The Cold war: the origins and main events

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1 The Cold war: the origins and main events School Year / Class Subject : CLIL language Histor y English High 5th Topic: The cold war. Origins and main events. Teacher / Teaching team profile Teacher s role: Main Teacher Co-teacher Other: Subject taught: History Student group profile (general) CEFR Level: A1 B1 Experiences of CLIL Other mother tongue A2 B2 C1 C2 Migrant background Special Educational Needs : Timetable fit 100 minutes lesson Modul e Lesson one Previous lessons: Russian revolution. The second world war (knowing the main events and people who participated). Hiroshima and nuclear war. U.R.S.S. and U.S.A, political and economic features. The origins of the cold war: the world after World War II, the creation of the two superpowers.

2 100 minutes lesson Lesson two Author: Raffaella Zini The Iron Curtain. The Berlin crisis and the construction of the wall. 100 minutes lesson Lesson three The Cuban Crisis. Future lessons: The main historical facts of the contemporary world, especially related to Russia and the U.S.A: e.g. the deténte, the fall of the Berlin wall and the end of the Cold War Resources & tools Photocopies provided by the teacher, interactive whiteboard, internet connection in the classroom and at home (for student s research and for sharing materials). Students prior knowledge, skills, competencies Cognitive Subject Language Identifying and connecting cause-effect Comparing and contrasting Summarising Carrying out investigations Questioning skills Cooperating with others Being able to identify and interpret different kinds of sources (e.g. written, iconic) Interpreting a map The Russian revolution. The second world war (knowing the main events and people who participated). Hiroshima and the nuclear war. Present, future and past tenses If clauses (conditional form) Passive form Question form Modal verbs Indirect speech Giving opinions Subject specific vocabulary Functional academic language

3 Learning Outcomes expected for the all lessons Hypothesizing and reasoning, explaining Making inferences, compare and understand historical events Giving opinions and reasons, discussing and debating Being able to describe a picture Reading and interpreting a short written historical source Evaluating documents related to historical and cultural context Summarizing the historical process Using historical evidence to write short notes Reconstructing a timeline Creating a mind map The topic of the lessons is related to the national schools curriculum for the last year of Liceo and Istituto tecnico. The topic was chosen for its importance and connections to the present time and to help students understand the complexity of the modern world. The topic could be linked to the syllabus of other subjects, such as economics, art and literature. The teacher s aim is that the students know the main facts of that period of time and to improve questioning skills and evaluation skills. That will be done through a variety of methodologies, throughout the lessons. They will be: Methodology lectures and short talks by the teacher group and pair work open discussion, group discussion photo demonstration reading short texts watching documentaries taking notes and express opinions in written form Each lesson will focus on different skills and competences. Scaffolding: anticipation of the content of the lesson (by teacher, also providing materials before the lesson itself), projection of the documents on the interactive whiteboard (key words are in bold and the power point layout is simple and clear); if needed, glossaries can be added to the written sources.

4 Assessment: formative (monitoring by the teacher), peer, self-.

5 LESSON ONE The origins of the cold war: the world after World War II, the two superpowers. 1 aims Activating prior knowledge and revising known content vocabulary and concepts Remembering Making associations Procedure The teacher gives the students a mind map and/or table to complete and fill with key vocabulary or dates. Then the teacher shows the correct answer on the interactive whiteboard. Language Accuracy Vocabulary Interaction Individual work and then plenary Materials (see attachments) Mind map on a photocopy and another projected on the interactive whiteboard Timing minutes Assessment Teacher s 2 Introducing new concepts and content Describing a picture Making associations The teacher will explain the main facts showing pictures, short sentences and dates. Interaction: studentsteacher. Power point presentation projected on the whiteboard. 20 minutes Teacher s Developing questioning skills 3 Comparison between America and Russia Open discussion The teacher asks each student to pick a piece of paper from a basket and to decide if the Reading Giving opinions Photocopies provided by the teacher 20 minutes Teacher s

