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%)