CLIL Module Plan - Iprase

CLIL Module PlanAuthor(s) C. Bertolini, A. Polo, D. Facchinelli

School I.I.S. Don Milani, via Balista, Rovereto

School Grade Primary Middle High

School Year 1 2 3 4 5

Subject Altro - Health and medical culture/BusinessEcomomics

Topic Autism

CLIL Language English Deutsch

Personal andsocial-culturalpreconditionsof all peopleinvolved

25 students, 5 students with a migratory background (other languagesspoken: moldovan, moroccan, arab, french, spanish); special educationalneeds: 3. CEFR level: A2

Students' priorknowledge,skills,competencies

Subject Language

Prior knowledge of Autism throughthe project together with Universityof Trento (researchers and educatorsworking with autistic people, mainlychildren); the nervous system as partof the subject topic (in Italian).Business Economics is a new subjectfor fourth year students of thiscourse, so the aim si to provide themwith the basis of the academiclanguage in Economics.

Language skills and competencies:use of present, past simple, modalverbs. Academic language learnt inItalian related to the topic useful todevelop language knowledge in L2.

Timetable fit Module Length 20 h

Description ofteaching andlearningstrategies

This module is the result of a collaboration among three teachers , two ofwhom teach Health and Medical Culture and one theaches BusinessEconomics). A CLIL support teacher helped to revise activities. Students aretherefore provided both the clinical point of view of Autism and also the basicelements of Economics. The objective is to enable students to understandwhat's needed to build a structure designed to help autistic subjects also froma financial costs-benefits perspective. At the end of the module they have thepossibility to go and see a real non profit organisation where autistic subjectsare cared for (Casa Sebastiano). The final output is a power point or a reportwhere students sum up their impressions of this structure using their acquiredknowledge. Teaching and learning strategies: task based learning(crosswords, gap-fill exercises, matching exercises); cooperative learning,group works activities, learning through ICT tools (ppt, videos, kahoot quizzes,usage of on-line dictionaries...). Each activity has the aim to consolidate bothacademic and functional language, promoting interaction and communicationduring the lessons. .

Overall Module PlanUnit: 1We are all different!Unit length: 50 min

Lesson 1

Introduction to Autism

Unit: 2What is Autism?Unit length: 100 min (50+50)

Lesson 1

Characteristics and definitions of Autism

Unit: 3The biology of AutismUnit length: 150 min(50+50+50)

Lesson 1

The Brain Areas

Lesson 2

Quizlet activities on brain areas and their functions

Lesson 3

The autistic brain and the five senses

Unit: 4A life with AutismUnit length: 100 min (50+50)

Lesson 1

Interview to Naoki Higashida

Unit: 5Possible causes of AutismUnit length: 100 min (50+50)

Lesson 1

Do researchers have some clues?

Unit: 6A-U-T-I-S-MUnit length: 100 min

Lesson 1

Be creative! Find an acronym and test your knowledge onAutism

Unit: 7Business and enterpriseUnit length: 50+50 min

Lesson 1

Definitions of business and enterprise

Unit: 8Primary, secondary and tertiarysectorsUnit length: 50 min

Lesson 1

Identification and comparison among primary, secondary andtertiary sectors

Unit: 9Goods and servicesUnit length: 50 min

Lesson 1

Identifications and comparison between goods and services

Unit: 10Profit and non profitorganisationsUnit length: 100 min

Lesson 1

Characteristics of profit and non profit organisations

Unit: 11Costs of AutismUnit length: 350 min(50+200+100)

Lesson 1

Facts and statistics of Autism

Lesson 2

Visit to Casa Sebastiano

Unit: 12Final assessmentUnit length: 30 min

Lesson 1

Final Kahoot

CLIL Lesson PlanUnit number 1 Lesson number 1 Title Introduction to Autism

Activity Timing LearningOutcomes

Activity Procedure Language Interaction Materials Assessment

1 10 min Being able toidentify thegeneral topic'sname, whichthe studentswill learnabout in thefollowingclasses

Students watch avideo, focusing onthe animations andthey have tointroduce the topicin one word

Skills

L S R W

Key vocabularySee activity 2

Communicativestructures///

WholeclassGroupworkPair workIndividualwork

U1_L1_ALL1.pdfSee attached file:U1_L1_All1

2 15 min +10(selfassessment)

Building astudents'glossary onthe topic

Students watch thevideo again takingnotes aboutunknown vocabularyand they ask theirschoolmates forhelp; studentsanswer T/F toquestions related tothe video

Skills

L S R W

Key vocabularywiring, skills, tasks,overwhelmed..

CommunicativestructuresHow to ask a questionabout the meaning ofunknown vocabulary:Could you tell me...? Doyou know the meaningof the word...?


U1_L1_ALL1.pdfU1_L1_all1

Self-assessment:fill in thegapsexercise onthe videotranscription.

3 15 min Identifyingand learningdo's anddon'ts ofdealing withan autisticperson

Answer the finalquestion 'Whatshould you not dowhen you see aperson with autismhaving a hard time?'with a brainstormingactivity on the blackboard

Skills

L S R W

Key vocabularyhard time, to mocksomeone, to getcrossed, to make fun ofsomeone

Communicativestructuresuse of modal verbs andnegative sentences


U1_L1_ALL1.pdfSee U1_L1_all1

CLIL Lesson PlanUnit number 2 Lesson number 1 Title Characteristics and definitions of Autism


ActivityProcedure

Language Interaction Materials Assessment

1 10 min Recappinginformationsand vocabularyof the previouslesson.

Brainstorming Skills

L S R W

Key vocabularyFunctional andacademic language ofLesson 1 (brainfunctioning in autismlike wiring)

CommunicativestructuresPhrases generally useto revise subjectcontent: I remember wespoke about, we learnt..


Blackboard ///

2 20 Identity andcomparedifferent typesof Autism

Students watcha video then, inpairs, they do amatchingexercise ondifferent kindsof autism andthe charactersshown in thevideo.

Skills

L S R W

Key vocabularyPersons affected by...;they think literally

Communicativestructures


U2_L1_L2_ALL1.pdfU2_L1/L2_All1

Formativeass.: teachercirculateschecking ifstudents dothe matchingexercisecorrectly

3 10 min Selectinformations toanswer aspecificquestion: 'Whatis Autism?'

Students watchthe previousvideo againselectinginformations toanswer thequestion.

Skills

L S R W

Key vocabularysame as act 2



U2_L1_L2_ALL1.pdfU2_L1/L2_all1

Teachercirculateschecking ifstudents areable to find inthe video onlythe neededinformation.

4 20 Makingstudents awareon how todefine Autism

Teacher'sexplanation(with slides inppt) on thedefinition ofAutism;students askthe teacher forthe meaning ofunknown terms(possibility ofswitching codeL1/L2) and theywrite them tobuild a specificglossary.

Skills

L S R W

Key vocabularyAcademic vocabulary:neurodevelopmentaldisorder, impairedsocial interaction,verbal/non verbalcommunication,restricted/repetitivebehaviour...

CommunicativestructuresQuestion sentencesabout the meaning ofunknown vocabulary.


U2_L1_L2_ALL1.pdfsee U2_L1/L2_All1

Formative:teacher cancheck thelevel ofunderstandingof the topic'sspecificlanguage

5 20 min Consolidation ofimportantspecificinformation onAutism;students learnhow to give anessential andcomprehensivescientificdefinition of it.

Studentsexplain themeaning ofAutism throughthe use ofprevious slides'terminology(self madeglossary)and/or key-words shown onthe slide.

Skills

L S R W

Key vocabularysee activity 4

CommunicativestructuresScientific/descriptivelanguage


U2_L1_L2_ALL1.pdfSee U2_L1/L2_All1

Teacherfacilitates andcirculates

6 10 min Revise andconsolidatekeywords ofpreviousactivities

Students aregiven acrossword theyhave to solve inpairs

Skills

L S R W

Key vocabularysame as act 5



U2_L1_L2_ALL2.pdfU2_L1_L2_ALL2(sol).pdf

See U2_L1/L2_ALL2 ,U2_L1_2_ALL2(sol)

Teachercollects thecrosswordschecking ifstudents didthe exercisecorrectly

7 10 min Intermediateassement onthe subject'scontent

Answer aKahoot! quiz

Skills

L S R W

Key vocabularyVocabulary of the entirelesson



U2_L1_L2_ALL1.pdfSee U2_L1/L2_All1 (link ofKahoot! quiz is on the finalslide)

This is anassessmentwith grades

CLIL Lesson PlanUnit number 3 Lesson number 1 Title The Brain Areas


ActivityProcedure


1 10 Recappinginformation ofprevious lessonon thedefinition ofAutism

Teacher askssome studentshow they candescribeAutism (oralbrainstormingactivity)

Skills

L S R W

Key vocabularyVocabulary of Unit 2



2 20 Identify andcomparedifferent areasof the humanbrain,associating theproper functionto each brainarea

Studentsreceive twodifferent sheetswith a brainmap, they haveto fill it in byasking theirschoolmatesfor the missingpart (eachstudent has amap withdefinitions forpart of thebrain, so theyhave to sharetheirinformations tocomplete it)

Skills

L S R W

Key vocabularybrain areas vocabulary:frontal lobe, occipitallobe, cerebellum,temporal lobe...

CommunicativestructuresDo you know thename/function of thisarea?


U3_L1_L2_L3_ALL2.jpegU3_L1_L2_L3_ALL3.jpegU3_L1_L2_L3_ALL1.pdf

see attached filesU3_L1/L2/L3_ALL2 and 3

Teacher makessure studentsusecommunicativestructures

3 20 Consolidate thecomprehensionof the differentbrain areasfunctions

Using thecompletedbrain map,answer thequestion on theslide: "Whathappens ifcerebellum,temporal lobeetc.... doesn'twork? Onestudent asksthe question,another oneanswers usingthe map.

Skills

L S R W

Key vocabularyBrain areas function

CommunicativestructuresUse of negativesentences (e.g.: Itdoesn't allow thetranfer of information)


U3_L1_L2_L3_ALL1.pdf

Teachercirculatescheckingactivity

CLIL Lesson PlanUnit number 3 Lesson number 2 Title Quizlet activities on brain areas and their functions


ActivityProcedure


1 50 Students canidentifydifferent areasof the brainexplaining theirspecific function

Students taketime to do all thedifferent activitieson brain areasand theirfunctions onQuizlet

Skills

L S R W

Key vocabularyHuman brain, lobes,brainstem, cerebellum,relationships, visualinformations, motorskills...



U3_L1_L2_L3_ALL1.pdfsee attached fileU3_L1/L2/L3_ALL1 for theQuizlet link

Selfassessmentof learningby quizlet

CLIL Lesson PlanUnit number 3 Lesson number 3 Title The autistic brain and the five senses


ActivityProcedure


1 10 Learn whichare the fivesenses andhow they areaffected in anautistic brain

Studentswatch a shortpiece of avideo fromUnit 1 and saywhat is theproblem withan autisticperson'ssenses and thebrain

Skills

L S R W

Key vocabularyThe same of previousactivity

CommunicativestructuresI think...In myopinion...If sentences,e.g: If this part doesn'twork, an autisic personcan't..



2 15 Learning thespecificterminologyabout the 5senses

Teacher showsa scheme ofthe 5 sensesto the class,explaining it;students drawthe sameschemewriting thecorrespondingorgan for eachsense on theirwhiteboard.

Skills

L S R W

Key vocabularyhearing,sight/vision,taste,touch, smell...




Teachercirculates

3 15+10minfor finalrevivision

Associate thedifferentsenses to thecorrespondingbrain lobe

Students areshown a slidewhere theyhave to matchthe senses tothecorrespondingbrain area, bycolour labelingthem.

Skills

L S R W

Key vocabularyfrontal lobe isresponsible for smell,parietal lobe, thedifferent areas talk toeach other ...etc.




Finalbrainstormingon blackboardto recap allinformationlearnt in thisunit (brainareas, 5senses and theproblem withcommunicationamong thedifferent areasin autisticbrains)

CLIL Lesson PlanUnit number 4 Lesson number 1 Title Interview to Naoki Higashida


ActivityProcedure


1 10 min Speedreading/scanningfor newvocabulary

Ask students toscan through thetext, in order to find4-5 words theydon't know andwrite them on thegiven whiteboard.

Skills

L S R W

Key vocabularySee activity 2

CommunicativestructuresSee activity 2


U4_L1_L2_ALL1.pdfU4_L1_L2_ALL2.pdf

See attached file:U4_L1/L2_all1 andU4_L1/L2_all2 (handout);whiteboards

///

2 20 min Learning how toask a question ina formal way;acquire newvocabulary

Students ask theirschoolmates for themeaning ofunknownvocabulary byshowing theirwhiteboard, teacherhelps if needed.Students write aglossary with newacquired vocabulary

Skills

L S R W

Key vocabularyfraught, to nudge back,misfortune, stuck,hassle , compelled...

CommunicativestructuresCould you please tellme the meaning of.. ?,Does somebody knowwhat .... means?



see materials in Activity1

Formative:teacherchecksstudents'interactionand answerstoo difficultquestions.

3 20 min Readingcomprehension:find the specificcontent for eachparagraph in thearticle

Students read thearticle once againtrying to match thegiven titles to theappropriateparagraphs

Skills

L S R W

Key vocabularyvocabulary related todaily life of a non-verbalautistic person(letterboard,...)




See activity 2

Teachercirculatesandfacilitates ifneeded

4 10 min Higher levelcomprehensionof the given textgiving reasonsfor choices

Activity foradvanced students:students whoalready finishedactivity 3, can readthe two missingparagraphs of thearticle andgive/create for theman appropriate title;the rest of the classhas extra-time tofinish activity 3.

Skills

L S R W

Key vocabularySee act.2

CommunicativestructuresGiving reason forchoices (I find, in myopinion, ...)



See act.2

Teachercheck ifstudentschose thecorrect giventitle andmore ablestudentsexplain theclass themain contentof missingparagraphs.

5 20 min Selectingimportantinformation froma given text

Answer questionson the article insmall groups

Skills

L S R W

Key vocabularysee act.2

CommunicativestructuresStudents' interaction toanswer questions



see activity 2

Teacher asksindividualstudents ofdifferentgroups tocheck ifanswers arecorrect.

6 20 Revise content,makinghypothesis,giving opinionsand being ableto defend them.

The different groupsof activity 5 comeup with their ownopinion on thedifficulties thatNaoki faces in hiseveryday life.

Skills

L S R W

Key vocabularyStudents usevocabulary learntduring the previousactivities

CommunicativestructuresGiving reasons andmotivating them: Ithink, I supposethat...because, In myopinion...



see act.2

Intermediateassessment:teacherchecks ifstudents canuse thevocabularythey justlearnt toexpress theirown opinionon the topic.

CLIL Lesson PlanUnit number 5 Lesson number 1 Title Do researchers have some clues?



1 10 min Revision of Unit4

Ask some students totell the class what thearticle was about

Skills

L S R W

Key vocabularysame as Unit 4

CommunicativestructuresCan you tell me..? Doyou remember...?


Teacherrecapsgeneralcontent ofUnit4

2 20 min Introducing anew topic: learnnew facts onAutism andspecificlanguage

Students watch avideo with Englishsubtitles on the mostrecent researchstudies on Autism, itspossible causes andfuture prospects

Skills

L S R W

Key vocabularygenetic, vaccine,siblings, paternal age,



U5_L1_2_ALL1.pdfSee att. fileU5_L1/L2_ALL1; TedXvideo

3 20 Learn newsubject content:the "state ofthe art"researchstudies onAutism,possiblecauses.

Students watch againshort parts of thevideo and answerquestions directlyusing the Kahoot! tool(the video is cut andembedded in theKahoot quiz)

Skills

L S R W

Key vocabularysame as activity2



U5_L1_2_ALL1.pdfSee att. fileU5_L1/L2_ALL1

Kahoot quiz:assessmentwith grade

4 20 min Work on avisual diagram(concept map)

Students are showndifferent types ofconcept mals andhave to constructtheir diagram on thepossible causes ofAutism using a videotranscription

Skills

L S R W

Key vocabularysame as activity2,words from videotranscription



U5_L1_2_ALL1.pdfSee att. fileU5_L1/L2_ALL1;whiteboards to drawthe diagram

///

5 30 min Self assessment Students talk abouttheir chosen diagramand show it to theclass

Skills

L S R W

Key vocabulary

CommunicativestructuresStudents explain theirscheme throughkeywords


U5_L1_2_ALL1.pdfSelf produced diagrams

Teacherchecks thecorrectnessof thediagrams

CLIL Lesson PlanUnit number 6 Lesson number 1 Title Be creative! Find an acronym and test your knowledge on Autism


ActivityProcedure


1 30 min Give a unique viewon what is Autismthrough students'acquired knowledgeand own perceptionof the topic;strengthen logicalthinking by linkingwords which arecoherent and thatmake sense.

Studentsexpress theircreativity andhow they seeAutism bycreating anacronym ofthe word A-U-T-I-S-M.

Skills

L S R W

Key vocabularyVocabulary taken fromprevious units or newdescriptive terms(possibility of switchingcode L1/l2)



U6_L1_L2_ALL1.pdfsee attached fileU6_L1/L2_All1

Teachercirculatesandfacilitates ifneeded

2 15min(Finalass/part1)

Identify mainconcepts belongingto the topicanswering aKahoot! quiz

Students startthe testindividually byanswering thegiven Kahoot!quiz.

Skills

L S R W

Key vocabularyThe whole vocabularybelonging to differentunits



U6_L1_L2_ALL1.pdfkahoot link on theattached fileU6_L1/L2_ALL1

First part ofsummativeassessment

3 20min(Finalass/part2)

Students are able tosum up theirknowledge throughvisual diagrams

Studentscreate theirown conceptmap on whatis Autismconsideringthe social,biological,behaviouralaspects.

Skills

L S R W

Key vocabularyWhole vocabularybelonging to this part ofthe module



U6_L1_L2_ALL1.pdfsee attached fileU6_L1/L2_ALL1

Second partofsummativeassessment

4 30min(Finalass/part3)+ 5min

Use of academiclanguage and self-made glossary todescribe Autism

Studentsanswer openquestions aspart of thefinal test

Skills

L S R W

Key vocabulary




see attached test sheetU6_L1/L2_ALL2

Final part ofsummativeassessment;studentshave 5minutesmore to doananonymousquestionaireon thegeneralsatisfactionof themodule

CLIL Lesson PlanUnit number 7 Lesson number 1 Title Definitions of business and enterprise



1 50 min Identify themain differencesbetween theconcepts ofbusinesses andenterprisesthrough theappropriategrammatical andsentencepatterns.

Students are given 5envelopes wheredifferent definitionsof business andenterprise are cutinto pieces. 5 groupsof students have torecompose thesedefinitions (like ajigsaw puzzle).Students ask forclarifications and theteacher circulatesand facilitates.

Skills

L S R W

Key vocabularyKey words helping thedefinitions of businessand enterprise

CommunicativestructuresOral exchange ofdifferent opinions aboutbuilding phrases;students ask forclarifications about newvocabulary (Could youtell me please...? Doyou agree if therecomposed phraseis...)


U7_L1_All1(Businessdefinitions).docx

Photocopies andenvelops to put intophrases cut in pieces.See material inatt.U7_L1_all1

As it is the firstlesson ofBusinessEconomics inthe topic, theteacher couldcheck if thelevel ofcomprehensionof the task iswell adaptedto studentsand facilitatesit circulatingamongstudents,exhorting themto speakamong groupsin English.(formativeassessment).

2 50 min Sharingknowledgeabout the dealttopic,consolidating itthrough differentgivencrosswords.Students haveto use what theyhave just learntin activity 1 tosolve the gamecompletely.

Students will beregrouped so that ineach new groupthere is one memberof the previousgroup. Each newgroup is given acrossword with 15clues related to thefive differentdefinitions ofbusiness andenterprise built upduring activity 1.

Skills

L S R W

Key vocabularyTo transact businnessactivities, production ofgoods and services, tomeet a need of society,investment, privatelyowned/state owned,profit...

CommunicativestructuresI think it fits well with..Iagree, In my opinion....


U7_L1All2.1.pdfU7_L1All2.2.pdfU7_L1All2.3.pdfU7_L1All2.4.pdfU7_L1All2.5.pdfU7_L1All2.6(sol).pdf

Crosswords (seeatt.file )

Formativeassessment:throughsharinginformationsamongthemselves,studentssucceed incompleting thetask.

CLIL Lesson PlanUnit number 8 Lesson number 1 Title Identification and comparison among primary, secondary and tertiary sectors



1 10 Listeningcomprehension:students learnhow to obtainthe end productfrom rawmaterial andadapt it forselling

Students are shown avideo (see link1):teacher solicits theirfeedback to ensurethat they understandthe vocabulary,stopping the video tocheck comprehension.

Skills

L S R W

Key vocabularygrow and gather rawmaterials, factory, toturn into products, tosell to consumers...

CommunicativestructuresHow to formally ask forthe meaning ofunknown vocabulary(Could you explain, Canyou tell me themeaning of theword...?)


link1: link

https://www.youtube.com/watch?v=8KDxAWfMwf4

2 25 min Studentsdistinguish thedifferent sectorsof economyproviding someexamples toconsolidate theirknowledge

Students watch a video(see link2 below); theteacher solicitsstudents to find otherexamples of economicactivities, fitting themin the appropriatebusiness sectorsdivided in column onthe blackboard. Theywill then be given agap fill excercise tocomplete.

Skills

L S R W

Key vocabularyto categorize differentactivities, rawmaterials,manufacturing, toprovide goods andservices,,,

CommunicativestructuresExpress personalopinions using somegiven linguisticstructures, e.g.:"farming belongs toprimary sector/ it fitswell within the primarysector...


U8_L1_All2.1.pdfU8_L1_All2.2(sol).pdf

link2: link Gap fillexercise:U8_L1_All2.1 Gap fillsolution: U8_L1_All2.2

Teachergivesstudents agap-fillexercise torevise thecontent ofthe topic

https://www.youtube.com/watch?v=SxtYL7HsWQM

CLIL Lesson PlanUnit number 9 Lesson number 1 Title Identifications and comparison between goods and services



1 10 min Students learnthe differencebetweengoods andserviceenterprises: tostart with theyare providedseveralexamples ofboth, later onthey are askedto name a fewthemselves.

Students are shown apartially interactive videothat after clarifying thedifference between goodsand services encouragesthem to identify if a pictureshown relates to a good orto a service.

Skills

L S R W

Key vocabularygood: something youcan touch service: a jogyou pay somebody elseto do.



link Formativeass: inplenary,teachercheck ifstudents aredoing theactivitycorrectly,discoveringthe maindifferencesbetweengoods andservices.

https://www.youtube.com/watch?v=Umq76iNkhx0

2 40 min Students learnmoresophisticatedaspectsdistinguishinggoods fromservices andthe relativeacademiclanguage .

Students are divided into 5groups and each group isgiven an envelopecontaining 10 strips ofpaper related to features ofservices and goods. Theyare also provided with acardboard and glue. Theirtask is to separate thegoods from the servicesand to match to eachgoods feature thecorresponding servicefeature. (e.g.goods areproduced, services areperformed). Studentsdiscuss and share opinionsand glue the strips on thecardboard under theheadings GOODS anSERVICES. See att.:U9_L1_1_all1

Skills

L S R W

Key vocabularytangible/untangible;ownership, to getrefund, to keep in stock,consumption,production process...

CommunicativestructuresHow to describe aprocess using passiveform


U9_L1_All1(goods andservices).docx

U9_L1_all1

During theactivity theteacherapproachesthe differentgroups,checks theirprogressand, ifneeded,correctswrongmatches(formativeass./peerassessment)

CLIL Lesson PlanUnit number 10 Lesson number 1 Title Characteristics of profit and non profit organisations



1 10 min Basicunderstandingof the keydifferencesbetweenprofit and nonprofitorganisations

Warming up activity tointroduce the newsubject contentstudents are shown apower pointpresentation.

Skills

L S R W

Key vocabularyrevenues, shareholders,benefit of generalpublic, to better theworld

CommunicativestructuresS. ask for unknownvocabulary andexpressions.


link

https://www.slideshare.net/Giratorio/profit-vs-non-profit

2 30 +10(assessment)

Students are shown avideo ( link below),afterwards teacherprovides students withits simplified transcript;teacher solicits the useof Cambridge on lineDictionary to find outthe meaning ofunknown academiclanguage. Students,who had been providedwith little whiteboards,raise and show these tothe class asking firsttheir schoolmates andthen the teacher forhelp in clarifyingresidual doubts.

Skills

L S R W

Key vocabularyfees, dividends, owners,shares, to trade, stock,to merge, tax exempt,dissolution, liquidate



U10_L1_All1(profit_nonprofit slide,videotranscript,table).docx

link U10_L1_All1link

A) table tocomplete; B)analternativetable formoreadvancedstudents.The studentscould beprovidedwith cut outstrips of thetable thatthey wouldhave to putbacktogetherbeing carefulof thecorrectmatches andthen glue itoncardboard.Kahoot quizand table tocomplete torevise thelesson

https://www.youtube.com/watch?v=Zw9j1g1wsq8

https://create.kahoot.it/details/profit-nonprofit-enterprises/efb928c2-f9ce-440b-95d7-92d45971a635

CLIL Lesson PlanUnit number 11 Lesson number 1 Title Facts and statistics of Autism



1 20 min Recappingsubjectcontent ofthepreviouslesson

Students have to build atable and revise contentthrough a Kahoot! activity

Skills

L S R W

Key vocabularyVocabulary of previouslesson



link for Kahoot! : link

https://play.kahoot.it/#/lobby?quizId=efb928c2-f9ce-440b-95d7-92d45971a635

2 30 Exercise ofprediction,verifyinghypothesis,drawingconclusions

Students have to answersome questions aboutincidence and lifelong costsof Autism; teacher givesstudents a text to verifytheir hypothesis aboutnumbers of Autism in theUS; students are led to thisconclusion: the very highcost for affected people andtheir families can bereduced by early diagnosisand interventions. Teachershows students the internetsite of "Casa Sebastiano":this kind of structure canhave an extremely positiverole with regard to costcontainment.

Skills

L S R W

Key vocabularyPrevalence, incidence,lifelong care, earlydiagnosis, lifespan...

Communicativestructuresexpress personalthoughts and opinions


U11_L1_All1(numbers onautism andquestions onCasa diSebastiano).docx

U11_L1_All1 Internetsite of CasaSebastiano: link

Teachersguidesstudents toassess costsof life longtreatment ofAutism

https://www.fondazionetrentinaautismo.it/it/

CLIL Lesson PlanUnit number 11 Lesson number 2 Title Visit to Casa Sebastiano



1 200+100min (Visit toCasaSebastiano+finalassessment)

Through the visit ofCasa Sebastianoand theirknowledge aboutAutism andenterprises,students learnfrom a real contexthow is it possibleto support autisticsubjects and theirfamilies andsignificantly reducethe economic costsfor society.

Before the visit, studentsare provided with a list ofquestions and, during thevisit they are supposedto gather informationfrom their guides ( CasaSebastiano personal) toensure that they will beable to answer them laterat school. They are alsoencouraged to take somepictures to enrich theirpower point or report.

Skills

L S R W

Key vocabularyStudents use functionallanguage and academiclanguage learnt duringthe course.

CommunicativestructuresOral presentation oftheir work


AllegatoU11_L2_All1

Summativeassessment:students canuse theanswers togivenquestions,photos andtheir notes toproduce apptpresentation(or a report)on CasaSebastiano.Teacherexplainsstudents thatat this pointthey are"competent "enough toassess thisstructureboth from aclinical andan economicpoint ofview. Thepresentationwill beevaluated byall teachersinvolved inthe project..

2 Skills

L S R W

Key vocabulary



CLIL Lesson PlanUnit number 12 Lesson number 1 Title Final Kahoot

Activity Timing Learning Outcomes ActivityProcedure


1 30 Revise all the subject content ofthe second part of the module(Autism from an economic pointof view)

Kahoot!quiz

Skills

L S R W

Key vocabularyAll vocabulary of themodule part



link In addiction to pptor report teacherobtains a furtherelement ofassessment on thewhole acquiredknowledge of Units7-11.

https://play.kahoot.it/#/lobby?quizId=7a61bf50-fe15-4cd6-936b-362e9fa1cd3d

CLIL Module Plan - Iprase

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