Exemplary Italian Units

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Each of the units below indicates a particular learner level (A1-C2). A summary of the unit’s content is provided, along with a description of how the unit addresses the 5 main areas of CLIL (Content, Communication, Cognition, Competences, and Community). Learn more about CLIL: https://www.languages.dk/clil4u/index.html

Fashion! Milan fashion week
Dedicated to musicians: elaborate on Italian classical music through Antonio Vivaldi
What to do when you are in Milan for one night
Nature and poetical emotion
CARAVAGGIO (LSSEV)
LEONARDO (LSSEV)
Dedicated to musicians: manuscripts, works, concerts by Vivaldi; the birth of a myth
Fashion! How to become a model in Italy
Drama from the Middle Ages to the present days in Italy
MART in Rovereto 2- the irruption of the contemporary
Trieste, a cosmopolitan city where culture and literature have met
La Pinacoteca di Brera (LSSEV)
Van Gogh (LSSEV)
MART in Rovereto 1: (The Invention of Modernity)
Canaletto and the eighteenth century Italian “vedutisti” painting.(LSSEV)
Atomi
Esseri viventi (living beings)
Il Doping
The Medieval ballad as inspiration for an Italian singer: Fabrizio De André (LSSEV)
William Blake e Dante

Fashion! Milan fashion week

Learner level

Description

Many people around the world study Italian in order to enter in the world of fashion.
LSSEV has three units on the fashion theme, which are complimentary amongst each other( 7735 window dressing to attract customers, 7806 The Milan fashion week; become a model in Italy).

Twice a year, Milan hosts the catwalks and” Fashion week”. It is not only a commercial event but a great cultural and multicultural event. The unit 7806 gives data and practical advice to those who want to participate in the event. The unit is accompanied with and without interactive web exercises 3.5.

Content

The student wants to attend a catwalk? He desire to be part of the lively and racy” Fashion week” without missing an event? The unit gives practical advice and information. Through doing exercises, you can discover other places for fashion around the world: you will probably have the desire to travel. If you wish to participate as a stylist, you can contact the interlocutors in the unit. If instead you aspire to work as a model, read also the unit 7954.

Cognition

Reading and understanding a descriptive and expositive text.
Listening and understanding videos in the Italian language
Reading and understanding a journalist article
Subscribe to a specialist site and receive their ne.

Competences

Develop geographical knowledge, necessary to orientate in places of fashion. Erniche reading and writing comprehension in the Italian language.

Communication

If interested in fashion, the student enjoys how different topics are tackled from different angles.

He has transformed his interest in a concrete project. Lastly, he has enrichened his vocabulary and communicative skills.

Community

.We are citizens of the world. If this is clear and cultural contamination is excepted the you can make way in the fashion world: as a client, as a stylist or model. The unit widens your horizons from Milan to the rest of the world.

Go to the unit: https://clilstore.eu/cs/7806

Dedicated to musicians: elaborate on Italian classical music through Antonio Vivaldi

Learner level

Description

For musicians of other nations who wish to learn Italian and to understand better the classical repertoire , this unit is a tool for learning the main vocabulary of music and to discover Vivaldi, great violist and composer.

The unit 8053 is for musicians of other nations and is complementary to unit8054( destined to musicians: Scarlatti and other great Italian classical composers. And 8094( to musicians: manuscripts, opera, Vivaldi concerts; birth of a myth.

Content

How to recognize a good performance from a mediocre one. By understanding the expressive characteristics which should not be neglected, the student who is learning Italian will be able to confer his own personal performance and atmosphere. The unit is completed with two interactive exercises, lexicon and development of reading and listening.

Cognition

Lexicon enrichment.
Comprehension of a written text.
Ability to find the exact word to insert in a phrase.
Ability to deduct information from a written text.

Competences

The student who is a musician, understands Vivaldi through his life, his production, technical and compositional characteristics.

