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It has been really hard, but finally I have made it. Please have a look at my lesson videopresentation using screencast-o-matic!
https://www.youtube.com/watch?v=2PQiENcYnbo&t=34s

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Two great webinars today, but this last sentence was really impressive!

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Two great webinars today, but this last sentence was really impressive!

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TECHNO-CLIL FOR EVO 2017

(Extensive reading and CLIL Connections)

Letizia Cinganotto & Daniela Cuccurullo

Planning a project based on CLIL Connections from a Graded Reader

Name and surname | Luciana Ingrosso
Country and city | Italy- Lecce
School level where I teach | Upper Secondary
Subject/s taught | English
Title of Graded Reader: Cover photo, level and short description | The graded reader is level 3, so it means students know how to use present, past and future tenses, as well as if clauses. It's the story of Frankenstein by Mary Shelley. The version I own is a cartoon, but on the following site, it is possible to download a pdf file for those students who want to practice a real extensive reading activity. http://www.planetebook.com/ebooks/Frankenstein.pdf
School level where it could be used | Second year of upper secondary school (Liceo Scientifico)
CLIL Connections in reader: find links to one or more of the following subjects by researching a related topic of interest to you. Literature; Mathematics Science; History Music History of Art Geography; Philosophy Religion; Economics; Technology
| According to the themes of this novel, possible CLIL Connections maybe be with Science and Philosophy/Religion. As for Science, the novel is a clear reference to Galvani's experiment on dead frogs (http://www.the-scientist.com/?articles.view/articleNo/31078/title/Animal-Electricity—circa-1781/). For Philosophy, the connection will be with the relationship between men and science/technology and the role of religion. Frankenstein may also be treated as part of the Literature curriculum, but in this case the activity should be presented to students attending the 4th or 5thyear.
Subject chosen: Science Topic:  | Science Galvani's experiment with frogs
Description of CLIL connections and project
After having read the book and some articles on Galvani's experiment, the teacher may bring students to the Science Lab together with their science teacher or organize a day visit at the local University to see how to carry on scientific experiments.
Skill/ skills the project will enhance
Extensive reading skills; Vocabulary enhancement connected to literature and science. Present the product of their studies
Webtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe)  | 1)Rewordify for students reading the pdf file (they can copy and paste parts of the text they don't understand and modify it with this amazing tool!); 2)Word reference support for those who are reading the printed book; 3) Students with learning difficulties may read it with Snap&Read Universal where texts are converted into audio files. Another useful tool is Inspiration where students can create visual representations of the characters in the novel.
Project type (describe) Poster Video trailer Padlet Presentation Other | At the end of the activity, students, divided into small groups, can produce a video presentation about their reading experience, starting from retelling the novel and expressing their own opinion on the school visit to the University Lab, using their mobile phones and all the computers in the ICT Lab. They may show the visual representations of the characters they have created in class. Their product may be shown on the school websites.
Additional comments | By visiting a University Lab, students may continue their scientific studies with more motivation.

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INGROSSO WEEK 4 Extensive Reading and CLIL connections

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I can't stop using it. I am addicted to it!

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What's wrong with my badges? Guess what!
I have just jumped into another course, done an assignment without even knowing it! LOL

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Today I tried to create a lesson with learning design. It is such an useful tool that make you think about planning lessons while respecting CLIL technology. Here is my activity

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My favourite tool is Clilstore (http://multidict.net/clilstore/)

It's a database where it is possible to listen and read authentic materials on topics of interest for different subjects. Every single word in a text is linked to a selection of online dictionaries and the topic is often accompanied by a short video and its trasnscription. I will try it in my classes

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So happy

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I am an English teacher in secondary school. I teach English literature and I also used to teach technical English to students specialising in ICT, Electronics and Electrotechnics. According to my experience at that Technical school, I don't agree with teachers thinking that teaching technical English is already teaching a Clil lesson, because it was more like a lesson of terminology,  focusing on learning subject-related terms. In my classes, I have always tried to make lessons more alive thanks to the use of videos on how to build a electronic circuit or build a computer, but my main problem was that I didn't have a deep knowledge of those subjects to teach students subject-contents. If I was asked to teach a subject closer to my cultural background, it wouldn't be a problem to use English as a tool to teach other contents in a CLIL lesson, but in Italian schools, English teachers are not allowed to teach other subjects in English. Their unique role is to help collegues prepare
Clil lessons, until they get an acceptable level of English that enables them to be indipendent in creating their own lesson-plans.

While waiting to reach those standards, it will be more effective to give English teachers the chance to study a specific subject and allow them to teach it!

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 SOME QUOTATIONS FROM FIRST-WEEK WEBINARS:

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 SOME QUOTATIONS FROM FIRST-WEEK WEBINARS:

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Marisa Costantinides:
"We feel compelled with telling stories".
Neeta Inamdar: "Multiculturalism in India has a bottom-up approach, while in Europe it has a top-down approach".
NICKY HOCKLY:
"Let's learn to be critical with cows, goldfish and ants!"
Rob Howard:
"Context+Content=Communication".

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I am Luciana and I teach English at upper secondary school. Here's my padlet where I will share with you my Techno-CLIL experience! Thank you!