ABSTRACT

GREEN SKILLS

During this Comenius project the Dutch teachers made

various CLIL lessons. In this paper the CLIL lessons are
summarized.

A. Brink

FOR GLOBAL
CHANGE
CLIL lessons Netherlands

Carmelcollege Emmen

CLIL SLOVENIA
BY ANNEMIEK BRINK, SOCIAL STUDIES TEACHER
LESSON PLAN TURKEY MEETING
Date: May 2014 Subject: Dutch Cultures

Grade:16/17 years Teacher: Brink

Goals/Objectives/Standards:
Time

Opening/Framing the Lesson/Introduction/Early

Assessment

Monitor/Feedback

The lesson started with a general introduction of

myself and my country (Netherlands).
I asked what they already knew about the country.

The Lesson Structure: Activities

O

General introduction
- Name + country

Learning Dutch culture

Learning Dutch language

O Do and don'ts in your culture

Assignment, handed out during class (see attachment)
Closing/Assessment

Together we discussed the answers from the

assignment. At the end we tasted some Dutch
delights.
Homework
No homework
Self Evaluation of the Lesson
Both classes went very well. The students liked the subject and where very active.
Resources/Materials
-

Powerpoint presentation
Assignment

1. Fill in the right words

Mondriaan, cows, Amsterdam, low-lands, Rotterdam, Cheese, dikes, tulips

1. Most people think about this when they about the Dutch.
.....................................................................................................

2. The definition of the word Netherlands.

.....................................................................................................
3. The Dutch build this against the sea.
.....................................................................................................
4. This Dutch city has a big harbor.
.....................................................................................................
5. A famous Dutch artist.
.....................................................................................................
6. These are the most famous Dutch flowers.
.....................................................................................................
7. An animal you see a lot in the Netherlands.
.....................................................................................................
8. The Dutch capital.
.....................................................................................................

2. Nederlands leren spreken

Fill in information about yourself, then tell something about yourself to your neighbor. Practice in (English and)
in Dutch.
Ask for the words you dont know.

1. Hello,
How in
arethe
you doing?
1.2. Fill
right words

1. Hallo,
2. Hoe gaat het?

3. My name is .

3. Mijn naam is .

4. I am from .

4. Ik kom uit ..

5. I am years old.

5. Ik ben . jaar
oud.
6. Mijn hobbys zijn

6. My hobbies are

.
Examples:

3. Do and donts in your country

Write down the do and donts for your country and discuss this in pairs.

DO

DONT

CLIL REUNION
BY CASPER ZIJLSTRA, TEACHER PHILOSOPHY AND RELIGIOUS STUDIES
Date:

11 September 2014

Subject: Philosophy

Grade: Upper form/Baccalaureate

Teacher: Dr. C.P. Zijlstra

Goals/Objectives/Standards: Explanation Method of Doubt in Cartesian Philosophy
Time

Opening/Framing the Lesson/Introduction/Early

Assessment

Monitor/Feedback

The lesson started by establishing what students

already knew about Descartes. It turned out that
they only had read Passions de lAme but had not yet
explored Discours de la Mthode or Mditations. They
had no idea about Descartes quest to indubitable
knowledge.
So I outlined the context in which Descartes set out
his quest and explained a number of key terms such as
knowledge, truth, science, reason, senses and
the like.

The Lesson Structure: Activities

The lesson took place in a dialogue-ish form. The
teacher wanted to explain the sources of knowledge
and the way in which we can apply the method of
doubt.

The teacher was present

during these lessons.

During the break the

teacher said the lesson
was very relevant and
suited exactly in the
curriculum. He was very
pleased with the level

During the first period I reached the final source of

knowledge (reason) and how, by the hypothesis of the
evil genius, Descartes could doubt this source. In
doing so he ended up with the cogito, and thats where
we ended before the break.
After the break, there were some questions from a
number of students that we discussed. After this
discussion we continued the impact of Cartesian
philosophy and the problems of dualism in the 18th
century.
Closing/Assessment

and the contents. He was

a bit worried whether
the English level was too
high for his students. I
also saw this and
combined English with
French phrases and
recapitulations in French.

The lesson ended with a short recapitulation of the

method of doubt leading to indubitable knowledge and
the position of dualism.
Homework
Self Evaluation of the Lesson

I really enjoyed teaching a French group in La Runion on Descartes. I am very pleased to

learn that my lesson contributed to some extent to the Philosophy curriculum.

Resources/Materials

I used a whiteboard.

CLIL TURKEY
BY JANITA SCHUTTER, TEACHER GEOGRAPHY
Date: 7 November 2014 Subject: Cultural differences

Grade:16/17 years Teacher: Schutter

Goals/Objectives/Standards:
Time

Opening/Framing the Lesson/Introduction/Early

Assessment

Monitor/Feedback

Introduction of the school

Introduction about the Dutch culture
The Lesson Structure: Activities
A drawing poster of the city Rotterdam. The students
need to search 10 typical elements of the Dutch
culture. After that, the students need to search 10
elements of another culture. The students need to
look carefully at the poster and to discuss as a group
about the things they see.
Closing/Assessment

Each group told what they found and explain why it is

typical Dutch. Talking about the reason of different
cultural elements
Homework
No homework
Self Evaluation of the Lesson
Going well, not so many time for the discussion, but the students were enthusiastic about the
searching/discussing exercise.
Resources/Materials
-

Powerpoint presentation
Drawing poster of Rotterdam for every group

CLIL NETHERLANDS
BY JANITA SCHUTTER AND RONALD VAN PINXTEREN, TEACHERS GEOGRAPHY AND
BIOLOGY/SPU
Date: 16 january 2015 Subject: Watermanagement in the Netherlands Grade: VWO5 Teacher:
Schutter and van Pinxteren
Goals/Objectives/Standards:

Time

Opening/Framing the Lesson/Introduction/Early

Assessment

Monitor/Feedback

Introduction watermanagement the Netherlands

The Lesson Structure: Activities

Powerpoint about the Netherlands and water

Closing/Assessment

Discussion about watermanagent in other countries

Homework
This information is told to the students as background
information for the debate.
Self Evaluation of the Lesson
Going well, maybe too much information about the different projects in the Netherlands and
too less about the historical part.

Resources/Materials
Powerpoint

CLIL DEBATE WORKSHOP BY CASPER ZIJLSTRA AND ANNEMIEK BRINK

SOURCE: Nederlands debatinstituut

Format opening speech

Dear members of the jury and guests. Today we will enter a debate on the
following motion:
We are in favour of/against this motion.
The (alternative) plan we came up with is and/or we would like to ask the
following questions:

Announcement

Our first argument is:

Explanation:

Example:

Our second argument is:

Explanation:

Example

Our third argument is:

Explanation:

Example:

Our conclusion therefore is:

During the debate:

Who says what? As speaker during the debate you can do the following:
Repeat an argument and ask for a reaction of the opposition.
Introduce a new argument
Ask a question
React to an argument of the opposing team
Describe your tasks

Team member 1:

Team member 2:

Team member 3:

Team member 4: