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GREEN SKILLS FOR GLOBAL | "= CHANGE LIL lessons Netherlands CLIL SLOVENIA Buna RIN rtm mates) LESSON PLAN TURKEY MEETING Date: May 2014 Subject: Dutch Cultures Goals/Object ives/St andards: Grade:16/17 years Teacher: Brink Time Opening/Framing the Lesson/Introduction/Early Assessment The lesson started with a general introduction of myself and my country (Netherlands). T asked what they already knew about the country. Monitor/Feedback ‘Activities © General introduction = Name + country © Learning Dutch culture © Learning Dutch language © Do and don'ts in your culture Assignment, handed out during class (see attachment) The Lesson Structur Closing/ Assessment Together we discussed the answers from the assignment. At the end we tasted some Dutch delights. Homework No homework ‘Self Evaluation of the Lesson Both classes went very well. The students liked the subject and where very active. Pow Resources/Materials /erpoint presentation - Assignment 1. Fill in the right words Mondrian, cows, Amsterdam, lowlands, Rotterdam, Cheese, dikes, tulips 1. Most people think about this when they about the Dutch. 2. The definition of the word Netherlands. 3. The Dutch build this against the sea, 4. This Dutch city has a big harbor. 5. A famous Dutch artist. 6. These are the most famous Dutch flowers. 7. An animal you see lot in the Netherlands. 8 The Dutch capital. 2. Nederlands leren spreken Fill in information about yourself, then tell something about yourself to your neighbor. Practice in (English and) in Dutch. Ask forthe words you don’t know. 1. Hello, 2. How are you doing? 3. My nameis 4.1 am from S.1am . years old. 6. My hobbies are 1. Hallo, 2. Hoe gaat het? 3. Mijn naam is 4. 1k kom uit .. 5. Ik ben .. oud. 6. Mijn hobby’s zijn jaar 3. Do and don’ts in your country 1 Reading What do you do whan you ead tho ariclo and match tho paragraphs with these countise, Chim Britain nda Egypt Jn ancthor country and go to someons's home for dinner? Visiting friends for dinner? Remember these important ‘dos’ and ‘don'ts’ Aways Bring flowers or chocolates a gift. Use ‘a knife and fork to eat ‘your food, Eat soup with ‘a spoon. Say ‘please? and, “thunk you! Put your ‘fe and for together when you finish eating. NEVER. ‘Talk with your mouth full Blow your nose an ‘your napkin, Aways... Bring agi chocolates, Take off your shoes atthe front door. Eat with your ight hand. Have a second helping. When you finish eating, leave a bit of food on | your plate Bring aleohol or flowers ‘a gift Pusalton your food. a 2 Aaa. Wrap gifs in red or gold paper. Bat abit ofall the ood om the table, Drak ‘your soup from the boy, ‘don't use a spoon, Make noises when you eat your ood ~it's OK to burp, sup and alk with your mouth fall! Leave some {ood on your plate whea ‘yu finish eating. Neve Give flowers, clocks 0° four of anything as it. Wrap your gift in white paper: Leave your chopsticks in your rice. Pint the teapot spout at anybody. a Aware. Amive 15-30 minutes late for dinner. Bring a eit of roses or chocolates Tortie bost Eat with your right hand. Leave some food on your plate when you finish eating Bring your ov friends to someone else's at. Neven... ‘Wrap your gifts in black or white paper. Give meat asagift becaine alot of people are vegetarians. a Write down the do and don'ts for your country and discuss this in pairs. DO DON’T CLIL REUNION eros enn C ear is) Date: 11 September 2014 Subject: Philosophy Grade: Upper farm/Baccalaureate Teacher: Dr. CP. Zijistra Goals/Objectives/St andards: Explanation Method of Doubt in Cartesian Philosophy Time | OPening/Fram ing the Lesson/Introduction/Early ‘Monitar/Feedback Assessment The lesson started by establishing what students already knew about Descartes, It turned out that they only had read Passions de ‘Ame but had not yet explored Discours de la Méthode or Méditations. They had no idea about Descartes’ quest to indubitable knowledge. So I outlined the context inwhich Descartes set out | The teacher was present his quest and explained a number of key terms such as | during these lessons. “knowledge”, "truth", “science”, “reason”, “senses” and the like. The Lesson Structure: Activities During the breck the The lesson took place in a dialogue-ish form. The teacher said the lesson teacher wanted to explain the sources of knowledge was very relevant and and the way in which we can apply the method of suited exact y in the doubt curriculum. He was very pleased with the level and the contents. He was abit worried whether the English level was too During the first period I reached the final source of knowledge (reason) and how, by the hypothesis of the evil genius, Descartes could doubt this source. In doing so he ended up with the cagito, and that's where we ended before the break. high for his students. T After the break, there were some questions from a also saw this