PROGETTO CLIL Scuola MediaCarducci –Lucca Prof.ssa D. Banti
FROM THE EMPIRE TO THE COMMONWEALTH OF NATIONS
Per la realizzazione di questo modulo abbiamo deciso di selezionare materie che presentassero
tematiche che potessero essere veicolate contemporaneamente in lingua madre e in lingua straniera
(inglese).
L’insegnante di disciplina ha tenuto conto del contenuto e livello del materiale proposto e la
consistenza con la programmazione disciplinare mentre l’insegnante di L2 ha dovuto, ovviamente,
tenere presente il livello linguistico dei materiali che doveva essere compatibile con le competenze
della classe. Per questa ragione il modulo è stato sviluppato in fasi distinte nel corso del triennio
man mano che le competenze linguistiche degli student i crescevano.
Per esempio in collaborazione con l’insegnante di Geografia e Inglese gli studenti hanno imparato a
descrivere un Paese in L2; in seconda con Storia, hanno imparato a descrivere un personaggio del
passato mentre in terza siamo passati alla realizzzazione completa del modulo che riprendesse le
competenze /conoscenze acquisite negli anni precedenti.
Siamo ben consapevoli del fatto che l’obiettivo di utilizzare le tecniche Clil è alto, nella realtà della
scuola primaria di I grado, e richiede la disponibilità di tante parti che vengono chiamate in causa
ma un’iniziativa come questa apre possibilità di insegnamento nuove e molto stimolanti sia per gli
studenti che per gli insegnanti coinvolti.
E’ chiaro, comunque, che un obiettivo come questo ha avuto bisogno, per essere realizzato,
dell’esplicitazione di una serie di finalità ed obiettivi oltre che modalità e fasi di lavoro che
possiamo così elencare:
FINALITÀ
Usare le lingue per apprendere
Apprendere ad usare le lingue
1
OBIETTIVI
• Favorire la competenza della L2 attraverso lo studio di contenuti disciplinari
• Abituare gli studenti ad un approccio multidisciplinare del sapere
• Sviluppare competenze comunicative in maniera interculturale
• Arricchire il lessico
• Fornire agli studenti stessi contenuti attraverso prospettive differenti
• Incrementare la motivazione allo studio della L2
ABILITA’ COGNITIVE
• Individuare i concetti fondamentali di un testo
• Schematizzare e riassumere i contenuti
MODALITA’ DI ATTUAZIONE
La docente di L2 e la docente di materia hanno progettato il modulo insieme ma hanno svolto
l’attività in classe in modo autonomo,non avendo possibiità di compresenza .
La docente di materia, nelle proprie ore, ha trattato l’argomento programmato utilizzando come
supporto di base il libro di testo e il materiale appositamente predisposto insieme alla docente di L2
nella fase preparatoria.
Successivamente la docente di L2, ha proposto l’argomento in lingua inglese leggendo il testo,
evidenziando le keywords, fornendo spidergrams che facilitassero l’acquisizione e la rielaborazione
dei contenuti oltre alla memorizzaziome del lessico essenziale per l’esposizione.
Si è fatto inoltre uso di materiale fotografico per attivare la memoria visiva degli studenti e dare
ulteriori stimoli alla conversazione.
STRATEGIE
Lezione frontale e interattiva, lavoro di gruppo.
2
MATERIALE E MEZZI
Bibliografia in lingua originale, libri di testo, fotocopie, CDs, DVDs, Internet e materiale autentico
Gli esercizi da somministrare agli alunni sono stati scelti in base a
• Obiettivi del modulo
• Competenze linguistiche degli studenti
• Disciplina
PERCORSO ATTUATO
Il progetto è sviluppato secondo i seguenti contenuti:
• The Industrial Revolution
• The British Empire
• The Victorian Age (Charles Dickens and the exploitation of children ) + lettura in italiano di
brani antologici tratti dal romanzo David Copperfield
• The decline of the Empire
• The Commonwealth
• Fights for Rights: Gandhi, Martin Luther King, Nelson Mandela
DESTINATARI DEL PROGETTO
Alunni delle Classi III B e D
DISCIPLINE COINVOLTE
Inglese , Storia, Geografia e Italiano
LINGUA VEICOLARE
Inglese
Tutto il materiale che segue è solo parte del lavoro svolto in L2. I brani, esaminati in classe con la
docente di materia. I brani tratti da romanzi di Dickens sono stati letti in italiano perché troppo
complessi in originale per studenti di terza media.
3
WHAT IS IT
TIME AND PLACE
CAUSES
CONSEQUENCES
4
The Industrial Revolution
The Industrial Revolution began in Britain in the mid-18th century.
Society was transformed as people moved from the countryside to the
towns to work in factories.
Before 1760, Britain was mainly agricultural. There was no farm machinery. For fuel, people used
wood and charcoal. There were coal mines, but transporting coal was slow and expensive. There
were only a few good roads and there was no railway. There weren’t many canals.
Two events in the early 18th century helped make the industrial revolution possible. The first was
Abraham Darby’s discovery that coke
was a better fuel than charcoal for
smelting iron. The second was Thomas
Newcomen’s invention of an improved
steam engine, used for pumping water
out of coal mines. The invention of
steam engine meant that people could
use steam power in the mines and
factories. It was now possible to produce
more coal and better quality iron for
industry. Until the 1760s most goods
were hand-made buy people working at
home or in small workshops. Metal
workers made nails, pins and knives,
and spinners and weavers produced Children from the age of five up worked in coal mines. Some
woollen and linen clothes. But the 1700s pulled heavy loads; others sat all day in darkness, opening and
saw a rising demand for cotton clothes, closing doors to let the air circulate
which at first was imported from India.
Then raw cotton was imported, for manufacture into cloth in Britain. In 1733 the invention of a
flying shuttle speeded up the weaving process so much that spinning wheels could not produce
enough yarn to keep the weavers supplied. Then, in 1764,
James Hargreaves invented the spinning jenny, which
allowed one person to spin eight threads at once. This was
followed five years later by Richard Arkwright’s heavy
spinning frame, which was powered by water. Factories
were built near fast-flowing streams to house these new
machines, and the cotton
industry boomed. By 1790,
James Watt’s improvements to the steam engine meant
power could be used to drive machinery. These also
increased the demand for coal to heat the water to make
stem, and for iron to make the engines and others
machinery. Goods could be made quickly by unskilled
workers in factories. The factory owners employed woman
James Hargreaves, inventor of the spinning
jenny , was a poor spinner. He named his new and children and paid them very little. Children worked on
machine after his daughter Jenny. Other
hand-spinners feared his machines would put
them out of work, and destroyed them.
dangerous machinery for long hours. Canals (and later
railways) were built to bring raw material to the factories and
take finished goods away. Tows grew rapidly and people
moved to there to work in factories, but housing and working
conditions were often very poor and many people suffered from
hunger, disease, or accidents at work. Prices were high and
wages were low. The use of machines had made many skilled
men lose their job. The Industrial Revolution caused great
hardship but it also made in Britain a rich powerful country.
The Rocket, designed and built in England, was the first intercity steam locomotive (1830).
ACTIVITIES
LIST THE INVENTIONS: 1)
2)
3)
ADVANTAGES
PEOPLE CONDITIONS
HIGHLIGHTS THE KEYWORDS
DISADVANTAGES OF THE REVOLUTION
HIGHLIGHTS
THE INDUSTRIAL REVOLUTION
In 1750, most people worked in the countryside. They lived in small villages, raising crops and animals. By
1900, most people worked in towns. Even in the countryside, the traditional way of life was gone forever.
The French Revolution was not the only change taking place in Europe at the end of the 18th century. A slower,
but no less important revolution was transforming the way in which people worked.
MACHINES
All through the 18th century, engineers had been perfecting inventions designed to perform tasks that men and
women had done before. The invention of the steam engine meant that people could use steam power in the
mines and factories. Inventors built machines so that cloth could be made quickly by unskilled workers in textile
factories. The factory owners employed women and children and paid them very little
THE HUMAN COST
In some ways, these machines were a great advance; they were quicker, cheaper and more efficient than people
could ever be but their human costs were great. At first, they caused unemployment among people, who only
had traditional skills. Later, when workers moved to the factory towns, machines caused pollution, and need to
work long hours for low wages ruined many people’s wages.
THE
INDUSTRIAL
REVOLUTION
Riots/low wages but high
prices
Child and women labour
Poor conditions
WHEN
The Industrial Revolution
began in Britain in the mid18th century .
1760 - 1842
WHAT
Two events in the early 18th century
helped make the Industrial Revolution
possible:
•
WHERE
In Britain.
•
The first was Abraham Darby’s
discovery that coke was a better
fuel then charcoal for smelting
iron.
The second was Thomas
Newcomen’s invention of an
improved steam engine, used
for pumping water out of coal
mines. It was now possible to
produce more coal and better
quality iron for industry.
WHY
Until the 1760s goods were
hand-made by people
working at home or in small
workshop.
TIME AND PLACES
DESCRIPTION
CAUSES
CONSEQUENCES
HIGHLIGHTS
In 1901,at the end of queen Victoria's reign the British empire covered a large part of the word including Canada, Australia and
new Zealand, India, Burma (now Myanmar),southern and western Africa, Malaya (now Malaysia) and many pacific Islands.
THE NEED FOR AN EMPIRE
This mighty empire grew for two
reasons, neither of them political:
.
1: the need to reach new market ,
2: the need to find raw materials.
During the 19th century (such as China and
Japan) that had banned European merchants now welcomed them.
The industrial revolution had
given British traders many new
goods to sell.This created wealth
.
whitch could be invested in new
machines. But machines needed
Cruel Trade
raw materials, such as some metals
European slave traders shipped about
and rubber, that were found only
nine million slaves from the west coast
over seas. Consumers at home had
of Africa to the Caribbean between 1648 and
more money to spend on imported
1815. They were taken to work on sugar
gods such as tea, ivory, diamonds
plantiations some people thought that
and silk. For Britain to remain
this “trade in human misery” was wrong,
prosperous,it had to control these
but others preferred to think about
supplies. It had also to stop other
profits. In 1791 , slaves in Haiti rioted.
European nations taking them for
This ribellion was put down but the
them selves .
Slaves' plight could no longer be ignored .
Reformers in Europe campaigned against
slavery and the slave trade. Britain
banned slave trading in 1807; but slavery
was not abolished in the British Empire
until 1833.America finally abolished
slavery on 14 April 1865.
BRITISH INDIA
By 1757, British troops had defeated rival French colonists in India
and had conquered Indian opponents in many states.
Legally, Mughal emperors still
ruled, but they were powerless puppets
in British hands. In 1857,after Indian
soldiers mutinied, Britain dismissed the
Mughals and made India part of its
empire. Government , law, education,
trade and the armed forces were all
British-run. Even British styles shaped
India; this is Bombay Railway station.
THE BRITISH EMPIRE
HIGHLIGHTS
In 1901, at the end of Queen Victoria’s reign, the British Empire covered a large part of the world including
Canada, Australia and New Zealand, India Burma (now Myanmar) southern and western Africa, Malaysia and
many Pacific islands.
NEED FOR AN EMPIRE
This empire grew for two reasons, neither of them political:
1. the need to reach new markets
2. the need to find raw materials
The Industrial Revolution had given British traders many new goods to sell.
This created wealth which could be invested in new machines.
Machines needed raw materials (metals, rubber, etc.) that were found only overseas.
Consumers at home had more money to spend on imported goods.
AMERICA:
Canada
British Honduras
British Guyana
Jamaica
Trinidad
The US ( up to
1781)
AFRICA:
Sierra Leone
Uganda
The Golden
Coast
Kenia
South Africa
ASIA:
India
Srilanka (Ceylon)
Bourna
( Myanmar)
Malay States
( now Malaysia)
OCEANIA:
Australia
New Zeland
THE DECLINE OF
THE BRITISH
EMPIRE
•
WHEN
WHY
Two World Wars changed
the distribution of power
t hroughout the world
WHAT
The Suez Canal Crisis :in 1956 Britain
(France and Israel) invaded Egypt
because they wanted this canal to
transport oil and raw materials from the
colonies back to England but he US and
the URSS condemned their action so
they were forced to leave.
Colonies wanted
indipendence
THE
COMMONWEALTH
An association of 53
former colonies founded
in 1953
They work together to
promote democracy,
human rights and matters
of common interest.
.The English Monrch is
the head of the
Commonwealth
They share a common
heritage and a common
language
The Commonwealth Games
are held every four years
THE USA
INDIA
The Civil Rights
Movement
Home Rule
Gandhi
SOUTH AFRICA
Apartheid
Nelson Mandela
Martin Luther King
FILL IN THE SPIDERGRAM
1. Gandhi
2. M .L King
3. N. Mandela
FIGHT FOR
RIGHTS
WHEN
HOW LONG
WHAT
WHERE
WHY
Le fotocopie utilizzate per questo percorso sono state prese dai seguenti testi:
•
•
•
•
“Going for Clil” di Gina D. B .Clemen ed. Black Cat pp. 77, 78, 79, 80, 88, 89
“Cultural Links” P.Bowen M. Cumino ed. Petrini pp. 80
“ New Culture Talk” S. Burns ed. Petrini pg. 112,
“Culture Talk” S. Burns rd Petrini pp. 82, 83