation: After the course (see
1.a.) the students are able to communicate (here: in german)
in diffrent real »every-day-situations«. The instruments are
usefull dialogues that you need for a trip or stay in this
country (here: in Germany). The situation is authentic
because they will talk to german students (in their age) via
chatroom (at the same time). They are also developping
intercultural communicative competences.
b.) During the conversation / chatting (see 1.b.):
Dijaki se bodo po tem znali:
- sporazumevati v nemškem jeziku
- vzpostaviti kontakt v nem. jeziku
- voditi pogovor v nemščini
- izmenjavati informacije v nemščini
- posredovati informacije o sebi, o svoji šoli, o Ljubljani, o
Sloveniji, o slovenskih tradicijah, o kulturnih znamenitostih
in zanimivostih …
Poleg jezikovnih kompetenc razvijajo tudi socialne
kompetence, ker ob spoznavanju nove kulture postanejo bolj
odprti in bolj tolerantni
5.
Content


Language
Culture
6.
Evaluation/Assessment methods (with
criteria by outcomes)
7.
a.) Preparation-phase (see 1.a.):
- dialogues to get to know someone, to present themselves,
to exchange their hobbies / interests / opinions / feelings, to
take part in discussions, …
- dialogues at the post office, at the tourist information, on a
bank, in a pharmacy, in a supermarket, in a boutique, on a
railway-station, at a gas-station, at the police, in a library …
b.) »moodle-pogovor« (glej 1.b.):
Dijaki postavljajo vprašanja, odgovarjajo na njihova
vprašanja, komentirajo njihove vsebine, razvijajo nove
pogovorne iztočnice in obdelajo teme, ki sta jih oba dva
učitelja (po dogovoru) dodala v spletno učilnico. Te teme so
večinoma aktualni dogodki: npr. božič, smučanje,
pustovanje, velika noč, poletne počitnice, novi filmi v kinu,
glasbene skupine, politične dogodke (volitve, vojne) …
The students have to produce interview questions and they
have to interview the partnerschool students
They have to analyse and interprete a theme (see 6.) in order
to better understand
They have to prepare their conversations, they have to write
down concrete dialogues, role-plays , essays… in order to
demonstrate that they have achieved the learning outcomes
and that the teacher has the evidences of outcomes and that
he knows that the students are able to do the expected
outcomes
They have to describe their work in order to better reflect on
their own activities
Teaching approaches/methods
8.
Learning activities/approaches
9.
Instructional tools (materials & media)
10.
11.
Expenses (additional to human resourses)
a.) In the first phase the students are learning in groups or
with a partner or in projects. They have to produce dialoguequestions and complete dialogues before the contact in order
to get enough language structures, vocabulary and factual
knowledges
b.) In the second phase they are actively taking contact and
communicating to other students in their age.
The role of the teacher is to support and facilitate students
learning in both phases of this course programm as well in
the theoretical part and in the practical part. (V teoretičnem
delu pregleduje in komentira dijakove izdelke, spise, dialoge
… in doda še svoje predloge ter jih še obogati z dodatnimi
informacijami, nasveti, zgodbami ali anekdotami iz »prve
roke«
a.) In the first phase / the preparation (which takes about 8 –
10 pedagogical hours) the students are participating in
several dialogues, debates or discussions in diffrent
situations or in a personal presentation of themselves, that
they have to know what they need for their communication
b.) The second phase / the communication (which takes
about 12 – 20 pedagogical hours): In this
plattform/chatroom (moodle), which is created before and
especially for those two schools (ours in Slovenia and the
others in Germany), the students are communicating in real
conversations / dialogues.
The situation is meaningfull and a real need and authentic
because they are talking to german students and there could
be exchanges in the future.
Websites: - e-twinning
- think.com
- Schulpartnerschaften.de
9. Andrea Leone
No.
Description
Elements
Overview (brief description of the course and presentation of self)

Course

Teacher
1.
The main aim of the course is to offer the students the
opportunity to live an unforgettable experience in Italy
through an intensive course of Italian language and culture
in an Italian city.
The students can learn a lot thanks to the target environment
they live in and through two native Italian teachers (added
value) but also by experiencing the everyday life and habits
of Italian families.
This course is expected to be designed and performed by
two Italian teachers, who know both the original
environment of the students but also the target language and
culture.
Both teachers recognise the important elements to be put in
evidence for pupils to compare and contrast the cultural
aspects concerning the Italian and Slovene life.
Target audience/students
2.

Age
16 – 18 years old

Participation requirements Expected foreknowledge

 Min & max number per group
Organizational requirements

Duration (number and duration of
instructional units, timeline of
implementation)


Location/Venue
Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
3.
Goals and/or objectives
4.
High motivation of the students to learn as much as
possible in a short amount of time
 Will to accept, face and accept a different culture
Minimum 10 students, maximum 20
5 instructional units divided into 5 days. In the morning, 3 to
4 teaching hours focus on particular functions of the Italian
language (food & drink, transports, accommodation etc.)
that will be useful in the afternoon practical activities; at the
same time, the most important cultural aspects are faced
through debates and discussion of the impressions that come
out in the cultural environment of an Italian city.
Italy
On site. The lessons are performed in a classroom, but
practical activities are made in the field (in the street, in
shops, public places).
The layout of the classroom should be spacious enough to
let the students work in role-plays or groups.
Students are hosted in local families or apartments.
 Rise of the interest towards the Italian language, culture,
history and geography.
 Basic communication in Italian (for the beginner level),
correct use of the language (intermediate and advanced
levels).
 Ability to compare and contrast some aspects
concerning the Italian and Slovene culture
Intended/Expected student learning
outcomes
5.
Content
 Language

6.
Culture
The main expected outcome for the students is to be able to
face everyday life in Italy through communication and
cultural aspects.
According to the language point of view, three kinds of level
are expected: survival (A1), intermediate (B1) and advanced
(C1). They are measured through tests and/or success in the
target tasks they are expected to solve during the whole
duration of the course. For the cultural aspects, the students
should be able to compare, contrast and criticise the
questions emerged everyday. These ones can be measured
through the students’ production of diaries where they can
write and explain their impressions: at the same time, they
should be able to analyse the faced topics.
Example for the A1 level: basic knowledge of the
communication in Italian.
 Greetings
 Key words and frames for everyday communication
 Verbs to be, to have, to do and other basic verbs
 Introductions
 Question words
 Products sold in a bar/restaurant/supermarket
 Numbers and money counting
 Express feelings
 Food
 Physical descriptions
 Work
 Express opinions
 Directions
Everyday culture:
 Main differences between Italy and Slovenia
 Use of transports (taxi, bus, train) and rhythm of people
in a big or small city
 Lifestyle of people in Italy
 Streets, squares, shops
 Tourism
 Immigrants in Italy
 Traffic signs
 Life in an Italian family
 Typical food
These points about culture are linked day by day with the
linguistic aspects, in order to give a complete and effective
knowledge.
“Big C” Culture:
Important Italians known outside Italy or connected
somehow with the Slovene culture (basic information):
 S. Anthony of Padua
 Francesco Petrarca
 Marco Polo
 Carlo Goldoni
 Giuseppe Garibaldi
 Giotto
 Galileo Galilei
 Dante Alighieri
 Giuseppe Tartini
Evaluation/Assessment methods (with
criteria by outcomes)
7.
Teaching approaches/methods
8.
Instructional tools (materials & media)
The role of the teachers is to give the students the linguistic
tools that are useful for their everyday experience. About
cultural information, the teachers guide the critical thinking
of the students when noticing a particular detail or
happening.
Frontal lessons combined with games and role plays that
strengthen the learning process. Practical works based on the
live communication with locals in order to achieve a
particular aim (how to ask information about cultural events
or facts of the city, how to pay a bill, ask the price,
understand messages from locals, produce a video…).
The motivation of students is very high because they are
challenged to reach a particular successful outcome. The “on
field” approach represents a crucial motivational device that
would be missing a lot and make a huge difference if done
in a “traditional” intensive course.
Notebooks, pens, cameras, video cameras, voice recorders.
Expenses (additional to human resources)
Travel costs, accommodation, classroom cost
Learning activities/approaches
9.
10.
11.
The achievement and learning of the communicational
function is assessed both by practical tasks (video
production, photos, description of the environment, feelings,
sounds etc. in a diary that students write day by day),
quizzes and language tests.
The teaching method consist on team teaching focused on a
functional-communicational approach to the language,
grammar inputs.
They support the need of the students to communicate and
“survive” in the foreign environment of the foreign country
where they live.
10.
Mary Ellen Ramasimanana Virtič
No.
Elements
Overview (brief description of the course
and presentation of self)

Course

Teacher
1.
2.
3.
4.
A play : the birthday party
The course is divided in two parts.
a-/ First part is learning structures and vocabulary in French
and the class will write together a play.
B-/ Second part are to prepare and to play a celebration of a
birthday. Each child will play a character of an animal.
Mary Ellen RAMASIMANANA VIRTIČ – I studied
French as foreign language.
Other competences: few experiment of theatre in high
school like a player and like co-teacher; additional
pedagogic training for earlier learning French in a foreign
country.
Target audience/students
Children from 4th and 5th class in primary school.


9 – 10 years old
I plan for beginners, who have around 30-40 first lessons,
some knowledge (how to present themselves, how to write
simple sentences, few basic verbs) about the language French.
Minimum 5 and maximum 8.
Age
Participation requirements - Expected
foreknowledge
 Min & max number per group
Organizational requirements
 Duration (number and duration of
instructional units, timeline of
implementation)
 Location/Venue
 Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
Intended/Expected student learning
outcomes
5.
Content
 Language
6.
Description
30 hours splited in two parts.
1st part : 14 hours of block schedule (2 teaching hours)
2nd part: 16 hours of block schedule (2 teaching hours)
In satellite school
1st part : in classroom
2nd part : in a sport room
As children will be able to understand and use common
language in French, to express their feelings and to play it.
to express orally their feelings, their wishes through the
play
to know how to describe their favourite animal
to write an invitation card / to write a birthday card
to perform a play
1st part :
- Vocabulary and expressions of feelings (happy, sad,
surprise, angry, disappointed, thankful…)(c’est super,
je suis triste, je n’aime pas ça, tu m’enerves, ne
t’inquiete pas …)
- Vocabulary of party (how to organise, invitation card)
- Vocabulary of pets and animals (5 pets, 10 animals)
- Vocabulary of cloths (for fancy dressing)
- Structures: phoning, present tense, why? -because
2nd part :
- Rehearsal
- Performance

Culture
Evaluation/Assessment methods (with
criteria by outcomes)
7.
Teaching approaches/methods
8.
Learning activities/approaches
-
Celebration of birthday is a common topic/ culture in
Europe. For children, it’s an important moment; it’s
“the party” in the year with a lot of expectation: what I
will get like presents? Who I will invite? where? how I
would like it this year? like my best friend last year,
he/she was in Thermal Park etc.
- This birthday is not just a simple party but with a topic
“animal’s friends”. So children will have to choose a
fancy dressing of their favourite animal.
- I choose this topic to make them speak, to express their
ideas, to give them material “words” in the target
language to speak.
- Work in pair: to have a little dialog in which they
express their feelings, wishes.
- Work in pair : to make a poster of their favourite animal
(with pictures, describe, name, habits)
- Individual work : to write a birthday card with wishes
- Individual work : to write an invitation card
- The final assessment is the performance of the play
- My course will be based on a play (5 acts). Each act can
be used like a text-dialog to introduce each lesson in the
first part of the course. Children acquaint themselves
with the play and will understand better the point of the
play.
- Poems, songs and flash cards will be added to the text
to help for the comprehension. Games and repetition
will be used for the competence of speaking.
1st part
1st teaching hour (90mn) :
Game of presentation: a doll presents itself and goes around
asking everybody.
Presentation of the program, what we will do together in 30
hours of lesson. What will we achieve - present a play.
Brain storming about animals and pets including the
animals in the play. Named in mother tongue – given in
French with a picture (from a memory game) . Vocabulary
of animals (
Assessment : play memory to remember
the name of animals.
Group work
9.
To read act one of the play.
To explain and to use in another context the sentences in
orange.
Phoning: all the specific sentences in phone.
Assessment : play little dialog and
use sentences in green and orange.
Work in pair
2nd teaching hour (90mn) :
Review what we learn before (animals, expression in phone,
shorts answers or set phrases)
Understanding the act one: what is the main “problem”?
(bold character)
Vocabulary of feelings (in blue) (adjectives)
Exercises with opposites.
Supposition – suggestion: what the mouse will do? to phone
to friends.
Assessment : play the phoning and imagine
what the mouse will say
to the other friends (L, G, T, Sol, Lun)
work in pair
Verify: read act two.
To learn how to give order (in orange): using known verbs
and play to give order
Assessment : with flash cards of different
situation, express and write the order
work in pair / individual work
3rd teaching hour (90mn)
To work with the notion of time : “hier/aujourd’hui
/demain” – calendar/timetable ; “être à l’heure- être en
retard” – pictures with situation in airport, railway station,
bus on time or late
Assessment : in a dialog use the pictures with situation
about be on time – late
Work in pair
Read act three
Play memory of name
Work with question “qu’est-ce qui ne va pas ?” (what’s
wrong?) – answer “je n’ai pas d’amis”
Structure : “je suis/tu es + adjective” (for description)
Assessment : draw a face and express the answer of the
question “qu’est-ce qui ne va pas ?”
Individual work
Instruction for next lesson : everybody brings a shirt, a
trouser and shoes with different colours (the teacher defines
which colour for whom)
4th teaching hour (90mn)
Read act four.
The teacher brings a bag with the same clothes (big and
small size). Pull out clothes, the same that he/she asked to
children to bring. Play the presentation like in the text.
Stucture : “mettre un habit / enlever un habit”
Each child present one by one the clothe that he/she has.
Use the structure and mime the gesture.
Vocabulary of colours (review) – song “couleur primaire”
Expressions/idioms for compliment (orange)
Assessment : to have a catwalk : each child is dressed with
the “best clothe” and one after another commente what
he/she is wearing,
give compliment.
Work for all group / individual
5th teaching hour (90mn)
Vocabulary about the time : “matin/soir” – connect with
what it’s learned in 3rd lesson. Associate with the 2
characters “soleil-sun / lune-moon”
Vocabulary about a party/birthday party.
Learn songs : “joyeux anniversaire”- “j’aime la galette”
Assessment : sing the songs
Work of all group
Read act five : this last sequence is like a review of all we
see before.
Structure : imperative form. To look and identify all verbs
in this form in all text.
Assessment : each child makes a serial
of 3-4 orders and order a friend who will do it.
Work in pair
6th teaching hour (90mn)
To write invitation card and birthday card. If it’s possible to
use the computer room, each child will create his card with
the following link :
http://www.bonjourlesenfants.net/carte-anniversaire/carteinvitation-anniversaire.php : for an invitation card
http://www.joliecarte.com/carte-anniversaire-enfant : for a
birthday card
Assessment : create an invitation card and a birthday card
(or a friend message)
Individual work
7th teaching hour (90mn)
10.
11.
Instructional tools (materials & media)
Flash cards, internet, books with pictures, songs
Expenses (additional to human resources)
Perhaps if it’s possible to have some advice and/or help
from a stager.
11.
Ignacio Escriche Rubio
No.
Description
Elements
Overview (brief description of the course and presentation of self)

Course
The course will use Spanish jokes in order to show the
students the difference in pronunciation and the local
stereotypes inside Spain.

Teacher
The teacher should be able to imitate the pronunciation of
the locals coming from different regions in Spain, as well as
to have the ability to act or dramatise the jokes.
1.
Target audience/students
2.

Age
16-17

Participation requirements Expected foreknowledge
Present and past tenses, A2 level would be required in order
to understand the content.

Min & max number per group
5-20
Organizational requirements

3.

Duration (number and duration of
instructional units, timeline of
implementation)
Location/Venue

Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
4.
Intended/Expected student learning
outcomes
3 hours
Classroom / Gim. Kranj and Šolski center Postojna
Computer, projector, internet
We want the students to know Spanish own stereotypes and
different pronunciation between regions.


5.

Content
 Language

6.
Culture
Students will know the regional stereotypes in Spain.
Students will learn the difference in pronunciation
between regions.
Students will be able to imitate (and even produce)
regional jokes in Spanish.
Spanish
Jokes are are very effective in helping students learn. I think
it is a good way to dive into the Spanish language and
culture and it is motivating for the students.
Sometimes students may find Spanish grammar, the
irregular verbs, and so on, not much fun. That is why it will
be a nice idea to prepare some funnier activities, so that all
the class can have a good time while reviewing, practicing
and improving their knowledge of Spanish language and
culture.
The students will listen different real pronuntiation and will
identify the region where this pronuntiation and intonation
comes from. We will provide students the tools and
materials to understand the differences and to produce or
imitate them.
Evaluation/Assessment methods (with
criteria by outcomes)
7.
Teaching approaches/methods
8.
Learning activities/approaches
9.
We all live in groups and, in every culture, we can find
certain characteristics, sometimes funny ones. It is a
traditional form of humor and helps defining a culture.
- Students will know the regional stereotypes in Spain.
- Writing an essay about the Spanish stereotypes in
general or about a certain region.
- Students will learn the difference in pronunciation
between regions.
- Watching a short movie the students will identify where
in Spain the actors come from through their
pronunciation and behaviour (stereotypes).
- Students will be able to imitate (and even produce)
regional jokes in Spanish.
- The students should imitate a regional pronunciation
(Catalonia, Andalucía, Madrid, Basque country...) or
can dramatise a joke in Spanish (their own joke or a
chosen one).
- By doing well this three assessment activities the
student would show that the main goal has been
accomplished: Spanish stereotypes and Regional
Spanish pronunciation.
The teacher should guide the students through the content
and help with new knowledge and vocabulary.
The teacher should be able to imitate well the differences in
pronunciation and also be good telling jokes.
The teacher should provide adequate resources (videos and
audio) for the language level of the students.
Stereotypes are usually wrong and unreal, but as we are
dealing with culture and this preconceived ideas exist in
Spain, the teacher should work from the respect.
1st hour

Introduction: a Spanish joke
Student feedback. Students will translate Slovenian
jokes into Spanish. We can introduce the stereotypes as
a usual content for jokes.

Stereotypes inside Spain: Explanation and note taking.
Students will also relate the information with their
experience and with the different regions in their own
country.
Assessment: essay as homework, identifying regions
and “characteristics” (preconceived ideas).
2nd hour
- Jokes and stereotypes.
We will watch different videos about regional jokes, the
students will identify the regions through the content and
stereotypes.
The students will be divided in groups and every group will
have to identify the different regions. In different envelopes
we will give them the jokes and they will have to locate
them.
I think it is easier and more motivating to watch first and to
read later. The videos will be easier in grammar and
structure too than the writing jokes (texts).
- Pronunciation examples.
The teacher will act different roles regarding the stereotypes,
but this time the teacher will change his pronunciation and
intonation. Students will write the basic difference in a table
and identify where this pronunciation comes from.
The students can also try to imitate and play different
“regional roles” with their classmates.
Assessment: at home, students will watch a short movie and
will identify where in Spain the actors come from through
their pronunciation and behaviour (stereotypes).
3rd hour
- Jokes and stereotypes: production or imitation
Different exercises, drama games and a championship to
award the best jokes (regarding stereotypes and
pronuntiation).
10.
11.
Instructional tools (materials & media)
Expenses (additional to human resources)
The students should imitate a regional pronuntiation or can
dramatise a joke in Spanish (their own joke or a chosen
one). The classmates will evaluate the product depending on
different criteria (funny, clear, stereotypical, pronuntiation,
etc.)
Internet (Youtube) and Spanish short series (sketches)
12.
Daniel Schmidt
No.
Description
Elements
Overview (brief description of the course and presentation of self)

Course

Teacher
1.
This is a video production course. Students will be given
several projects at each part and unit of production, from
writing and storyboarding to editing and distribution.
Numerous examples will be shown from relevant media
sources of varying cultures, analytical discussions
performed, and the building up to creation of students own
works. Students will complete the course with a personal
portfolio of short productions and practical skills.
Daniel Schmidt has a Bachelor of Arts in Film Studies from
the University of California, Santa Barbara, and 5 years of
professional video production and post-production
experience in the United States and United Kingdom.
Target audience/students
2.


Age
Participation requirements Expected foreknowledge
 Min & max number per group
Organizational requirements
14-18

This program will consist of 24 teaching hours in the form
of 12 two-hour block lessons, one each week.
Duration (number and duration of
instructional units, timeline of
implementation)
Proficient computer literacy.
6-15
Throughout the program there will be continuous work on
screen-writing, as well as introduction of different styles,
culture and influences of video and film.
Besides this there are 3 technical skill development units
which go in the following order :
1. Camera and lighting unit, which is 3 block lessons.
Covering film composition, camera angle, depth, distance,
and movement. Lighting consisting of spot, fill, ambient,
natural, and terminology associated with all of the above.
3.
2. Audio unit which is 2 block lessons. This will consist of
diegetic and non diegetic sound, microphone handing, off
screen sounds, dialogue, music and foley work.
3. Editing/Distribution and Project unit which is 7 block
lessons. Work with cutting, transition, continuity, audio
balance, additional sounds, music, titling, speed, and overall
story flow. The editing unit takes the longest amount of
time due to likely availability of working computers, and
story telling is again emphasised in this unit because of all
the units coming together. Distribution is explained in all its
options, but emphasis placed upon internet upload, given the
present patterns of media.
At the end of each technical unit, short projects will be
completed for evaluation of progress in that particular skill
set infused with the influential and cultural topics
concurrently covered.

Location/Venue

Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
4.
Intended/Expected student learning
outcomes
5.
Home school or satellite school, as well as nearby filming
locations within walking distance of the school.
At least one computer per 3 students that is capable of
running Videopad Video Editor professional 2.2.0. Clear
understanding of restrictions placed on students for off
campus ventures, for sake of filming nearby.
Students will have working knowledge and skills to plan and
execute video shorts from beginning to end. Students will
have a working vocabulary of film terms and be proficient
with video editing software. Students will have an
understanding of different influences upon media works,
and an ability to use them to tell their own stories.
Students will have a portfolio of short video works that are
indicators of their video production skills.
Students will be able to recognize different styles of media,
techniques and their general influences. At the beginning of
each lesson, different short videos will be presented, and
students will have a very short quiz to determine
understanding of technique, influence, or style. Students
will have writing and technical skills to be able to produce
and distribute their own videos with a variety of styles and
techniques.
Content

Language
English

Culture

6.
Evaluation/Assessment methods (with
criteria by outcomes)

7.

Viewing and discussion of different video styles from
different cultures will done. How does culture affect
media? How does media affect culture? What
influences are seen in Slovene videos, from where and
how pervasive are they? These topics and themes are
important to understand before we begin creating our
own videos. Students will be asked to reproduce short
samples of different styles. Students will analyze their
own and fellow students products for influences. From
Hollywood, former soviet, Japanese Animation, to
European art house styles, where do we see art imitate
life, and life imitate art? Discussion of changes over
time for each style. How are Hollywood productions
different today from 50 years ago? Japanese animation?
Etc.
Evaluation will be given through short written
assignments given to students that will be of about video
media within the genre or cultural background that we
are studying. Within these assignments students will
present the video and give their opinion, criticism and
thoughts of cultural influence, technique or subject
matter. Informally, evaluation will be done with
discussions will be frequent and ongoing, showing what
level of understanding each student has.
Each video project assignment will have guidelines that
Teaching approaches/methods
8.
Learning activities/approaches
9.
Instructional tools (materials & media)
10.
Expenses (additional to human resources)
11.
will be assessable and clear if a student has
understanding and can express that with their skills and
products.
 Within this program the teacher takes on the role of
guide. Introducing the new topics, and facilitating
discussion and encouraging critical thinking as well as
practical advice for new skills development. Through
short demonstrations and brief lectures, then moving
into facilitating smaller project groups after larger group
discussions.
 A problem-based approach of learning will happen with
students needing to seek a solution in cases of
overcoming skill and knowledge gaps for project work.
Students will be responsible for project work, and
learning from one another in small film groups. With a
hands-on approach to creating media products, these
learning approaches above will occur. These styles of
learning will be best for solidifying new practical skills.
Students will be viewing, analyzing, and creating video
media. Individual writing work will be done for analysis of
different cultural media and techniques. This is because
each piece of media is open to several interpretations and it
is best for the students take time to process and express their
thoughts through writing.
Group work will be done with the video projects. These
projects must be in groups in a problem solving approach,
because it requires several people to operate all equipment,
and team-based learning will be useful for those in the group
with varying technical strengths to teach one another.
Computers capable of running Videopad Video Editor
professional 2.2.0, Projector, speakers, internet connection,
Video cameras, basic lighting equipment, external
microphones, headphones
Whatever equipment that the school does not have in
regards to Camera, basic lighting, microphones, or
headphones. These pieces of equipment will be vital to
completing this program, and will be valuable for the
schools media producing ability afterwards.
13.
William Tomford
No.
Elements
Description
Ovierview: Neither Jabberwocky nor Gibberish: Exploring the American Mentality Through 20th Century
American Poetry

Course

Teacher
1.
This course uses American poetry as a foundation on which
to study language, culture, thought process, mentality and
behavior. Students begin by learning about the functions of
poetry—improving their vocabularies and critical thinking
processes—and then move on to analyzing and interpreting
poetry and then applying that as a looking glass through
which to study American culture and the American
mentality. Combining all of these elements provides a
course of study not possible in the normal classroom,
becuase of the nature of the in-depth study of poetry and the
application to specific anthropological and sociological
topics.
William Tomford: I have a background in 20th century
American literature and anthropology. I'm highly
knowledgable in both these subject areas and I'm
particularly interested in using literature—in this case,
poetry—as a reflective model to study culturally specific
mentalities and behaviors.
Target audience/students
2.


Age
Participation requirements Expected foreknowledge
 Min&max numer per group
Organizational requirements

3.


Duration (number and duration of
instructional units, timeline of
implementation)
Location/Venue
Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
4.
13-18 (Adults as a separate class also possible)
A working knowledge of English is expected in order to
take part in this course. However, this course can be
tailored to different levels of English knowledge, depending
on the poems and themes studied.
Min: 5; Max 20
10 teaching hours divided into 5, 2 hour teaching sessions.
On-site at the satellite school.
This course is designed to take place on-site at a satellite
school in a classroom with chairs placed in a circle or
horseshoe design to facilitate discussion and class
participation.
 To learn about the basic structures and functions of
poetry—from traditional to contemporary
 To build vocabulary as related to the poems discussed
and to the themes covered
 To improve critical thinking and analyzation skills
 To improve argumentative and speaking skills; to be
able to form academically sound arguments
 To grow in the capacity to be culturally aware
 To be exposed to anthropological and sociological ideas
and themes
Intended/Expected student learning
outcomes
5.






An academic knowledge of 20th century American
poetry—forms and functions
The abillity to tackle a poem on a critical level
Discussion and note-taking skills
Applying themes in literature to a greater society
Understanding American society from a culturalmentality point of view
Gaining basic skills into cultural anthropology
Content
6.

Language
 Culture
Evaluation/Assessment methods (with
criteria by outcomes)
7.
Teaching approaches/methods
8.
Learning activities/approaches
9.
Instructional tools (materials & media)
10.
Expenses (additional to human resourses)
11.
Extensive vocabulary building in regard to themes in
literature and cultural studies
Practice of speaking and listening skills
Looking at culture though the lens of literature
Students are assessed in the following areas:
1) preparation (abillity to summarize the assigned reading,
i.e. proof of independent work outside the classroom)
2) class participation (willingness to engage in class
discussions and ability to make thoughtful points and/or
arguments)
3) short quizes (as to check that reading assignments have
been completed)
4) homeworks (based on reading and short writing
assignments)
5) final test (a synthesis of all the material covered and the
ability to apply what was learned in class)
The teacher acts as the facilitator and head literature and
athropology professor in this course. That is not to say that
he is a lecturer. The teacher leads the discussion, but seeks
to ask open-ended questions and provoke as much
discussion as possible. To support student-centered
learning, the teacher will facilitate group work and class
discussions, stressing independent thinking and analysis.
Students will apply what they did in class for their
homework, and then use that as a starting point for the next
class.
Activities begin with analyses of poems with the goal of
understanding the material which will be studied. This will
be done in individual, group, and class levels. This will
include vocabulary work and critical thinking excercises.
From there, work will move on to applying the themes and
topics from the poetry to American culture and ways of
thinking. Further articles and examples will be presented in
class at this time.
An interactive whiteboard would be a useful tool in this
course, although by no means necessary. In general, the
course material will be present in a photocopied booklet.
Expenses amount to a small photocopied booklet of the
course material which will consist of the selected poems and
some selected readings. Students will also be expected to
have their own notebooks.
14.
No.
Amresh Prakash Torul
Elements
Description
Overview (brief description of the course and presentation of self)
Technical English in ICT context will help students
 Course
develop their technical English language skills (listening,
speaking, reading and writing) in the context of Information
and Communications Technology.
While some areas of technical English are covered during
regular English classes, there is not enough time for teachers
to explore the subject in more detail. Regular English
classes are also not equipped enough to support all the goals
and objectives of technical language learning.
This course will expose students to a great variety of
technical ICT material in English which will be crucial,
along with the activities designed, in achieving the goals set.
In today’s world, English is the international language of
Engineering. When they go to university, students will
encounter a considerable amount of technical text, in
English. For this reason, technical English language literacy
is an important quality for science students to have.
1.
At the end of the course, students will be asked to
collaborate in pairs and produce a technical report on a
specific ICT topic, accompanied by a technical abstract.
They will also be expected to present their work, with the
help of a PowerPoint presentation.

Teacher
Successful students will therefore acquire other practical
skills which will be useful to them throughout their
professional career. These are elaborated in sections 5 to 9.
Having studied Computer Science with a tertiary British
institution, I am confident that my expertise will contribute
to technical English classes. I have a sound knowledge of
the course subject content (ICT) and almost 6 months of
technical language teaching experience in the Foreign
Teachers project. At my home and partner schools, I deal
with technical subjects like Computer Science, Electrical
Engineering, Mechatronics and Renewables.
Target audience/students
 Age
 Participation requirements Expected foreknowledge
2.
3.
4.
5 to 11
 Min & max number per group
Organizational requirements
 Duration (number and duration of
instructional units, timeline of
implementation)
 Location/Venue
 Special requirements (on site or
Gimnazija: 3rd and 4th grades
Students will be expected to have good general English
language skills, including essay writing and summarising.
They should possess knowledge of general Information
Technology topics, with basic notion of computer
terminology in English. They should be able to engage in
conversations, especially expressing opinions, in English.
8-10
6 block schedules (2 teaching hours each)
1 block per week
Course duration: 6 weeks
At the Gimnazija
A computer room with projection facilities will be needed
long distance, field or classroom,
for the lessons. Each student will need access to a computer
classroom layout etc.)
with reliable internet connection.
To develop the technical English language skills (listening,
Goals and/or objectives
speaking, reading and writing) of students, in the context of
Information and Communications Technology
Sections 5 to 11 are repeated 6 times (once for each of the 6 block schedules).
[Please turn over]
BLOCK SCHEDULE 1
Intended/Expected student learning 1. Students will be able to read and comprehend technical text
about the topic of the day.
outcomes
2. Students will be able to apply the vocabulary in question
(key words) in a meaningful context.
5.
3. Students will be able to compare and contrast computer
hardware and software.
Content
 Technical subject content
6.

Language
 Culture
Evaluation/Assessment methods
(with criteria by outcomes)
Introduction to computers
 What is a computer?
 Types of computers
 Uses of computers
 Concept of hardware and software
 Technical vocabulary
 Language used when comparing and contrasting
 How computers and technology have affected our culture
Numbering corresponds to goals in section 5.
1. Comprehension check of technical text
2. Vocabulary exercises: Match key words to their definitions,
T/F, gap-filling (context)
7.
3. Exercise about hardware and software
8.
Teaching approaches/methods
Learning activities/approaches
Students’ work will be collected at the end of the block
schedule, to be checked. (this applies to all blocks)
Start with a discussion about the ways computers and
technology have affected our culture.
Then explain technical text in the material, paying special
attention to difficult words, and key words. Students do the
comprehension check questions.
9.
Go through the exercises in chronological order, explaining
each one of them in the same way.
10.
Instructional tools
(materials & media)
11.
Expenses
(additional to human resources)
Students follow instructions of the teacher for each exercise.
Exercises will be distributed as copies to all students.
(this applies to all blocks)
While explaining key words, and concepts, PowerPoint will be
used.
-
Intended/Expected student
learning outcomes
5.
BLOCK SCHEDULE 2
1. Students will be able to recommend a suitable computer
configuration, based on their assessment of a specific
scenario.
2. Students will be able to explain technical terms used in a
video/online lecture about hardware components.
Content
 Technical subject content
6.

Language
Evaluation/Assessment methods
Computer hardware components
 motherboard
 processor (CPU)
 memory modules (RAM)
 video card
 power supply unit (PSU)
 hard drive
 optical drive
 Listening skills
 Technical vocabulary
 Writing skills
 Word formation
Numbering corresponds to goals in section 5.
(with criteria by outcomes)
1. Each student will submit their written recommendation to
the teacher, which will be checked for evaluation.
7.
8.
Teaching approaches/methods
Learning activities/approaches
2. Exercises will be given to students, where they will have to
write down explanation of the terms. Listening exercises
will also be used to check their listening skills.
Students will be shown a lecture about hardware components.
Listening exercises will be used to guide them in this
viewing/listening activity, and vocabulary exercises too, to
consolidate vocabulary used during the block.
9.
The main activity of the block, besides the lecture, will be the
recommendation writing. Students will be given all the
necessary instructions and explanation of the scenario to be used.
10.
11.
Instructional tools
(materials & media)
Expenses
(additional to human resources)
Video/online lecture, projector, copies of exercises.
-
Intended/Expected student
learning outcomes
5.
Content
 Technical subject content
6.

Language

Culture
Evaluation/Assessment methods
BLOCK SCHEDULE 3
1. Students will be able to participate effectively in a group
discussion about the relationship between the internet and
intercultural competence of the younger generation.
2. Students will be able to draw a technical schema to illustrate
the Internet architecture and how it works, based on their
understanding of the concepts covered during the block.
The Internet
 Brief history
 Applications in everyday life
 How it works
 Intercultural competence and the internets
 Reading skills (materials will be partly in the form of
technical text)
 Vocabulary and collocations related to the Internet
 Intercultural competence of younger people, and how the
Internet can help them to build such skills.
Numbering corresponds to goals in section 5.
(with criteria by outcomes)
7.
8.
Teaching approaches/methods
Learning activities/approaches
9.
10.
11.
Instructional tools
(materials & media)
Expenses
(additional to human resources)
A questionnaire will be given to students to fill, with the help of
guided questions, to evaluate their understanding of the concept
of intercultural competence and the role of the internet connected
to it. The teacher will also get instant feedback during the
discussion itself, and will monitor the participation of the students
in the discussion.
Students will submit their schema which will be used to assess
their understanding of how the internet works.
The block will start with the discussion mentioned above, and the
teacher will lead the discussion and make sure that a healthy
atmosphere is created for discussion to take place. For this
reason, a short video about social networking will be shown, to
act as a springboard for the discussion. The teacher will reassure
students that they should not be afraid of expressing themselves
and making mistakes and that the only way they will improve
their speaking skills is with practice. A small group of 8 to 10
will be an advantage here.
After the discussion, comes the text material about internet,
followed by explanations by the teacher, while students follow
and ask questions if they have doubts.
Students are finally given the instructions to draw their schema,
and the teacher moves around the class to help them.
The last activity here will be the filling of the questionnaire for
feedback about the discussion.
Video about social networking, technical text, sheets of paper for
students to draw on.
-
Intended/Expected student
learning outcomes
BLOCK SCHEDULE 4
1. Students will be able to write technical reports about a
specific topic.
5.
2. Students will be able to write a technical abstract of their
technical report.
Content
 Language
6.
Evaluation/Assessment methods

Writing technical reports, language, style and techniques
used to research for information before starting to write the
report.
 Citing sources in reports.
 Approaches to adopt when writing technical abstracts.
Numbering corresponds to goals in section 5.
(with criteria by outcomes)
1. The technical report of students will be used to assess their
understanding of how to write these reports. They will
submit a draft of their reports when the group meets again a
week later, and the teacher checks the reports, gives feedback
and ask students to produce their final versions for
submission.
7.
8.
Teaching approaches/methods
Learning activities/approaches
2. Same as above (for the final report’s abstract). During the
block, students will write the abstract of a shorter report and
submit to the teacher.
The teacher starts this block by explaining the students what they
will be doing.
After instruction about writing technical reports, the teacher
explains how to write their abstracts.
9.
10.
11.
Instructional tools
(materials & media)
Expenses
(additional to human resources)
Sample (shorter) reports will be distributed to students and will
be used to teach them how to write abstract. The abstracts are
checked together, and comments made by the teacher and
students.
PowerPoint will be used to aid instruction on how to write
technical reports and abstracts.
5.
Intended/Expected student
learning outcomes
Content
 Technical subject content
6.

7.
8.
Language
 Culture
Evaluation/Assessment methods
(with criteria by outcomes)
Teaching approaches/methods
Learning activities/approaches
BLOCK SCHEDULE 5
Students will be able to design a good PowerPoint presentation
and present it professionally.
Designing good PowerPoint slides (based on specific criteria of
design – volume of text, colours, graphics, flow, organisation of
ideas)
Language of presentation
(simplicity, clarity, signposting)
Presentation of Mauritius using PowerPoint
Short PowerPoint slideshows will be designed and presented by
students, so the teacher can use the criteria to assess their skills.
This block will be practical and the 1st lesson will deal with
PowerPoint slides, and the 2nd with language of presentation.
Each lesson will start by instructions provided by the teacher
using materials prepared (printed and sample PowerPoint slides
and sample videos of good presentations.) The sample
PowerPoint presentation on Mauritius will bring culture into the
lesson, and students will be able to learn about Mauritian culture
along the way.
9.
At the end of the block, students work (short presentations) will
be checked and commented on.
10.
11.
Instructional tools
(materials & media)
Expenses
(additional to human resources)
Printed material, sample PowerPoint slides, and videos.
-
5.
6.
Intended/Expected student
learning outcomes
Content
 Technical subject content
 Language
BLOCK SCHEDULE 6
At the end of this block (and course), students will have
developed their technical language skills significantly.
(with criteria by outcomes)
Review of concepts through presentations.
Review of concepts through comments by teacher after the
presentations.
Students’ technical reports, abstract and presentation will be used
for evaluation.
Teaching approaches/methods
Learning activities/approaches
A feedback form will be distributed to students, to gather
feedback about the course in general.
Final block: Students will present their work and teacher will
comment on the work after that.
Evaluation/Assessment methods
7.
8.
9.
10.
11.
A last rounding-up by the teacher will wrap up this block, with a
quick review of the things taught (and learned) during the course.
Instructional tools
(materials & media)
Expenses
(additional to human resources)
PowerPoint, feedback form
-
15.
Benjamin Tweedie
No.
1.
Description
Elements
Overview (brief description of the course and presentation of self)
The purpose of this course, 'Living Skills for Boys', is to provide
 Course
the students with some foundation ‘living skills’ (for example:
cooking and cleaning) in order to make the students less reliant
on their parents and more self-sufficient.
Prior to my marriage, I had lived the bachelor life for a period
 Teacher
of roughly 10 years (from the age of 22). I vividly recall how
difficult my first year was living away from home, working
full-time and having to learn to cook, clean etc. I now
intimately realise what skills I lacked, what knowledge I didn't
know and the attitudinal change I was required to undertake in
order to survive.
Target audience/students

Age
The target students are boys in the 8th and 9th grades.

Participation
requirements - Expected
foreknowledge


Min & max number per
group
2.
Organizational requirements
 Duration (number and
duration of instructional
units, timeline of
implementation)

Location/Venue
A high level of English fluency is required. The students
must understand the content, safety procedures and other
relevant information.
 The students need to be technologically literate. It is
assumed that being, Generation Z, many will already be
quite familiar with the web, social-networking, multimedia
etc.
 The students need to be able to be self-directed in their
learning; that is they are comfortable with learner-centred
and discovery learning approaches.
Each group would ideally contain 4– 10 students to ensure the
course's safe conduct, a conducive learning environment and
the opportunity to implement both individual and teamorientated learning activities.
The course's duration is 15 weeks.
The course's mandatory frequency is 1 x 2 class hour
block/week. The students would need to devote additional time
towards homework and other preparatory activities.
The following locations would be required when conducting
lessons on site:
3.

standard classroom (with Smartboard or projector and
Internet-capable computer)
 computer classroom
 home economics classroom
 school gymnasium (indoor or outdoor, weather-dependent)
At a distance, the students would need access to an internetcapable computer (either at school or elsewhere).

Special requirements (on
site or long distance, field
or classroom, classroom
layout etc.)
Goals and/or objectives
4.
The course is designed to utilise a combination of face-to-face
and distance learning. Additionally, not all distance learning
will be asynchronous; some learning will be designed to be
synchronous by using social networking or Skype.
The primary goal of this course is to develop the students'
'living skills', expand their related knowledge and facilitate
attitudinal change in order to prepare the students for the time
when they move away from the family home irrespective of the
reason.
The secondary goals are:

Intended/Expected student
learning outcomes
5.
Content
 Language
6.
to develop the students' interpersonal and team work
skills
 to develop the students' fluency in the English-language
The students will be able to:
 identify the components of healthy eating
 reflect how their own diet can be made more healthy
 demonstrate the ability to execute minor sewing repair
tasks
 explain what types of clothing require different wash cycles
 interpret the 'care and use' tag on clothing in relation to
washing and ironing
 check whether automotive fluid levels and tyre pressure
are sufficient
 explain how electricity can be used in a safe manner
 compose a household budget
 differentiate between various household cleaning agents
 explain how exercise affects stress
 plan an exercise session which focuses on specific areas
and/or needs
 identify how to ascertain whether food is fresh and safe to
consume
 prepare for an clean-up after cooking a meal
 assess when food has been baked / cooked (enough)
Whilst the general aim is to develop the students' fluency, the
following language points will also be covered during the
course:







vocabulary
phrasal verbs
imperatives
adverbs of manner
time expressions
conditionals
accents and dialects

Culture

Healthy eating. This topic introduces the students to the
concept of healthy eating, how to choose foods from the
correct food groups, eating food which is in season and
moderation. Eating habits from around the world will be
examined and compared and contrasted, especially in
relation to over-eating and unhealthy eating.
(1 block hour)

Clothes: washing, ironing & sewing. This topic examines
clothes washing, ironing and sewing. It provides answers to
the following questions:
◦ When should clothes be machine-washed?
◦ When should they be hand-washed?
◦ What settings should be used?
◦ What powders, liquids and softeners should be
used?
◦ What is the meaning of the clothes tag?
◦ What are the do's and don'ts of ironing?
◦ How can I wash, iron and dry my clothes in a more
eco-friendly manner?
◦ How do I sew buttons?
◦ How can I darner socks?
(1 block hour)

Household cleaning. This topic covers all aspects of
household cleaning from selection of cleaning products
through to their usage in maintaining the cleanliness
(especially in the bathroom and kitchen). The use of ecofriendly products is emphasised.
(1 block hour)

Household electrical safety. This topic promotes the
concept of always using electricity safely in the household.
The concepts range from not using wet hands through to
using properly grounded electrical appliances through to
being aware of the differences in voltage and different plug
types around the world. The issue of changing fuses and
light globes is also examined.
(1 block hour)

Household finances. This topic examines household
finance. The primary focus is the creation of a household
budget. The secondary focus is financial security in the
digital age, eg. Internet banking, identity fraud.
(1 block hour)
Evaluation/Assessment
methods (with criteria by
outcomes)

Automotive maintenance. This topic investigates the 'nonmechanic' weekly automotive maintenance people can
carry out ranging from checking the fluid levels through to
tyre pressure. Also, the issue of climatic/seasonal influence
will also be explored.
(1 block hour)

Personal fitness. This topic explores the relationship
between fitness and stress and its relevance in the 21stcentury. Fitness training sessions are conducted which
focus on particular needs/wants.
(2 block hours)

Cooking. This 'hands-on' topic covers the following subtopics and is designed to utilise international recipes/foods
which promote healthy eating:
◦ rice
◦ eggs
◦ soups
◦ desserts
◦ main courses
◦ salads and vegetarian
◦ BBQ'ing
(7 block hours)

Healthy eating.
◦ Evaluation Method. Question & Answer
(teacher/student)
◦ Assessment Method.
▪ Essay. The student identifies the key components
of healthy eating and argues a course of action to
remedy a given situation of 'unhealthy eating'.
▪ Interactive Quiz. The student participates in a quiz
using the 'Activote' responder system.
◦ Criteria:
▪ The student identifies the aspects of 'healthy
eating'.
▪ The student reflects on how a diet can be made
healthier.

Clothes: washing, ironing & sewing.
◦ Evaluation Method. Worksheet questions (esubmittable)
◦ Assessment Method. Role-play. The student is given
an item of clothing and needs to ascertain how they
would wash and iron it, and if necessary complete
sewing repairs.
◦ Criteria.
▪ The student interprets the correct washing and
ironing techniques for a given piece of clothing.
▪ The student explains how he would repair damaged
clothes.
7.

Household cleaning.
◦ Evaluation Method. Online classroom activities
◦ Assessment Method. Discussion. The student
discusses which cleaning agents are more effective and
whether eco-friendly products are less-effective.
◦ Criterion.
▪ The student explains why we need to use a wide
variety of cleaning products in different situations..

Household electrical safety.
◦ Evaluation Method. Online classroom activities
◦ Assessment Method. Essay – safety audit. The student
conducts a safety audit of their household.
◦ Criterion.
▪ The student explains how electricity is used in a
safe and unsafe manner in their household.

Household finances.
◦ Evaluation Method. Worksheet questions
◦ Assessment Method. Debate. The students conduct a
formal debate with the topic 'Household budgeting is a
waste of time'.
◦ Criterion.
▪ The student composes a household budget.

Automotive maintenance.
◦ Evaluation Method. Online classroom activities
◦ Assessment Method. Demonstration. The student
conducts a fluid and pressure check of the teacher's car
◦ Criterion.
▪ The student correctly identifies whether automotive
fluid levels and tyre pressure are sufficient.

Personal fitness.
◦ Evaluation Method. Question & Answer
◦ Assessment Method. Role play. The students briefly
conduct an abbreviated exercise session for a given
area (like abdominals) or need (like stress).
◦ Criteria.
▪ The student delivers an exercise session which
focuses on a given area / need.

Cooking.
◦ Evaluation Method. Question & Answer
◦ Assessment Method. Demonstration. Given a recipe,
the student prepares, cooks and cleans-up in order to
produce the 'cooked' food.
◦ Criterion.
▪ The student identifies whether a given food is
suitable for consumption
▪ The student assesses when a given food has been
baked / cooked
▪ The student completes the necessary preparatory
Teaching
approaches/methods
and clean-up activities.
The role of the teacher will change in this course depending
primarily on whether a distance or face-to-face approach is
being used.
The distance learning will be designed using appropriate
instructional design techniques in the computer-based learning
and evaluation/assessment. The teacher will adopt a 'hands-off'
role.
8.
During the face-to-face learning, the teacher will be more
active, but still facilitate and provide support to the students.
Learning
activities/approaches
9.
The following topics would be conducted via distance learning:

Clothes: washing, ironing & sewing. For this topic, the
students will complete the theoretical component through
computer-based learning. The practical components will be
conducted at home (under parental supervision) since the
required household whitegoods are not usually present in a
school environment. The students will work through a
series of worksheets which guide them through a
familiarisation of the functioning of the washing machine,
drying machine and iron/ironing board.

Household electrical safety. For this topic, the students
will watch videos about electrical safety. They will
complete computer activities to demonstrate their
understanding of 'safety'. They will conduct an electrical
safety audit of their home.

Household cleaning. For this topic, the students will
conduct individual research into what types of cleaning are
necessary in a household, what cleaning products are
commercially available, and how the products are used in
the cleaning process.

Automotive maintenance. For this topic, the students will
read about how to conduct basic automotive maintenance.
They will practise checking fluid levels, tyre pressure and
other tasks on their family car (under the supervision of
their parents).

Household finances. For this topic, the students will read
about household budgeting. They will examine a number of
possible budget templates and investigate the issue of
financial security when using the internet.
The following topics would be conducted via face-to-face
learning:
Instructional tools (materials
& media)
10.

Healthy eating. For this topic, it is important to
identify the students’ misconceptions and ultimately
correct them. Therefore, the students will firstly
complete an online survey (prior to the lesson). The
survey's results will dictate what learning approach is
followed
◦
If the students know very little, they will watch
explanatory video, complete comprehension activities
and take part in an interactive quiz (using Smartboard
ActiVote responders).
◦
If the students are more familiar they will examine a
number of case studies and identify possible solutions.

Personal Fitness. For this topic, the students will
participate in a number of aerobic exercise circuits which
are designed to focus on specific areas like upper body,
lower body, core, cardiovascular and strength training.
Also, exercising for stress-reduction will be examined. The
students will be shown how to conduct the exercises in a
low-impact, staggered approach which minimises the
possibility for injury but maximises the benefit.

Cooking. For this topic, the students will cover the
following sub-topic:
◦ cooking rice (including risotto and fried rice)
◦ cooking eggs
◦ soups
◦ deserts
◦ main courses
◦ salads and vegetarian
◦ BBQ
In all cases the students will be guided through the cooking
process by the teacher. They will be expected to assist in
preparation, cooking and clean-up phases.
For lessons where safety is an issue (for example: household
electricity and automotive maintenance) these lessons are
completed at home under adult supervision. Therefore, internet
access is required as well as the 'thing' which is primary focus
of the lesson. For example: a car, washing machine, iron etc.
For face-to-face teaching, the necessary materials include:
 a Smartboard
 an Activote response system
 cooking ingredients
 culinary equipment
 sporting equipment
Media would be either sourced or prepared by the teacher. The
intent is to utilise existing media which can be found on the
web, youtube, social media sites etc.
Expenses (additional to
human resources)
11.
Additional expenses that would result from the conduct of this
course include:



Internet-access and electricity usage for study at home
paper, photocopying
cooking ingredients
16.
Andrea Valenti
No.
Elements
Overview (brief description of the course
and presentation of self)

Course

Teacher
1.
Description
My name is Andrea Valenti, I am bilingual by birth (Italian
and Croatian) and I am a graduated teacher of English and
Italian. I got my degree in Trieste, Italy.
I started working on the OUTJ project two years ago at
Gimnazija Poljane in Ljubljana, and now I am working at
the Domzale High School.
I have an MA in Human Rights Studies. The two year
course dealt with conflict resolution, human rights
conventions, everyday life sociology and interethnic
relations.
Thus my interests are, among others, politics and sociology
(ethnic relations and the influence of stereotypes).
The title of the course is Stereotypes about the Italians in
the USA. The idea to plan a course on stereotypes came up
to me and my colleague at Gimnazija Poljane very naturally.
We both wanted to do something together in classroom, and
since we were both very interested in the field, we decided
to plan crosscuricular hours on the above-mentioned theme.
I think that in the Slovene schools of today, stereotypes are
not always treated in a systematic way, and students are
craving for themes like this one because they are a good
start for a general discussion. We all have our stereotypes
and prejudices on something or someone, but helping
people to recognize, become aware of them and understand
them, is for sure one of the most noble goals of this course.
The foreign teacher, in this specific case the Italian one, is
more sensible in recognizing and giving his own perspective
on stereotypes regarding his own culture, as he, too, is a
foreigner in another country. Thus the prospective he gives
to the students on these issues is more authentic then that of
somebody who is not coming from the culture we are
dealing with.
The course deals with the Italian immigration wave to the
USA, how they were treated by the locals, what was their
life style in the USA, how it changed in time, and how the
Italian immigrants are presented today in the world of
commercials. The students are constantly stimulated to
internalize their awareness, to think about how they would
feel in the same situation and to be conscious of similar
situations in their everyday life of teenagers in Slovenia.
The evaluation is in the vast majority of the cases positive,
the reflection on these issues very welcome.
Lead teacher – Andrea Valenti, support teacher – local
English language teacher
Target audience/students
2.


Age
Participation requirements Expected foreknowledge
3rd grade students
The students must have a minimum knowledge of the
history of the USA and the migratory flows in the Anglo –
Saxon world (Great Britain and the USA). A minimum
knowledge of film language would be desirable.
The lessons are held in English.

Min&max number per group
From a minimum of 15 to a maximum of 30 students
Organizational requirements

3.

Duration (number and duration of
instructional units, timeline of
implementation)
Location/Venue

school premises
Special requirements (on site or long
distance, field or classroom, classroom
layout etc.)
Goals and/or objectives
computer room and LCD projector, computer and audio
equipped classroom
Intended/Expected student learning
outcomes
1. First and second lesson (block hrs)
By the end of the block hrs, the students will learn facts on
Italian immigration in the USA and discover that many
famous Americans are of Italian origin.
-The local teacher introduces the theme by asking questions
to the students on the immigration flows in the UK (a topic
they should already be familiar with).
-The foreign teacher asks some questions on the topic of the
American population and what different nationalities it is
made of.
-The students answer the questions.
- The students are given working sheets to fill in. They are
asked to guess the answers if they are not sure about them.
- The foreign teacher presents a historical introduction on
the Italian immigration to the USA (Power Point
presentation). At the same time, the foreign teacher, the
local teacher and the students check the answers.
- The students then receive three questions on the Italian
American immigrants and a name tag of a famous Italian
American (work in pairs). They are asked to search the
answers about the name they get on internet.
- At the end of the block hrs the students present their
findings.
4.
5.
6 teaching hrs, 1 day block scheduling
By the end of the course the student will be able to
recognize stereotypes in different media (film and
publicity), distinguish between positive and negative
stereotypes, and distinguish between stereotypes and
generalizations
2. Third and fourth lesson (block hrs)
By the end of the block hrs the students will learn facts on
how the immigrants were treated on their arrival in the USA
and discover how they lived in their neighborhoods.
-The foreign teacher presents how the Italian Americans
were treated on their arrival (Power Point presentation)
-the students receive questions to answer while listening to
the introduction
-the foreign teacher, the local teacher and the students check
the answers
-the students then receive working sheets on two sequences
from the film The Godfather II
-we all see the sequences and then discuss together the
answers.
3. Fifth and sixth lesson (block hrs)
By the end of the block hrs the students will learn the
difference between positive and negative stereotypes,
stereotypes and generalizations, and recognize stereotypes
in different USA commercials.
-The students receive a short questionnaire (KWL)
-then the students receive a working sheet with different
adjectives. They have to distribute the adjectives to Italians
or Americans, in relation to their believes
-the foreign teacher and the local teacher check their
answers and start a discussion asking them on the reasons
they decide to describe a nationality with a specific
adjective
-the foreign teacher then presents an introduction on
stereotypes, the difference between negative and positive
ones, and the difference between generalizations and
stereotypes (Power Point presentation based on concrete
examples made to provoke a student reaction)
-while presenting, the foreign teacher constantly checks the
reaction of the students and comments with them on the
examples
-the students then receive a working sheet on different
commercials, and they are asked to read the questions about
the commercials
-we all see the commercials
-the students, the foreign teacher and the local teacher
discuss and comment on the commercials with the help of
the questions.
4. seventh and eight lesson (block hrs)
By the end of the block hrs the students will recognize
stereotypes (positive and negative) in an article.
-The students have to read the article Being Italian – an
insight into Italian stereotypes, and do a reading and
comprehension task
-the foreign teacher and the local teacher check the task,
meanwhile the students are asked to comment on the
stereotypes they find, differentiate them and pose the
foreign teacher questions about them
-the foreign teacher answers the students’ questions on the
Italian stereotypes quoting his own experiences of an Italian
teacher in a foreign country
-at the end of the block hrs and the end of the project, a
video on an Italian American family is presented (Our
contributions: The Italians in America)
-the students are asked to reflect on certain aspects and
changes that happened to the Italian American family of the
video
-at the very end, the students are given a questionnaire to get
a feedback on the quality of the course.
Content
 Language
6.
7.

Culture
Evaluation/Assessment methods (with
The students will develop content specific vocabulary
(media, cultural studies – stereotypes)
Italian culture outside Italy, the life of the immigrant, his
successes and his failures, USA films and commercials
dealing with Italians and the Italian spirit
First block hrs
criteria by outcomes)
-answering short questions to check up understanding
-guided discussion to assess their findings
Second block hrs
-answering short questions to check up understanding
-guided discussion to comment on the sequences and check
up understanding
Third block hrs
-guided discussion to check up understanding
-answering short questions and guided discussion to check
up understanding
Fourth block hrs
-checking the truthfulness of short statements
-guided discussion to assess understanding
Teaching approaches/methods
8.
Learning activities/approaches
9.
Instructional tools (materials & media)
10.
11.
Expenses (additional to human resources)
At the end of the course work, questionnaires to get
feedback on the quality of the course and the student's
satisfaction.
The foreign teacher will use a project approach. The
cooperative learning is the base of the whole course. Thus,
the students will learn by working in groups and discussing
issues among them and then confronting with the foreign
teacher. From the very beginning of the course, the lessons
are student centered.
reading for understanding, listening for comprehension,
searching and sharing information on computer, guided
discussion, oral presentation (in groups)
The Godfather II by Francis Ford Coppola
Being Italian – an insight into Italian stereotypes by
Nicoletta di Bartolomeo
Our contributions: The Italians in America
(http://www.youtube.com/watch?v=U08Bv7UQT1w)
Four commercials:
http://www.youtube.com/watch?v=lNNDr1vH83Y
http://www.youtube.com/watch?v=SuqGmkHxQ50
http://www.youtube.com/watch?v=86bymNPLcbw
http://www.youtube.com/watch?v=tJoX8mj2kyM
17.
Stephen Moses Zulu
No.
Elements
Description
Tourism in Zambia
Overview(brief description of the course and presentation of self)

Course

Teacher
1.
Overall aim. To develop students into autonomous
learners.
The following course has been designed as an authentic
task, where pupils will be given genuine assignments.
Pupils will be presented with the following idea: they
work for as travel agents, and their travel agency has
started organising exotic travels to Zambia. Pupils will
have to organise a trip to this African English speaking
country and try to make it as interesting as possible, as the
final lesson will be dedicated to the presentation of their
offers, voting for the best holiday package and selfreflection. During our course pupils will have to prepare
and tackle the following problems: gather the basic
country information, make an itinerary of their travel,
book flights and hotels, organise a trip to one of Zambia’s
game parks, prepare a description of wild animals and the
Big Five, prepare a short description of country’s history
(should mention colonialism), investigate and briefly
describe customs and traditions of the country and choose
one of the ceremonies and describe it, mention the most
popular food and compare it with their national food.
During the above-mentioned course, students will be able
to use their English in an entirely practical cases (booking
hotels and flights), will be able to investigate and present
the country’s history and customs, compare and contrast
food and various eating habits, learn about the Big Five,
while in addition, this course will have an extra added
value, since I am a teacher from Zambia and will be able
to give the pupils first-hand information on all of the
topics in question. The teacher will be able to guide the
pupils when preparing itinerary, prompt them during food
discussion, and explain about his own experience of
various customs and traditions. Pupils will be active
participants during the entire course, will use and recycle
their old vocabulary, acquire new words and notions, will
be able to investigate on their own and will be
autonomous in selecting the important information, will
revise the use of all English tenses, and, last but not least,
will be involved not only in cognitive, but also conative
learning.
I am a primary school teacher by profession and I
completed my education in Zambia. I used English
throughout my entire education; therefore, I believe I am
capable of teaching the mentioned topics to the students.
In addition, I can help students with first-hand
information, since Zambia is my country and I can share
my experience and perspectives with my class.
Target audience/students
2.


Age
Participation requirements Expected foreknowledge
 Min&max number per group
Organizational requirements
Teenage learners (13-15, Grades 7-9)

The entire course can be implemented in 6 instructional
units (1 instructional unit (IU) equals 2 school lessons).
Note: at the end of each instructional unit, there will be
some time dedicated to discussion, feedback, correction
and preparation of students’ leaflets.
Instructional Unit 1:
Duration(number and duration of
instructional units, timeline of
implementation)
English: intermediate level
Minimum: 6, max: 20 pupils per group
INTRODUCTION & PRESENTATION &BASIC
COUNTRY INFORMATION
Lesson Objectives:

To teach the pupils how to extract information from
different media and arrange it in a logical and
meaningful order.
Learning outcomes:
3. ¸aq
Pupils will be able to find and elicit the most important
country information and will acquire new vocabulary to
present a basic country data. Pupils will be able to plan a
journey by using a map of the country, talk about the
planned events in the future (Going to Future Tense).
They will be able to listen and elicit important
information from a video.
Methods of assessment:

Children will complete the worksheets provided by
the teacher. This will contain prompts and key words.
Teacher’s role:





Introduces the topic and presents the overall goals of
the course and the desired final product.
Shows a promotional video of Zambia to motivate
pupils for their task and help them to get ideas.
Shows promotional leaflets advertising holidays in
Zambia – The Real Africa, and explains the meaning
of the slogan (Zambia - the Real Africa).
Explains to the students that by the end of the course
they will have to create promotional holiday leaflets
on their own (in groups), whose aim will be to attract
tourists, and will have to present their holiday
package to their travellers.
Tells the pupils to assume the roles of travel agents
who will prepare an interesting trip to Zambia that has
to attract tourists.

Divides children into working groups. Work will be
conducted in a minimum of 2 and a maximum of 5
groups (containing from 3 to 4 pupils).
 Hands out work sheets containing new vocabulary,
i.e. “population, urbanisation, rural area, urban
centres, etc.”
 Leads the final discussion
Pupils’ role:





Watch a video and listen for important information
/ideas
Pupils look for basic country information and fill in
the work sheets
Pupils familiarise themselves with the map of the
country and decide on the route they want to guide
their tourists. The teacher tells students which can be
interesting points for tourists; students locate the
game parks, famous natural heritage sights, big cities,
lakes and rivers, and each group outlines their
proposed route of travelling.
Work in groups and write a draft itinerary of their
proposed trip. They outline interesting points they
think can be visited in different locations. The teacher
acts as a resource, and helps pupils with ideas.
Cooperate actively in a final discussion.
IU 2: ZAMBIAN HISTORY
Objectives:

To broaden pupils mind about history of an African
country and to teach about the notion of colonialism.
Learning outcomes: At the end of this lesson pupils will
be able to define why English is spoken in the country
and mention a few interesting points from the Zambian
history that can be of interest to their travellers. This
lesson also has cross-curricular connections with History.
Pupils learn new vocabulary related to colonialism,
independence, revise prepositions of time, and are able to
talk about the past (Past Simple Tense, Past Continuous
Tense, Present Perfect Tense).
Assessment
Pupils will write a short essay which will be marked by
the teacher.
Teacher’s role:




Helps the students on how to find information about
the history of Zambia.
Distributes work sheets containing the main points
pupils have to investigate.
Answers questions related to the topic, acts as a
resource.
Explains to the students why it is important to learn
about the history of the country one wants to visit.








Leads the final discussion.
Pupils’ role:
Find brief information about Zambia’s history from
the Internet and books provided by the teacher,
Write an outline of the Zambian history on their
worksheets that contain the main points to be
investigated.
Present to the teacher what they have found out,
teacher tells them what to improve correct or add.
Present their findings to the class.
Write down the important points that they will
include into their promotional leaflets and
presentation at the end of the course.
Cooperate in the final discussion
Instructional Unit 3: TRADITIONS & CUSTOMS &
TRIBES
Objectives:
To help the pupils compare their customs and traditions to
those in Zambia and discuss the difference between them.
This will help to develop pupils’ interest in finding related
information about other countries which will help them to
develop tolerance to other customs and tradition. (this
cannot be assessed after the lesson but it’s helpful)
Expected learning outcomes:
By the end of this lesson pupils will investigate traditions
and customs of the country and find out facts and
background about interesting customs, traditions or
ceremonies and decide which one can be visited by their
tourists (the one they will visit with the tourists has to be
described in detail; they will have to find pictures and
interesting data).



Pupils will be able to demonstrate their
knowledge of Present Simple Tense, learn and
recycle new vocabulary related to customs and
traditions.
They will be able to compare and contrast
Zambian and Slovenian customs and traditions
during holidays (Easter, Christmas).By so doing
they will be able to revise comparison of
adjectives.
They will also learn the notion of tribe and
compare it to the notion of family in Slovenia and
discover the meaning of chiefs and village
headmen.
Assessment:
a. Oral presentations.
b. Pupils will complete the worksheets containing
prompts and this will be checked and marked by the
teacher.
Teacher’s role







Explains the objectives of the lesson to the pupils.
Distributes handouts containing the most
important points to be investigated by the pupils
during this lesson. These handouts will guide the
pupils during their work, and will contain the
following prompts: names of certain traditions,
customs, tribes, and some words, such as “a
chief”, “a headman”, etc.,
Guides students to find important data from the
Internet, leaflets and literature provided by the
teacher.
Guides the pupils where to find the meaning of
unknown words.
Tells pupils to choose a Zambian tribe, find
interesting photos, and describe one of their
ceremonies.
Checks and correct their short descriptions.
Leads the final discussion
Pupils’ role



Investigate the traditions and customs of Zambia.
Select pictures from the Internet and write a short
description of one of Zambian tribes and their
traditional ceremonies to be included in their
leaflets.
Actively cooperate in the final discussion
Instructional Unit4: WILD LIFE & ENVIRONMENT
Objectives:

To teach the names of animals and vocabulary
related to wild life and nature conservation.
Expected learning outcomes:
By the end of this lesson, pupils will be able to write
about Zambian game reserves and wild animals, animal
sanctuaries, and enumerate animals found in game
reserves, describe their habitat, lifestyle, food, and explain
about the Big Five. This will help them revise their
vocabulary of animals and wild life, environment.
Assessment
Interactive quiz about African animals from the internet
(BBC news round) and answering of questions prepared
by the teacher.
Teacher’s role:


Brings promotional leaflets of game parks
Distributes handouts containing prompts pupils
should investigate. Handouts also contain new
words, such as “game hunting”, “game reserve”,
“conservation”, “poaching”, “rifle”, “hunters”,
“sanctuary”, “flora and fauna”, etc.
 Leads the quiz
Pupils’ role:



Investigate about wild life in game reserves;
prepare points to be included into their
promotional leaflet.
Enumerate the Big Five, explain the meaning,
choose one of the animals and present some
interesting facts about it.
Answer the quiz questions
Instructional Unit 5: FOOD & NATURAL
HERITAGE &BOOKING
Objectives:

To help pupils compare the lifestyle (habits and
customs) in their country (European) to that in
Zambia (Africa).
 To teach pupils about things they have to consider
when they want to visit other countries.
 To teach names of food in Zambia and the eating
habits.
 Help them revise modal verbs and Going to
Future Tense (when booking).
Learning outcomes:
By the end of this lesson, pupils will be able to enumerate
and talk about Zambian food and compare eating habits to
their own. They will be able to talk about natural heritage
(lakes, rivers, waterfalls) and will be able to book
accommodation and flights. They will also talk about
different modes of transport, revise vocabulary from that
area. This will also help them revise modal verbs and
Going to Future Tense (when talking about booking).
They will also finalise their leaflets.
Assessment
Oral presentation by each group.
Teacher’s role:

Explains the objectives of the lesson and
distributes handouts containing prompts,
 Gives pupils his e-mail address(created
purposely for this lesson) to which they are
going to send their bookings and travel
enquiries. During the same lesson, teacher
corrects e-mails and gives feedback to pupils by
sending back the corrected versions. Gives
suggestions for improvement.
 Gives homework: pupils prepare a final version
of their leaflets and presentation for their tourists
(either a power point or with a help of a poster).
Pupils’ role:



Fill in the handouts and discuss food and eating
habits. Present an interesting Zambian dish,
Find out about natural heritage and describe the
most attractive one in order to attract their
tourists,
Find out about different modes of transport used
in Zambia. This information to be included in
their leaflets and final presentation.
Instructional Unit 6: PRESENTATION &
EVALUATION & SELF-REFLECTION
Objective:
To improve student’s competence in using the foreign
language(through presentations and debates based on
information from different sources).
Learning outcomes:
The final lesson will be dedicated to the presentation of
students’ work.


Pupils will present their promotional leaflets to
the class, which will contain all the elements of
the previous lessons (itinerary, history, tribes,
tradition, food, natural heritage, wild life), using
power point presentations.
Pupils will be able to present their final products
autonomously, and will demonstrate their
mastery of the target language. Their final
products will show the overall understanding of
different topics. Self-reflection questionnaires
will also trigger meta-cognitive processes, where
children will have to think about their own
learning.
Assessment
Teacher will collect all the leaflets for marking.
Pupils will present their final products and the teacher
will evaluate and comment on each presentation.
Teacher’s role:

Helps pupils to put final touches to their leaflets
and presentations,
 Answers all the questions regarding any open
issues,
 Assesses students’ presentations on the basis of a
pre-set criteria (content, grammar, fluency,
vocabulary, etc.),
 Gives pupils feedback on their work,
 Hands out self-reflection and evaluation
questionnaires to pupils.
Pupils’ role:


Location/Venue
Present their promotional leaflets and package
holidays to the rest of the class,
 Vote for the best package holiday,
 Fill in self-reflection and evaluation
questionnaires.
Satellite school

Special requirements (on site or long
distance, field or classroom,
classroom layout etc.)
On site, computer classroom with at least 5 computers,
access to the Internet; classroom should enable desks to
be arranged for group work
Goals and/or objectives
By the end of the course, pupils should be able to:





4.




Talk and write about the events in the past (Past
Simple)
Talk and write about the events in the future (Going
to Future Tense)
Talk about general truth, events that are repeated
every day (Present Simple Tense)
Use modal verbs
They will be able to book accommodation and flights,
which will be useful in their real life situation.
Describe food and compare eating habits
Talk about wild life, wild animals, environment, and
mention interesting data
Talk about and compare different traditions and
customs and draw various parallels
They will be able gather information from various
sources and put it in logical order(leaflets /
presentation)
Intended/Expected student learning
outcomes



5.



Content
 Language
 Culture
6.
Evaluation/Assessment methods(with
criteria by outcomes)
7.
At the end of this course students will:
Acquire strategies that will help them towards more
independent learning – developing student autonomy.
Students look for information on their own (given
some prompts on handouts, and have to decide which
info to include on their leaflets and presentations).
Be able to present their points in a discussion and
defend their points of view
Pupils develop their intellectual, social cognitive and
conative skills. Social skills are developed through
group work.
Produce leaflets that can be useful in real-life
situation.
They will learn how to elicit the most important
information about a country, demonstrating this on
the case of Zambia.
Acquire strategies and skills that will help them
prepare tourist leaflets for their country, town or
village.
English
The main idea for this course is to help learners discover
various strategies of learning which can help them
produce the results that can be useful in real life and the
world they live in. The main theme of the course is
tourism (and the related topics) to an English speaking
country (Zambia). I decided to use this theme due to the
fact that tourism has become one of the world’s main
activities and I believe this theme could be of great
interest to the learners. Topics included in this course will
help the learners to realise important things to consider
whenever planning a visit to a foreign country; they
should realise culture, language, history, and tradition are
important to consider when travelling. Students will
research on these sub topics and throughout the course the
teacher will act as a guide and the main source of
information since he is a native of the country in question.
Children will produce leaflets that can be useful and
which will also be checked and marked by the teacher.
This will show the meaningful productive skills learners
have acquired. They will also have short presentations of
their group work and the teacher will check whether they
collected right information.
The teacher will correct students’ e-mails and give oral
and written feedback. The teacher will assess and evaluate
the students’ leaflets in accordance with previously
agreed criteria (grammar, vocabulary, structure,
coherence, etc.). The teacher will also assess students’
performances and give students a feedback on what to
improve when presenting a topic in a foreign language
(i.e. body language, gestures, pronunciation, voice
projection, etc.).
Teaching approaches/methods
8.
Learning activities/approaches
9.
Instructional tools (materials & media)
10.
11.
Expenses(additional to human resources)
During this course I will act as a facilitator and the
resource person who will provide fact and detailed
information about the country in question. I will also act
as an evaluator, a motivator and give guidance to the
learners
Approaches
I will use learner centered approach/project based,
where pupils will be able to work in groups, research and
find appropriate information for their tasks.
Methods
Question and answer method: Pupils will be expected
to ask the teacher whenever they are not clear with certain
information and also answer questions from the teacher
(they will be an interactive lessons).
Demonstration method: Teacher will use this method to
explain on how to organise a leaflets.
Group work: I have chosen this approach because it
enables the learners to contribute different ideas that can
produce better results and also help them to build their
social relations.
Question and answer: This will help the students to be
active participants throughout the entire course.
Group discussion: This will help pupils to express their
opinions, perspectives, and will allow them to hear the
viewpoints of their colleagues. This method trains them to
be tolerant to other people’s opinions and to listen to
other points of view.
Books, leaflets, promotional video, Internet, computers,
projector
/