Communication

The musician who is learning Italian, acquires the tools to understand the atmosphere that must be present in the best performances of orchestras and solos. Enrichens the specific lexicon and strengthens the technical vocabulary.

Community

The unit lends itself to a reflection that a music sheet is not always able to make the culture which allowed the creation of that music complete. Therefore it could be useful to travel and learn languages, which are not only a way of communication but a vehicle of culture.

Go to the unit: https://clilstore.eu/cs/8053

What to do when you are in Milan for one night

Learner level

Description

The unit has the purpose to show the most significant touristic places in Milan, both ancient and modern and some leisure activities offered by the city.

Content

The description of some interesting places in Milan.

Cognition

Reading skills (pre-intermediate level), vocabulary about everyday life in the city.

Competences

To be able to use the vocabulary to describe a city of the student's own choice and the leisure activities it offers.

Communication

To be able to summarize what has been read in a simple language through the appropriate vocabulary. To be able to use the basic tenses: present, future and past.

Community

Knowledge of a European city, awareness of its cultural significance.

Go to the unit: https://clilstore.eu/cs/7804

Nature and poetical emotion

Learner level

Description

This unit deals with the representation of Nature in the world of Art by making a distinction between the philosophical ideas of Beautiful and Sublime. Romantic paintings and pieces of classical music are inserted in the unit to exemplify the two concepts.

Content

The content is based on the sensations and emotions Nature can trigger in Man. The first level of comprehension is intuitive and then the student is guided to recognize the different ways Nature can be perceived.

Cognition

The student learns how to:
1) distinguish the two concepts of Beautiful and Sublime in Art;
2) use the correct and adequate specific vocabulary (pre-intermediate level) to talk about Nature in Art;
3) match music, paintings or poetry to each concept;
4) use the new vocabulary to complete a short text.

Competences

To be able to make a distinction between Beautiful and Sublime without any support by the teacher and to develop a personal sensibility for the power and beauty of Nature.

Communication

Students are expected to be able to communicate to their mates their own sensations as well as to develop some interest in Art.
Grammar rules are about the main tenses (present, past and future).
The level of vocabulary difficulty is average.

Community

.To develop the capacity to appreciate the artistic heritage in different fields and to feel its beauty.

Go to the unit: https://clilstore.eu/cs/7785

CARAVAGGIO (LSSEV)

Learner level

Description

The unit describes the artistic development of the most important Italian painter between the16th and 17th centuries, through his life.
Art and life in Caravaggio's work are closely connected..
The unit focuses on his painting and the difficult relationships with the context and his turbulent life

Content

A relevant feature of his art is the strong realism and the concept that "Everything in nature has the right to be represented". Caravaggio expresses the religious content at its best. He was appreciated by ecclesiastical hierarchies because his painting realism reflected the "truth of faith" while the theatrical light present in his settings represents the "divine grace". At the same time Caravaggio was censored and some works were rejected due to the contrast between his realism and the dogmas of the church. The death sentence passed on him had a great impact on his works, which turn to an increasingly dramatic and violent version.

The unit includes matching, quiz, timeline exercises and it ends with an in-depth analysis of one of his paintings.

Cognition

The student is be able to:
build a timeline of the life and works.
identify in which paintings the dramatic events of his life are reflected.
identify the fundamental characteristics of his art by his work.
“read“ a painting and place it in a timeline.

Competences

In his works the student is be able to: identify the characteristics of the author’s art, timeline and place and the meaning expressed.

Communication

The student is be able to :
tell the various stages of Caravaggio's life in a simple way, according to the timeline.
Use the specific language at a higher level, to express the characteristics of his art.
The grammar rules concern almost exclusively the simple present and simple past.
Medium difficulty vocabulary with some specific terms.

Community

.To develop the capacity to appreciate the artistic heritage in the European context.

To understand how the historical and political context can influence art.

Go to the unit: https://clilstore.eu/cs/7740

LEONARDO (LSSEV)

Learner level

Description

This unit focuses on how Leonardo developed his knowledge of science and art throughout his life, making him an absolute genius

Content

His close contact with nature leading him to the study of natural phenomena through direct observation.
How he developed a hunger for knowledge and his technical and artistic skills during his apprenticeship at Verrocchio’s.
How he experimented with new solutions to problems and inventions without any academic training in humanities, but relying solely on a personal experience and on a vision which was unaffected by cultural influences.

His artwork focused on Nature, Slight shades Effect known as Sfumato, Aerial Perspective and Technical Aspects.
The unit include exercise on:

His artistic background.
The location of his artworks and their timeline.
Some of the main features of his artwork.
Any possible interpretation.

Conservation (The Last Supper).

Cognition

To connect the primary stages of his life according to a timeline.
To make a connection between his training and artwork.
To develop an ability to analyse works and the artist’s main skills.
To identify the message conveyed by a specific work of art through imagery.

Competences

To be able to:

Pinpoint the artist’s main skills.
Decode the messages conveyed by a specific work of art through imagery and direct observation.
Timeframe.

Communication

To be able to:

Tell the various stages of Leonardo's life in a simple way, according to a temporal development
Pinpoint the artist’s main skills.
Decode the messages conveyed by a specific work of art through imagery and direct observation

Community

How to appreciate local values and Cultural Heritage within a European context.
How to protect and preserve Cultural Heritage through restoration programs.

Go to the unit: https://clilstore.eu/cs/7986

Dedicated to musicians: manuscripts, works, concerts by Vivaldi; the birth of a myth

Learner level

Description

Unit 8092 is meant for foreign musicians and is complementary to unit 8054,(Dedicated to musicians: Scarlatti and other great Italian classical composers of his time) as well as to unit 8053 (Dedicated to musicians: elaborate on Italian classical music through Antonio Vivaldi). Vivaldi artistic relevance is presented through some of his works and the events which have led to the rediscovery and appreciation of his manuscripts. The unit includes a web3 exercise, a reading, a video, a section of musical theory.

Content

Why is Vivaldi so famous? Why listening to his classical work “The Four Seasons”? This unit reflects on the reasons for his success and shows how close this musician is to contemporary sensibility.

Some extra exercises are meant for musicians and better disclose the genius of Vivaldi in some of his aspects. The reader can, at the same time, learn some new technical vocabulary in Italian. This is the second unit dedicated to Vivaldi and is striclty connected to the one dedicated to Scarlatti and Pergolesi.

Cognition

At the end of the unit, the Italian-learning student will be more confident in the use of the specific vocabulary, and will be able to discuss about harmony techniques in Italian.

Competences

The unit allows to:
acquire some technical vocabulary in Italian.
Understand the different kinds of texts.
The student is required to be able to read a fragmented text.
The unit includes a listening and comprehension activity.

Communication

The student, at the end of the unit, will have acquired a deeper and wider knowledge of Vivaldi's music and will be able both to speak and write about the techniques he used in composing his music.

Community

Being able to express one's own ideas, supporting one's opinion through some sound arguments is the basis of any democratic process. This unit, which concludes the path through the history of music in XVIIIth century Italy, brings the student to reflect on facts and opinions, on what is perceived and on the difference a specific situation can make.

For example a very fast virtuoso rendition of a piece of music does not allow to appreciate it completely. This is an exhortation to think and research because these abilities are the foundations of critical thinking.

Go to the unit: https://clilstore.eu/cs/8092

Fashion! How to become a model in Italy

Learner level

Description

How do you become a model? What are the difficulties, risk or stress? Is it worth attempting this career? A young Milanese model talks about the technical aspects and offers advice to those who want to try this work experience requires a good knowledge of the Italian and English language or the patience to look for specific lexicon in a text. A listening and recording of the text is proposed in the real interview with a model. The units consists of web exercise, a video and a text to read which contains specific lexicon and recording

Content

This unit is ideal for those foreign students who daydream or project to become models in Italy and for this reason they study Italian. Through the witness of a real model, we discover which errors to avoid and which requirement are necessary. Comparing the male and female world finally we enrich the vocabulary with technical words that come from European languages.

Cognition

The unit develops the following abilities:

to listen to and to match a listening to a text;
reading and comprehension;
to use specific terms correctly when coming from different languages such as Italian, English and French.

Competences

The students are requested to read and listen to real testimonies, to reflect on acquired and to enrichen their linguistic skills.

Communication

The student, listening and reading to advice given by someone who works in the field of fashion, is able to have a real vision of the world that awaits. Analyzing if he has the right physical and characteristic requirements to enter in the profession of a model.

Community

Knowing how to transform one’s dreams into a file project, requires a sacrifice for every individual. Personal commitment, healthy realism and a strong tenacity are the base of a responsible adult. The unit valorizes some behavioral characteristics, like punctuality and correctness, which should belong to every employee.

Go to the unit: https://clilstore.eu/cs/7954

Drama from the Middle Ages to the present days in Italy

Learner level

Description

The unit is about drama in Italy from the Middle Ages until the Present Age.
It describes the various kinds of performances, some characters, and the different types of stages.
It also includes matching and fill in the blanks exercises as well as a timeline exercise.
The vocabulary is specific.

Content

This unit describes the development of drama from the miracle plays of the Middle Ages, through the Renaissance, the Comedy of Art and Goldoni's innovations in 1700, the opera in 1800 until the present time and two of our best directors.
The architectural space develops from the street or the market place in little towns to a proper building and the typical theatre for the middle class is compared to the Elizabethan playhouse in England.
The unit presents some of the most popular Italian regional masks of the Comedy of Art.

Some elements have been highlighted which have characterized the art of drama through centuries showing that the legacy of the past has not been lost.

Cognition

The student is able to:
1) build a timeline connecting elements from different centuries;
2) understand and use the specific vocabulary at upper-intermediate level;
3) compare different types of drama;
4) understand the elements which recur in time.

Competences

The student is able to:

make a speech about the development of drama through its pivotal moments and fundamental characteristics;
recognize the different types of theatres even when he has not seen them before, just by applying the categories he already knows;
use the specific vocabulary.

Communication

The student is able to debate about performances he/she has attended referring to his/her previous knowledge and commenting on the director's choices.

Community

The student is able to appreciate drama and is aware of its value which is common to all cultures in every century.

Go to the unit: https://clilstore.eu/cs/7895

MART in Rovereto 2-the irruption of the contemporary

Learner level

Description

This Unit entitled "The irruption of the contemporary" represents the continuation of Unit no. 8058 previously published.
"The irruption of the modern" section, located on the second floor of the museum, focuses its attention on art in Italy since the second post-war period. There are works and installations belonging to the following movements: "exit from the perimeter of the painting" with the famous works by Fontana and Burri, "the conceptual art" of Piero Manzoni, "the poor art" and the "Transavanguardia".
After this first collection of works dedicated to Italian artists, the attention moves to some international contemporary artists.

Content

An educational route that allow to discover and know the most representative works in the section of museum “The irruption of the contemporary”

Cognition

1) Understanding the organization of the museum and its different itineraries.
2) Identifying the most representative works belonging to the various movements.
3) Knowing how to describe the works illustrated in the teaching Unit.
4) Learning the specific vocabulary

Competences

The student will learn to recognize contemporary Italian and international painters who, after the end of the Second World War, have been able to found new artistic movements.

Communication

Knowing how to expose the Unit’s content to classmates.
Relating about works using an appropriate vocabulary.
Use of past, present and future tenses.

Community

Knowing the history of the museum institution and its evolution.
Learning to recognize the value of the museum as a cultural institution available to the community.
Learning to disclose the importance of the museum and its works.

Go to the unit: https://clilstore.eu/cs/8091

Trieste, a cosmopolitan city where culture and literature have met

Learner level

Description

This unit describes the main touristic attractions of the city and is focused on Joyce's stay in Trieste during which he met the Italian writer Italo Svevo. The unit includes matching, quiz, multiple choice exercises and it ends with a poem by Umberto Saba.

The unit also includes a video which sums up most of its contents

Content

This unit presents Trieste as a city on the border between Italian and central European cultures. Here languages, religions and cultures have mingled and managed to coexist.
The attention is focused on the period immediately before WWI.
Apart from the main touristic attractions, the unit tells the story of Joyce's life in Trieste, which was his home for almost twenty years and which he deeply loved.
In Trieste he made friends with Italo Svevo.

The unit ends with a very lively picture of one of the oldest and poorest neighbourhoods as described by the poet Umberto Saba.

Cognition

The student is able to:
1) make connections between the writers who have lived in the city;
2) compare the works of different writers;
3) read and understand a modern poem.

Competences

The student is able to:
1) understand the cultural life and the historical relevance of a city through the elements given;
2) describe the development and growth of the city taking into consideration the history of the nation too;
3) recognize and analyse an interior monologue.

Communication

The student can make a speech about literature and culture starting from what he/she has learnt.

Community

Awareness of the artistic, literary and cultural relevance of a city.

Go to the unit: https://clilstore.eu/cs/8052

La Pinacoteca di Brera (LSSEV)

Learner level

Description

The purpose of the unit is to discover one of the most important cultural institutions inMilan, the Pinacoteca di Brera.

The Unit illustrates the development of pictorial production, from late Gothic to the nineteenth century. Particular attention has been dedicated to the Renaissance masterpieces like the works by Piero della Francesca and Raffaello.

Content

An educational route that allow to discover and know the most representative works in the museum.
In particular, one of the emblematic works of the Renaissance is analyzed, "La sacra conversazione" known as "Pala di Brera" by Piero della Francesca.

The Unit includes 3 multimedia exercises and a pdf "scaffolding" pdf with further materials on the works covered.

Cognition

1) Understanding the organization of the museum and its different itineraries (the works are displayed according to chronology and regional schools).
2) Identifying the most representative works belonging to the various artistic movements.
3) Knowing how to describe the works illustrated in the teaching unit.
4) Learning the specific vocabulary

Competences

Learning how to recognize the works, authors, titles and year of realization. Being able to explain the works using a proper vocabulary

Communication

Knowing how to expose the Unit’s content to classmates.
Relating about works using an appropriate vocabulary.
Use of past, present and future tenses.

Community

Knowing the origin and the evolution of museum institution. How the museum is intertwined with the political contest.
Learning to recognize the value of the museum as a cultural institution available to the community.
Learning to disclose the importance of the museum and its works.

Go to the unit: https://clilstore.eu/cs/7856

Van Gogh (LSSEV)

Learner level

Description

The unit recalls the troubled Van Gogh’s life described in his numerous letters, coming to understand the various stages of his art and related meanings expressed

Content

- The episodes that influenced his life and affected his art.
- The relevant stages in his apprenticeship.
- His religious vocation and his failure as a preacher.
- His disappointments and the choice as an outlet by painting.
- The turning point of Paris and the influence from impressionism painters.
- The time spent in Arles and the friendship with Gauguin.
- The time spent in Saint-Remy and his hospitalization in the psychiatric hospital.
- The last season spent in Auvers –sur- Oise until he committed suicide.

The analysis of important works which revealed his inner discomfort that he expressed through his technique with color.

In addition to a map on his movements, there are audios, comments, a video and exercisesregarding:
-   the timeline of the works,
-   their belonging to places,
-   his apprenticeship,
-   his stylistic evolution.

Cognition

The students learn how to:
-   Discuss major milestones in Van Gogh’s life, identifying which works are eligible in the various period.
-   Identify his artistic trend and which one he was the precursor to.
-   By reading a work, be able to describe how his art is expressed.
-   How the pictorial technique is able to express the meaning of the work.

Competences

Through the view of a painting, be able to:
-   Pinpoint author’s trend
-   Pinpoint the timeline
-   Pinpoint the meanings expressed by the forms and the pictorial technique

Communication

- To tell the various stages of Van Gogh’s life in a simple way, according to a timeline.
- At a higher level using a specific language to describe the artist’s main skills.
- Lexical and expressive variety of language.

Community

Author's values belong to the entire European culture.

Van Gogh's works are able to bring out hidden parts within each of us.

Go to the unit: https://clilstore.eu/cs/8087

MART in Rovereto 1: (The Invention of Modernity)

Learner level

Description

The unit explains the importance of the MART museum, inaugurated in 2002, to disseminate modern and contemporary art.
A real educational machine designed by architect Mario Botta from Ticino.
The architectural spaces contain a lot of important works of contemporary and modern art.
This Unit shows the section of the museum located on the first floor entitled “The invention of modernity “.
These authors marked the decline of nineteenth-century academic art and the birth of the twentieth-century avant-garde.

The Unit anticipates Unit no. 8091 "The irruption of the contemporary".

Content

An educational route that allow to discover and know the most representative works in the section of museum, “the invention of modernity”.

Cognition

Competences

The student will learn to recognize the Italian authors who at the end of the 19th century initiated the demolition of academic certainties and embarked the road to modernity.

He/she will be able to recognize the most representative works and will be able to analyze them.

Communication

Knowing how to expose the Unit’s content to classmates.
Relating about works using an appropriate vocabulary.

Use of past, present and future tenses.

Community

Knowing the history of the museum institution and its evolution.
Learning to recognize the value of the museum as a cultural institution available to the community.

Go to the unit: https://clilstore.eu/cs/8058

Canaletto and the eighteenth century Italian “vedutisti” painting.(LSSEV)

Learner level

Description

The unit shows the development from the landscape view as a background for the main figure in the paintings of the 15th century, getting to the view as the true subject of the work by the 17th century Dutch painters. Then in the 18th century the difference from the rational view by the Venetian painters Carlevaris, Canaletto and Bellotto to the romantic one by Guardi.

Topic

The unit develops a path starting from the fifteenth century artists Bellini and Carpaccio whose landscapes were just a background for the main figure in the painting, getting to the view as the true subject of the work thanks to Vermeer and later Gaspar Van Wittel.

Van Wittel influenced Luca Carlevaris first and then Canaletto whose use of the “camera obscura” anticipates the Age of the Enlightenment.

Bernardo Bellotto's landscapes are even more clear and similar to photographs, while Francesco Guardi introduces a more fantastic and dreamlike vision which is closer to Romanticism and conveys a feeling of nostalgia for the lost greatness of Venice.

The unit contains three videos, some links with comments on the works and five exercises. It is also possible to browse through a catalogue of printings.

The topic is connected with two other units in the Italian section of Clilstore about Vivaldi and Scarlatti.

Communication

The student learns to:
-Identify the difference between a background view and the view as the true subject.
-Identify the works by the various authors.
-Identify the characteristics of each author.
-Pinpoint a time line of the authors.
-Understand the use of the optical chamber by Canaletto.
-Identify those artists who first depicted views of Venice.
- Distinguish a view from a “Capriccio”.

Cognition

Through the study of a painting the student is able to:
-Identify the artistic characteristics of Canaletto, Bellotto, Guardi.
-Identify the difference between the rational view typical of the period of the Enlightenment and more fantastic and romantic paintings.
-Identify the difference between the glorification of Venice expressed by Canaletto and the nostalgic sense of decadence expressed by Guardi.
-distinguish between real and fantastic views.

Competences

Communication
-To tell the evolution of Canaletto's painting from his training to the international buyers in a simple way.
-To use a specific language to describe the artistic differences between Canaletto Bellotto and Guardi.
-To be able to understand by audio listening.
-To use a lexical and expressive variety of language.

Community

-European culture is present in the many town views depicted by Van Wittel, Canaletto and Bellotto.

Vai all'unità: https://clilstore.eu/cs/8397

Atomi

Learner level

Description

Starting from the atom, its structure, through atomic and mass numbers, the unit moves on to the classification of chemical elements in the periodic table and then to chemical compounds and mixtures.

Content

Definition of atom, its structure composed of nucleus with protons and neutrons and orbital spaces with electrons. Multiple atoms bonded together form the molecules and ionic compounds. Atomic theory of which substance is made, in the liquid, solid and gaseous states. Atomic numbers and mass numbers, atomic mass units, isotopes. Chemical elements made up of pure substances and classified in the periodic table of the elements with their own symbology. Chemical compounds such as substances formed from multiple chemical elements from the periodic table that can be broken down. Inorganic and organic compounds. Classification of inorganic chemical compounds into binaries and ternaries according to the chemical properties with which they bind. Mixtures as a set of several substances which, even if joined together, retain their chemical characteristics. Subdivision into heterogeneous and homogeneous mixtures.

Cognition

Learn the structure of the atom, atomic theory, the classification of chemical elements with the periodic table, tion from elements to chemical compounds and their classification into inorganic and organic. Mixtures and their classification.

Competences

Knowing how to describe the constituent elements of the atom, knowing how to explain the difference between atomic number and mass number. Defining chemical element and identifying the fundamental ones from the periodic table. Definying chemical compound and differences between inorganic and organic elements. Knowing how to distinguish between heterogeneous and homogeneous mixtures.

Communication

Knowing how to use a specific technical language in understanding and exposing content using complex syntactic forms. Understanding the audio-video contributions without the contribution of subtitles.

Community

Identifying in the atomic theory, based on substance and its modifications, the main engine of industrial transformation in the modern world with their appliances in the environment and in war.

Go to the unit: https://clilstore.eu/cs/7778

Esseri viventi (living beings)

Learner level

Description

The unit describes the characteristics of living beings starting from the cells from which they are formed, their evolution and getting to the classification of the 5 great kingdoms.

Content

From unicellular and multicellular beings to the making of material, organs, systems and organisms. Properties of living beings and their characteristics: cells, functioning, metabolism, reproduction, adaptation, evolution of living beings. The five great groups of the kingdom of the living: 1) Monere, 2) Vegetables, 3) Animals, 4) Mushrooms, 5) Protists.

Cognition

Students learn the composition of living beings, following the development of their evolution and classification in the various realms.

Competences

Students must be able to rebuild the evolution of living beings from the simplest organism, the cell, up to the ability to include them in the classification of the 5 great kingdoms.

Communication

Students must be able to read and understand the text, acquiring a language related also to the use of the specific terms of the subject. Students practice asking questions and stating ideas

Community

.Being able to understand the world and the environment around us in relation to its increasingly decisive and often irreversible transformations.

Go to the unit: https://clilstore.eu/cs/7827

Il Doping

Learner level

Description

Starting from the definition of Doping and its regulation, the unit analyzes the prohibited substances and methods, indicating the characteristic of their action and the repercussions on health, ending with their classification. The most famous cases of doping in sport are documented.

Content

Definition of doping equivalent to theft, anti-doping regulation. Doping and drugs. Therapeutic assumptions. Analysis of prohibited substances and methods. Forbidden substances: Anabolics, Hormones, Beta-2 antagonists, Hormonal and metabolic modulators, Diuretics. Prohibited methods: Blood manipulation, Genetic doping. Substances and methods prohibited during the competition: Stimulants, Narcotics, Cannabinoids, Glucocorticosteroids. Substances prohibited in particular sports: Alcohol, Beta blockers. Doping risks and the most famous cases of doping in sport.

Cognition

Learning to define doping by associating it with the substances taken in various sports and their repercussions on health both physically and mentally.

Competences

Knowing how to recognize the drugs allowed under the regulation. Knowing how to associate the substances used and their performance improvement characteristics in various sports, with respect to the repercussions on health. Identifying famous doping cases and their impact on athletes' careers.

Communication

Being able to acquire linguistic knowledge and specific language in order to be able to conduct discussions and comparisons, stating ideas on the subject in a debate.

Community

Connecting the knowledge acquired, always stating the ethical values underlying sport performance and the serious repercussions due to the use of doping both physically and morally and on the psyche following disqualifications and suspension of sport activity.

Go to the unit: https://clilstore.eu/cs/7738

The Medieval ballad as inspiration for an Italian singer: Fabrizio De André (LSSEV)

Learner level

Description

The unit deals with the ballad in medieval culture as a popular genre which is still alive in the work of modern songwriters

Content

The characteristics of medieval ballads, the text of “Geordie”, its Italian version as a XXth century song by Fabrizio De André.

The unit includes fill in the blanks and multiple choice exercises as apps

Cognition

Students are able to:
-spot the main characteristics of a ballad in both versions
-read the English version and understand the story
-listen to the Italian version and understand it

-compare the two versions finding similarities and differences

Competences

Students are able to tell the story of the two versions of the ballad, clearly showing how the original text has developed into a modern work in another language.

Communication

Students mainly use present and past tenses and knows the specific vocabulary referring to poetry.

Community

Students are capable of recognizing the continuity in the European cultural tradition through centuries and can appreciate modernity partly as a legacy of the past.

Students are aware of the fact that songs can be poems.

Go to the unit: https://clilstore.eu/cs/7897

William Blake e Dante

Learner level

Description

The unit describes the art of Blake, considered one of the greatest exponents of English romanticism, characterized above all by imagination, the oneiric dimension and mysticism. In addition to his qualities as a poet, Blake expresses the height of his imagination in the illustration of the Divine Comedy by Dante which is compared to those by other painters.

Content

By the imagination he expresses himself not only as a painter but also as a poet through synaesthesia, Blake transcends reality and reaches a dreamlike and spiritual dimension.
In his most famous poem, Blake states that "men rise to heaven because they have cultivated their capacity to know". In this sentence we can connect it to Dante and the Divine Comedy. (Ulysses. XXVI Inferno: "you were not made to live like brutes but to follow virtue and knowledge"). After having illustrated Milton's "Book of Job" and "Lost Paradise", Blake illustrated the Divine Comedy in the last years of his life. Made mainly in printed monochrome or watercolor, the Divine Comedy expresses Blake’s imaginative abilities at the best by making also use by classical forms linked to Michelangelo even though Blake was a romantic painter.

In the expression of his imaginary world, one can recognize already symbolist aspects that anticipate the dream world linked to Freud's unconscious. Some images are illustrated and in particular the depiction of Beatrice addressing Dante on the Triumphal chariot is described. Finally, after Blake's work, the other great illustrations of the Divine Comedy by Botticelli, Gustav Dorè and Salvator Dalì are compared.

Cognition

Students must learn the main characteristics of Blake's romantic art not only as a painter. Where in his poetry can we connect him to Dante? With what techniques does he express himself and why does he use them? With what forms does he express himself and to which other artistic current can we connect him? What trends does he anticipate that can we recognize? What other illustrations of the Divine Comedy are represented in the unit?

Competences

Being able to demonstrate Blake's belonging to the romantic current by recognizing the main aspect of his art. Identifying the techniques he uses and the motivation. Identifying which artist he is inspired by and what artistic current we can connect him to. Knowing how to recognize the trends he anticipates. Recognizing the other great illustrators of the Divine Comedy before and after Blake.

Communication

Using a specific language, knowing how to describe the characteristics of his art. Verbal and lexical enrichment.

Community

Recognizing in Blake the ability to break out of patterns and while framing him in Romanticism in the visual arts, seeing in him aspects related to synaesthesia, symbolism, neoclassicism and Freud's theories on the unconscious.

Go to the unit: https://clilstore.eu/cs/7732

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein..


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