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VMBO by Mind Map: VMBO

1. To prepare them for real life and to broaden their horizons of the rest of the world. North America is more than just the United States.

2. To prepare them for further education

3. CEFR A1/A2

3.1. Learning goals Demographics: Students will be able to identify the different kinds of people currently present in the United States by using information about certain aspects of their religions, cultures and whereabouts.

3.1.1. 1: where and why Students will be able to identify where in the United States certain cultures are currently living. Students can explain in their own words why immigrants chose to move to certain areas in the country.

3.1.2. 2: cultures and immigration Students can identify different cultures that are currently living in the United States of America. Students can explain and define in their own words why certain cultures live in certain areas of the country.

3.1.3. 3: religion Students can indicate the main religions present in the United States today. Students will be able to explain in their own words the link between immigrants and religion in the United States.

3.1.4. 4: census Students will be able to formulate questions on cultures, gender, religion and living areas. Students are able to use information given from the answers by their classmates to create a census. Students will be able to explain what a census is, the reason why it’s being held in the United States and what it incorporates. Students will be able to ask questions they have formulated themselves and are fluent enough to understand the given answers. Students will be able to formulate an answer with hesitation and some pauses.

3.2. Learning goals Natural disaster: At the end of the 4 lessons students can explain different types of natural disasters and can relate these to the United States of America using correct grammar and terminology

3.2.1. Earthquakes : 1 after reading about earthquakes the students can determine why earthquakes happen in different parts of America using correct terminology.

3.2.2. Yellowstone super volcano: 2 given information about volcanoes the students can describe how volcanoes work. 3 Given information about volcanoes and specifically the Yellowstone super volcano the students can write a short paragraph imagining what might happen if the volcano erupted using future tenses.

3.2.3. Hurricanes & tornados: 4 Using different online material the students can explain how hurricanes and tornados come to be and can determine why these happen in America using the present simple and present continuous. 5 Given access to the internet the students can collect all the information they need to complete the project using reliable sources.

3.2.4. Katrina: 6 Given various audiovisual input about hurricane Katrina the students can describe what occurred and what the societal consequences were using correct terminology

3.3. Learning goals Demographics

3.3.1. Where do they live? Learning goals: Given information in the form of reading texts students can write an informal letter on the living environments in America using the present simple and the present continuous.

3.3.2. Cultures & Immigration Learning goals: Using different videos on cultures and immigration, students can identify the different main cultures in America and explain what immigration is using their own and newly learned vocabulary.

3.3.3. Religions Learning goals: Given an article on different religions in America, students are able to use newly learned vocabulary and comparisons to describe the different religions and how people identify with these religions.

3.3.4. Census Learning goals: Using the information given in the form of reading texts, the students are able to formulate their own questions using newly learned vocabulary and prior knowledge.     Given information in the form of reading texts, students can hold an interview and are able to interact with speaking and listening.

3.4. Learning goals Habitat: At the end of the 4 lessons students can use problem-solving skills to come up with solutions to current environmental problems

3.4.1. Fauna Learning goal: Given various texts and audiovisual input about endangered animals that can be found in the U.S.A.. Students will be able to use that input to extract information using skimming and intensive reading strategies. Students will be able to use problem-solving skills to come up with solutions regarding endangered animals. 

3.4.2. National Parks Learning goal: Given audiovisual information about National Parks students will be identify the diversity of environments found in the national park. will learn new vocabulary regarding National Parks that are mentioned in the video Given information about the 5 themes of geography students will learn and be able to understand the five themes of geography and are able to incorporate their knowledge into the final assignment Given online tools students will research and describe the physical characteristics of a national park

3.4.3. Grand Canyon Learning goals: Given audiovisual tools and text students will be able to understand the history and formation of the Grand Canyon. Through the same tools students will also discover the use of the past tense.

3.4.4. Preservation Learning goals: Given audiovisual tools students will be able to create an action plan to resolve an environmental issue.  Given reading texts students will be able to identify and use the compare and contrast grammar function to compare environmental hypothetical situations.

3.5. Reading B1

3.6. Listening A2/B1

3.7. Speaking A2

3.8. Writing A2/B1

3.9. End producht: Presentation

3.9.1. at the end of the 18 lessons the students can produce and give a presentation about their pamphlet with correct grammar and terminology

3.9.1.1. given all the strategies the students can gather and integrate the information they need at the end of the 18 lessons

3.10. End-product: Pamphlet

3.10.1. at the end of the 18 lessons the students can compile a pamphlet combining all the information given in the curriculum with correct grammar and terminology.

4. Grammar: present simple, present continuous, future tenses, past tense.

5. Vocabulary related to climate, demographics, habitats and natural disasters.

6. Writing (pamflet) /Speaking (presentation) /Reading (research)/ Listening (in class).

7. Motivating students

8. Giving students input/feedback

9. Direct instructions

10. Teacher guides students through the group process

11. The students are learning in groups of four.

12. The students get input in class, but they also learn outside of class in their groups.

13. The students learn during class and when they work in their groups.

14. At the end of the course they have to hand in a pamflet and give short presentation as a group for which they are assessed.

15. geographical knowledge about North America.

16. The students learn through instruction from the teacher and by working on the project. They also learn through practicing the different skills, grammar and vocabulary.

17. The students learn by doing individual and group research