clil comenius dutch team
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GREEN SKILLS
FOR GLOBAL
CHANGECLIL lessons Netherlands
ABSTRACTDuring this Comenius ro!e"t the Dut"h tea"hers made
#arious CLIL lessons$ In this aer the CLIL lessons are
summari%ed$
A$ Brin&
Carmel"ollege Emmen
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CLIL SLOVENIA
B' ANNE(IEK BRINK) SOCIAL ST*DIES TEACHER
LESSON +LAN TURKEY MEETING
Date: May 2014 Subject: Dutch Cultures Grade:16/17 years Teacher: Brin
G!als/"bjecti#es/Standards:
Ti$e "%enin&/'ra$in& the (ess!n/)ntr!ducti!n/*arly
+ssess$ent
The less!n started ,ith a &eneral intr!ducti!n !-
$ysel- and $y c!untry .etherlands
) ased ,hat they already ne, ab!ut the c!untry
M!nit!r/'eedbac
The (ess!n Structure: +cti#ities
O General intr!ducti!n
a$e 3 c!untry
O Learning Dutch culture
O Learning Dutch language
O Do and don'ts in your culture
+ssi&n$ent handed !ut durin& class .see attach$ent
Cl!sin&/+ssess$ent
T!ðer ,e discussed the ans,ers -r!$ the
assi&n$ent +t the end ,e tasted s!$e Dutch
deli&hts
5!$e,!r
! h!$e,!r
Sel- *#aluati!n !- the (ess!n
B!th classes ,ent #ery ,ell The students lied the subject and ,here #ery acti#e
es!urces/Materials
!,er%!int %resentati!n
+ssi&n$ent
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1. Fill in the right words
Mondriaan, cows, Amsterdam, low-lands, Rotterdam, Cheese, dikes, tulips
,$
(ost eole thin& a-out this .hen the/ a-out the Dut"h$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
0$ The de1inition o1 the .ord Netherlands$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
2$
The Dut"h -uild this against the sea$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
3$
This Dut"h "it/ has a -ig har-or$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
4$ A 1amous Dut"h artist$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
5$ These are the most 1amous Dut"h 1lo.ers$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
6$ An animal /ou see a lot in the Netherlands$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
7$
The Dut"h "aital$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
2. Nederlands leren spreken
Fill in in1ormation a-out /oursel1) then tell something a-out /oursel1 to /our neigh-or$ +ra"ti"e in 8English and9
in Dut"h$
As& 1or the .ords /ou don:t &no.$
1. Fill in the right words
1. Hello
2. How are !o" doing#
$. M! na%e is &&&&&&&&&&&&.
'. I a% (ro% &&&&&&&&&&&&&.
). I a% &&&& !ears old.
*. M! ho++ies are
&&&&&&&&&&&&&&&&&&&&&
1. Hallo
2. Hoe gaat het#
$. Mi,n naa% is &&&&&&&&&&&&&.
'. Ik ko% "it &&&&&&&&&&&&&&..
). Ik +en &&&&&&&&&&&&&&. ,aaro"d.
*. Mi,n ho++!-s i,n
&&&&&&&&&&&&&&&&&&&&&&.
E/a%ples0
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$. o and don-ts in !o"r o"ntr!
3rite down the do and don-ts (or !o"r o"ntr! and dis"ss this in pairs.
4 4N-T
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CLIL REUNION
B' CAS+ER ;Iscience? >reas!n? >senses? and
the lie
M!nit!r/'eedbac
The teacher ,as %resent
durin& these less!ns
The (ess!n Structure: +cti#ities
The less!n t!! %lace in a dial!&ueish -!r$ The
teacher ,anted t! e%lain the s!urces !- n!,led&e
and the ,ay in ,hich ,e can a%%ly the $eth!d !-
d!ubt
Durin& the -irst %eri!d ) reached the -inal s!urce !-
n!,led&e .reas!n and h!, by the hy%!thesis !- the
e#il &enius Descartes c!uld d!ubt this s!urce )n
d!in& s! he ended u% ,ith the c!&it! and that;s ,here
,e ended be-!re the brea+-ter the brea there ,ere s!$e =uesti!ns -r!$ a
nu$ber !- students that ,e discussed +-ter this
discussi!n ,e c!ntinued the i$%act !- Cartesian
%hil!s!%hy and the %r!ble$s !- dualis$ in the 1@th
century
Durin& the brea the
teacher said the less!n
,as #ery rele#ant and
suited eactly in the
curriculu$ 5e ,as #ery
%leased ,ith the le#el
and the c!ntents 5e ,as
a bit ,!rried ,hether
the *n&lish le#el ,as t!!
hi&h -!r his students )als! sa, this and
c!$bined *n&lish ,ith
'rench %hrases and
reca%itulati!ns in 'rench
Cl!sin&/+ssess$ent
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The less!n ended ,ith a sh!rt reca%itulati!n !- the
$eth!d !- d!ubt leadin& t! indubitable n!,led&e and
the %!siti!n !- dualis$
5!$e,!r
Sel- *#aluati!n !- the (ess!n
) really enj!yed teachin& a 'rench &r!u% in (a
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CLIL TURKEY
B'
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CLIL NETHERLANDS
B' TEREN) TEACHERS GEOGRA+H' AND
BIOLOG'?S+*
Date: 16 january 201A Subject: ater$ana&e$ent in the etherlands Grade: "A Teacher:
Schutter and #an interen
G!als/"bjecti#es/Standards:
Ti$e "%enin&/'ra$in& the (ess!n/)ntr!ducti!n/*arly
+ssess$ent
)ntr!ducti!n ,ater$ana&e$ent the etherlands
M!nit!r/'eedbac
The (ess!n Structure: +cti#ities
!,er%!int ab!ut the etherlands and ,ater
Cl!sin&/+ssess$ent
Discussi!n ab!ut ,ater$ana&ent in !ther c!untries
5!$e,!r
This in-!r$ati!n is t!ld t! the students as bac&r!und
in-!r$ati!n -!r the debate
Sel- *#aluati!n !- the (ess!n
G!in& ,ell $aybe t!! $uch in-!r$ati!n ab!ut the di--erent %r!jects in the etherlands and
t!! less ab!ut the hist!rical %art
es!urces/Materials
!,er%!int
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CLIL DEBATE @ORKSHO+ B' CAS+ER ;I
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54UR6E0 Nederlands de+atinstit""t
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Format opening speech
Dear members of the jury and guests. Today we will enter a debate on the
following motion:
We are in favour of/against this motion.
The (alternative plan we came up with is and/or we would li!e to as! the
following "uestions:
#nnouncement
$ur first argument is:
%&planation:
%&le:
$ur second argument is:
%&planation:
%&le
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$ur third argument is:
%&planation:
%&le:
$ur conclusion therefore is:
During the debate:
Who says what' #s spea!er during the debate you can do the following:
epeat an argument and as! for a reaction of the opposition.
)ntroduce a new argument
#s! a "uestion
eact to an argument of the opposing team
esri+e !o"r tasks
Team member *:
Team member +:
Team member ,:
Team member -:
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