Il's a wonderful and simple way to connect and collaborate with the students, and their parents in a safe and controlled enviroment . Here, you can share materials, give assignments, communicate important class communications , upload worksheets or photos. It encorags a peer-support enviroment .

You can connect with other fellow teachers and share important links or news.
I use it to build an online conversation with my class . Usually I share and post assignments, videos, documentaries , songs, link to play interactive online games or even photos for the absents to show them what we did during the lessons . Sometimes I reply to my students' answers about their homework. 

This is my first Clil course so I don't have any Clil experience. I'm a primary school teacher but I'm not a subject teacher, After this three weeks course I can say that the potential of technologies for Clil is: 

1.you can learn a subject and meantime you can learn a new technonogy

2 there is more interactivity between the students and the subject that they are learning

3.the students improve their knowledge by writing an essay on a padlet (for instance), by watching a lesson on youtube or by playing an online games about the topic that are learning, instead of listening to a traditional lesson.

4.improve your and their English skills in a more involving way 

5.the students are more involved and less passive.

During my lessons, when it's possible,I use Youtube to watch tutorial videos, songs videos or documentaries ; Google to play on line games. Edmodo to share materials or homework

The biggest weakness is :

1.to be able to use all the technologies or the programs that you can find on Internet

2.to have WIFI connection

3.to have digital /interactive whiteboard in the class

4. to be able to stimulate your students giving them more exciting lessons

Title of the Learning Designer you reviewed ANNA MARIA FESTANTE'S NURSERY RHYMES LINK https://v.gd/vfzU8K

  | Topic  | WATER CYCLE-DRIP'S WATER CYCLE
| Subject/s |
SCIENCE
 | Target | PRIMARY SCHOOL 8/9 years
| Target competence level (A1,A2,B1,B2, C1, C2) | A2
| Number of hours (approx) | 7 HOURS
 | Objectives
Technology | Language TO IMPROVE LANGUAGE TO LEARN SPECIFIC LANGUAGE ON THE TOPIC

Content -TO RECOGNIZE DIFFERENT FORMS OF WATER ON THE EARTH -TO EXPLAIN HOW WATER CHANGES FROM ONE STATE TO ANOTHER -TO CREATE A LAPBOOK
INTERNET
| Outcomes (links, resources etc.)  | hhttps://www.youtube.com/watch?v=XAWrjscRy_o&feature=youtu.be&list=PLwYEhX-DgBMwNc_w9M7ti6mrNKlYdJ0wZ Mw https://www.youtube.com/watch?v=TWb4KlM2vts&feature=youtu.be&list=PLwYEhX-DgBMwNc_w9M7ti6mrNKlYdJ0wZbe/XAWrjscRy_o?list=PLwYEhX-DgBMwNc_w9M7ti6mrNKlYdJ0wZ
| Assessment | ORAL AND WRITTEN ASSESSMENTS
 | Webtools and/or devices used
| YOUTUBE
| FOCUS ON THE LANGUAGE |

| Subject-specific language of the lesson

SPECIFIC VOCABULARY CONNECTED WITH THE TOPIC
 | Technology-specific language of the lesson
|
| General academic language of the lesson
| LANGUAGE USED TO DESCRIBE THIDS CHANGING OF STATE: EVAPORATION/CONDENSATION/PRECIPITATION /COLLECTION LANGUAGE USED TO CREATE A LAPBOOK: CUT /PASTE /COLOURCLISTEN /READ

I started this topic by asking the students where they could find not drinkable water on Earth. Then I wrote on small sticky cardbards all their answers; called out all the words and repeated them until I was sure that everyone knew their vocabulary.After that  I showed them the water cycle poster (without the changing of state) and asked one by one to come to the blackboard to stick the right word on the right image.Then I read the "Drip the drop's story" using very simple sentences and miming the words. I gave them the story in segments and they had to put the parts in the right order. Then they had to paste and colour them on the copybook to make the Drip's story. Labelled each segment of the story by copying a simple sentences 

To introduce the changing of state we Watched the "water cycle video", a two minute animated video to illustrate how the water cycle works. Then I explained with simple words the video. We used again the poster of the brainstorming adding the words EVAPORATION CONDENSATION PRECIPITATIONE COLLECTION. 

At this point there were some oral and written assessments. I asked the students true or false questions about the changing of state.

I ended the activity learning a new song and completing the activity creating a lapbook on the topic

I think that this is a very simple and natural example of Extensive Reading without Clil connection. Now that I know about its exisistence, I'd like to realize my Extensive Reading in Clil that I had planned for this course. My lesson based on The very hungrycaterpillar book wants to improve their English vocabulary and their listening, speaking and reading English skills, but above all to develop their language competence. Unfortunately I think that E R is not very easy to do be done. While someone can be considered ER within Clil as “a waste of time”. I instead consider it as challenge, an active and original way of teaching. To develop my lesson plan with my classes, firstly I will readaloud the title of the book and flip through the pages and discuss what the story could be(to develop their imagination ), secondly they will listen to the story (to improve their listening skills),watch and read it on youtube (to develop their reading skills and to improve their vocabulary). I will ask simple questions about the story in order to repeat the plot and the vocabulary since I'm intersted in developing their fluency. Finally I will make them draw a simply series of pictures(I class), write simple sentences (IIclass)and create either their own version of the story changing the plot (to improve their writing skills)or simply draw the main facts of the story using the words “first”,Next “ and “ last” .(IVclass)

 | Topic  |  The very hungry caterpillar by Eric Carle; a wellknown classical book for kids
 | Subject/s | Literature and science  
 | Target | 
| Target competence level (A1,A2,B1,B2, C1, C2) | A1
 | Number of hours (approx) | 5 hours per class to listen, read, draw, speak and  record 
 | Objectives |
 Language caterpillar, ate,leaf, egg, pear,plums,strawberries,cocoon,butterfly,simple past , preposition of place, adjectives
   Content  Watch  andListen to the story from youtube, Draw a series of pictures illustrating the setting, character and the main events of the story(class IV) Ask the students what they can remember of the story, Read the new words (class II) and use them to introduce some easy adjectives Write sentences to match pictures or sequences
  Technology IWB  /smartphone
 | Teacher’s role Students’ role | To understand children's comprehension I asked some questions from the story. Then we repeated the sentences all together and then  in pairs
| Outcomes (links, resources etc.)   | https://www.youtube.com/watch?v=_4HI7q38VmQhttps://www.youtube.com/watch?v=JmSUjoVvskc
VIDEO LESSON PLAN
I don't want to make it visible to everybody
The children have got authorizations from the families but I can use them only to share by mail or on moodle with the teachers.

| Assessment | Please fill in your evaluation grid below 

| Webtools and/or devices used    |
MOOVIE MAKER  and VIDEO SHOW  to obscure the children`s face
At the end of the course I’d like to prepare an ebook with pressbooks that I’ll share with the parents at the end of the year or to share this video on Edmodo
| Video sent by email: | Yes                            no if no, link to the video uploaded on the web: