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Activity - Rubric template - Boost for Clil

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1 Idea: "Language (1): First brainstorming as a class, language needed to discuss a topic, and grouping this language as it is captured".

To give students some vocabulary which is going to be written on the board. After with an app they will start with a brainstorming about what “risks at work” suggest to them when listening for the first time.

2 Idea: "Reading (12): Using graphic organizers (e.g. Venn diagrams, tables & charts)".

We will provide them with a table where they will have to insert all the main risks at work they believe are the most important, for example to fill a pyramide.

3 Idea: "Reading (7): Inserting synonyms or definitions in parentheses into the original text".

We will provide our students some flashcards with definitions where they will have to insert the word which defines.

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Hi everybody!! I'm Sara and I'm teaching for the first time in CFGM Administration.
It's such a long time without using english, so is going to be the opportunity to update my english skills.
It will be a great challenge for me and I hope I'll achieve all my goals.

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Vigotsky’s social constructivism in my PRL classes

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Vigotsky’s social constructivism in my PRL classes

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They will work in pairs

Find information about risk in labor

They will prepare  a check list to analyse all the risk in class

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Instructions according to Bloom’s taxonomy and critical thinking

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Instructions according to Bloom’s taxonomy and critical thinking

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Identify and recognize the main occupational hazards in their work environment

Classify occupational risks

Discuss how to resolve the risk

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The language approach according to Stephen Krashen

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The language approach according to Stephen Krashen

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Discuss in english which do you think are the most important risk in your job

Watch a video related to the main theme

Write which are the possible solution to the main riks

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REMEMBERING: In groups of two, try to identify which are the most important working risks our legislation recognizes. Do a list and classify them.

UNDERSTANDING: Describe and explain them to the rest of your classmates.

APPLYING: Record in a movie video, showing where the main risks are located.

ANALYSING: Examine the rest of information of your clasmatess.

EVALUATING: Decide, discuss and select which are the most important.

CREATING: Design a checklist or a questionnaire for occupational risk assessment you've already found.