proff. avellone e d’agati - cidi palermorevision activity after each stage and general revision at...
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proff. Avellone e D’Agati
Arable Farming in Medieval England
1. What we are speaking about and why.
2. Lexicon development on Arable Farming (first part).
3. Active and collaborative learning: what was the Open field system?
4. Lexicon development on agriculture farming (second part).
5. How did OFS work? (Active learning).
6. Open Field System’s advantages and disadvantages.
7. Revision activity after each stage and general revision at the end.
WALKING THROUGH THE COUNTRY:
lexicon development
Introducing new lexicon about medieval and modern English arable farming.
Improving reading, speaking, listening.
Methodology:
Cooperative learning
Eliciting
A field is an area of grass, for example in a park or on a farm. A field is also an area of land on which a crop is grown
STRIP: a long and narrow piece of land
HEDGE: A line of low trees or bushes planted to form a barrier or to mark the borders of an area
Pasture is land with grass growing on it for farm animals to eat.
LIVESTOCK: animals, such as cows and sheep, and pigs kept
on a farm.
TO GRAZE: to eat grass growing in a field .
Boundary: line that marks a limit
FENCE: a structure made of wood or wire that surrounds an
area of land.
SOIL: the substance on the surface of the Earth in which
plants grow.
Revision activity: MATCHING
STRIPS
TO GRAZE
FIELD
SOIL
BOUNDARY
FENCE
PASTURE
LIVESTOCKS
HEDGE
A
B
C
D
E
F
G
H
I
• A
• B
• C
• D
• E
• F
• G
• H
• I
Revision activity
STRIPS TO GRAZE
FIELD
SOIL BOUNDARY FENCE
PASTURE LIVESTOCKS
HEDGE
DRAWING ACTIVITY
Activity
1.Students are requested to draw a map using
the information included in the following text.
2.Students ' drawings are compared with an
image provided by the teacher.
3.Discussion and revision
In the open field system the land around a village was
divided into three huge open fields. The fields were
subdivided into strips. Each strip of land in each
field was owned by an individual landowner (or rented),
although the boundaries were not marked by hedges or
fences. The village was placed centrally from where
farmers could access their strips more easily. In the
open-field system, the peasants owned strips that were
scattered among different fields. In addition to the
three fields, there were large common lands where the
animals could graze. Wood for burning and building
could also be taken from the common land.
The Open field system: Listening and reading activity
AN EXAMPLE
WALKING THROUGH THE COUNTRY: (second part):
lexicon development
Vegetables grown in large quantities for food
WHEAT: a tall plant that produces grain for making bread and other foods
Barley is a grain that is used to make food, beer, and whisky.
Rye: a plant used for making a kind of dark bread
PEA: a spherical green seed eaten as a vegetable
BEAN: an edible kidney-shaped seed growing in long pods on certain leguminous plants.
Fallow: land which has been dug or ploughed, but does not
have crops growing on it.
TO SOW: to plant seeds in the ground.
The harvest is the gathering of a crop.
CLOVER: a small plant with leaves that have three ro und parts
Revision activity
CLOVER
HARVEST
CROPS
FALLOW
RYE
WHEAT
BARLEY
Beans
PEAS
Finding out how the open field system worked
reading activity
In pairs complete task two: a) new lexicon b) reading a short text c) checking understanding: fill in a chart d) fill in a form Methodology: Cooperative learning
How OFS worked reading activity
Classic open field farming was characterized by the rotation of crops between three fields. Crops rotation was completed in three years. In each year, two fields were growing crops, while the third field was left empty, or 'fallow'. Rotation and fallow periods improved the fertility of the soil. The main crops were wheat and rye (sown in the winter), and barley, beans, peas (sown in the spring, and known as 'spring corn') and clover. Spring crops were also used to feed animals over the winter.
Activity: decide which fields have to be cultivated and
sow the right crop in the right season.
Field one
Field one
Field one
Field two
Field two
Field two
Field three
Field three
Field three
YEAR
1
YEAR
2
YEAR
3
Winter/SPring
Winter/Spring
winter/ spring
Complete the following chart: lexicon consolidation
Fields
Year 1
Year 2
Year 3
1
Field one
Wheat (winter)
Spring
? ?
2
Field two
Fallow
?
?
3
Field three
?
?
?
How Open fields worked (reading activity)
Read the following text:
Villagers farmed together and received a part of the harvest depending on how many strips they owned.
Everybody was required to sow and harvest crops in a particular field within a specified period of time. Open
field system was a communally managed system of farming but it was not a communist society (a society
without private property).
You are a peasant. Would you please mind filling in this information sheet for
the forthcoming generation of students?
Name …...............................................
Age.......................................
Village....................................
Are you allowed to get more than one strip? …………… ………………
Do you farm alone?.........................................................................
Why is your neighbour getting richer than you? .......................................
Are you free to sow what you like?......................
Can you decide which field to farm?.... ........................
Are you allowed to use the common land?……………
What were the main advantages and disadvantages of the OFS?
1.Matching activity (in group of three)
2. Activity about advantages and disadvantages of OPF
3.Checking the answers
4.Final discussion with the teacher
What were the main OPF advantages and
disadvantages of the OFS? Reading, speaking, listening
activity
A. It allowed a fair share of good and poorer soils.
B. Peasants were not motivated to increase the production
C. Villagers supported each other
D. Common land provided every member of the village with significant resources
E. It was environmentally friendly – close to nature.
F. The peasants could survive even though they owned a few strips
G. It did not allow experimentation
H. It was a waste of land – each year one field was left fallow.
I. It was a co-operative system, encouraging sharing of oxen and ploughs.
Advantages Disadvantages
Revision activity
1. Final revision: individual (fill in the gaps in a text)
2. Final discussion with the teacher
Revision activity: fill in the gaps using the following words. Look out for two intruders!
Wood Common land(x2) Soil Strips Graze
Field(x2) Hedges Rented Wheat Crops
The Open ……….. system had survived for hundreds of years, perhaps longer, which is testimony to its success in many ways.
In the Open ………system the land around a village was divided
into three open fields, which were divided into ………; between each
of them there were no……. or fences .
Members of the village owned or ……several strips in each field.
No matter how many or how few strips they had, they shared
the good and poor ….. .
Around the village and beyond the three main fields , there was also
…………… , where cattle could ………….. . ………. for burning
and building could be taken from the ………………
Cosa è cambiato dalla nostra precedente sperimentazione?
• La lingua madre può essere utilizzata se aiuta l’apprendimento.
• Maggiore attenzione al coinvolgimento intellettuale e motivazionale
degli alunni (eliciting).
• Maggiore attenzione alla gradualità con cui le informazioni sono
presentate agli alunni (scaffolding).
• Maggiore attenzione ai tempi di apprendimento degli
alunni.(revision).
• Maggiore spazio alla dimensione linguistica.
• Maggiore attenzione alla progettazione di student centred oriented
lessons.
• Maggiore attenzione alla creazione di ambienti di apprendimento
attivo (active learning).
Cosa è rimasto immutato
• L’assoluto scetticismo nei confronti dell’introduzione del CLIL soltanto all’ultimo anno della scuola s.s.
• L’idea che il lavoro di gruppo consenta agli alunni di lavorare attivamente e con maggiore motivazione.
• La certezza che solo una buona preparazione linguistica del docente e degli alunni consentono una seria e non superficiale trattazione degli argomenti storici.
• Il dubbio che davvero “Less is more!.”
• La certezza che la metodologia CLIL possa aiutarci a svecchiare alcuni aspetti della prassi didattica, indipendentemente dalla lingua utilizzata.
• La certezza che la metodologia CLIL possa spingerci a collaborare maggiormente tra di noi.
• La certezza che il CLIL rende più evidente il conflitto, tipicamente italiano, tra una scuola che continua a mirare alle conoscenze e una che
vorrebbe lavorare sulle competenze.
Thank you for the attention .
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