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Name and surname      Delia Sardina

Title of your teaching path: _Accaunting records of business transaction

School level: _________________________________________

primary

lower secondary

X   upper secondary

1. The context (brief description of the context of the teaching path)__

The teaching path  includes hours of computer lab where students apply the concepts learned using accounting programs. Students take it in turns to partial checks before moving on to the next module. Usually they cooperate in groups of two in order also to field cooperation._

1. The lesson plan

| Topic  | Business Administration
| Subject/s | Accaunting record
| Target | Students of technical institutes, third class
| Target competence level (A1,A2,B1,B2, C1, C2) | B2
| Number of hours (approx) |  two
| Objectives | Language: the use and technical language, specifically for the accounting and the study of the economy. The difficulty is in the knowledge of the many new terms that are encountered. You want to acquire an extensive vocabulary.  Content: We intend to give the concept of enterprise, cost, invoice, payment means paying attention to bills and checks and the applicability of VAT, from the point of view of accounting entries.  Technology: The are used the specific accounting programs   www.finson.com/software/gestionali/contabilita-aziendale-completa/falco-contabilita-ordinaria and snappy words www.snappywords.com
| Teacher’s role     Students’ role | Is that of cultural mediator and tutor facilitating the learing. The teacher guides students and makes sure that you acquire new attitudes and behaviors so that the students uses the knowledge process it and produce new information.  The role of student is to use the knowledge in a unified and technological vision.
| Outcomes (links, resources etc.)   | Creation of a computerized directory that students share trough padlet  https://padlet.com and class dojo https://www.classdojo.com
| Assessment | Please fill in your evaluation grid below
| Webtools and/or devices used    | http://rubistar.4teachers.org/index.php
| Video sent by email: | Yes                            nXo if no, link to the video uploaded on the web: https://drive.google.com/open?id=0B8p5XQkehvvTTWY3QV84cXE0OTg

EVALUATION GRID

| CATEGORY  | 4  | 3  | 2  | 1
| Content  | Covers topic in-depth with details and examples. Subject knowledge is excellent.  | Includes essential knowledge about the topic. Subject knowledge appears to be good.  | Includes essential information about the topic but there are 1-2 factual errors.  | Content is minimal OR there are several factual errors.
| Organization  | Content is well organized using headings or bulleted lists to group related material.  | Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.  | Content is logically organized for the most part.  | There was no clear or logical organizational structure, just lots of facts.
| Oral Presentation  | Interesting, well-rehearsed with smooth delivery that holds audience attention.  | Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.  | Delivery not smooth, but able to hold audience attention most of the time.  | Delivery not smooth and audience attention lost.
| Requirements  | All requirements are met and exceeded.  | All requirements are met.  | One requirement was not completely met.  | More than one requirement was not completely met.
| Originality  | Product shows a large amount of original thought. Ideas are creative and inventive.  | Product shows some original thought. Work shows new ideas and insights.  | Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.  | Uses other people\'s ideas, but does not give them credit.

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In my opinion extensive reading is very instructive because it allows pupils to read a lot and to choose the readings they prefer in order to broaden their vocabulary and get involved in reading. In this way we motivate pupils and they do enhance the general understanding of the books. Students, also, do not have to do exercises or questionnaires but only focus on reading. The teacher only sets the objectives and participate in the reading.

In this way develops the autonomy of the student who during the reading can ask questions and can read respecting their time trying to understand the text in its entirety.

I believe that the extensive reading is the most effective way to learn a foreign language because it allows you to consolidate what you know but also to learn new words. The positive effect of this methodology does not end with the reading because ii also improves the writing, speech, that extensive reading is for the benefit of all the language skills.

I have never experienced this in my classes.

I think to try this method by presenting students what are the objectives to be achieved and what are the rules to follow when reading. If everything is shared will work easier to do. As a first experiment will leave the boys to choose that relates to an economic topic. The reading will be free but will set a maximum number of time within which to complete the reading. Halfway through the allotted time I ask students to briefly expose their expertise in terms of expectations and satisfaction in the choice of the text.

At the end I will ask each student to briefly tell the rest of the class content of the text read and to share with all their experience freely expressing their point of view.

In this way I hope to introduce students to the reading made for the pleasure for its own improvement while meeting to improve speech.

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Word sift

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snappy word

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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   | Delia Sardina
|  Country and city | Italy-Palermo
|  School level where I teach   | Secondary school
|  Subject/s taught    | Business administration
|  Title of Graded Reader: Cover photo, level and short description    |  UNEP, 2011 Green economy. It propose a reading that you expose it in a concise and with a graduated intensity of the efforts put in by our production system in guiding the production processes from both the input side and output to a coherent economic growth with environmental sustainability. Level: average.
|  School level where it could be used   | Secondary school
|  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    | Geography-when and why it develops the concept of sustainable Economics- market laws Techonology- use of ICT for tools
|  Subject chosen___________  Topic ___   | Business administration   Green economy
|  Description of CLIL connections and project   | The Clil methodology is used to convey information of a discipline using the foreign language using various technological tools that enable better learing. After the teacher asks students to summarize the arguments to the class and guide the discussion group
|  Skill/ skills the project will enhance     | At the end of this module students will be clear how to identify strengths and weakness in the market and the various methods for conducting market research.
| Webtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe)  | The will be used WordSifta free word cloud tool available on the Internet. Like Wordle, a word cloud is created based on text that is cut and pasted into the application. Each word can be clicked on to show a collection of related images, a word map, and a listing of sentences from the text that present the word in different contexts. WordSift also sorts words by difficulty and identifies academic words.
|  Project type (describe)  Poster Video trailer Padlet Presentation Other | Student use padlet in order to share information with the rest of the class and post in notes but also pthotos.
|  Additional comments   |

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OUTLINE OF THE LESSON PLAN (from Learning Designer)

Name and surname _Delia Sardina

Title of your Learning Designer __Incorporated company __LINK http://learningdesigner.org/viewer.php?uri=/shared/fid/2f04083b086485835c3c9903c3d1afc230ba25f1d30ce31e10d096e01ce42543

Title of the Learning Designer you reviewed_Tourism in an european perspective _LINK https://v.gd/wlm35Z

School level:

o   primary

o   lower secondary

X upper secondary

1. The context (brief description of the context of the lesson)___laboratory with use of multimedia technologies

2. The lesson plan

| Topic  |  Business Administration
| Subject/s |  Company
| Target | Student of secondary school
| Target competence level (A1,A2,B1,B2, C1, C2) | B1
| Number of hours (approx) |  300 minutes
| Objectives | Language English Content  company   Technology virtual enterprise-internet
| Outcomes (links, resources etc.)   | Implementation of association www.dirittoprivatoinrete.it/societa/societapersone.htm www.businessplanvincente.com/modello-di-business-plan/
| Assessment | Will be rated the product material in the business simulation
| Webtools and/or devices used    | Virtual enterprise  www.manthone.gov.it/wp-content/uploads/2015/02/simulazione-dimpresa.ppt
| FOCUS ON THE LANGUAGE |
| Subject-specific language of the lesson    | The language of the lesson will be full of technical termes  relating to the companies.
| Technology-specific language of the lesson   | You will need to know the internet and the enterprise simulation programs
| General academic language of the lesson   | They will invite students to read the texts and summarize them to the group then they will be asked to make a list of similarities and difference between words.

1. Rational of the lesson plan and comments (did you experiment it with your students? Describe in at least 200 words)

The lesson plan aims to make acquire the technical terminology and specific knowledge of the various companies in the Italian economic landscape and he wants to allow student to put into use what you learned going to simulate a constitution enterprise. My experience is only partial because I have never used the CLIL

I have already experienced the enterprise simulation and division in the working group with the next content display.

The cooperative learning and analysis of cases has always given good result. With these methods try to promote a learning that goes beyond the mere transmission of content with lecture but I try to do to get the students to problem solutions by promoting a cooparative learning and case studies in this way the students are more motivated because they see themselves  at the center of the teaching-learing system, and learn how to analyze the various alternatives and to take even economic decision derivation.

My opinion is that student learn more readily when using different technological tools from computers to note book, tablet up to the most modern mobile phones. In this period of computerization the teacher must adapt and be ready to change for that every teacher must plan their activities by entering new technologies and learing in a foreign language to train students to the demands of the world of international work.

After this course I will use the experience using the CLIL.

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I’m a Business Administration teacher of secondary school.

I haven’t exeperience with the Clill but I understand that the use of English and new techonologies is important to allow pupils to create new abilities to spend in the world of work.

To make an effective lesson must be able to engage in a new methodology approach.

In my opinion is important to use the internet, computer and create a virtual classroom where you can exchange information as well as photos and video.

The Clill methodology allows a new teaching which is also required by the Italian Ministry of Educations from few years for secondary school.

In my opinion the weakness of Clill is in poor teachers ability to adapt to change.

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Hello!!!
My name is Delia, I'm a secondary school teacher. My subjet is Businness Administratrion.
I live in Palermo.

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Class Dojo is a user friendly  interactive behavior management program. All you have to do is sign up for a free account, add your students, and set your positive and negative awards. You can keep track of your classrooms overall behavior, as well as individual students behavior.