Exemplary Italian Units

CLIL Open Online Learning

Subscribe to the project newsletter:

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

Fashion! Milan fashion week

Learner level

B2

Back to Top

Description

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

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

Back to Top

Content

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

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

Back to Top

Community

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

Back to Top

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

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

Learner level

C1

Back to Top

Description

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

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

Back to Top

Content

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

What to do when you are in Milan for one night

Learner level

B1

Back to Top

Description

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

Back to Top

Content

The description of some interesting places in Milan.

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

Nature and poetical emotion

Learner level

B1

Back to Top

Description

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

Back to Top

Content

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

CARAVAGGIO (LSSEV)

Learner level

B2

Back to Top

Description

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

Back to Top

Content

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

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

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

Back to Top

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

LEONARDO (LSSEV)

Learner level

C1

Back to Top

Description

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

Back to Top

Content

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

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

  • His artistic background.
  • The location of his artworks and their timeline.
  • Some of the main features of his artwork.
  • Any possible interpretation.
Conservation (The Last Supper).

Back to Top

Cognition

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

Back to Top

Competences

To be able to:

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

Back to Top

Communication

To be able to:

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

Back to Top

Community

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

Back to Top

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

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

Learner level

C1

Back to Top

Description

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

Back to Top

Content

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

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

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

Back to Top

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

Fashion! How to become a model in Italy

Learner level

C1

Back to Top

Description

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

Back to Top

Content

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

Back to Top

Cognition

The unit develops the following abilities:

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

Drama from the Middle Ages to the present days in Italy

Learner level

C1

Back to Top

Description

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

Back to Top

Content

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

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

Back to Top

Cognition

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

Back to Top

Competences

The student is able to:

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

Back to Top

Communication

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

Back to Top

Community

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

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

Back to Top

MART in Rovereto 2-the irruption of the contemporary

Learner level

B1

Back to Top

Description

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

Back to Top

Content

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

Trieste, a cosmopolitan city where culture and literature have met

Learner level

C1

Back to Top

Description

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

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

Back to Top

Content

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

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

La Pinacoteca di Brera  (LSSEV)

Learner level

B1

Back to Top

Description

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

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

Back to Top

Content

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

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

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

Back to Top

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

Van Gogh (LSSEV)

Learner level

C1

Back to Top

Description

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

Back to Top

Content

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


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

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Communication

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

Back to Top

Community

Author's values belong to the entire European culture.

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

Back to Top

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

MART in Rovereto 1: (The Invention of Modernity)

Learner level

B2

Back to Top

Description

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

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

Back to Top

Content

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

Back to Top

Cognition

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

Back to Top

Competences

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

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

Back to Top

Communication

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

Use of past, present and future tenses.

Back to Top

Community

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

Back to Top

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

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

Learner level

C1

Back to Top

Description

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

Back to Top

Topic

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

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

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

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

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

Back to Top

Communication

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

Back to Top

Cognition

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

Back to Top

Competences

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

Back to Top

Community

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

Back to Top

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

 

test

Learner level

 

Back to Top

Description

 

Back to Top

Content

 

Back to Top

Cognition

 

Back to Top

Competences

 

Back to Top

Communication

 

Back to Top

Community

.

Back to Top

Go to the unit: https://clilstore.eu/cs/8022

 

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