and number of students that we discussed. After this combined English with discussion we continued the impact of Cartesian French phrases and philosophy and the problems of dualism in the 16" recopitulations in French, century. Closing/ Assessment The lesson ended with a short recapitulation of the method of doubt leading to indubitable knowledge and the position of dualism Homework ‘Self Evaluation of the Lesson Treally enjoyed teaching a French graup in La Réunion on Descartes. I am very pleased to learn that my lesson contributed to some extent to the Philosophy curriculum. Resources/Materials Lused awhiteboard CLIL TURKEY PaO arses Date: 7 Nov ember 2014 Subject: Cultural differences Goals/Object ives/St andards: Grade:16/17 years Teacher: Schutter Time Opening/Framing the Lesson/Introduction/Early Assessment Introduction of the school Introduction about the Dutch culture Monitor/Feedback The Lesson Structure: Activities ‘A drawing poster of the city Rotterdam. The students. need to search 10 typical elements of the Dutch culture. After that, the students need to search 10, elements of another culture, The students need to look carefully at the poster and ta discuss as a group about the things they see. Closing/ Assessment Each group told what they found and explain why it is typical Dutch. Talking about the reason of different cultural elements Homework No homework ‘Self Evaluation of the Lesson Going well, not so many time for the discussion, but the students were enthusiastic about the searching/discussing exercise Resour ces/Materials - Powerpoint presentation - Drawing poster of Rotterdam for every group CLIL LESSON ‘= http://www youtube. com/watehtveR LEPDASGNLB L World view L Netherlands Learning about the Dutch culture = Culture= Cultures ihe characteristics of a particular group of people, defined by everything trom language. religion. cussine, soclalhablts, music ond arts © hitp://www.youtvbe.com/watch#v=-csGD0ssive = hitp://www.youtvbe.com/watch v=hqEnOiFWigs Group exercise = wr a a Q st & yt ve q ig Na y ; Rag Recognise the Dutch « ‘= At the poster of Rotterdam you can find a lot. Dutch things. Ty to find ot least 5 typical things. = Rotteriom iz 0 muiticutratown. Try te find at led things from other cultures. ter of Istanbul '= Someone ask you to make a poster of istanbul. = Broinstorm about: |= Which typical Tuksch cutue elementsneed to be on the poster? hy to haw them CLIL NETHERLANDS Pare U enc Un Ina Ce S TELE) Btamas tonne) Date: 16 january 2015 Subject: Watermanagement in the Netherlands Grade: VWOS Teacher: Schutter and van Pinxteren Goals/Object ives/St andards: Opening/Framing the Lesson/Introduction/Early ‘Monitar/Feedback Assessment Time Introduction wat ermanagement the Netherlands The Lesson Structure: Activities Powerpoint about the Netherlands and water Closing/ Assessment Discussion about watermanagent in other countries Homework This information is told to the students as background information for the debate. ‘Self Evaluation of the Lesson Going well, maybe too much information about the different projects in the Netherlands and too less about the historical part. Resour ces/Materials Powerpoint Workshop Pe fe NEDERLAND LEEFT MET WATER ‘The Netherlands lives with water’ Cee ~ Wee Introduction hetps//www.youtube Building a dyke = Important motorway - Separation of Waddenzee - Usselmeer Seg nn a ae The Afsluitdijk Concept of the Zuiderzeeworks 1. Wieringermeerpolder * Design goal; Agricultural area * First people living in work camps 1 central city; Emngloo@l nd Everything planniéd bij bike 7 * Car was upcoming — eastside skipped some places oo) Se 3/4 Flevopolder * Start after WW2 * Design goal; agriculture, natural park, commercial work * Regional centre; Lelystad (1966), planned for 100.000 inhabitants * Suburban area for Amsterdam, Almere * Industry between the cities was planned Final result ‘Second big project in the Netherlands DELTAWERKEN View on the Delta Works - HQ + https://www.youtube.com/watch?v=xttBIT-8wOU BUILDING DYKES The Netherlands without dykes Legend Blue = below 0 NAP Green = above 0 NAP The end NEDERLAND LEEFT MET WATER ‘The Netherlands lives with water’ Format opening speech Dear members of the jury and quests. Today we will enter a debate on the following motion We are in favour offagainst this motion The (alternative) plan we came up with is and/or we would like to ask the following questions. Announcement Our first argument is Explanation Example Qur second argument is Explanation Example Our third argument is Explanation Example Our conclusion therefore is During the debate Who says what? As speaker during the debate you can do the following > Repeat an argument and ask for a reaction of the opposition > Introduce a new argument > Ask a question > React to an argument of the opposing team Describe your tasks Team member 1 Team member 2 Team member 3. Team member 4: