Task 15: Kahoot

This is the link for my Kahoot about the Romans:
https://play.kahoot.it/#/k/330b6462-cd98-40f7-ac5b-fb6bfb5aae5f

Task 14: Google Forms

Test what you know about the present simple and the present continuous with this Google Form: h

Task 13: Video in Youtube

Watch this beautiful video about my perfect day :)

Task 12: Create a Glogster

Since Glogster didn't work properly, I've created this Google Slide with a similar layout. Hope you like!

Task 11: ESL video

Task 10: Webquest

This group webquest will help you revise what you have studied in the unit about the Romans. We hope you enjoy it!

ACTIVITY 1:

We start here, with the myth of Romulus and Remus: http://rome.mrdonn.org/romulusandremus.html

The strong wind has blown some words away, can you rewrite them?

They were found by a female wolf who decided to raise them as her own _______.  After the boys had grown some the wolf knew she couldn't keep them so she put them where a _______ would find them.  The shepherd and his wife continued to _______ Romulus and Remus.

As the boys grew into _______, they decided to _______ a city and rule it as its king.  They had a contest to see who would be the _______ king.  When it appeared that Remus was going to win the contest, Romulus got so angry that he killed Remus with a _______ and became the first king of Rome. 

Why is this myth very meaningful for the Romans? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

What does ‘a Roman myth, not borrowed from the Greeks’ mean?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

ACTIVITY 2:

Now watch this short video about the history of Rome. Remember to activate the English subtitles! : 

Write an outline with the periods and dates in the part of the video ‘HISTORY’:

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Can you write an example of an important governor in each period?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

ACTIVITY 3:

Look at the video in this minute: https://youtu.be/Y9uqNCNnrYY?t=264

What are the key points of the Romans’ organization system? Try to say it with your own words:

1.      _______________________________________________________________

2.      _______________________________________________________________

3.      _______________________________________________________________

4.      _______________________________________________________________

ACTIVITY 4:

Watch the following video about The Colosseum and write a summary with as many data as possible:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ACTIVITY 5:

You have to complete the data related to the dates. What happened? You can look for the information in the following link: www.ancient.eu

80CE? ________________________________________________________

1870-1946 CE? _________________________________________________

27 BCE?_______________________________________________________

2014? _________________________________________________________

C. XVI? ________________________________________________________

13 BCE? _______________________________________________________

1938? _________________________________________________________

79 AD? ________________________________________________________

Task 9: Publish your materials in ISSUU

These are our materials for the CLIL unit about 'The Classical World: The Romans' for the subject of Geography and History in 1st ESO:

Task 8: CLIL Template

Subject: Geography and History

Title of the Unit: The Classical World: The Romans Course/ level: 1st ESO (24 students)

 

Objectives / Basic competences		To identify the different political periods in the Roman Age. To explain the process of Romanisation. To identify the factors of the Roman expansion through the Mediterranean Sea: language, religion, and commerce. To discuss the Roman influences over the contemporary world. To identify and discuss the characteristics and functions of the Roman architecture, sculpture and painting.
2. Subject contents		The different political periods in the Roman Age. The process of Romanisation. The Roman architecture, sculpture and painting.
3. Linguistic/ communicative contents	Vocabulary	Nouns: monarchy, republic, empire, Etruscan, legislative assembly, citizens, Senate, magistrate, consul, censor, patrician, plebeian, latifundium, crisis, legion, emperor, roads, conquest, commerce, vault, arch, portrait, relief, realism, temple, amphitheatre, basilica, thermal baths, circus, aqueduct, mosaic. Proper Names: Romulus, Remus, Tarquin the Proud, Julius Caesar, Hannibal, Octavio Augustus, Diocletian, Constantine, Theodosius the Great. Specific Roman contributions: The Laws of the Twelve Tables, Punic Wars, Pax Romana, Via Apia, Christianity, The Colosseum, Romanisation, Arc of Titus, The Pantheon, Augustus Bevilacqua, Ara Pacis, etc.
	Structures	Identifying historical events or facts: Who…?/ When….?/ Where…?/ How….? Why…..? Contenido: Past Simple and Past Perfect Present Perfect Presente Simple to express opinions: I think, I believe… Causative conjunctions: because.., therefore… Temporal conjunctions: before…, after…, then…, by the time… Classroom management: Identifying who, what, and when about different political period. Expressing opinions about the effects of the roman legacy in the contemporary word: Why do you think…? Do you believe…?/ In my opinion, I think, I believe. And support them with arguments: Because… therefore…
	Skills/ Type of discourse	Listening: Youtube videos Speaking: Students’ presentation in groups. Writing: PowerPoint Reading: Adapted text from the BBC Bitesize Type of discourse: expository discourse.
4. (a). Task / s (final)		Group presentation about an artistic item. This task will be prepared in the classroom in Session 3 and presented in Session 4. Creation of a VoiceThread about the life of a relevant character in the Roman period (e.g. Caesar). This task will be individually prepared at home by the students. It will be submitted via Moodle after finishing Session 4. A deadline will be established and overdue works will be not accepted.
5. (b). Activities		Listening: YouTube video (Session 2) Speaking and Writing: PowerPoint + presentation of representative monuments, sculptures and paintings (Session 3). Reading: Text + questions in a Google Form (Session 1).
7. Methodology Grouping / distribution of the class/ timing		The methodologies used during the whole unit will be learner-centered: CLIL with English as the vehicular language, Cooperative Learning, Communicative Approach, Task-Based Learning and the use of ICTs and LKTs. The unit lasts four 50-minute sessions. Students will be organised as follows for the different sessions: Session 1:  6 groups of 4 students. Reading activity. Each member reads a paragraph and identify the main ideas in it. Students look up new words in an online dictionary. All-class correction. Session 2: Individual work. Students have to answer the questions related with the listening.  They have 3 times for listening the video. All-class correction. Session 3: 6 groups of 4 students. Preparing presentations using flashcards information as prompts and PowerPoint. Session 4: The same groups of 4 students will show their presentations and explain the main features of their artistic item in front of the class. Each member in the group will speak for 2 minutes.
Resources/ Materials		Session 1: adapted text from the BBC Bitesize, Google Form test about the reading, students’ own tablets, internet connection, classroom computer, projector. Session 2: projector, Youtube platform, internet connection, classroom computer, speakers, online dictionaries. Session 3: flashcards, tablets, PowerPoint programme, projector, online dictionaries. Session 4: classroom computer, projector, PowerPoint programme, students’ memory sticks.
Assessment criteria		To distinguish different temporal frameworks in the classic world, the Romans, in order to create a timeline with the main change processes. To establish chains of causes and consequences in order to explain the changes of the creation of the first Roman Empire and its expansion as well as the birth of Christianity. To describe some of the historical facts such as the expansion of Rome, the creation of empires and works of art with civil or religious functionality. To select the relevant information according to previously asked questions about the Roman society by making use of reliable information resources. To analyse from a historical perspective the creation of political structures in the ancient societies (democracy, republic, and empire) and the mechanisms of expansion and power consolidation through romanisation. To recognise the social inequality within the roman society, specially focusing on the women situation and the existence of the slavery.
8. Evaluation		Participation and attitude (10%) Classroom activities (40%): Google Form test about the reading  (20%) Individual questions about the listening (20%) Final projects (50%): PowerPoint presentation (25%) VoiceThread (25%)