2-hour CLIL module:

 Introducing Picasso and the Cubism 

The aims of lesson are to get to know some details of Picasso's life; understand notions like "cubism", "abstract", "angle", recognise the most important pictures of this author; prepare a Picasso-like painting online; give a short presentation for what we'll need vocabulary to describe paintings, the objects in the painting, colours and shades (can be adapted according to language level of students).

So the learning outcomes that we want to achieve are the use of the English language as instrument to reach new artistic knowledge viewing of a video that recreates the life of Picasso  and his beginnings in the world of the artistic creation. We also will learn about the composition of an artistic piece recreating techniques of Pablo Picasso and exploring of the characteristics and techniques of some works of Pablo Picasso.

The comunication in classroom wil be between teacher and student and in groups of 3-4 students. They will need  cognitive tools as Analysing, interpreting, selecting, commenting, bookmarking using language. for support their language demands we'll provide them list of vocabulary, wich includes: Adjectives: Blue, red, pink, dark, black and white, blurred, spooky, haunted, traditional; Nouns: tradition, paintbrush, triangle, square, rectangle, circle, oval, pyramid, rhomboid, and rhombus; Verbs: draw, sketch, colour, paint, use, live, represent, like, love; Prepositions: from… to , throughout, with, ago; and Structures like: Comparative and superlative:

He used the colour …

This painting represents …

I can see a …

This is the story of …

He lived/painted from … to …

The students will use narrative and descriptive discourse types and language skills like reading, listening, writing and speaking.

The teacher's role is engaging students, providing input and support. And that means that the lesson is learner-centered, what will do Encouraging motivation, giving the students some control over the learning processes and including explicit instruction to develop their skills.

The material we'll need are: Texts, computers, projector, paper, pencils, e-mail, internet and we will work with them at home and in the classroom

This unit has 4 lessons, but this is just the first module which contains 2 lessons (2 HOURS). 

LESSON 1:

TASK 1 - Ask students some LOTS and HOTS questions: 

TASK 2 and 3 - Biography of Picasso 

• Show them a film about the painter’s life and help them with the text. Then they try to answer some of the questions concerning the contents of the text - discussion.

• Complete the text:

Pablo Picasso (1881-1973) was a Spanish artist. He revolutionized ___________, drawing, sculpture and ceramics. ___________ was _______ in Málaga. His ____________ was an artist and art ____________. Picasso was a child prodigy.He painted excellent ____________from an early age. He had his first ____________ when he was thirteen. Picasso _____________ art in Madrid but later moved to Barcelona and Paris. Most of his friends ___________ poets, writers, bullfighters and artists. Druing his career he ____________ over 20,000_______________. 

TASK 4 - How does Picasso paint?

Show them another film without stopping about Picasso painting (no audio), asking them about what is being painted (their answers were: bacteria, roses, a fish, a rooster/chicken). This film shows a real mastery of Picasso: https://www.youtube.com/watch?v=JU9oaD0e7uU&feature=youtu.be

TASK 5 - Homework

Their homework is to create a Picasso-like painting by means of www.picassohead.com and then send it to mevia email. At the next meeting they will be asked to tell the rest of the group something about their project. Functional language used here - phrases to describe location plus body parts (mainly head).

LESSON 2: