Appendices Appendix 1 – Difference between CLIL, CBLT and immersion Appendix 2 – CLIL triad Appendix 3 – Principles for lesson planning Appendix 4 – Bloom´s taxonomy Appendix 5 – Common principles of scaffolding Appendix 6 - Lesson plan – Jan Kaplický – teacher´s worksheet, pupil´s worksheet, glossary Appendix 7 - Lesson plan – Pop art and Andy Warhol – teacher´s worksheet, pupil´s worksheet, glossary Appendix 8 – Pupils´ pictures – ZŠ Sever Appendix 9 – Pupils´ pictures – ZŠ Habrmanova Appendix 10 – Lesson plan – Talented Leonardo – teacher´s worksheet, pupil´s worksheet, glossary Appendix 11 – Pupils´ questionnaire and samples Appendix 12 - Teacher´s questionnaire and two samples
1
Appendix 1 – Difference between CLIL, CBLT and immersion
DALE, Liz a TANNER, Rosie. CLIL Activities: A resource for subject and language teachers. New York: Cambridge University Press, 2012, 284 s. ISBN 978-0-521-14984-6.
DALE, Liz a TANNER, Rosie. CLIL Activities: A resource for subject and language teachers. New York: Cambridge University Press, 2012, 284 s. ISBN 978-0-521-14984-6.
Appendix 2 – CLIL triad
MEHISTO, Peeter, MARSH, David a FRIGOLS, María Jesús. Uncovering CLIL: content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan, 2008, 238 s. ISBN 978-0-230-02719-0.
Appendix 3 – Principles for lesson planning
MEHISTO, Peeter, MARSH, David a FRIGOLS, María Jesús. Uncovering CLIL: content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan, 2008, 238 s. ISBN 978-0-230-02719-0.
Appendix 4 – Bloom´s taxonomy
ŠMÍDOVÁ, Tereza, TEJKALOVÁ, Lenka a VOJTKOVÁ, Naděžda. CLIL ve výuce: jak zapojit cizí jazyky do vyučování. Praha: Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání pedagogických pracovníků, 2012, 64 s. ISBN 978-80-87652-57-2.
Appendix 5 – Common principles of scaffolding
ŠMÍDOVÁ, Tereza, TEJKALOVÁ, Lenka a VOJTKOVÁ, Naděžda. CLIL ve výuce: jak zapojit cizí jazyky do vyučování. Praha: Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání pedagogických pracovníků, 2012, 64 s. ISBN 978-80-87652-57-2.
Appendix 6 - Lesson plan – Jan Kaplický – teacher´s worksheet, pupil´s worksheet, glossary
Jan Kaplický and his architecture - pupil Jan Kaplický was one of the most significant Czech architects, but unfortunately he was successful not in his homeland but on the British Isles – mainly in England and London. He established architectural practice Future Systems which designed a lot of unique buildings. We can name Hauer King House, Wild at heart or West India Quay Bridge. Jan Kaplický was born in 1937 in Prague and died six years ago, in 2009. He studied at the College of Applied Arts and Architecture and Design (VSUP) in Prague. In 1968 he escaped from Prague to London with his friend and collegue Jaroslav Vokoun. In London he worked with architects like Norman Foster or Richard Rogers. Later, in 1979, he established his architectural practice called Future Systems. Ten years later, Amanda Levete, a great architect, joined the practice. In 1999 Jan Kaplický received the most prestigious architectural prize – The Stirling Prize RIBA. The architecture of Jan Kaplický and his architectural practice could be seen as Hightech architecture and some of his buildings are designed in Organic architecture. High-tech architecture is an architectural style that emerged in the 1970s. This architecture uses new technologies and materials which were designed for aeronautics or astronautics. It uses materials like steel and other lightweight metals. Big glass panels are also typical for this style. The example of this architecture is the Hauer King House in London. This private house, also known as “The Glass House“, is mainly made of the glass. The entrance wall of the house is translucent – it is not made of classic glass but special glass bricks which offer some privacy. The Organic architecture is inspired by the nature – organic plants or animal beings. A typical example of this architectural style is the project of National Library of Prague, also called “the Octopus“. The project of the library in the shape of octopus was not realized because a lot of people did not like this and fought against it. This “fight“ was a huge disappointment for Jan Kaplický. On
the other hand, such big names as Rogers, Foster or Hadid liked this project very much.
Adapted from: VIKTORINOVÁ, Petra. The Contemporary Architecture in London. Hradec Králové, 2013. Bakalářská práce. Univerzita Hradec Králové. Figures from: http://en.wikipedia.org/wiki/Jan_Kaplick%C3%BD#mediaviewer/File:JanKaplicky.jpg; aktualne.cz; 15. 1. 2009 http://www.novinky.cz/kultura/138831-kaplicky-upravil-knihovnu-aby-se-na-letnouvesla.html;FUTURE SYSTEMS/Jan Kaplický; 26. 10. 2014
Task 1: Make a timeline of Jan Kaplicky´s life. Important dates and events. You can start with the birth of Jan Kaplicky.
Task 2: What were the two architectural styles typical for Jan Kaplicky and his Future Systems?
Task 3: Work in pairs. One partner will find out the typical characteristics of Organic architecture, the second partner will find out the typical characteristics of High-tech. Firstly, write it down, then speak about it.
Task 4: Work in pairs. Talk about the National Library “the Octopus“. Do you like it or not? And why.
Task 5: Draw your own image of the Hauer King House.
Jan Kaplický and his architecture - teacher Jan Kaplický was one of the most significant Czech architects, but unfortunately he was successful not in his homeland but on the British Isles – mainly in England and London. He established architectural practice Future Systems which designed a lot of unique buildings. We can name Hauer King House, Wild at heart or West India Quay Bridge. Jan Kaplický was born in 1937 in Prague and died six years ago, in 2009. He studied at the College of Applied Arts and Architecture and Design (VSUP) in Prague. In 1968 he escaped from Prague to London with his friend and collegue Jaroslav Vokoun. In London he worked with architects like Norman Foster or Richard Rogers. Later, in 1979, he established his architectural practice called Future Systems. Ten years later, Amanda Levete, a great architect, joined the practice. In 1999 Jan Kaplický received the most prestigious architectural prize – The Stirling Prize RIBA. The architecture of Jan Kaplický and his architectural practice could be seen as Hightech architecture and some of his buildings are designed in Organic architecture. High-tech architecture is an architectural style that emerged in the 1970s. This architecture uses new technologies and materials which were designed for aeronautics or astronautics. It uses materials like steel and other lightweight metals. Big glass panels are also typical for this style. The example of this architecture is the Hauer King House in London. This private house, also known as “The Glass House“, is mainly made of the glass. The entrance wall of the house is translucent – it is not made of classic glass but special glass bricks which offer some privacy. The Organic architecture is inspired by the nature – organic plants or animal beings. A typical example of this architectural style is the project of National Library of Prague, also called “the Octopus“. The project of the library in the shape of octopus was not realized because a lot of people did not like this and fought against it. This “fight“ was a huge disappointment for Jan Kaplický. On the other hand, such big names as Rogers, Foster or Hadid liked this project very much.
Adapted from: VIKTORINOVÁ, Petra. The Contemporary Architecture in London. Hradec Králové, 2013. Bakalářská práce. Univerzita Hradec Králové. Figures from: http://en.wikipedia.org/wiki/Jan_Kaplick%C3%BD#mediaviewer/File:JanKaplicky.jpg; aktualne.cz; 15. 1. 2009 http://www.novinky.cz/kultura/138831-kaplicky-upravil-knihovnu-aby-se-na-letnouvesla.html;FUTURE SYSTEMS/Jan Kaplický; 26. 10. 2014
Task 1: Make a timeline of Jan Kaplicky´s life. Important dates and events. You can start with the birth of Jan Kaplicky.
Task 2: What were the two architectural styles typical for Jan Kaplicky and his Future Systems? Organic architecture and High-tech architecture.
Task 3: Work in pairs. One partner will find out the typical characteristics of Organic architecture, the second partner will find out the typical characteristics of High-tech. Firstly, write it down, then speak about it. Organic architecture: is inspired by the nature – organic plants or animal beings. A typical example of this architectural style is the project of National Library of Prague, also called “the Octopus“. High-tech architecture: uses new technologies and materials which was designed for aeronautics or astronautics. It uses materials like steel and other lightweight metals. Big glass panels are also typical for this style. The example of this architecture is the Hauer King House in London. Task 4: Work in pairs. Talk about the National Library “the Octopus“. Do you like it or not? And why. In my opinion … (subjective opinion) Task 5: Draw your own image of the Hauer King House. (drawing – student´s imagination)
Jan Kaplický and his architecture – Glossary Significant - very important To establish - to begin or create (something that is meant to last for a long time) Practice – as office - a building or room in which people work at desks doing business or professional activities To escape – to get away from something that is difficult or unpleasant To join – to come into the company Aeronautics and Astronautics - the art or science of flight and the science of the construction and operation of vehicles for travel in space beyond the earth's atmosphere (letectví a kosmonautika) Lightweight - someone or something that does not weigh as much as others Metals - a substance (such as gold, tin, or copper) that usually has a shiny appearance, is a good conductor of electricity and heat, can be melted, and is usually capable of being shaped Steel - a strong, hard metal made of iron and carbon (ocel) Translucent - not completely clear or transparent but clear enough to allow light to pass through Privacy - the state of being alone : the state of being away from other people Disappointment - the state or feeling of being disappointed -> to make (someone) unhappy by not being as good as expected or by not doing something that was hoped for or expected Shape - the form or outline of an object
Octopus -
Brick Merriam Webster Online Dictionary - http://www.merriam-webster.com/ Pictures from klipart.
Appendix 7 - Lesson plan – Pop art and Andy Warhol – teacher´s worksheet, pupil´s worksheet, glossary
POP ART (group 1) - pupil Pop art, as a new art movement, emerged in 1950s in Britain and also in the United States. The pop art means popular art, it is the art for ordinary people. This art was inspired by commercials, comics, neon lights, media culture and the real life of the big city. It was soon very popular mostly among young people. Typical pop art paintings and works are very colourful and expressive, full of things from everyday life like Coca Cola bottles, soup cans or boxes of washing powder. Another interesting thing was that the art works were made in big amounts – like series production. That means that the work was no longer one original. Let´s imagine for example the famous Mona Lisa. Mona Lisa is very original and unique work and there is only one original Mona Lisa. If Mona Lisa had been created during pop art, there would have been at least twenty Mona Lisas. From the famous pop artist we can name Andy Warhol, Robert Rauschenberg, Roy Lichtenstein or Jasper Johns. Each of these artists created different art works. Rober Rauschenberg uses photographies and found things which he glues on the painting. Roy Lichtenstein makes large pictures which are the details of comics. Jasper Johns paints targets, american flags and maps. And what about Andy Warhol?
Adapted from: [1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s. ISBN 978-80-85970-63-0. [2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6. [3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.
Task 1: What does the term „POP ART“ mean and why?
Task 2: How does the typical pop art painting look like? Choose one of the given artist, write down his typical pop art work and tell it to your partner.
ANDY WARHOL (group 2) - pupil Andy Warhol was an American artist famous for his pop art works. He was born in 1928 in Pittsburg, Pennsylvania, United States. He studied arts and then he became an illustrator of magazines and a designer of commercials and advertisements. In 1960s he became famous mostly for his designs of Campbell´s soup cans. He also made series of portraits of famous people – like Marilyn Monroe, Audrey Hepburn or Elvis Presley. He established a studio called The Factory where many other artists were invited. In The Factory he created his works and in 1962 he started with a series production of serigraphy paintings. The serigraphy,or screen printing, is a special technique of making art works. It is a method of creating an image on paper, fabric or some other object by pressing ink through a screen with areas blocked off by a stencil. In 1970s he designed two albums of Rolling Stones. His friend Mick Jagger, singer of Rolling Stones, had asked him to paint several portraits of him. Andy also designed an album for John Lennon, who was his friend as well.
Adapted from: [1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s. ISBN 978-80-85970-63-0. [2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6. [3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.
Task 1: What is Andy Warhol famous for?
Task 2: What is serigraphy? Write down and then explain it to your partner.
POP ART (group 1) - teacher Pop art, as a new art movement, emerged in 1950s in Britain and also in the United States. The pop art means popular art, it is the art for ordinary people. This art was inspired by commercials, comics, neon lights, media culture and the real life of the big city. It was soon very popular mostly among young people. Typical pop art paintings and works are very colourful and expressive, full of things from everyday life like Coca Cola bottles, soup cans or boxes of washing powder. Another interesting thing was that the art works were made in big amounts – like series production. That means that the work was no longer one original. Let´s imagine for example the famous Mona Lisa. Mona Lisa is very original and unique work and there is only one original Mona Lisa. If Mona Lisa had been created during pop art, there would have been at least twenty Mona Lisas. From the famous pop artist we can name Andy Warhol, Robert Rauschenberg, Roy Lichtenstein or Jasper Johns. Each of these artists created different art works. Rober Rauschenberg uses photographies and found things which he glues on the painting. Roy Lichtenstein makes large pictures which are the details of comics. Jasper Johns paints targets, american flags and maps. And what about Andy Warhol?
Adapted from: [1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s. ISBN 978-80-85970-63-0. [2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6. [3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.
Task 1: What does the term „POP ART“ mean and why? Term POP ART means popular art – this was the art for all people – for ordinary people. Task 2: How does the typical pop art painting look like? Choose one of the given artist, write down his typical pop art work and tell it to your partner. Typical pop art painting is very colourful, very expressive – often paintings of soups, Coca Cola, and other things from everyday life.
ANDY WARHOL (group 2) - teacher Andy Warhol was an American artist famous for his pop art works. He was born in 1928 in Pittsburg, Pennsylvania, United States. He studied arts and then he became an illustrator of magazines and a designer of commercials and advertisements. In 1960s he became famous mostly for his designs of Campbell´s soup cans. He also made series of portraits of famous people – like Marilyn Monroe, Audrey Hepburn or Elvis Presley. He established a studio called The Factory where many other artists were invited. In The Factory he created his works and in 1962 he started with a series production of serigraphy paintings. The serigraphy,or screen printing, is a special technique of making art works. It is a method of creating an image on paper, fabric or some other object by pressing ink through a screen with areas blocked off by a stencil. In 1970s he designed two albums of Rolling Stones. His friend Mick Jagger, singer of Rolling Stones, had asked him to paint several portraits of him. Andy also designed an album for John Lennon, who was his friend as well.
Adapted from: [1]ČERNÁ, Marie. Dějiny výtvarného umění. 5., rozš. a upr. vyd. Praha: Idea servis, 2008, 232 s. ISBN 978-80-85970-63-0. [2]1000 geniálních obrazů. 1. vyd. Praha: Mladá fronta, 2007, 543 s. ISBN 978-80-204-1647-6. [3]KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3.
Task 1: What is Andy Warhol famous for? He is famous for his pop art works – lots of portraits of famous people (Elvis Presley, Marilyn Monroe).
Task 2: What is serigraphy? Write down and then explain it to your partner. It is a special technique when the artist uses a stencil and press ink through it on the paper.
POP ART AND ANDY WARHOL – Glossary a movement – a tendency or trend to emerge - to become known or apparent to mean – to have (a particular meaning), to express a commercial, an advertisement – something (such as a short film or a written notice) that is shown or presented to the public to help sell a product or to make an announcement media culture – television, internet, radio expressive - showing emotions and feelings clearly and openly
a can –
a washing powder series production – a thing produced in a big amount to glue - to make (something) stick to something else by using glue a target – to become – to begin to be or come to be something specified to establish - to begin or create (something that is meant to last for a long time) screen printing – sítotisk (screen = síto) a serigraphy - sítotisk a stencil - a piece of paper, metal, etc., that has a design, letter, etc., cut out of it (šablona) to press through – to push something through (into one side and out the other side) to block off – zahradit, zablokovat
Merriam Webster Online Dictionary - http://www.merriam-webster.com/ Picture from klipart.
Appendix 8 – Pupils´ pictures – ZŠ Sever
Appendix 9 – Pupils´ pictures – ZŠ Habrmanova
Appendix 10 – Lesson plan – Talented Leonardo – teacher´s worksheet, pupil´s worksheet, glossary
Talented Leonardo - pupil Leonardo da Vinci is mostly famous for his paintings, mainly for his Gioconda, also called Mona Lisa. But Leonardo wasn´t just a painter. He was really talented in many different branches – architecture, natural sciences, engineering. Leonardo da Vinci lived from 1452 to 1519 in Italy, mostly Florence. There isn´t much evidence about his childhood. Since he was seventeen he was working as an assistant in Florence in an art studio of Verocchio, a famous artist as well. In his earlier years he painted a lot of works on biblical themes, mostly pictures of Virgin Mary. Since 1482 he worked in Milan as a main portraitist of Ludovik Sforza. He painted a lot of portraits as well as pictures on religious and biblical themes. He soon became known for his specific technique „sfumato“, meaning smoky, which is the specific painting of light and shadow in the painting. Leonardo was always interested in nature, human body or engineering. As architect and engineer he came up with a series of sketches of interesting inventions, for example the project of flying machine. He also made numerous studies of human body – skeleton and muscles, animal skeleton and others.
Leonardo´s famous painting is La Gioconda, known as Mona Lisa. This work, probably from the year 1503, is full of mysteries. Firstly, we still don´t know who is this woman in the picture. Or is it really a woman? Many speculators say that the Mona Lisa was a man. Another thing, so interesting about this picture, is the
mysterious smile of Mona Lisa. Is she smiling or not? Is she happy or not? Is she trying to say something to us? Unfortunately, without any evidence, we can just guess.
Adapted from: KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3. Figures from: http://en.wikipedia.org/wiki/Leonardo_da_Vinci
Task 1: What was Leonardo talented in? Name different branches and examples.
Task 2: What technique is he famous for? What does it mean?
Task 3: What is La Gioconda? What can you see in the picture?
Task 4: Think about your opinion about Mona Lisa? Is it a woman or man? Is she smiling or not? Make a story about the person. Write it down, then tell your partner.
Talented Leonardo - teacher Leonardo da Vinci is mostly famous for his paintings, mainly for his Gioconda, also called Mona Lisa. But Leonardo wasn´t just a painter. He was really talented in many different branches – architecture, natural sciences, engineering. Leonardo da Vinci lived from 1452 to 1519 in Italy, mostly Florence. There isn´t much evidence about his childhood. Since he was seventeen he was working as an assistant in Florence in an art studio of Verocchio, a famous artist as well. In his earlier years he painted a lot of works on biblical themes, mostly pictures of Virgin Mary. Since 1482 he worked in Milan as a main portraitist of Ludovik Sforza. He painted a lot of portraits as well as pictures on religious and biblical themes. He soon became known for his specific technique „sfumato“, meaning smoky, which is the specific painting of light and shadow in the painting. Leonardo was always interested in nature, human body or engineering. As architect and engineer he came up with a series of sketches of interesting inventions, for example the project of flying machine. He also made numerous studies of human body – skeleton and muscles, animal skeleton and others.
Leonardo´s famous painting is La Gioconda, known as Mona Lisa. This work, probably from the year 1503, is full of mysteries. Firstly, we still don´t know who is this woman in the picture. Or is it really a woman? Many speculators say that the Mona Lisa was a man. Another thing, so interesting about this picture, is the mysterious smile of Mona Lisa. Is she smiling or not? Is she happy or not? Is she trying to say something to us? Unfortunately, without any evidence, we can just guess.
Adapted from: KRAUSSE, Anna-Carola. Dějiny malířství: od renesance po současnost. Vyd. 2. Přeložil Jaroslava Krajná. Praha: Slovart, c2008, 128 s. ISBN 978-80-7391-056-3. Figures from: http://en.wikipedia.org/wiki/Leonardo_da_Vinci
Task 1: What was Leonardo talented in? Name different branches and examples.
He was a painter (Mona Lisa), he was interested in architecture and engineering (flying machine) and natural sciences (sketches of human body, animal body).
Task 2: What technique is he famous for? What does it mean?
This technique is called „sfumato“, meaning smoky, which is the specific painting of light and shadow in the painting
Task 3: What is La Gioconda? What can you see in the picture?
La Gioconda is the most famous painting from Leonardo, also called Mona Lisa. In the picture we can see a smiling woman (?).
Task 4: Think about your opinion about Mona Lisa? Is it a woman or man? Is she smiling or not? Make a story about the person. Write it down, then tell your partner.
----- PUPILS´ PERSONAL OPINIONS ----
Talented Leonardo – Glossary a painter - an artist who paints; one who applies paint especially as an occupation a branch – a discipline or field (obor) natural sciences - a science (=věda; such as physics, chemistry, or biology) that studies the physical and natural world or the events that happen in nature engineering - the work of designing and creating large structures (such as roads and bridges) or new products or systems by using scientific methods an evidence - something which shows that something else exists or is true biblical themes - of, relating to, or being in accord with the Bible religious themes - believing in a god or a group of gods and following the rules of a religion nature - the physical world and everything in it (such as plants, animals, mountains, oceans, stars, etc.) that is not made by people
human body -
an invention - something invented: as a product of the imagination; especially, e.g. The light bulb was one of the most important inventions of the 19th century. a skeleton - the structure of bones that supports the body of a person or animal
muscles –
a mystery - something not understood or beyond understanding to try - to do or use (something) in order to see if it works or will be successful to guess - to form an opinion or give an answer about something when you do not know much or anything about it Merriam Webster Online Dictionary - http://www.merriam-webster.com/ Pictures from klipart.
Appendix 11 – Pupils´ questionnaire and samples 1. Líbilo se ti propojení angličtiny s jiným předmětem? 2. Chtěl(a) bys, aby hodiny angličtiny byly propojené s jinými předměty? 3. Jaký předmět bys chtěl mít propojený s angličtinou? 4. Další komentáře:
Appendix 12 - Teacher´s questionnaire and two samples
Dobrý den,
jsem studentka posledního ročníku programu Učitelství v oborech Anglický jazyk a Výtvarná výchova. Píši diplomovou práci na téma CLIL ve výtvarné výchově. Tímto bych Vás chtěla požádat o vyplnění dotazníku, jehož výsledky budou součástí praktické části mé diplomové práce. Dotazník je anonymní. Za vyplnění dotazníku předem velice děkuji,
Bc. Petra Viktorinová.
1. Kolik je Vám let? 2. Jsem: a) žena
b) muž
3. Jak dlouho působíte ve školství jako učitel/ka? Prosím vyberte: a) méně než 10 let
b) 10 – 20 let
c) více jak 20 let
4. Znáte pojem CLIL = Content and Language Integrated Learning? a) ano, znám tento pojem a vím, co znamená (Pokračujte na otázku č.5) b) ne, nikdy jsem tento pojem neslyšel/a c) ano, o pojmu jsem již slyšela, ale více o něm nevím
5. Na naší škole se metoda CLIL (či propojení anglického jazyka s jiným předmětem) používá či používala: a) ano (Pokračujte na otázku č. 6)
b) ne (Pokračujte na otázku č.7)
6. Na škole se CLIL metoda využívá/využívala: a) Metoda CLIL se ve výuce anglického jazyka aktivně využívá. b) Metodu CLIL jsme vyzkoušeli v rámci celostátního projektu. c) Metodu CLIL jsme vyzkoušeli v rámci zkvalitnění výuky, nicméně ji v současnosti nevyužíváme.
7. Jaký předmět byl vyučován s anglickým jazykem (jiným jazykem) ? Prosím doplňte: …………………………………………………………………….
8. Má zkušenost s metodou CLIL je následující: a) Učení metodou CLIL jsem sám/sama vyzkoušel/a jako učitel/ka. b) Výuku metodou CLIL jsem zažil/a pouze jako pozorovatel. c) Výuku metodou CLIL jsem nezažil/a ani jako učitel ani jako pozorovatel. 9. Můj pohled na přínos výuce při použití CLIL metody: a) CLIL metoda je velmi efektivní a také zajímavá pro žáky, určitě by se měla ve výuce více objevovat. b) CLIL metoda je zajímavá, ale nemám pocit, že by měla být více využívána. c) CLIL metoda mi nepřijde ani zajímavá ani přínosná. d) Jiné: ………………………………………………………………………………
V případě, že máte další zkušenost s CLIL metodou či s propojením anglického jazyka s jiným předmětem buď z předchozího zaměstnání (jiná škola) anebo z jiného důvodu, prosím o sdělení informací. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Sample 1 – Questionnaire
Dobrý den,
jsem studentka posledního ročníku programu Učitelství v oborech Anglický jazyk a Výtvarná výchova. Píši diplomovou práci na téma CLIL ve výtvarné výchově. Tímto bych Vás chtěla požádat o vyplnění dotazníku, jehož výsledky budou součástí praktické části mé diplomové práce. Dotazník je anonymní. Za vyplnění dotazníku předem velice děkuji,
Bc. Petra Viktorinová.
1. Kolik je Vám let? 25 2. Jsem: a) žena
b) muž
3. Jak dlouho působíte ve školství jako učitel/ka? Prosím vyberte: a) méně než 10 let
b) 10 – 20 let
c) více jak 20 let
4. Znáte pojem CLIL = Content and Language Integrated Learning? a) ano, znám tento pojem a vím, co znamená (Pokračujte na otázku č.5) b) ne, nikdy jsem tento pojem neslyšel/a c) ano, o pojmu jsem již slyšela, ale více o něm nevím
5. Na naší škole se metoda CLIL (či propojení anglického jazyka s jiným předmětem) používá či používala: a) ano (Pokračujte na otázku č. 6)
b) ne (Pokračujte na otázku č.7)
6. Na škole se CLIL metoda využívá/využívala: a) Metoda CLIL se ve výuce anglického jazyka aktivně využívá. b) Metodu CLIL jsme vyzkoušeli v rámci celostátního projektu. c) Metodu CLIL jsme vyzkoušeli v rámci zkvalitnění výuky, nicméně ji v současnosti nevyužíváme.
7. Jaký předmět byl vyučován s anglickým jazykem (jiným jazykem) ? Prosím doplňte: (z moji aprobace Výchova ke zdraví)
8. Má zkušenost s metodou CLIL je následující: a) Učení metodou CLIL jsem sám/sama vyzkoušel/a jako učitel/ka. b) Výuku metodou CLIL jsem zažil/a pouze jako pozorovatel. c) Výuku metodou CLIL jsem nezažil/a ani jako učitel ani jako pozorovatel. 9. Můj pohled na přínos výuce při použití CLIL metody: a) CLIL metoda je velmi efektivní a také zajímavá pro žáky, určitě by se měla ve výuce více objevovat. b) CLIL metoda je zajímavá, ale nemám pocit, že by měla být více využívána. c) CLIL metoda mi nepřijde ani zajímavá ani přínosná. d) Jiné: ………………………………………………………………………………
V případě, že máte další zkušenost s CLIL metodou či s propojením anglického jazyka s jiným předmětem buď z předchozího zaměstnání (jiná škola) anebo z jiného důvodu, prosím o sdělení informací. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Sample 2 – Questionnaire
Dobrý den,
jsem studentka posledního ročníku programu Učitelství v oborech Anglický jazyk a Výtvarná výchova. Píši diplomovou práci na téma CLIL ve výtvarné výchově. Tímto bych Vás chtěla požádat o vyplnění dotazníku, jehož výsledky budou součástí praktické části mé diplomové práce. Dotazník je anonymní. Za vyplnění dotazníku předem velice děkuji,
Bc. Petra Viktorinová.
1. Kolik je Vám let? 59 2. Jsem: a) žena 3. Jak dlouho působíte ve školství jako učitel/ka? Prosím vyberte: b) méně než 10 let
b) 10 – 20 let
c) více jak 20 let
4. Znáte pojem CLIL = Content and Language Integrated Learning? d) ano, znám tento pojem a vím, co znamená (Pokračujte na otázku č.5) e) ne, nikdy jsem tento pojem neslyšel/a f) ano, o pojmu jsem již slyšela, ale více o něm nevím
5. Na naší škole se metoda CLIL (či propojení anglického jazyka s jiným předmětem) používá či používala: b) ano (Pokračujte na otázku č. 6)
b) ne (Pokračujte na otázku č.7)
6. Na škole se CLIL metoda využívá/využívala: d) Metoda CLIL se ve výuce anglického jazyka aktivně využívá. e) Metodu CLIL jsme vyzkoušeli v rámci celostátního projektu. f) Metodu CLIL jsme vyzkoušeli v rámci zkvalitnění výuky, nicméně ji v současnosti nevyužíváme.
7. Jaký předmět byl vyučován s anglickým jazykem (jiným jazykem) ? Prosím doplňte: Pracovní činnosti a Výtvarná výchova.
8. Má zkušenost s metodou CLIL je následující: d) Učení metodou CLIL jsem sám/sama vyzkoušel/a jako učitel/ka. e) Výuku metodou CLIL jsem zažil/a pouze jako pozorovatel. f) Výuku metodou CLIL jsem nezažil/a ani jako učitel ani jako pozorovatel. 9. Můj pohled na přínos výuce při použití CLIL metody: e) CLIL metoda je velmi efektivní a také zajímavá pro žáky, určitě by se měla ve výuce více objevovat. f) CLIL metoda je zajímavá, ale nemám pocit, že by měla být více využívána. g) CLIL metoda mi nepřijde ani zajímavá ani přínosná. h) Jiné: ………………………………………………………………………………
V případě, že máte další zkušenost s CLIL metodou či s propojením anglického jazyka s jiným předmětem buď z předchozího zaměstnání (jiná škola) anebo z jiného důvodu, prosím o sdělení informací. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
