CLIL Ratios Unit: Introduction



|ACCOUNTING |

|Prof. Tiziano ORTOLANI |

|I.T.S. “A. Oriani” FAENZA (RA) |

|Objective |The objective is to learn the basics of business finance: students will be shown why money and shares are essential|

| |in business creation and how to construct a portfolio relevant to business needs. |

|Class |3Brim - 21 students aged 16/17 |

| |Language level: B1 |

|Topic |BUSINESS FINANCE |

| |Money and shares ( Basic knowledge |

| |The Stock Market ( How does it work? |

| |Financial Planning ( Business financial needs |

|Timetable |Beginning of the second part of the school year = from the end of JANUARY (2 hours per week) |

| | |

| |10 one-hour lessons = 8 hours (interactive lessons and/or cooperative learning) and 2 hours (poster and oral |

| |presentation) |

|Types of collaboration |Collaboration between the content teacher and FL teacher in the Planning stage. The FL teacher supports the |

| |content teacher with language strategies, but they teach separately. |

|Medium of instruction |Content teacher teaches in L2 using only authentic materials in English. |

|Resources and materials |Handouts, PowerPoint Presentations, Video |

| |Websites / ICT room |

| |This class has played a virtual stock market game in teams competing against other schools in Italy. |

|Activity types |Reading: Open-ended questions / Multiple-choice exercises / Reading and drawing a mind map or a diagram / |

| |Problem-solving activities / Gap-filling exercises |

| |Listening: Open-ended questions / True-False exercises / Completing a diagram / Matching |

| |Speaking: Questioning / Problem solving and critical thinking activities / Plenary discussion / Info-gap |

| |activities / Pair work and group work tasks / Giving oral presentations |

| |Writing: Building sentences using key words, verb phrases and substitution tables / Answering open-ended questions |

| |/ Writing short texts / Making posters |

| |Vocabulary – Using word banks / Organizing words into lexical sets / Noticing language |

|Final assessment |Poster with oral presentations in L2 (group working) |

|Methodological / |Talking to the students clearly and giving lots of practical examples. |

|Motivational strategies |Using a lot of visual material |

| |Scaffolding / Providing language support / Recycling |

| |Learning in small groups |

| |Switching into Italian now and then (in Foreign Language lessons) where necessary |

|Modes of monitoring |Classroom observation |

| |Informal discussions with students |

| |Student questionnaires |

Introduction

Why not create our own business? We can have the key idea that starts a small business which not only provides us with a job and an income, but also provides employment for others in our area.

The task is to get creative, use imagination, and dream up a unique business that we think could work (survive, flourish, make a profit) in our area.

Using a variety of resources, we will need to look at the information available to determine whether our idea would work or not.

Prerequisites

This CLIL unit follows a national project named “Conoscere la Borsa” that the students have practised in L1 with the sponsorship of the bank “Cassa di Risparmio di Ravenna”. It can be carried out at the beginning of the 3rd class of a high school where students specialize in Accountancy and Economics.

Students are already able to:

1. read and understand some easy related texts;

2. value a simple accounting statement;

3. write a short report that analyses the financial management of the company.

Aims

1) To understand and use specific L2/FL lexis related to financial instruments and stock exchange.

2) To know and compare the differences between financial instruments.

3) To be aware of the financial needs of a business.

 

Lesson 1_Learning path

Learning path of the first lesson

Step 1: warm-up activity

The teacher shows students a slide to stimulate their conversation and curiosity on the subject: "Personal Financial Education".

All students must participate individually, suggesting ideas for discussion and explanation of the concepts using their language skills and their knowledge of reality (elicitation).

(see Appendix 1: PERSONAL FINANCIAL EDUCATION)

 

Step 2: listening and reflection activity

The teacher shows students a second slide and briefly explains new terms and words.

(see Appendix 2: INVESTMENTS)

Lesson 1_Homework

Research and pronunciation practice

The students, who received a third teacher’s input through an image delivered individually, research all the words and definitions. Everyone creates their own specific dictionary on the subject.

(see Appendix 3: STOCK MARKET TERMS)

(see Appendix 4: OUR DICTIONARY)

At the same time the students practise their pronunciation of the new terms.

They can get some help by visiting the following website:

Lesson 2_Learning path

Learning path of the second lesson

Step 1: warm-up activity

The students are divided into two teams and compete in a game of hot seat: the aim is to use the words and concepts learned in the first lesson. In the game, one team at a time tries to help the leader guess a word or phrase. The leader is sitting with his back turned to the interactive whiteboard, where the teacher projects one word at a time. The winning team is the one completing the activity in less time.

(see Appendix 5: HOT SEAT)

 

Step 2: listening and reflection activity

Students watch a video without stopping. At the end the teacher asks them what they have understood.

VIDEO:

Students watch the same video a second time: this time the teacher can stop the video at the necessary points and examine the meaning of the principal terms of trading in the Stock Exchange.

Students watch the video the third and final time; this time to focus on the correct pronunciation of the new words.

Step 3: practice and exercise

FIRST ACTIVITY - listening and writing: DICTOGLOSS.

The teacher reads a short text (part of the complete text of the video).

“…

Securities are rights to assets, mostly in the form of shares.

A share stands for a share in a company.

But why are shares traded at all?

Well, first and foremost the value of a share relates to the company behind it.

If you think the value of a company in terms of a pizza:

the bigger the overall size of the pizza, the bigger every piece is.

…”

Firstly, students have to listen to the teacher and try to remember and note as much as they can, in order to write down the whole text.

After a couple of minutes the teacher reads the same text a second time asking the students to work in pairs and compare their notes. Obviously, at the end of the second reading.

The teacher grants some extra time and lastly reads the text once again. At the end of the reading the students are asked to work in small groups (3/4 people) to build up the whole text.

Each group choose a reader of the work produced.

The activity ends with the teacher showing the integral text on the IWB (Interactive White Board).

SECOND ACTIVITY – comprehension and use of the language.

The teacher hands out a paper with some exercises about the video transcript.

(see Appendix 6: EXERCISES ON VIDEO)

The students work in groups doing Exercises 1 and 2, under the monitoring of the teacher.

During this activity the teacher leads the students to make connections with other oral parts of the program: terms of accounting they have already been taught such as goodwill, financial statements, balance sheet, etc.

At the end of the lesson the teacher hands out a paper with the complete text of the video.

(see Appendix 7: VIDEO TRANSCRIPT)

Lesson 2_Homework

Pronunciation practice

At home the students have to read  the video transcript and practise in order to learn the right pronunciation of the new words.

They can get some help by visiting the following website:

Then they have to complete the grid of the 3rd exercise in the paper of video exercises: family words.

Lesson 3_Learning path

Learning path of the third lesson

Step 1: Recycling and revising

The teacher and the students check the homework assigned at the end of Lesson 2 (Exercise 3 of the sheet delivered in the previous lesson - family words).

After that, the teacher provides students with a review of the terms learned in previous lessons, through a question loop activity based on definitions.

(see Appendix 8: QUESTION LOOP)

Step 2: Brainstorming - Comprehension questions

The teacher uses the IWB to show the students a card with an introductory questionnaire on the developments of the lesson: business financial requirements.

Working in small groups, students write short answers to the comprehension questions.

One student per group reads the answers of his/her group aloud.

(see Appendix 9: QUESTIONNAIRE)

Step 3: Reading and reflection

The teacher gives each student a sheet with an altered text. In turn, the students read a paragraph of the text and check their answers.

Then, the students improve their comprehension by doing some exercises that the teacher promptly gives them. They are allowed enough time to look up unfamiliar terms and idioms on the Internet.

(see Appendix 10: ALTERED TEST)

(see Appendix 11: EXERCISES ON LESSON 3)

Lesson 3: Homework

Pronunciation practice

1) Read the texts you have from the previous lesson.

2) Create a glossary in your notebook with the new words you have learnt in the lesson. Write the Italian translation next to each English word.

3) Practise in order to learn the right pronunciation of the new words. You can get some help by visiting the following websites:

-

“Create your own business”

The students prepare a little poster and a short oral presentation about their business idea, highlighting the financial needs analysis and outlooks on medium-term income.

Lesson 4_Assessment&Evaluation

Examination

In turn, each student presents the work produced at home in L2 in 10 minutes.

Evaluation grid

| |Beginning |Developing |Qualified |Exemplary |Score |

| |1 |2 |3 |4 | |

|Internet Use |Needs assistance or |Occasionally able to use |Usually able to use |Successfully uses | |

| |supervision to use |suggested Internet links to|suggested Internet |suggested Internet links | |

| |suggested Internet links|find information and |links to find |to find information and | |

| |and/or to navigate |navigates within these |information and |navigates within these | |

| |within these sites  |sites easily without |navigates within these |sites easily without | |

| | |assistance  |sites easily without |assistance. | |

| | | |assistance. | | |

|Presentation and use of |Student does not seem at|The student is somewhat |Student seems pretty |Student is completely | |

|English language |all prepared to |prepared, but it is clear |prepared but might have|prepared and has obviously| |

| |present.  |that rehearsal was lackin |needed a couple more |rehearsed. | |

| | | |rehearsals. | | |

|Content |Does not seem to |Shows a good understanding |Student seems pretty |Shows a full understanding| |

| |understand the topic |of parts of the topic. |prepared but might have|of the topic. | |

| |very well. | |needed a couple more | | |

| | | |rehearsals. | | |

|Collaboration with Peers |Rarely listens to, |Often listens to, shares |Usually listens to, |Almost always listens to, | |

| |shares with, and |with, and supports the |shares with, and |shares with, and supports | |

| |supports the efforts of |efforts of others in the |supports the efforts of|the efforts of others in | |

| |others in the group. |group but sometimes is not |others in the group. |the group. Tries to keep | |

| |Often is not a good team|a good team member | |people working well | |

| |member.  | | |together. | |

| | | | | | |

-----------------------

Tiziano ORTOLANI

a.s.

2015-16

CLIL Unit:

STOCK MARKET

& BUSINESS FINANCE

Corso di Perfezionamento in Metodologia CLIL

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