Practice Activities – CLIL
SUBJECT PRACTICE ACTIVITIES: CONTENT & LANGUAGE INTEGRATED LEARNING GENERAL INFORMATION: The subject subject practice practice activities activities consist consist of doing doing individually individually five short exercises. The document must fulfil the following conditions: -
Length: 3 page pages s (witho (without ut includ including ing cover cover,, activi activitie ties’ s’ statem statemen ents, ts, index index or appendices –if there are an!". Tpe of font: Arial or Times New Roman. Roman. #i$e: 11. Line height: 1.. 1.. %lignment: %lignment: !usti"ied. !usti"ied.
&esides, &esides, the activitie activities s have to be done in this 'ord document document:: leave leave the activities’ activities’ statements where the are and just answer below them. n order to ma)e the correction process easier, please, do not write the answers in bold, and it will then be easier to distin distingui guish sh betwe between en them them and the activi activitie ties’ s’ statem statement ents. s. *n the other other hand, hand, the document must still fulfil the rules of presentation and edition, and follow the rubric for +uoting and ma)ing bibliographical references as detailed in the #tud uide. %lso, it has to be submitted following the procedure specified in the #$u%&ect 'valuation( document. document. #ending it to the teacher’s e!mail is not permitted. n addition to this, it is ver important to read the assessment assessment criteria, criteria, which can be found in the #$u%&ect 'valuation( document.
1
Practice Activities – CLIL
Name and surname(s): ALEXANDER RIVAS PEÑALOZA Grou: ! Da"e: #$%&%#'$
Practice Activities )o t*e "ollowing e+ercises and &usti"y your answers.
Tas, 1 Loo, at t*e contents o" t*e grammar in t*e "ollowing inde+es. -*at do t*ey *ave in common -*at was t*e criterion used to select t*e content
-ew eadwa /re!intermediate, b 0ohn #oars (*1/, 2333". %n extract from a textboo) designed for the teaching4 learning of 56L and addressed to /re!intermediate students
/
Practice Activities – CLIL
%dventure 5lementar *1/ This is an extract from a textboo) designed for the teaching4 learning of 56L and addressed to 5lementar students.
Tas, / -*at are t*e di""erences %etween t*e "ollowing ta%les o" contents -*at do t*ey suggest you
(%dapted from 7alax 28"
3
Practice Activities – CLIL
%dventure 5lementar *1/
Tas, 3 0
Practice Activities – CLIL
Loo, at t*e "ollowing activity. -*at type o" met*odological practice does it
Language study -ords ending in s Loo) at the transcripts below of 9avid and &ridges tal)ing about their families (section 2b and ;<". ow man words are there ending in s or s= 9oes the s or s alwas mean the same= #ome words alwas end in s, for example, *is. 'hat about this one= I’ve got one brother and he’s got two daughters . /ut the words ending in s or s into categories. 2ridgets "amily 9%: f we loo) at, erm, our mother #heila. as she got an brothers and sisters= &: >es, she’s got one sister. 9%: -o brothers= &: -o. 9%: *)e. 'hat about our father= &: e’s got three sisters. 9%: *h, and no brothers= &: -o. )avids "amily &: -ow it’s m turn. >our father’s called 0ohn=, and our mother’s called /at= 9%: That’s right. &: %nd our brother’s married to? 0ane= 9%: 0ane. ood. &: 0ane. %nd the’ve got two daughters called? 5mma and #arah. Now loo, at t*e te+t in $ection /0. 4ind t*irteen more words t*at end in s and put t*em into categories. ADAPTATION FROM Collins Cobuild English Course (illis and illis !"##$!%&
promote
Tas, 0 -*at type o" o%&ectives would you include t*e "ollowing statements in LISTENING I can understand simple words and phrases, like “excuse me”, “sorry”, “thank you”, etc. I can understand the days o the week and months o the year. I can understand times and dates. I can understand num!ers and prices. G"#$$#" #d%ecti&es' common and demonstrati&e #d&er!s o re(uency )omparati&es and superlati&es Goin* to […] &ritish @ouncil, Level %; – 5nglish 6oreign Language
Practice Activities – CLIL
Tas,
-*at does t*e "ollowing in"ormation gap activity suggest you
Student A
C56NTR7
CAPITAL
6rance 9ublin #pain %msterdam &elgium Student B
C56NTR7
CAPITAL /aris
reland Aadrid The -etherlands &russels
8
Practice Activities – CLIL
