Chapter 4: Rural and Urban Spaces

CLIL: teacher resources

1. Introduction to settlements

4.1 Settlements – prioritising

• Make a list of the needs of a settlement.

• In pairs, prioritise the needs on your list (from most important to least important).

• Explain why you have put them in that order.

• Compare with other pairs/the rest of the class.

• Do you want to change your order? Explain.

2. Storyboard – how (rural) urban spaces develop

Read 4.2 Urban land use.

• A storyboard is a series of pictures in chronological order. You can also include speech bubbles and captions.

• Draw a storyboard of 4 × 4 squares.

• Each square shows the development.

• Plan how you are going to use the squares – your storyboard should show your understanding of how urban spaces develop.

• Don’t worry if you aren’t very good at drawing – stick people are fine too.

3. Listening, vocabulary and sentence construction

4.3 Megacities – Students listen to the text and try to reconstruct it using key words.

• Give the students the following words from the text in 4.3:

millionaire city / urban agglomerations / megacities / mega-regions
urbanisation / urban growth / industrialisation / never ending cities
risen / doubled / trebled / rapid increase
number and size / growing faster / join together / stretching for hundreds of kilometres

• Read the text out loud in sections, pausing after each section.

• Read again. This time the students should make sentences using the words given.

• Ask students to read out some of the sentences they have written. Check for understanding and accuracy.

• Students can check the sentences in the book.

• Go through any problems.

4. Building a new IKEA in your town

Discussion or debate on where to build a new IKEA in your town. Related to information from 4.4 Urban change and renewal.

• Teacher selects several possible sites for a new IKEA from the area the students live in.

• Use Google Maps or equivalent to produce satellite views of possible sites.

• The sites should be displayed for all the class to see.

• Each group (except two groups – who will be the jury) should choose a site and find reasons why their site should be chosen for the new IKEA. They should also find reasons why the other sites should not be chosen.

• The groups can either defend their site in a class discussion or debate or make a persuasive petition.

• The two groups that have been selected as the jury will eventually decide which site will be chosen. They should make a rubric they can use to judge who has the best arguments/reasons and is the most persuasive.

5. Hot seat

Interviewing residents in São Paulo based on the texts in 4.6 Case study: São Paulo, Brazil.

1. Divide the class into three groups:

Group A: You are a group of men and women who live in the favelas. You are about 40 years old. Read up on the growth of São Paulo and be ready to answer questions about your life and the growth of São Paulo from your point of view.

Group B: You are a group of young professional men and women who live in São Paulo. You are about 30 years old. Read up on the growth of São Paulo and be ready to answer questions about your life and the growth of São Paulo from your point of view.

Group C: You are journalists from the Netherlands and want to interview some residents from São Paulo for your magazine/newspaper/chat show to find out more about the growth of São Paulo. Write down some questions to interview the residents.

2. After the groups have had some time to read the chapter and discuss their backgrounds, rearrange the groups. You could have two journalists with two favela inhabitants and two young professionals or any other combination that works with your class.

3. The interviewers interview and make notes on the answers. There can also be a discussion between the residents.

4. The interviews can be filmed, watched and discussed in class to check on understanding and language.

6. Authentic material

Students bring in pictures of their city over the last 20–100 years to compare and contrast with the city today. Related to 4.7 Case study: Urban growth and change in the Netherlands.

1. Students bring in pictures of their city from the last 100 years. They should put a date on the back if known.

2. Place the pictures around the room: this can be done in chronological order or just randomly.

3. Students choose one or two pictures and write a description of the image.

• Students should write a full paragraph on both images and then compare and contrast it to their city now.

• Use information from 4.7.

4. Swap pictures and descriptions with another group.

5. Alternatively, contact a local history group to come in and tell the class about the changes in the area.

7. How does your city compare with Amsterdam?

Students look at how Amsterdam has developed and compare it with the city nearest to them. Based on 4.8 Case study: Amsterdam.

1. Students compare and contrast the case study of Amsterdam with their own city or a city near their home.

2. The students should include explanations as well as comparisons.

3. If the students live in a particularly rural area, they should look at 4.8 Rural change in the Netherlands.

8. Round robin summary of the whole chapter

Students make a summary of a part of the chapter and then check each other’s work to produce a full summary.

1. In pairs, make a summary of one part of the chapter.

2. Place the summary on a group wiki, Dropbox or Google Docs. The class should agree on a house style, e.g. font, letter size, etc.

3. Each pair then selects one of the summary parts to check – they make any changes in the summary.

4. The final result should be a group summary of one chapter.

5. If there is a possibility to add a comment box, it would be useful for discussions about the material in this chapter.