6 4 5 Analysing an iconic source and describing the picture (Yalta and Potsdam conferences) Reading the decisions taken in the two conferences Evaluating the images information written on it is best refers to Russia or America. The students are given a photocopy with two pictures. They have to think about what they mean. Then the students report to the teacher and tell the class what they decided. The teacher gives the group a photocopy with the written text to check and projects it on the interactive whiteboard. Communication skills Interacting in groups and the whole class Reading Group work and plenary Photocopy 10 minutes plus 10 minutes for the plenary Peer Group work Photocopy 10 minutes Teacher s 6 7 End of the lesson revision Revising content and vocabulary Homework: Revise content and vocabulary Questions with apps (according with time left) Crossword Reading Content and subject related vocabulary Smartphones, Interactive whiteboard Google classroom, internet connection at home 20 minutes Peer Teacher s Self

7 LESSON TWO The iron curtain. The Berlin crisis and the construction of the wall. 1 aims Revising known content vocabulary and concepts Procedure Brainstorming. The teacher writes the key words of the previous lesson on the blackboard Language Improving vocabulary, fluency pronunciation Interaction Materials (please cite all sources) Timing Assessment Blackboard 10 minutes Teacher s 2 Knowing Churchill s ideas and opinions Analysing an historical source to The Iron curtain speech and True or False activity Political cartoon: describing and analysing the picture in groups, explaining and understanding the meaning. Improving vocabulary, Describing a picture Individual work Group work plus plenary Interactive whiteboard to watch and listen to the speech ( com/watch?v=s2pui QpAEAQ) Interactive whiteboard to show the pictures 30 minutes Teacher s Peer

8 3 Developing question skills The Berlin Blockade. Explanation by the teacher. Improving vocabulary, Photocopy 15 minutes Teacher s Taking notes 4 Asking and giving opinions Analysing an historical source Describing a picture The construction of the Berlin wall Photos with questions. The students think about what they see and take notes Communication skills Giving opinions Group work and plenary Photocopies and interactive whiteboard to project pictures 30 minutes Peer Hypothesizing 5 6 End of the lesson review. Revise content and vocabulary Metacognition Homework: Revise content and vocabulary The students write three sentences about what they have done and understood during the lesson. Creating a mind map using websites or other sources Summarizing Giving opinions Knowing content vocabulary Individual work Individual work Paper to write 15 minutes Self Google classroom, Internet connection at home Teacher s Self

9 Summarizing Ordering and labelling LESSON THREE The Cuban Crisis 1 aims Remembering known content Making associations Labelling Procedure The teacher shows some pictures related to the content of the previous lessons. The teacher asks some students to explain what they see and what the image means or what it is related to. Language Giving opinions Vocabulary to describe a picture Fluency Interaction Materials (please cite all sources) Pictures taken from some free websites (see attachment) Timing Assessmen t 20 minutes Teacher s Developing fluency 2 Introducing new concepts and content Developing communication skills and questioning skills The teacher presents the topic of the lesson and the problems related to it. What will happen in the difficult situation? Power point presentation (see attachment) 10 minutes Self

10 3 Evaluating historical sources Hypothesizing Interacting in pairs The students, in pairs, read two letters, one by Kennedy and one by Krushev (Jigsaw reading). Then they have to discuss and identify which were Kennedy s and Nikita options and hypothesize what could have happened next. The teacher then asks the students what they think. Communication skills Asking and giving opinions Pair work and plenary Photocopies provided by the teacher 15 minutes plus 15 minutes for the plenary Peer 4 Checking and introducing new content to the teacher s explanation of the events and decisions taken by the leaders. Taking notes Interactive whiteboard to show the power point presentation 15 minutes Self 5 End of the lesson revision. Revise content. Who am I? game. Asking questions Post-it notes or small sheets of paper, pens. 25 minutes Peer 6 Homework: Revise content and vocabulary The students have to construct and complete a digital timeline with the major events studied up to the last lesson. Self

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............