T DUTCH CONNECTION B · 10’ Worksheet 1 (questionnaire) PowerPoint 1.1 1.2 Experience the Dutch culture speaking interaction listening S S Pair work + Groups of 4 15’ Worksheet

TEACHER’S

BOOK DUTCH CONNECTION

Laura Andradas, Myriam Garcia & Montse Gómez, 2010

UAB TED Masters Degree

DUTCH CONNECTION

Andradas, Garcia & Gómez, 2010

This unit would not have been

possible without the precious

help of Oriol Pallarès and Teresa

Socias, whose involvement and

support have been essential in

the development of the unit.

DUTCH CONNECTION


TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

CLIL PLANNING TEMPLATE _______________________________________________________________ 1

Lesson BY LESSON OVERVIEW ____________________________________________________________ 6

ICON KEY ___________________________________________________________________________ 9

LESSONS

1. DUTCH CULTURE FOR BEGINNERS ________________________________________________________ 10

2. AMSTERDAM _____________________________________________________________________ 13

3. BREDA __________________________________________________________________________ 16

4. ANNE FRANK _____________________________________________________________________ 18

4’. ANNE FRANK ____________________________________________________________________ 23

5. CULTURE IS... _____________________________________________________________________ 26

EXTRA MATERIALS

6. DIKES, POLDERS AND WINDMILLS _______________________________________________________ 31

7. BELGIUM. SO CLOSE, SO FAR __________________________________________________________ 33

8. EXPERIENCE ANTWERP ______________________________________________________________ 36

9. AROUND BARCELONA _______________________________________________________________ 39

10. GOTHIC QUARTER AND BOQUERIA RALLY _________________________________________________ 40

11. CATALONIA MEETS THE NETHERLANDS ___________________________________________________ 42

ASSESSMENT

RUBRICS AND CHECKLISTS ______________________________________________________________ 43

EXAMS WITH KEYS ___________________________________________________________________ 46

THE DIARY OF A YOUNG GIRL. ANNE FRANK ______________________________________________ 46

THE DIARY OF A YOUNG GIRL. (PART 1) __________________________________________________ 51

THE DIARY OF A YOUNG GIRL. (PART 2) _________________________________________________ 54

DUTCH CONNECTION EXAM _________________________________________________________ 57

ANNEXES

ANNEX1: CREATIVE COMMONS __________________________________________________________ 61

ANNEX 2: ONLINE VIDEO LIST ____________________________________________________________ 62

ANNEX 3: CD TABLE OF CONTENTS ________________________________________________________ 63

ANNEX 4: CD _______________________________________________________________________ 64

DUTCH CONNECTION

Andradas, Garcia & Gómez, 2010 1

CLIL PLANNING TEMPLATECLIL PLANNING TEMPLATECLIL PLANNING TEMPLATECLIL PLANNING TEMPLATE

TITLE: DUTCH CONNECTION

AUTHORS: Laura Andradas, Myriam Garcia & Montserrat Gómez

CLASS/AGE: Recommended to students from 11 to 14 years old

SUBJECTS INVOLVED: English, Dutch & Social Science.

NUMBER OF SESSIONS: 6+6

COE LEVEL: Recommended for A2

INTRODUCTION TO THE TASK

We will learn in this unit about the Dutch and Flemish culture and we will compare

them with our own culture.

Through this unit, we will visit The Netherlands and Belgium and we will try to

understand how they are and what the main features of their cultures are. We will

travel to Amsterdam, Breda, Antwerp, Brussels and we will visit some amazing

places here in Barcelona. Come and enjoy the trip!

MAIN GOALS AND COMPETENCES

By the end of this unit, the students will be able to …

1. comprehend oral, written and audiovisual messages related to the Dutch,

Flemish and Catalan cultures

2. participate in oral interactions by:

- debating and role playing

- working in a cooperative way

- giving opinions and expressing arguments

3. produce coherent writings focusing on specific cultural features

4. explain historical and political facts relating them to the life of Anne Frank

5. read, comprehend and enjoy basic touristic texts

6. use new ICT technologies and apply them to present their works in class

7. reflect on intercultural dimension: be conscious that all cultures are valuable

8. reflect on the use of other language (Dutch)

DUTCH CONNECTION


This unit contributes to the achievement of the following key competences:

- Linguistic and audiovisual communicative competence. - Artistic and cultural competence. - Processing information and digital competence. - Learning to learn. - Autonomy and personal initiative. - Knowledge and interaction with the physical world. - Social and civic competence. - Comprehending our social reality and the effects of mankind actions in

our nowadays society More specifically, according to the ESO curriculum, students will also:

• Participate in oral, written and audiovisual interactions.

• Take part in oral discussions about given topics.

• Comprehend and express oral, written and audiovisual messages.

• Produce brief oral and written texts.

• Use ICT resources to look for, organize and present information. • Value languages, cultures and ways of life different to students’ own

ones.

• Work collaboratively.

• Be encouraged to develop an interest in reading and listenig to abridged

SUBJECT MATTER CONTENTS:

MAIN TARGET KNOWLEDGE

• Dutch customs.

• Basic knowledge of Dutch

language.

• Main touristic attractions of

Amsterdam, Breda, Brussels and

Barcelona and basic historical

knowledge of the most famous

buildings and areas.

• Anne Frank’s life and its

relationship with Nazism and

World War II.

• Dutch water constructions.

SUBJECT MATTER CONTENTS:

MAIN TARGET SKILLS

• Situating the English speaking

countries on a world map

• Understanding and explaining the

reason why English is so widespread

• Explaining historical facts

• Remembering some historical

characters regarding the British

Empire

• Reflecting about advantages and

disadvantages of colonization

• Surfing the Internet to find specific

information

• Presenting a topic orally in public.

• Being able to create proper writing

with models or guidelines

• Using ICT and learn how to manage

new software

DUTCH CONNECTION


CONTENT OBLIGATORY LANGUAGE:

DISCOURSE GENRE (TEXT TYPE):

TO UNDERSTAND

• descriptive texts of the main

attractions of a city (e.g.:

information guides)

• explanatory videos in the target

language without subtitles.

TO GENERATE

• summaries of a narrative text (Anne Frank’s diary)

• oral explanation of a specific text.

• A timeline about a historical period

• oral opinions and give arguments

• creative production using ICT

CONTENT OBLIGATORY LANGUAGE:

TOPIC SPECIFIC

• Dutch culture

• The Netherlands

• liberal policies on drugs, abortion and prostitution

• time managing

• [Dutch words & expressions]

• red-light district

• coffeshops

• Nazism and Holocaust

• World War II

• Jews- vs- Jewish

• Jewish persecution

• concentration camps

• Art Nouveau

• Dikes, polders, windmills

• Delicacies and specialties

• Architecture ACADEMIC DOMAIN SPECIFIC

• when we think about….

• are well known for….

• I think that…, because… • had to/ could not/ were not

allowed to

• as… increased,…

• is located… from…

SOCIAL & CULTURAL VALUES // PERSONAL & EMOTIONAL DEVELOPMENT

• Internalising Dutch culture.

• Valuing the differences between student’s own culture and Dutch culture.

• Collaborative learning awareness.

• Examining the causes and consequences of Nazism and World War II.

• Understanding the suffering of a Jewish family during the Holocaust.

DUTCH CONNECTION


SUMMATIVE ASSESSMENT

TASKS

1. Oral production:

- Oral presentation (brochure)

- Breda role play

- Experts’ corners

- Quiz

2. Group work

- Brochure

- Voicethread

3. Class work

- Collaborative writing

- Writing a text

- Summary of a text

4. Final Dossier

4. Final Exams:

- Anne Frank’s Exam

- Dutch connection exam

ASSESSMENT CRITERIA

1. Oral production

• Oral presentation � Rubric

• Participation � Rubric

2. Group work

• Voicethread � Rubric

• Brochure � Checklist

3. Class work

• Writing skill � Checklist

• Homework � Rubric

• Attitude � Rubric

4. Final Dossier

5. Final exams

GRADING SYSTEM summative, formative, final

Extra Materials are not included in the grading system, since the teacher is

free to implement them or not.

• Oral participation 10% • Group work 30%

- Voicethread - Brochure

• Class work 20% - Homework - Dossier

• Final exams - Anne Frank exam 20% - Dutch connection exam 20%

DUTCH CONNECTION


RESOURCES

• PC, projector and Internet Connection

• DVD player, CD player,

• Microsoft Office PowerPoint and Microsoft Office Word

• ICT tools: glogster, prezi, wordle, mindmap, Moodle

CREDITS

• Images from Flickr (www.flickr.com), GoogleImages, among other

sources.

• Videos hosted in Youtube (http://www.youtube.com) (accessed on

May, 2010).

• “The diary of a young girl” by Anne Frank, Ed. Penguin ELT simplified

readers: Level 4, Longman (1999.

• Rubrics from www.rubistar.4teachers.org

ACKNOWLEDGEMENTS

Special mention to our mentor, Teresa Socias, and our tutor, Oriol

Pallarès.

COMMENTS

• This unit does not cover copyright of photos or original material.

• The teacher has to present and contextualise the unit goals and the

main activities that will be carried out on the first session and how

the students will be assessed.

• This unit is not only meant for those students participating in the

exchange because it can be considered as a general approach to a

different culture.

• Some activities have been designed to address the diversity existing

in secondary education.

• This unit has been designed especially for Tandem Teaching.

• The extension unit is aimed at preparing day trips in Barcelona or

during the exchange.

• At the end of the unit students will have to sit a final exam (see

corresponding sections) and prepare a dossier which includes all the

worksheets they have been working with.

DUTCH CONNECTION


LESSON LESSON LESSON LESSON BY BY BY BY LESSONLESSONLESSONLESSON OOOOVERVIEWVERVIEWVERVIEWVERVIEW

Lesson 1- Dutch Culture for beginners (suggested timing for 1 session)

Tasks Skill/s Interaction Grouping Timing Materials & Resources

1.1 How much do you know about the Netherlands?

speaking interaction reading

S��S, T�Class

Pair work, Class work

10’ Worksheet 1 (questionnaire) PowerPoint 1.1

1.2 Experience the Dutch culture

speaking interaction listening

S��S Pair work + Groups of 4

15’ Worksheet 1 Experience the Dutch culture [video] Wordle 1.2

1.3 Writing about Dutch culture

speaking writing interaction

S��S Pair work Suggested for homework

Worksheet 1

1.4 Shopping in Amsterdam

speaking interaction writing

S��S Pair work 10’ Worksheet 1 PowerPoint 1.4

1.5 Dutch for beginners


T��Class, S��S

Class work, pair work

15’ Worksheet 1 Learning Dutch - Basic Phrases 001 Greetings and Polite Chat [video]

Lesson 2- Amsterdam (suggested timing for 1 session)


2.1 What do you already know about Amsterdam?


T�Class S��S

Pair work, Class work

5’ Worksheet 2 PowerPoint 2.1

2.2 Amsterdam for foreigners

speaking interaction writing listening

S��S Pair work + Groups of 4

15’ Worksheet 2 Amsterdam – Lonely Planet Travel Video [video]

2.3 Experts’ corners. Things you are going to see in Amsterdam

speaking interaction reading

S��S Groups of 4

20’ Experts’ corners texts

2.4 What have we learnt?

listening S��S, T�Class

Groups of 4, Class work


Suggested homework: students have to bring the questionnaire done in a separate piece of paper (individual task).

DUTCH CONNECTION


Lesson 3- Breda (suggested timing for 1 session)


3.0 Breda. Some places to visit


T�Class Class work

10’ PowerPoint 3.0

3.1 Visiting Breda (role play)


S��S Pair work 30’ Worksheet student A/B

3.2 Voicethread about Breda

speaking interaction reading writing


PC with internet connection Moodle or wiki to upload the link

Lesson 4 – Anne Frank ( suggested timing for 2 session)


4.0 The diary of a young girl


T�Class Class work

10’ PowerPoint 4.0

4.1 The short life of Anne Frank

listening writing

- individual 30’ Worksheet 4 The short life of Anne Frank, part I, II, III & IV [Video]

4.2 Summarizing Anne Frank’s life

reading writing

- individual 10’ (suggested to finish it for homework)

Worksheet 4 “The diary of a young girl” book

4.3 Ordering her life


S��S Pair work 10’ Worksheet 4

4.4 Anne Frank’s biography

reading writing interaction

S��S Pair work 10’ Worksheet 4

4.5 Jews repression

writing listening interaction reading

S��S Pair work 15’ Worksheet 4 “The diary of Anne Frank” + audio CD

4.6 Timelines reading writing

- individual 10’ Worksheet 4

4.7 Crossword about Anne Frank

reading writing

S��S Individual Pair work

5’ Worksheet 4

[ These tasks belong to the worksheet 4. Anne Frank. The worksheet 4’. Anne Frank is not described here.]

DUTCH CONNECTION


Lesson 5- Culture is… (suggested timing for 1 session)


5.1 What’s culture


T�Class, S��S

Class work Pair work


5.2 Dutch culture recap


S��S Pair work 10’ Worksheet 5 Wordle 5.2

5.3 Let’s put culture in order

listening speaking interaction


15-20’ Worksheet 5 Flashcards The Netherlands [video] PowerPoint 5.1

5.4 What have you learnt?



10’ Worksheet 5

5.5 Dutch culture vs. Catalan culture



Worksheet 5

5.6 The last challenge

listening reading speaking interaction

T��Class

Class work

10-15’ PowerPoint 5.6 small present

DUTCH CONNECTION


ICON KEYICON KEYICON KEYICON KEY

Pair work/

discussion

Group work/

Class work

Writing

Reading

Video

ICT activity

Listening

DUTCH CONNECTION


1111.... DUTCH CULTURE FOR BEGINNERSDUTCH CULTURE FOR BEGINNERSDUTCH CULTURE FOR BEGINNERSDUTCH CULTURE FOR BEGINNERS

Objectives: The main objective of this lesson is to get in touch with Dutch culture.

• At the end of this lesson students will be familiarised with the

main characteristic Dutch customs and habits.

• They will recognise the main cultural features related to the

Netherlands through a video specially produced by the University

of Groningen for its foreign students.

• They will summarise the content of the video in a small

composition.

• They will know what to say in a shop if they ever go abroad.

• Students will be able to understand and produce basic Dutch

sentences.

Assessment: � Students’ participation

� Composition on Dutch culture (see writings’ checklist)

Products: Composition on Dutch culture

Materials: See enclosed CD, folder 1

Task 1.1 How much do you know about the Netherlands?

Description &

instructions

Warm-up activity to check students’ previous knowledge.

Students are given a questionnaire about general knowledge on Dutch

culture. They have to discuss in pairs what the correct answer is. The

teacher will go through the PowerPoint in order to correct the

questionnaire orally in class.

Materials &

resources

Teacher’s: PowerPoint 1.1

Students’: Worksheet 1 (questionnaire)

Assessment -

Skill/s addressed Interaction Grouping Timing

S��S, T�Class Pair work,

Class work

10 minutes

Answer key 1) low land

2) Frisian

3) a monarchy

4) wooden shoe/cheese/joint

5) Spain

6) Charles V

7) Germany and Belgium

8) Indonesia

9) Belgians

10) Rembrandt

11) Amsterdam

12) tulips/parks/bikes

Task 1.2 Experience the Dutch culture

Description &

Instructions

Firstly students watch a video on Dutch culture and complete a grid

with keywords individually. Secondly they compare it with their partner.

They watch the video again and compare the answers in groups of 4. The

teacher projects the wordle on the screen to help them fill in the grid.

DUTCH CONNECTION


Materials &

resources

Teacher’s: Experience the Dutch culture [video].

http://www.youtube.com/watch?v=qb3zJEu5sO0&feature=related

(accessed May 18, 2010) and Wordle 1.2

Students’: Worksheet 1

Assessment -


S��S Pair work + Groups of 4 15 minutes

Answer key Liberal policies: drugs, prostitution, abortion.

Time managing: watch, diaries, meeting, appointment, on time, punctual.

Weather: moderate climate, cool summers, mild winters, raining,

unpredictable, umbrella with you, cold temperature.

Interactions/communication: direct style of questioning and giving

opinion, confrontational, reserved, no expression of feelings and

emotions, calm.

Celebrations: football championships, Queen’s day, Carnival, good mood,

orange.

Food: potatoes + meat + boiled vegetables, ingredients from all the

world, international, cheese, French fries, chocolate.

Task 1.3 Writing about Dutch culture

Description &

Instructions

Students are given some sentence starters to write down a text about

Dutch culture. They can use the keywords from the grid.

Materials &

resources


Assessment See writings’ checklist


S��S Pair work Suggested for

homework

Answer key Suggested writing: The Netherlands is a modern society where tradition

melts with innovation. When we think about the Netherlands images of

bikes and hardworking people come to our mind. The Dutch are well

known for their liberal policies on drugs, prostitution and abortion. Dutch

people use their diaries a lot. They like to make appointments for

everything. The climate is moderate. The weather is unpredictable. The

Dutch are very direct when giving their opinion. Their style of

communication is very confrontational. Queen’s day is a celebration

where everyone dresses in orange. A typical Dutch meal consists of

potatoes, meat and boiled vegetables.

Task 1.4 Shopping in Amsterdam

Description &

Instructions

The teacher shows the students a PowerPoint with some Dutch souvenirs.

They have to complete a dialogue according to this PowerPoint.

Afterwards they have to reproduce it orally. Finally they have to decide

what they would like to buy and reproduce it orally with their partner.

DUTCH CONNECTION


Materials &

resources



Assessment -


S��S Pair work 10 minutes

Answer key Good morning! - pair of wooden shoes/clogs

these ones - colours

blue - blue/red/green

are - How much

two red - please

are – you

Task 1.5 Dutch for beginners

Description &

Instructions

First of all students have to guess the meaning of some basic Dutch

prompts and try to find its English equivalent. Then the teachers shows

them a video so that they can hear the Dutch pronunciation. Finally they

have to reproduce a dialogue orally with their partner.

Materials &

resources

Teacher’s: Learning Dutch - Basic Phrases 001 Greetings and Polite Chat

[video]. http://www.youtube.com/watch?v=S8H8ocOfa6Y (accessed May

18, 2010)

Student’s: Worksheet 1

Assessment -


T��Class, S��S

Class work, pair

work

15 minutes

Answer key Goedemorgen! = Good morning!

Hoe gaat het met je! = How are you doing?

Goed! = Good!

En met jou? = And you?

Ik moet weg! = I have to go!

Tot ziens! = See you!

Doei! = Bye!

Ik hou van jou. = I love you.

Jij bent zoet. = You are sweet.

DUTCH CONNECTION


13

2. AMSTERDAM2. AMSTERDAM2. AMSTERDAM2. AMSTERDAM

Objectives: The main objective of this lesson is to introduce the main

characteristics and tourist highlights of Amsterdam.

• After checking the students’ previous knowledge on

Amsterdam, they will watch a video produced by Lonely Planet

where a foreigner explains how life is in the city.

• Experts’ corner technique: Students will have to understand

and memorise a text about a characteristic topic related to

Amsterdam. Then they’ll have to explain it to their colleagues.

• Finally students will answer some questions in groups so that

every expert can play a role sharing information from his/her

text with the rest of the group.

Assessment: � Check whether homework from lesson 1 has been done

� Students’ participation

� Questionnaire 2.4 (see Answer key)

Products: • Oral production during the expert’s corner task (2.3)

• Questionnaire 2.4


Task 2.1 What do you already know about Amsterdam?

Description &

instructions

Warm-up activity to check students’ previous knowledge.

Students are shown a PowerPoint with pictures of some Amsterdam’s

sightseeing spots to elicit their knowledge. In pairs they have to write

sentences stating what they think every picture corresponds to. The

language tips will help them discuss with their partner and write the

sentences down.

Materials &

resources



Assessment -


T�Class; S��S Class work, Pair work 5 minutes

Answer key Suggested answers:

I believe that this is Anne Frank’s house.

I think that this is a neighbourhood in Amsterdam.

DUTCH CONNECTION


14

Task 2.2 Amsterdam for foreigners

Description &

instructions

Firstly students watch a video about the city of Amsterdam and complete a

grid in pairs. While watching the video they have to take notes of what

they find important. Secondly they check the answers in groups of four.

Finally they

Answer 2 opinion questions orally in groups of four.

Materials &

resources

Teacher’s: Amsterdam – Lonely Planet Travel Video [video].

http://www.youtube.com/watch?v=UXT6TJ6vKLo (accessed May 18, 2010)


Assessment -


S��S Pair work + Groups of 4 15 minutes

Answer key 1.c, 2.a, 3.a, 4. b, 5.b, 6.b, 7.a, 8.b

Task 2.3 Experts’ corner. Things you are going to see in Amsterdam

Description &

Instructions

The teacher divides the class in groups of 4. Every student of the group is

given a number from 1 to 4. Students #1 have to go to a corner of the

class where they will find a text posted on the wall. They have to memorise

as much information as possible. Students #2, #3 and #4 will go to a

different corner where they will find another text. Then they have to go

back to their former group and every expert has to explain his/her text to

the other 3 members of the group.

Materials &

resources

Teacher’s: Experts’ corners texts

Assessment Video/audio recording


S��S Groups of 4 20 minutes

Task 2.4 What have we learnt?

Description &

instructions

This second part of the experts’ corners task is to check whether students

have understood the texts explained by their class-mates. They have to

answer a questionnaire on some Amsterdam’s sightseeing spots in groups

of 4. Once they have done it, the teacher shows the students a PowerPoint

to elicit the correct answers.

Suggested homework: students have to bring the questionnaire done in a

separate piece of paper (individual task).

Materials &

resources



Assessment Questionnaire correction

DUTCH CONNECTION


15


S��S, T�Class Groups of 4, Class work 10 minutes

Answer key 1. It was introduced in 1970s.

2. Alcohol or other drugs.

3. It is located on the Museumplein.

4. It has a large collection of paintings from the Dutch Golden Age and a

substantial collection of Asian arts.

5. It was moved to Amsterdam in 1808. It was founded in 1800 in the

Hague.

6. It is a museum.

7. Because it was a hiding place during the Nazi persecution.

8. It is the largest and best-known red-light district in Amsterdam.

9. It is located in the heart of the oldest part of Amsterdam.

10. The tiny one-room cabins, sex shops, sex theatres, peep shows, a sex

museum, a cannabis museum and several coffeeshops.

DUTCH CONNECTION


16

3. BREDA3. BREDA3. BREDA3. BREDA

Objectives: The main objective is that students know what the most important tourist

attractions of Breda are.

• By the end of the lesson, students will be able to go to a tourist

information office and ask for help.

• They will be able to describe Breda’s highlights.

• Students will understand the historical relationship between Spain and

Breda.

• Students will be able to make a presentation using Voicethread.


� Students’ participation during the role-play (task 3.1)

� Voicethread (see ICT products’ checklist)

Products: • Role-play (task 3.1)

• Voicethread about Breda simulating that they are working in a travel

agency


Task 3.0 Breda. Some places to visit

Description &

Instructions

Warm-up activity where the teacher shows the students a PowerPoint

which includes the main buildings and attractions in Breda.

Materials &

Resources


Assessment -


T�Class Class work 10 minutes

Task 3.1 Visiting Breda

Description &

Instructions

Organize the students in pairs. They are supposed to be in a tourist

information office. One student will be the tourist and the other one the

tourist information guide. Student A (the tourist) asks the

student B (the guide) the questions of his/her card. Student B will find

the information in his/her card. Student A takes notes of the answers.

Then they swap roles.

Materials &

resources

Teacher’s: role play text student A/B

Students’: role play text (given by the teacher)

Assessment -



DUTCH CONNECTION


17

Answer key Tourist A

1. 170.000 inhabitants

2. Bredanaars

3. It is a church from the 15th

century.

4. It is a painting by Velázquez which

shows the capture of Breda in 1625.

5. It is a collection of small buildings

where the beguines lived. The

beguines were a religious movement

of women.

6. Yes, there is.

7. Yes, the Breda’s museum and

Graphic Design Museum Beyerd

Breda, among others.

Tourist B

1. It comes from a contraction of

Brede (that means wide) and Aa.

2. It is a water gate.

3. The most important

monument in Breda is “The

Grote” or “Onze Lieve Vrouwe

Kerk”.

4.Ambrosio Spinola was a

Spanish general who conquered

Breda on June 5th of 1625.

5. The Valkenberg.

6. To “De Barones” or “T-sas”

7. Yes, the “Holland Casino”.

Task 3.2 Voicethread about Breda

Description &

instructions

Students have to work in pairs in order to create a Voicethread

(www.voicethread.com) about Breda. They can use the information they

have gathered during task 3.1. They final product is a digital

presentation to sell trips to Breda as if they were working in a travel

agency.

If possible, show them an example of a Voicethread.

Materials &

resources

Students’: PC with internet connection. Moodle or wiki to upload the link

Assessment See ICT products’ checklist



DUTCH CONNECTION


18

4. ANNE FRANK4. ANNE FRANK4. ANNE FRANK4. ANNE FRANK Objectives: The main objective of this lesson is to make sure that students are reading

and understanding “The diary of a young girl” and that they can relate

the book with the historical context.

• By the end of the lesson, students will be competent to identify the

most characteristic features of WWII and Nazism and relate them

with the book’s plot.

• They will be able to explain the life and suffering of a Jewish family

during the Holocaust.

• Students will be capable to write a brief summary of a novel.

• They will be able to complete a biography slightly adapted from

Wikipedia.

• Students will be competent to describe the rules that the Jews had

to follow under the new German laws.

• They will also be able to create a timeline.

• Students will collaboratively create a different ending for the book.


� Students’ participation during the whole lesson

� Summary (see writings’ checklist)

� Collaborative writing (see writings’ checklist)

� Exam once they have read the book (see exam’s section)

Products: • Summary about the plot of “The Diary of a Young Girl”.

• Collaborative writing on the Moodle.

• Exam: The diary of a young girl. Anne Frank


Comments: This lesson has been designed in order to be implemented in two sessions.

Task 4.0 The diary of a young girl

Description &

instructions

Warm-up activity where students are shown a PowerPoint with some basic

information about Anne Frank’s life and the historical context. The teacher

has to elicit information in order to check students’

previous knowledge.

Materials &

resources


Assessment -


T�Class Class work 10 minutes

DUTCH CONNECTION


19

Task 4.1 The short life of Anne Frank

Description &

instructions

Students watch the documentary called “The Short Life of Anne Frank”,

Amsterdam 2003, directed by Gerrit Netten. They will get information

about Anne Frank’s life as well as the political context she lived in. Students

have to answer some questions while watching the video. The teacher

explains the questions before watching the video.

Materials &

resources

Teacher’s: The short life of Anne Frank, part I, II, III & IV [Video].

http://www.youtube.com/watch?v=4dFE_ay_WxM

http://www.youtube.com/watch?v=-hqww462CcE

http://www.youtube.com/watch?v=V-ZeQqyvOOw

http://www.youtube.com/watch?v=bmBDRAGJJ10 (accessed May 18, 2010)


Assessment -


Individual 30 minutes

Answer key 1. A museum.

2. In June the 12th, 1929

3. In Frankfurt, Germany.

4. In 1933.

5. The Jews.

6. She was almost five.

7. Opteka.

8. A yellow star.

9. On her 13th birthday.

10. The hiding place of the Franks.

11. 4 people.

12. She wanted to become a writer and a

journalist.

13. Because someone called the police

and betrayed them.

14. They died of typhus in a

concentration camp.

15. Otto Frank/Anne’s father.

16. In 1945.

Task 4.2 Summarising Anne Frank’s life

Description &

instructions

Students must write a brief summary about the plot of ”The Diary of a

Young Girl”. The beginning of the summary is already written for them.

Materials &

resources

Students’: Worksheet 4 and “The diary of a young girl”



Individual 10 minutes (suggested to finish it for

homework)

Answer key Suggested writing: In the book, Anne Frank, a thirteen-year-old girl, is

given a diary as a present for her birthday. There, she explains her life

during the 2nd World War. Her family were Jews and they had to leave their

country and hide from the Nazi persecution. They hid in her father’s office

during 2 years, but they were finally captured and sent to concentration

camps.

DUTCH CONNECTION


20

Task 4.3 Ordering her life

Description &

instructions

In pairs, students must match the dates with the events that can be read in

“The Diary of a Young Girl”.

Materials &

resources


Assessment -



Answer key 1.e, 2.h, 3.d, 4.a, 5.g, 6.b, 7.f, 8.c

Task 4.4 Anne Frank’s biography

Description &

instructions

Students work in pairs to complete the text about Anne Frank’s biography

with the words from the box.

Materials &

resources


Assessment -



Answer key Frankfurt 1945 Jewish Nazi diary World War II

Family Amsterdam/The Netherlands invaded Jews Jewish Hiding

concentration sister concentration camp died Survivor war

daughter

Task 4.5 Jews repression

Description &

instructions

The teacher plays the CD from “The diary of Anne Frank” corresponding to

the first two entries of the diary. Students listen to it while reading their

books. Then, they write down the new Nazi laws against the Jews using the

sentence starters.

Materials &

resources

Students’: Worksheet 4 and “The diary of a young girl”

Teacher’s: “The diary of a young girl”+ audio CD

Assessment -



Answer key 1. Jews had to wear a yellow star/ had to buy in “Jewish shops”.

2. Jews could not visit Christians.

3. Jewish people were not allowed to be outdoors after 8 o’clock.

DUTCH CONNECTION


21

Task 4.6 Timelines

Description &

instructions

Students have to fill in the gaps with the missing dates or events in order

to complete a timeline about Anne Frank’s life. Then, they have to

complete their own timeline with some significant dates in their life.

Materials &

resources

Worksheet 4

Assessment -



Answer key

Anne Frank’s time line

Date: 1929 12th June,1942 8th July, 1942 17th November, 1942 15th April,1944

Anne was born. 13th birthday Anne's family Albert Dussel Anne and Peter

had to hide from goes to live to kissed for the

the Nazis. the Secret Annexe. first time.

Date: 6th June, 1944 12th June, 1944 21st July, 1944 4th August, 1944 March,

1945

D-Day. Anne’s 15th Somebody tried The 8 people Anne died

Beginning of the birthday. to kill Hitler. were arrested. of typhus.

British invasion.

Suggested answer:

Date: 16th May, 1995 23rd June, 1998 …

Event: I was born My sister was born …

DUTCH CONNECTION


22

Task 4.7 Crossword about Anne Frank

Description &

instructions

Students have to complete the crossword using the information tips.

Materials &

Resources


Assessment -


S��S Individual/Pair work 5 minutes

Answer key 1. Frankfurt am Main

2. Holland

3. Peter

4.Otto

5. SecretAnnexe

6. Eight

7. Edith

8. Van Daan

9. Margot

10. Thirteen

Task 4.8 Collaborative writing on the Moodle

Description &

Instructions

Students will collaboratively write a different ending of “The diary of a young

girl”. Each student will write a sentence in the Moodle which has to make

sense with the previous one. They will write it in a diary style, as if they were

Anne Frank.

Materials &

Resources

Students’: PC with internet connection access to the Moodle.



Individual Suggested for homework

DUTCH CONNECTION


23

4444’’’’.... ANNE FRANK ANNE FRANK ANNE FRANK ANNE FRANK

Objectives: This lesson 4’ corresponds to an adapted version of lesson 4. This lesson is

aimed at students whose level of English is a bit lower. The content is

mainly the same, but this second version is shorter.

The main objective of this lesson is to make sure that students are reading

and understanding “The diary of a young girl” and that they can relate

the book with the historical context.

• By the end of the lesson, students will be competent to identify the

most characteristic features of WWII and Nazism and relate them

with the book’s plot.

• They will be able to explain the life and suffering of a Jewish family

during the Holocaust.

• Students will be competent to describe the rules that the Jews had

to follow under the new German laws.

• They will also be familiar with timelines.



� Exam once they have read the book (see exam’s section)

Products: • Exam: The diary of a young girl (part 1)

• Exam: The diary of a young girl (part 2)

Materials: See enclosed CD, folder 4’

Task 4.1’ The diary of a young girl

Description &

Instructions

The teacher plays the CD that goes with Anne Frank’s book and

listen to the first two entries of the diary.

Students read their books while listening. They have to correct

the sentences that are incorrect.

Materials &

Resources


Students’: Worksheet 4’ and “The diary of a young girl”

Assessment -

Skill/s addressed Interaction Grouping Timinutesg

T��Class Individual 10 min

DUTCH CONNECTION


24

Answer key a) Anne’s birthday was on June, 12th 1942.

b) Anne’s cat was called Moortje.

c) True

d) True

e) At that time, Anne’s sister was sixteen years old.

f) Anne father was thirty-six years old when he married.

g) True

h) Anne and her family had lived in Holland since 1933.

i) Opteka was the company of her father.

j) The Franks were Jews.

k) True

Task 4.2‘ Jews repression

Description &

Instructions

Students have to read page 2 from “The diary of a young girl”. Then, they

have to write the new German laws against the Jews using the sentence

starters.

They can discuss it in pairs.

Materials &

Resources



Assessment -



Answer key 1. Jews had to wear a yellow star/ had to buy in “Jewish shops”.

2. Jews could not visit Christians.

3. Jewish people were not allowed to be outdoors after 8 o’clock.

Task 4.3’ Ordering her life

Description &

Instructions

In pairs students must match the dates with the events that can be read in

“The Diary of a Young Girl”.

Materials &

Resources



Assessment -



Answer key 1993 – e, 1940 – h, June 1942 – d, July 1942 – a, November 1942 – g, April 1944

July 1944 – f, August 1944 – c

Task 4.4’ Timelines

Description &

Instructions

Students have to fill in the gaps with the missing dates or events in order

to complete a timeline about Anne Frank’s life.

Materials &

Resources

Students’: Worksheet 4’

Assessment -

DUTCH CONNECTION


25



Answer key

Date: 1929 12th June,1942 8th July, 1942 17th November, 1942 15th April,

1944

Anne was born. 13th birthday Anne's family Albert Dussel Anne and Peter

had to hide from goes to live to kissed for the

the Nazis. the Secret Annexe. first time.

Date: 6th June, 1944 12th June, 1944 21st July, 1944 4th August, 1944 March, 1945

D-Day. Anne’s 15th Somebody tried The 8 people Anne died

Beginning of the birthday to kill Hitler. were arrested. of typhus.

British invasion.

Task 4.5’ Crossword about Anne Frank

Description &

Instructions

Students have to complete the crossword using the information tips.

Materials &

Resources

Students’: Worksheet 4’

Assessment -


Individual/Pair work 5 minutes

Answer key 1. Frankfurt am Main

2. Holland

3. Peter

4.Otto

5. SecretAnnexe

6. Eight

7. Edith

8. VanDaan

9. Margot

10. Thirteen

DUTCH CONNECTION


26

5. CULTURE IS...5. CULTURE IS...5. CULTURE IS...5. CULTURE IS...

Objectives: This lesson aims at recapping what students have been learning

throughout lessons 1 to 4 and extrapolate it to identify what elements

make out any culture. The unit has tackled so far different aspects

regarding the Netherlands and this lesson aims to consolidate this

knowledge.

• Students will understand that every culture is different but

respectable.

• Students will know how much they still remember.

• Students will recognise symbols of Dutch culture.

• Students will relate what they know about Dutch culture to their

own culture and to any other culture.

• Students will watch a video on Dutch culture while putting some

flashcards in order.

• Students will write a small summary using these flashcards.

• Students will test their knowledge in a TV contest format quiz.



� Summary (see writings’ checklist)

� 10 comparative sentences

� Exam

Products: • List of elements that make up culture

• Summary of a video

• 10 sentences comparing Dutch and Catalan culture

• Exam: Dutch connection


Task 5.1 What’s culture?

Description &

Instructions

Warm-up activity to check students’ knowledge of what culture is. The

teacher shows them a PowerPoint with some features that make up

culture. Then students discuss in pairs what can be part of culture

(brainstorming). The teacher observes if students can extrapolate what

they have learnt about Dutch culture and make general statements about

culture elements.

Materials &

Resources



Assessment -


T�Class, S��S Class work, Pair work 10 minutes

Answer key Suggested answers: clothes/art/literature/lifestyle

DUTCH CONNECTION


27

Task 5.2 Dutch culture recap

Description &

Instructions

In pairs students have to make a list of Dutch cultural elements they still

remember. Both wordle and language tips will help them construct

sentences.

Materials &

Resources

Teacher’s: Wordle 5.2


Assessment -



Answer key Suggested answers: orange, Sinterklaas, cheese, clogs, Queen’s day,

Tulips, pannekoeken…

Task 5.3 Let’s put culture in order

Description &

Instructions

In groups of 4, students have to put in order some flashcards while they

watch a video on The Netherlands.

The teacher elicits the correct order of the flashcards from students with

the help of a PowerPoint.

Materials &

Resources

Teacher’s: PowerPoint 5.1, flashcards and The Netherlands [video].

http://rapidshare.com/files/377223423/THE_NETHERLANDS_culture.wmv.

html (accessed May 18, 2010)


Assessment -


S��S Groups of 4 15-20 minutes

Answer key 2, 8, 14, 20, 1, 7, 19, 13, 3, 9, 21, 10, 15, 23, 4, 11, 16, 17, 22, 6, 12, 18, 24, 5

Task 5.4 What have you learnt?

Description &

Instructions

Students have to write a small summary using the flashcards from task

5.3 and trying to remember as much as possible from the video.

Materials &

Resources





DUTCH CONNECTION


28

Answer key Suggested writing: The Netherlands is a small country in the North of

Europe. “Netherlands” means low lands because some parts are lower

than the sea. The Dutch had to build dikes to protect themselves from

the sea. Windmills were used to get rid of the water. Now windmills are

used to produce electricity.

In spring tourists come to see the tulips. Seen from the air the country

looks like patchwork or a painting by Mondrian.

Lots of Dutch people live in windmills, houseboats or castles.

Dutch children have to go to school until they are 16 years old.

For lunch the Dutch like all kinds of sandwiches: cucumber, ham, cheese,

peanut butter, etc. In the evening they have a hot meal: potatoes, meat

and vegetables.

On the 30th of April the Dutch celebrate the Queen’s birthday, the 5th of

December Sinterklaas sails to the Netherlands and at the end of the year

there are fireworks.

Task 5.5 Dutch culture vs. Catalan culture

Description &

Instructions

Recap task where students have to write 10 sentences comparing Dutch

culture with their own culture. They will find an example in the worksheet.

They can work in pairs.

Materials &

Resources


Assessment Checklist



Answer key Suggested answers:

Dutch people like to spread butter on bread and Catalan people spread

tomato on bread.

Dutch people have dinner at 6 o’clock in the afternoon and Catalan people have

dinner at 9 o’clock in the evening.

Task 5.6 The last challenge

Description &

Instructions

Recap quiz where the teacher can observe whether students have learnt

during the implementation of this unit.

A small present such as a tulip can be very stimulating.

Materials &

Resources

Teacher’s: PowerPoint 5.6 and a small present

Assessment -


T��Class Class work 10-15 minutes

DUTCH CONNECTION


29

Answer key Q 1. The Netherlands is 200 Km

wide and 300 Km long.

Q 2. The west of the country is

even lower than the sea.

Q 3. Electric pumps.

Q 4. Patchwork or a painting by

Mondrian.

Q 5. At auction to be exported.

Q 6. Windmills and boats.

Q 7. 16

Q 8. sandwiches

Q 9. Orange

Q 10. Sailing in his steamship.

DUTCH CONNECTION


30

EXTRA

MATERIALS

DUTCH CONNECTION EXTRA MATERIALS


31

6. 6. 6. 6. DIKES, POLDERS AND WINDMILLSDIKES, POLDERS AND WINDMILLSDIKES, POLDERS AND WINDMILLSDIKES, POLDERS AND WINDMILLS

Objectives: This webquest is meant to study in depth the water phenomenon in the

Netherlands.

• Students will work with concepts such as dikes, deltaworks, polders,

canals and windmills.

• Students will be aware of the importance of these constructions in

this country in order to avoid floods.

• Students will become familiar with Voki, an ICT tool which allows

you create personalised speaking avatars.

• This lesson is aimed at creating an autonomous work atmosphere.

Assessment: � Students’ performance during the whole lesson

� Questionnaire

� Voki (see ICT products’ checklist)

Products: • Printed questionnaire

• Voki

Materials: • Webquest: http://zunal.com/webquest.php?w=55287

Task 6.1 Gathering information

Description &

instructions

Students have to enter the webquest and go through some resources

where they will find information. They are recommended to take notes.

Materials &

resources

Teacher’s: Webquest: http://zunal.com/webquest.php?w=55287

Computer lab with internet connection

Students’: worksheet 6

Assessment -



Task 6.2 Let’s quiz!

Description &

Instructions

Once they have gone through all the pages in order to gather

information they have to make a small quiz in order to test what they

have learnt thanks to the webquest.

Students will print the quiz and hand it in so that it can be corrected.

Materials &

Resources

Teacher’s: Webquest: http://zunal.com/webquest.php?w=55287

Computer lab with internet connection

Students’: worksheet 6

Assessment -



Answer key 1.b, 2.a, 3.c, 4.d, 5.a, 6.d, 7.a, 8.a, 9.a, 10.b



32

Task 6.3 How to create a Voki

Description &

instructions

The teacher distributes the different topics among the students. They

have to create a speaking avatar using Voki (www.voki.com) to explain

the topic they have been given.

Materials &

Resources

Students’: PC with internet connection



Individual Suggested for homework



33

7777. . . . BELGIUM. SO CLBELGIUM. SO CLBELGIUM. SO CLBELGIUM. SO CLOSE, SO FAROSE, SO FAROSE, SO FAROSE, SO FAR

Objectives: Bearing in mind that the students taking part in the exchange will visit

Belgium, the main objective is to learn the most important

characteristics of this country. The whole lesson is developed through a

treasure hunt which combines many ICT tools in order to provide a good

atmosphere for creating autonomous work. Every single task needs to be

done in pairs in order to compensate students’ proficiency levels in

computing.

• Students will surf the internet in order to find information about

world-famous Belgian characters (artists, comic designers…), the

languages spoken in Belgium, typical food and some historical facts.

• They will get some information about Brussels watching a video.

• Students will create a mind map on a topic related to Brussels.

• Students will look for information about Belgium’s most typical

recipe and will create a zooming presentation using Prezi.

• Students will surf the internet to find information, pictures,

anecdotes, videos, etc. about Rubens in order to create a digital

poster.

• Once they have finished all the tasks, they will convert the word

document into a pdf file and will post it in the Moodle/wiki.


� Students’ interaction and performance during the whole lesson

� Glogster and Prezi (see ICT products’ checklist)

Products: Pdf file including:

• Small sentences, pictures, a map and a small composition about

Belgium

• A fill-in-the-gap text about Brussels

• A mind map about a Brussels icon

• A link to a Prezi about a recipe

• A link to a Glogster about Rubens

Materials: • Treasure hunt:

http://poster.4teachers.org/worksheet/view.php?id=145851



34

Task 7.1 Let’s see how close or how far Belgium is!

Description &

instructions

This task consists mainly on looking for information surfing the

internet. Students have to do several tasks following the

instructions of the treasure hunt. The teacher can monitor the class

while they are working.

a) Using the wordle included in the treasure hunt they have to look

for some famous characters related to Belgian culture. Afterwards

they have to use the internet in order to find some information

about them.

b) Students have to surf the internet in order to find a map of

Belgium.

c) Students have to surf the internet and look for pictures of Belgian

food.

d) They have to use as many words as possible from the wordle in

order to write a small composition using the sentence starters.

All the tasks must be done on the word document that they can

find in the Moodle/wiki.

Materials &

resources

Teacher’s: Internet connection and treasure hunt


Students’: Internet connection and treasure hunt

http://poster.4teachers.org/worksheet/view.php?id=145851 and

worksheet 7

Assessment -



Kew answers a) Rubens: The Massacre of the Innocents

Hieronymus Bosch: The Garden of Earthly Delights

Brueghel: The Tower of Babel

Jacques Brel: Ne me quitte pas

Pierre Colliford: The Smurfs

George Remi: The Adventures of Tintin

b) –

c) –

d) Suggested writing: Belgium is a country situated in northwest

Europe. The languages spoken in Belgium are Flemish, French and

German. The capital of Belgium is Brussels. The typical food in

Belgium are waffles, mussels with French fries, chocolate and beer.

Task 7.2 Brussels

Description &

instructions

a) Students watch a video about Brussels and in pairs they fill in the

gaps of a small summary.

b) Students have to create a mindmap about one of the topics

using www.text2mindmap.com . An example has been done for

them. Afterwards they have to save it as a jpg file and paste it on

their word document.



35

Materials &

resources




http://poster.4teachers.org/worksheet/view.php?id=145851 and worksheet 7

Assessment -



Answer key a) capital-centre- NATO-Michael-13th-park-centre-landmarks-serve-

French-seafood-meeting-squares-festivities.

Task 7.3 Moules-frites or mosselen met friet

Description &

instructions

Students have to look for a recipe in the internet and create a

presentation using prezi (www.prezi.com). An example has been

done for them.

They have to paste the link to their prezi on the word document.

Materials &

resources





worksheet 7




Task 7.4 Rubens

Description &

instructions

Students have to create a glog (a digital poster) about Rubens

using www.glogster.com. An example has been done for them.

They have to paste the link to their glogster on the word document.

Materials &

resources





worksheet 7






36

8. EXPERIENCE ANTWERP8. EXPERIENCE ANTWERP8. EXPERIENCE ANTWERP8. EXPERIENCE ANTWERP

Objectives: The aim of this lesson is to get the most of Antwerp’s visit and to

make students interact with locals.

• Students will have to use some information given during the

harbour’s visit.

• Students will have to go around Antwerp asking questions to

locals in order to get information about the city.

• Students will have to take pictures in certain places in order to

make a photo presentation.

Assessment: � Completed worksheet

� Dotphoto presentation (see ICT products’ checklist)

Products: • Worksheet

• Photo presentation


Task 8.1 Antwerp, city by the water – The harbour

Description &

Instructions

Students have to answer some questions about Antwerp’s harbour.

They can get the information during the harbour’s visit, asking the

locals or looking for a tourist brochure.

Materials &

Resources Students’: Worksheet 8

Assessment -


S��S

S��locals

Groups of 4 -

Answer key a) The Scheldt

b) Second

c) Northern / 13,500 ha

d) 350

e) Red Star Line Shipping

company

f) The Kerkschip (churchship)

g) The Polder Museum

Task 8.2 Who was Silvius Bravo?

Description &

Instructions

Students have to go to Antwerp’s “Grand Place” and find a statue in

the middle. They have to answer some questions whether observing

the statue or asking the locals.

Materials &

Resources Students’: Worksheet 8

Assessment -


S��S

S��locals

Groups of 4 -



37

Answer key Suggested answer: For centuries "'t Steen" was the control and access

point to the river. The legend says that the giant Antigoon asked for

money to let the people pass the Steen. When they weren't able to

pay or didn't have enough money, Antigoon got very angry and cut

their hand off and then trowed it into the river. Julius Caesar heard

this story and told his strongest warrior, Silvius Brabo, to go to

Antwerp in order to kill Antigoon. Once in Antwerp, Brabo met

Antigoon and killed him. Brabo cut off his hand (ant) and throw

(werpen) it in the river. So the name "Antwerpen" (Handen Werpen)

comes from this legend.

Task 8.3 Peter Paul Rubens

Description &

Instructions

Students have to answer some questions about Rubens whether

looking for information in a tourist brochure, asking the locals or

visting the places which are mentioned.

Materials &

Resources


Assessment -


S��S

S��locals Groups of 4 -

Answer key a) in Germany

b) on the Groenplaats

c) in Italy

d) Studio

e) “Raising of the Cross” and

“Descent from The Cross”

f) the Carolus Borromeus

Church

Task 8.4 Antwerp: diamond centre of the world

Description &

Instructions

Students have to answer some questions about the diamonds’

tradition whether looking for information in a tourist brochure or

asking the locals.

Materials &

Resources


Assessment -


S��S


Answer key a) 15th

b) 1,500

c) a term acknowledging the skill of local cutters, who are world-

renowned for their artistry.

d) in compliance with UN resolutions, the sales have not funded rebel, military,

terrorist groups.



38

Task 8.5 Delicacies and specialties

Description &

Instructions

Students have to go to a chocolate shop or a souvenir shop and get

some information about Belgian specialties.

Materials &

Resources


Assessment -


S��S


Answer key a) They’ll find it out.

b) Almonds, apricot jam and sugar icing.

c) They’ll find it out.

Task 8.6 Shopping

Description &

Instructions

Students have to go to a shopping centre and find 5 shops which can

also be found in Spain.

Materials &

Resources


Assessment -


S��S

Groups of 4 -

Key answer Tupperware, Mango, Women’s secret, The Body Shop, Swarovski,

Yves Rocher, Lavazza, Fnac.

Part II A photo presentation using Dotphoto

Description &

Instructions

Students have to go to some places in Antwerp and take some

pictures. Once they get home they have to make a photo

presentation using dotphoto. An example has been done for them.

Materials &

Resources

Students’: Worksheet 8, camera and internet connection.



S��S

Groups of 4 -



39

9999.... AROAROAROAROUND BARCELONAUND BARCELONAUND BARCELONAUND BARCELONA Objectives: The main objective of this lesson is to make students aware of some

Barcelona’s sightseeing spots. The idea is that after this lesson they know

where to take their Dutch partners if they want to show them their city.

• Students will scheme a piece of writing in order to select the most

important information.

• Students will have to put into practise their artistic skills to do both

brochure and PowerPoint.

• Students will have to held an oral presentation.

Assessment: � Students’ performance and interaction during the whole lesson

� Brochure (see brochures’ checklist)

� Oral presentation (see oral presentations’ rubric, optionally recorded)

Products: • Brochure

• PowerPoint

• Oral performance


Task 9.1 BCN Brochure

Description &

Instructions

The teacher puts the students into groups of four. Every group is given

a different set of brochure materials.

The teacher shows them an example of what they have to do.

The students have to decide who is going to do each part. They have to

choose what information and pictures to include in the brochure.

Materials &

Resources Teacher’s: Brochure materials (texts and pictures), Brochure sample

(Las Ramblas) and Glue and scissors


Assessment See brochures’ checklist



Task 9.2 Presenting your brochure

Description &

Instructions

The same groups of students have to prepare an oral presentation on

their topic which will be held during the next session. They also have to

prepare a PowerPoint to help them held the oral presentation.

Materials &

Resources Teacher’s: PC + projector + screen

Students’: PowerPoint (produced by students at home)

Assessment See oral presentations’ rubric


S��S Groups of 4 50 minutes (about 8

minutes per group)



40

10. GOTHIC QUARTER AND BOQUERIA RALLY10. GOTHIC QUARTER AND BOQUERIA RALLY10. GOTHIC QUARTER AND BOQUERIA RALLY10. GOTHIC QUARTER AND BOQUERIA RALLY Objectives: This outdoors activity is meant to take place during the second part of the

exchange, when the school receives the visit of the Dutch students. While

they are visiting the city center they can do this rally so that they pay

attention to little things they would otherwise miss. They will also have

the opportunity to interact with locals.

Assessment: -

Products: Completed worksheet


Task 10.1 Joan Miró

Description &

Instructions

Students have to guess where you can find Miró’s logo and what it

means.

Answer key La Caixa, a savings bank/ a child putting a coin into a piggybank or a

moneybox.

Task 10.2 Joan Brossa

Description &

Instructions

Students have to find the word sculpture made by Joan Brossa, take a

picture of it, guess its meaning and draw one of the letters.

Answer key Barcino: name given to Barcelona under the Roman Empire

Task 10.3 The cloister

Description &

Instructions

Students have to get into the cathedral’s cloister and count how many

geese there are. They have to guess why. They also have to observe the

trees in the cloister.

Answer key 13 geese / Each goose represents one year in the life of the martyr Santa

Eulalia, a young girl tortured to death in the 4th century by the Romans

because of her religion. / Palmtrees

Task 10.4 The letterbox

Description &

Instructions

Students have to find a letterbox and into the cathedral’s cloister and

count how many geese there are. They have to guess why. They also have

to observe the trees in the cloister.

Answer key Barcino: name given to Barcelona under the Roman Empire

Task 10.5 Holes

Description &

Instructions

Students have to find out when these holes were made. It will help them

realize that Spain went through a very bloody civil war.

Answer key The pitted marks in the stone are from the bullets of executions which

took place during the Spanish Civil War.

Task 10.6 Temple to August

Description &

Instructions

Students have to find out which Catalan sport this building is

headquarters of.

Answer key Hiking

Task 10.7 The stone



41

Description &

Instructions

Students have to find a stone in front of the Temple to August and find

out the name of a mountain and its height.

Answer key Mont Tàber, 16.9 m.

Task 10.8 The Jewish quarter

Description &

Instructions

Students have to look for a plaque written in Hebrew and discover when

it was carved.

Answer key In 692

Task 10.9 La plaça del pi

Description &

Instructions

Students have to find out why the square is named like that.

Answer key Because there is a pine

Task 10.10 Petritxol

Description &

Instructions

This street is famous for its chocolate and cream products, so students

have to count how many “chocolate shops” there are.

Answer key They’ll find it out.

Task 10.11 Portaferrissa

Description &

Instructions

This street is perfect to go shopping. They have to find a shop which is

well-know for the animal at its front door.

Answer key A camel

Task 10.12 The Roman city

Description &

Instructions

Students have to count how many tombs there are in the Roman

necropolis.

Answer key 70

Task 10.13 Fruits and vegetables

Description &

Instructions

Students will be able to see fruits and vegetables they have never seen.

They have to write down their names and draw them.

Answer key -

Task 10.14 Bakery

Description &

Instructions

Students will get into a bakery and ask how much a sort of bread costs.

Answer key They will find it out.

Task 10.15 Fishmongers’

Description &

Instructions

a) Students have to write name some female names from the fish stalls.

b) They will have to discover how much a kilo of mussels and prawns cost.

Answer key Pilar, Marta…

Task 10.16 Eggs

Description &

Instructions

Students will realize that in this market they sell eggs from almost every

kind of bird.

Answer key Ostrich, emu, quail…

Task 10.17 Weird food

Description &

Instructions

A shop that is really worth-seeing and that students should not miss.

Answer key Edible insects



42

11. 11. 11. 11. CATALONIA MEETS THE NETHERLANDSCATALONIA MEETS THE NETHERLANDSCATALONIA MEETS THE NETHERLANDSCATALONIA MEETS THE NETHERLANDS

Objectives: This activity can take place during the second part of the exchange, when

the school receives the visit of the Dutch students. The main objective is to

make the Catalan students talk to their Dutch partners and compare

their cultures. Afterwards, there will be a small quiz to test the knowledge

about Catalonia Dutch students have.

Assessment: � Students’ performance and interaction during the whole lesson

Products: • Oral performance


Task 11.1 Let’s compare!

Description &

Instructions

Every Catalan student has to sit down next to his/her Dutch partner.

The teacher shows them a PowerPoint that compares Catalan and

Dutch culture. They are given a few minutes for every slide so that they

can explain to his/her partner what can be seen on the picture.

Materials &

Resources

Teacher’s: PC + projector + screen +PowerPoint 11.1

Assessment -



Task 11.2 I love Catalonia

Description &

Instructions

The teacher uses a PowerPoint with questions about Catalonia to test

the knowledge of the Dutch students. A small present which represents

Catalan culture can be very stimulating.

Materials Teacher’s: PC + projector + screen +PowerPoint 11.2

Assessment -


T��S Pair work 10-15 minutes

DUTCH CONNECTION


43

ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

RUBRICS AND CHECKLISTSRUBRICS AND CHECKLISTSRUBRICS AND CHECKLISTSRUBRICS AND CHECKLISTS

Writings’ checklist

YES NO

1. Accuracy in the use of English.

2. Correct use of grammar.

3. Rich range of vocabulary and structures.

4. Use of her/his own words.

5. The text is well structured.

6. Appropriate content related to the topic.

7. It meets the requirements asked in the instructions.

TOTAL:

/7

ICT products’ checklist

YES NO


2. Use of her/his own words.

3. Appropriate content related to the topic


5. Original layout.

6. Use of visual resources (Pictures, videos, audio).

TOTAL:

/6

Brochures’ checklist

YES NO


2. Good selection of information.

3. Good selection of images.

4. Nice layout.

5. The text is well structured.


TOTAL:

/6

Dossier’s checklist

YES NO

1. Cover with name, date, subject and title

2. Table of contents

3. Page numbers

4. Nice presentation

5. It includes all the materials and worksheets completed.


TOTAL:

/6

DUTCH CONNECTION


44

Oral presentations’ rubric

CATEGORY 4 3 2 1

Speaks Clearly Speaks clearly and

distinctly all (100-

95%) the time,

and

mispronounces no

words.

Speaks clearly and

distinctly all (100-

95%) the time, but

mispronounces

one word.

Speaks clearly and

distinctly most (

94-85%) of the

time.

Mispronounces no

more than one

word.

Often mumbles or

can not be

understood OR

mispronounces

more than one

word.

Vocabulary Uses vocabulary

appropriate for

the audience.

Extends audience

vocabulary by

defining words

that might be new

to most of the

audience.

Uses vocabulary

appropriate for

the audience.

Includes 1-2

words that might

be new to most of

the audience, but

does not define

them.

Uses vocabulary

appropriate for

the audience.

Does not include

any vocabulary

that might be new

to the audience.

Uses several (5 or

more) words or

phrases that are

not understood by

the audience.

Uses Complete

Sentences

Always (99-100%

of time) speaks in

complete

sentences.

Mostly (80-98%)

speaks in

complete

sentences.

Sometimes (70-

80%) speaks in

complete

sentences.

Rarely speaks in

complete

sentences.

Stays on Topic Stays on topic all

(100%) of the

time.

Stays on topic

most (99-90%) of

the time.

Stays on topic

some (89%-75%)

of the time.

It was hard to tell

what the topic

was.

Content Shows a full

understanding of

the topic.

Shows a good

understanding of

the topic.

Shows a good

understanding of

parts of the topic.

Does not seem to

understand the

topic very well.

Fluency Speaks without

reading the notes

all (100%) of the

time.

Speaks without

reading the notes

most (80-99%) of

the time.

Sometimes speaks

without reading

the notes (50-

79%).

Rarely speaks

without reading

the notes.

Total: /24

DUTCH CONNECTION


45

Attendance, Participation & Work Skills Rubric

4 3 2 1

Attendance Always comes to

class (95-100%)

Almost always

comes to class (80-

94%)

Often comes to

class (60-79%) Sometimes comes

to class (0-59%)

Attitude Never is publicly

critical of the project

or the work of

others. Always has a

positive attitude

about the task(s).

Rarely is publicly

critical of the

project or the work

of others. Often

has a positive

attitude about the

task(s).

Occasionally is

publicly critical

of the project or

the work of

other members

of the group.

Usually has a

positive attitude

about the

task(s).

Often is publicly

critical of the

project or the

work of other

members of the

group. Often has

a negative

attitude about the

task(s).

Homework Always does the

homework assigned.

Often does the

homework

assigned.

Occasionally

does the

homework

assigned.

Rarely does the

homework

assigned.

Participation &

Contributions

Routinely provides

useful ideas when

participating in the

group and in

classroom

discussion. A definite

leader who

contributes a lot of

effort.

Usually provides

useful ideas when

participating in the

group and in

classroom

discussion. A

strong group

member who tries

hard!

Sometimes

provides useful

ideas when

participating in

the group and

in classroom

discussion. A

satisfactory

group member

who does what

is required.

Rarely provides

useful ideas when

participating in

the group and in

classroom

discussion. May

refuse to

participate.

Quality of work Provides work of the

highest quality

Provides high

quality work.

Provides work

that occasionally

needs to be

checked/redone

by other group

members to

ensure quality.

Provides work

that usually needs

to be

checked/redone

by others to

ensure quality.

Problem

Solving

Actively looks for

and suggests

solutions to

problems.

Refines solutions

suggested by

others.

Does not

suggest or

refine solutions,

but is willing to

try out solutions

suggested by

others.

Does not try to

solve problems or

help others solve

problems. Lets

others do the

work.

TOTAL: /24

DUTCH CONNECTION


46

EXAMSEXAMSEXAMSEXAMS WITH KEYSWITH KEYSWITH KEYSWITH KEYS

THE DIARY OF A YOUNG GIRL. ANNE FRANKTHE DIARY OF A YOUNG GIRL. ANNE FRANKTHE DIARY OF A YOUNG GIRL. ANNE FRANKTHE DIARY OF A YOUNG GIRL. ANNE FRANK

A/ HISTORICAL CONTEXT: Describe the historical context in which Anne Frank lived.

Minimum: 5 lines. (10 marks)

B/ Anne Frank explains in her diary some of the rules that the Jews had to follow

under the German laws. Write 8 RULES. Use the verbs in the box to write your

sentences. Remember to write them in the PAST tense. (8 marks)

C/ Answer the following questions related to Anne Frank’s LIFE. Write complete

sentences, 2 lines each. (4 marks)

1. Where did Anne Frank live in the different periods of her life?

2. Why did the Franks, Van Daans and Mr. Dussel go to the Secret Annexe?

3. Why were they captured? When?

4. How did they get food?

D/ Choose the correct option to complete these sentences. Write the number and the

letter of the correct one. For example, 1 - d). (1 correct answer: 1 mark, blank: 0 , 1

wrong answer: - 0.5)

1. The Franks went into hiding because__________________.

a) the Germans were going to take Margot away. c) the police went to their house.

b) the father was going to be killed. d) they were Christians.

2. ____________covered the door to the hiding place.

a) A curtain. c) A movable bookcase.

b) Cement blocks. d) A large wardrobe.

3. The family remained in hiding for______________.

a) six months. c) two years and thirty days.

b) one year and ten days. d) three years.

4. After the van Daan family joined them, there were__________hiding there.

a) 6 people. c) 8 people.

b) 7 people. d) 9 people.

have to can be allowed to

DUTCH CONNECTION


47

5. Kitty was_______________.

a) Anne’s pet cat. c) Anne’s German friend.

b) The name of Anne’s sister. d) Anne’s imaginary friend.

6. The hiding place was discovered when________________.

a) someone betrayed them. c) they went outside one night.

b) Anne looked out the window. d) they ran out of food.

7. At Bergen- Belsen Anne and her sister both died_______________.

a) in the gas chamber. c) by gunshot wound.

b) of starvation. d) of the typhus disease.

8. Anne’s diary was published by____________________.

a) Miep. c) the Germans.

b) her father Otto. d) her mother Edith.

E/ Read the following paragraph from page 32. Sunday, 19 March 1944

(…) Then we talked about so much together. It felt good; it was the most

wonderful evening I’ve ever had in the Annexe.

We talked about our parents, and our problems with them. I told him how I cry

in bed. He said that he goes up to the attic when he is angry. We talked all about our

feelings. And it was just as good as I imagined! (…)

How does Anne and Peter’s relationship change over the time? Why did it change?

Write a minimum of 80 words. Be sure to explain what it was like at the beginning of the

story and at the end. Use the past. (10 marks)

F/ Describe Anne Frank’s personality. What was she like? Use a variety of personality

adjectives, justify your ideas. (10 marks)

G/ Oral exam (25 marks)

1. What was Anne’s relationship with the other people living in the Secret Annexe?

2. What happened to all of them after they were discovered by the Nazis?

TOTAL : / 75

DUTCH CONNECTION


48

KEYS

A/ After Adolf Hitler came to power the Nazis blamed the Jews for Germany’s situation. The

Nazis started World War II conquering many neighbouring countries. During Hitler’s

government the Jews were persecuted, repressed and sent to concentration camps, where

many were killed. These murders are known as the Holocaust.

B/ -Jews had to wear a yellow star.

-Jews had to walk everywhere.

-They could only do their shopping in Jewish shops.

-They had to be indoors by 8 at night.

-They were not allowed to sit in their own gardens.

-They could not visit the cinema or the theatre.

-Jews were not allowed to visit Christians.

-Jews had to go to Jewish schools.

C/ 1.1 Where did Anne Frank live in the different periods of her life?

She was born in Germany, then she moved to Holland and she died in a

concentration camp in Germany.

1.2 Why did the Franks, Van Daans and Mr. Dussel go to the Secret Annexe?

They had to hide from the Nazi, because they wanted to kill all the Jews.

1.3 Why were they captured?

Someone called the police and told them there were Jews hiding in the building.

1.4 How did they get food?

Miep, Mr Kugler and Mr. Kleiman helped them. They were friends who worked with

Otto.

D/


A. the Germans were going to take Margot away.


C. A movable bookcase.

DUTCH CONNECTION


49

3. The family remained in hiding for______________.

C. two years and thirty days.


B. 7 people.

5. Kitty was_______________.

D. Anne’s imaginary friend.

6. The hiding place was discovered when________________.

A. someone betrayed them.

7. At Bergen- Belsen Anne and her sister both died_______________.

D. of the typhus disease.

8. Anne’s diary was published by____________________.

B. her father Otto.

E/

“He thought that I was a noisy, annoying girl at first! I thought that he was

uninteresting”.

Peter was the son of the van Daan family. Anne did not talk to him at first, but little

by little, they became friends. She liked to go to the attic with him. There, they

spent hours talking or just looking through the window. Anne began to see him as

more than a friend. One day, Anne went to the attic as usual and they kissed each

other for the first time.

Their parents wanted to stop her going to the attic so frequently, but she said that

DUTCH CONNECTION


50

they were just friends.

F/

Anne Frank was a very shy girl but very imaginative. She was always thinking about her

future. She wanted to become a writer and a journalist. She was really sweet with her

father, but she did not get on well with her mother.

She did not express her feelings to anyone, she wrote them in the diary.

G/

CONTENTS - IDEAS � Relevant information, interesting

ideas,

� Clearly organised

Question 1: 0 1 2 3 4 5

Question 2: 0 1 2 3 4 5

LEXIC � Can use the words they need

� Rich range of vocabulary,

connectors, …

0 1 2 3 4 5

STRUCTURES � Use of a variety of structures 0 1 2 3 4 5

FLUENCY, INTONATION

PRONUNCIATION

� Sound English,

� Appropriate intonation

0 1 2 3 4 5

DUTCH CONNECTION


51

THE DIARY OF A YOUNG GIRL. (PART 1)THE DIARY OF A YOUNG GIRL. (PART 1)THE DIARY OF A YOUNG GIRL. (PART 1)THE DIARY OF A YOUNG GIRL. (PART 1)

A/ Choose the correct option to complete these sentences. Write the number and the letter of

the correct one. For example, 1 - d). (7 marks)

(1 correct answer: 1 mark, blank: 0 , 1 wrong answer: - 0.5)

1. Kitty was_______________.

A. Anne’s pet cat.

B. the name of Anne’s sister.

C. Anne’s German friend.

D. Anne’s imaginary friend.

2. Moortje was_______________.

A. the person who helped them to hide.

B. a neighbour.

C. Anne’s cat.

D. Anne’s best friend.

3. The company of Anne’s father was called____________.

A. Apokte.

B. Opteka.

C. Epekta.

D. Epokta.


A. the Germans were going to take Margot away.

B. the father was going to be killed.

C. the police went to their house.

D. they were Christians.


A. A curtain.

B. Cement blocks.

C. A movable bookcase.

D. A large wardrobe.

DUTCH CONNECTION


52


A. 6 people.

B. 7 people.

C. 8 people.

D. 9 people.

7. Alfred Dussel was______________.

A. Anne’s boyfriend.

B. a neighbor.

C. a dentist.

D. a policeman.

B/ Anne Frank wrote her diary in an unfortunately well known period in history. Can you

explain some events and characteristics of WORLD WAR II? Use these words: (5 marks)

World War II Adolf Hitler Holocaust

Nazis concentration camps Jews

C/ In his diary, Anne Frank explains some of the rules that the Jews had to follow under

the German laws. Write 6 of these RULES. Use the verbs in the box to write your sentences.

Begin your sentences as follows: (6 marks)

had to

couldn't

Jewish people................................

D/ Answer the following questions related to Anne Frank’s life. Write complete sentences.

(8 marks)

1. Why do the Frank family move from Germany to Holland?

2. Why do they decide to hide?

3. Why is their hiding-place called “The Secret Annexe”?

4. Who hides there?

DUTCH CONNECTION


53

E/ Read the following paragraph from page 2.

Tuesday, 20 October 1942

My hand is still shaking as I write this. Two hours ago we heard an awful noise at our

bookcase door. The knocking didn't stop, and someone was pushing and pulling at the

door. Perhaps they had come to arrest us! We were white with fear! But at last we heard

Mr Kleiman's voice. “Open up, it's me!” The door was stuck, and he couldn't open it.

We had a good time on Monday. Miep and Jan spent the night with us. We cooked

specially for them, and the meal tasted wonderful.

Write about the living conditions in the Annexe. You can talk about some of the things

that appear on the box. Write a minimum of 10 lines. (15 marks)

space food daily routines

washing habits physical exercise leisure

TOTAL : / 75

DUTCH CONNECTION


54

KEYS

A/ 1.D, 2.C, 3.B, 4.A, 5.C, 6.B, 7.C

B/ After Adolf Hitler came to power the Nazis blamed the Jews for Germany’s situation. The

Nazis started World War II conquering many neighbouring countries. During Hitler’s

government the Jews were persecuted, repressed and sent to concentration camps, where

many were killed. These murders are known as the Holocaust.

C/ -Jews had to wear a yellow star.

-Jews had to walk everywhere.

-They couldn’t buy in non-Jewish shops.

-They had to be indoors by 8 at night.

-They could not visit the cinema or the theatre.

-Jews had to go to Jewish schools.

D/ 1. Because Adolf Hitler came to power and they were Jews.

2.Because the Nazis wanted to send Margot to a concentration camp.

3.Because it was hidden behind a bookcase in Otto’s office.

4.The Franks, The Van Daans and Albert Dussel.

E/ The people living in the Annexe had to follow strict rules not to be discovered. They could

not make noise during the day, they could not open the curtains and they could not go

outside.

They got food from Otto’s colleagues.

They did not have any shower, so they washed themselves in their own room using a

basin.

Anne’s leisure consisted on reading books, doing some physical exercise, dancing and

writing her diary.

They all had to share their rooms with someone else except for Peter. Anne had to share

her room with Albert.

DUTCH CONNECTION


55

THE DIARY OF A YOUNG GIRL. (PART 2)THE DIARY OF A YOUNG GIRL. (PART 2)THE DIARY OF A YOUNG GIRL. (PART 2)THE DIARY OF A YOUNG GIRL. (PART 2)

A/ HISTORICAL CONTEXT: Read this extract and answer the questions below.

Thursday, 3 February 1944

Everybody is thinking about the allied invasion! What will happen to us if the Bristish invade

Holland. The Germans say that they will let the water from the sea into the country. (p. 24)

1. Do you know which countries were fighting the Germans in the Second World War?

2. Why did the British want to invade Holland?

3. What could the Germans do if the British invaded Holland?

4. When did the Second World War start? And when did it finish? ___/ 25

B/ LIFE IN THE ANNEXE: Read this fragment of Anne’s Diary and describe what life

in the Annexe was like.

Tuesday, 14 March 1944

“I’m sitting at the van Daan’s table with a handkerchief over my mouth. Why? Let me start at the

beginning. The’ve arrested the people who bring our ration tickets, so we don’t have any fats or

oils. Miep and Mr Kleiman are ill again, and Bep can’t go Shopping for us. The food is awful. Lunch

today is potatoes and some very old vegetables out of bottles. They smell terrible, which is why I

have the handkerchief! We’ve got to at them too – I feel sick when I think about it! Half the

potetoes have gone bad, andwe have to throw them away.

If life here was pleasant, the food would not matter so much. But it’s the fourth year of the war, and

we are all in bad moods.” (p.29-30)

___/ 25

C/ LIFE IN AMSTERDAM IN 1944: On page 34, Anne mentions that life during the

war was not only difficult for the Jews but also for Dutch people. Can you write

some sentences describing all the problems that people had? You can use these

words.

Air raids British planes bombs illnesses doctors thieves

cars & bikes a week’s food ration hungry old clothes broken shoes

___/ 25

D/ ANNE FRANK’S PERSONALITY: Read the following extracts of the book and write

about Anne’s personality. What was she like according to the text?

Thursday, 3 February 1944

“That’s all I hear – invasion, invasion, only invasion. I’m very calm about it. I don’t care now

whether I live or die. I’ll just keep on with my work and hope that everything will be all

right in the end.” (p.25)

___/ 25

TOTAL: ___/ 100

DUTCH CONNECTION


56

KEYS

A/ 1. Great Britain, France, USA…

2.To free European countries starting by Holland.

3.They could flood the Netherlands.

4.From 1939 until 1945 (in Europe)

B/ The people living in the Annexe had to follow strict rules not to be discovered. They could

not make noise during the day, they could not open the curtains and they could not go

outside.

They got food from Otto’s colleagues.

They did not have any shower, so they washed themselves in their own room using a

basin.

Anne’s leisure consisted on reading books, doing some physical exercise, dancing and

writing her diary.

They all had to share their rooms with someone else except for Peter. Anne had to share

her room with Albert.

C/ During the war, the population of Amsterdam suffered from hunger because there

was only a week’s food ration. There were also a lot of Amsterdamers that died from

serious illnesses because there weren’t enough doctors. The population could constantly

hear British planes and bombs falling. Since the situation was so desperate, thieves

multiplied and shops were sacked. People had to use old clothes and broken shoes.

D/ Anne Frank was a very shy girl but very imaginative. She was always thinking about her

future. She wanted to become a writer and a journalist. She was really sweet with her

father, but she did not get on well with her mother.

She did not express her feelings to anyone, she wrote them in the diary.

DUTCH CONNECTION


57

DUTCH CONNECTION EXAMDUTCH CONNECTION EXAMDUTCH CONNECTION EXAMDUTCH CONNECTION EXAM

A/ Fill in the gaps. Use some of the words in the box below.

Holland Frisian Belgium windmills Flemish Luxemburg Rotterdam France duchess republic high

queen Amsterdam metallic Denmark wooden French monarchy low Germany Frislandish king

The Netherlands is a country located in North-West Europe. Its name means 1)________ lands: 50% of its

land lies less than one meter above sea level. It is a parliamentary democratic constitutional 2)____________,

whose head of State is 3) __________ Beatrix. The Netherlands borders the North Sea to the north and west,

4)____________to the south, and 5)___________to the east. The capital is 6)__________.

The word Dutch is used to refer to the people, the language, and anything pertaining to the Netherlands.

Dutch is spoken in the Netherlands and in Belgium, but there it is known with another name: 7)_________.

Apart from Dutch, there is another language spoken in the northern part of the country which is called

8)_________.

Tulips, 9)__________, bikes and clogs, which are 10)__________shoes, have become symbols of Dutch culture.

___ / 10

B/ Here you have some sentences related to the most important places in

Amsterdam. Write which one goes with each sentence.

CCOOFFFFEEEESSHHOOPPSS TTHHEE RREEDD--LLIIGGHHTT DDIISSTTRRIICCTT ((DDEE WWAALLLLEENN))

RRIIJJKKSSMMUUSSEEUUMM AANNNNEE FFRRAANNKK HHOOUUSSEE

1) It has a large collection of paintings from the Dutch Golden Age and a substantial collection of Asian art.

_____________________________________________________________________

2) It opened on 3 May 1960 with the aid of public subscription.______________________________

3) It is located in the heart of the oldest part of Amsterdam, covering several blocks south of a church and

crossed by several canals._______________________________________________

4) They are establishments in the Netherlands where the sale of soft drugs for personal consumption is

tolerated.____________________________________________________________________

5) It was founded in 1800 in The Hague but in 1808 it to Amsterdam. _________________________

6) In the Netherlands, 105 of the 443 municipalities have at least one.________________________

7) Prostitution takes place within this area in the a great number of streets. ____________________

8) It incorporates the entire building between exhibition spaces, a bookshop, and a cafe, and the offices in

the front house._________________________________________________________

___ / 8

TOTAL: ___/ 75

DUTCH CONNECTION


58

C/ Choose whether these sentences are true or false. If a sentence is false,

correct it.

1) There a lot of international companies in Amsterdam.

2) Most Amsterdamers speak fluent Spanish.

3) If you want to visit Amsterdam, you don’t need to book your accommodation in advanced.

4) In Amsterdam, boys sit on the back of the bikes.

5) The canals must be experienced by boat.

___ / 5

D/ Choose the correct option about the city of Breda:

1. People living in Breda are called………..

a) Bredanaars.

b) Bredatans.

c) Bredish.

2. Ambrosio Espinola was…………………..

a) A Dutch general who conquered Madrid.

b) A Spanish general who conquered Breda.

c) An English general who conquered Holland.

3. The capture of Breda is shown in the

painting……………………

a) The Defeat of Breda by Goya.

b) The Surrender of Breda by Velázquez.

c) The Battle of Breda by van Gogh.

4. Valkenberg is the most famous .......…… in Breda.

a) Museum.

b) Church.

c) Park.

5. The Graphic Design Museum Beyerd Breda is the

only museum in the world totally dedicated

to……………………….

a) Fashion design.

b) Digital design.

c) Graphic design.

6. The biggest casino in the West of Europe is located in

Breda and it is called…..…….

a) The Holland casino.

b) The Dutch casino.

c) The Netherlands casino.

7. The beguines were ……………………….. that lived in the

Beguinage of Breda.

a) Orphan children.

b) A group of noblemen.

c) A religious movement of women.

___ / 7

DUTCH CONNECTION


59

E/ Write a text comparing the Dutch culture with your own culture. Write a minimum of 100 words.

___ / 20

F/ Oral EXAM. OPTION 1

1- Would you like to travel to The Netherlands? Why?

2- What would you like to visit?

OPTION 2 (for those who took part in the exchange)

1- Did you like your trip to The Netherlands? Why?

2- What did you see/visit?

___ / 25

DUTCH CONNECTION


60

Keys

A/

1) low lands 2) monarchy 3) Queen 4) Belgium 5) Germany

6) Amsterdam 7) Flemish 8) Frisian

9) Windmills 10) Wooden

B/

Coffeeshops: 4, 6 The red-light district (De Wallen): 3, 7

Rijksmuseum: 1, 5 Anne Frank House: 2, 8

C/

1. TRUE

2. FALSE: They speak fluent English.

3. FALSE: You have to book your accomodation in advance.

4. FALSE: Girls are the ones who sit on the back of the bikes.

5. TRUE

D/

1. a) 2. b) 3. b) 4. c) 5. c) 6. a) 7. c)

F/

CONTENTS - IDEAS � Relevant information, interesting

ideas,

� Clearly organised

Question 1: 0 1 2 3 4 5

Question 2: 0 1 2 3 4 5

LEXIC � Can use the words they need

� Rich range of vocabulary,

connectors, …

0 1 2 3 4 5

STRUCTURES � Use of a variety of structures 0 1 2 3 4 5

FLUENCY, INTONATION

PRONUNCIATION

� Sound English,

� Appropriate intonation

0 1 2 3 4 5

DUTCH CONNECTION


61

ANNEXESANNEXESANNEXESANNEXES

ANNEX1ANNEX1ANNEX1ANNEX1: : : : CREATIVE COMMONSCREATIVE COMMONSCREATIVE COMMONSCREATIVE COMMONS

http://creativecommons.org/licenses/by-nc-sa/3.0/

DUTCH CONNECTION


62

ANNEX 2: ONLINE VIDEO LISTANNEX 2: ONLINE VIDEO LISTANNEX 2: ONLINE VIDEO LISTANNEX 2: ONLINE VIDEO LIST

Lessons

Lesson 1: Dutch Culture for beginners

• Experience the Dutch culture [video].

http://www.youtube.com/watch?v=qb3zJEu5sO0&feature=related

(accessed May 18, 2010)

• Learning Dutch - Basic Phrases 001 Greetings and Polite Chat [video].

http://www.youtube.com/watch?v=S8H8ocOfa6Y (accessed May 18,

2010)

Lesson 2: Amsterdam

• Amsterdam – Lonely Planet Travel Video [video].

http://www.youtube.com/watch?v=UXT6TJ6vKLo (accessed May 18,

2010)

Lesson 3: Breda

• No videos in this lesson.

Lesson 4: Anne Frank

• The short life of Anne Frank, part I, II, III & IV [Video].

http://www.youtube.com/watch?v=4dFE_ay_WxM

http://www.youtube.com/watch?v=-hqww462CcE

http://www.youtube.com/watch?v=V-ZeQqyvOOw

http://www.youtube.com/watch?v=bmBDRAGJJ10 (accessed May 18,

2010)

Lesson 5: Culture is…

• The Netherlands [video].

http://rapidshare.com/files/377223423/THE_NETHERLANDS_culture.w

mv.html (accessed May 18, 2010)

DUTCH CONNECTION


63

ANNEX 3: ANNEX 3: ANNEX 3: ANNEX 3: CD TABLE OF CONTENTSCD TABLE OF CONTENTSCD TABLE OF CONTENTSCD TABLE OF CONTENTS

LESSONS

• Folder 1. Lesson 1.

o Worksheet 1

o PowerPoint 1.1

o PowerPoint 1.4


o Worksheet 2

o PowerPoint 2.1

o Experts’ corner Texts

o PowerPoint 2.4


o Worksheet 3

o PowerPoint 3.0

o Role play text student A/B


o Worksheet 4

o Worksheet 4’

o PowerPoint 4.0


o Worksheet 5

o Flashcards

o PowerPoint 5.1

o Wordle 5.2

o PowerPoint 5.6

EXTRA MATERIALS

• Folder 6.

o Worksheet 6

• Folder 7.

o Worksheet 7

DUTCH CONNECTION


64

• Folder 8.

o Worksheet 8

• Folder 9

o Worksheet 9

o Folder 9.1- Brochure materials

o Brochure sample

• Folder 10

o Worksheet 10

• Folder 11

o PowerPoint 11.1

o PowerPoint 11.2

ASSESSMENT

• Folder 12

o Rubrics

o Checklists

o Anne Frank’s exam (with keys)

o Dutch connection exam (with keys)

DUTCH CONNECTION


65

ANNEX 4: ANNEX 4: ANNEX 4: ANNEX 4: CDCDCDCD

Documents

T DUTCH CONNECTION B · 10’ Worksheet 1 (questionnaire) PowerPoint 1.1 1.2 Experience the Dutch culture speaking interaction listening S S Pair work + Groups of 4 15’ Worksheet