Tas, 1 A'ter anal)ing the two units I *an see that the have in *o++on several as,e*ts su*h as$ the *ontents are si+ilar and both are well stru*tured be*ause the are se,arated o' the unit and *ontentThat +a.es it *learer be*ause it has the na+e o' the units whi*h +a.e that the learners *an ta.e it the di''erent wa when the read let’s go to the sho,,ing or the wa we live the will 'eel with +ore *on'iden*e to develo, the unit be*ause there are so+e titles whi*h will be relevant to stud- The 'or+ats are di''erent but the *hose o' the *ontents are si+ilar- The have in *o++on unit/ *ontent and vo*abular besides the are 'o*used in the gra++ar whi*h +a.es the haven’t a grade o' the learnabilit and utilit- A**ording to the gra++ar the students *an *arr out ,ro*ess where the *ould develo, a*tivities in the real0world- The have in *o++on the se1uen*e o' the *ontents whi*h is so i+,ortant to *reate a sllabubs or unit here the learner have the o,,ortunit to learn di''erent *ontents in ,resent si+,le su,,orting in the dail e2,ressions and 'un*tional English-
And the are 'o*used onl in learn gra++ar
a**ording to C3I3 these units are little ,oor about learnabilit be*ause the idea is learn to rea0wordThe *riterion used to sele*t the *ontent was to learn gra++ar/ here the students will learn about the ,resent and ,ast tenses/ to use *o++on e2,ressions or a*tivities that we nor+all used were *arr out through English I thin. that it is the wa to *reate a unit students develo, a*tivities whi*h the nor+all do in the real *onte2t- Although one is 'or inter+ediate and another 'or ele+entar the have so +u*h in *o++on in the in,ut4esides real *ontent has a *ontinuit/ and *on*e,tual the+ati* that’s to sa se1uen*ing in the tea*hing ,oints- I thin. that ea*h tables has se1uen*e
Tas #
9
Practice Activities – CLIL
There are so+e di''eren*es between these tables o' *ontents the 'irst is +ore *o+,lete be*ause it has unit/ to,i*/ 'un*tion/ reading/ listening/ writing/ s,ea.ing in its stru*ture whi*h is ne*essar to *arr out a good ,ro*ess in the *lassroo+ +anage+ent- This is 'o*used in the 'our s.ills and 'un*tional language besides in the 'irst I *an see the se1uen*e o' the to,i*s and in the a*tivities ,lanned about di''erent s.ills in the 'irst I *an see that unit is 'or inter+ediate students and it has a big grade o' the learnabilit be*ause here the students have the o,,ortunit to s,oo. stories/ strange e2,erien*es in the 'irst unit and in the se*ond the will *ontinue with drea+s and night+ares whi*h +a.es a good se1uen*e I have would li.e use a na+e 'or ea*h unit to engage + learner +ore in the learning- I said be'ore this is 'or inter+ediate be*ause the students +ust i+,le+ent the 'our s.ills with high level o' ,ro'i*ien*In the se*ond *ha,ter !5 is si+,ler be*ause here it does not have the right stru*ture 'or a 'un*tional unit
besides it is 'o*used in the gra++ar it isn’t identi' the stru*ture
about unit/ vo*abular/ and 'our s.ills- I observe the gra++ar stru*ture where is e2,laining the *orre*t use o' the three is there are and the use o' the de+onstrative ad6e*tives in singular and ,lural and at the end o' the unit I *an observe the i+,le+enting o' the au2iliar has although here it wor.s as a verb- Another di''eren*es is between se1uen*e o' the tea*hing ,oints be*ause in the 'irst I *an saw a se1uen*e o' the all *ontents unli.e the se*ond where it is a traditional *lass or unit where the tea*her ,resents the to,i* and e2,lain the stru*ture how it wor.s gra++ati*all +a.ing senten*es to translate or re,eat a'ter tea*her leaving aside the utilit and learnabilitOther di''eren*es is about the use o' the gra++ar be*ause in the 'irst there isn’t gra++ar to develo, although it is i+,li*it in the unit in these *ase students’ level is high- A**ording to 3earnabilit is a 1ualit o' ,rodu*ts and inter'a*es that allows users to 1ui*.l be*o+e 'a+iliar with the+ and able to +a.e good use o' all their 'eatures and *a,abilities- 7o+ething whi*h is inade1uate *arr out with se*ond table unli.e o' the 'irst table where this is a,,li*able 8tilit re'ers to the a+ount o' satis'a*tion the students get 'ro+ goods or servi*es- hi*h 'or +e is a,,li*able to the 'ist table- There are the di''eren*es and view,oints whi*h I have 'ound and these tables o' *ontents-
Tas * It ,ro+otes a +ethodologi*al based in Collins CO48I3D English 3anguage Di*tionar where the words are e2,lained with di''erent *hara*teristi*s9 here ou analse the word then ou have an e2,lanation about that- That’s to sa what the uses in a**ording to the gra++ar stru*ture are- 4esides ou have below a series o' e2a+,les giving to ou the wa whi*h ou should use the words in a *onte2t this +ethodolog has three level
:
Practice Activities – CLIL
*ourse ta.ing adult learners 'ro+ 'alse beginner level to ,re0First Certi'i*ate 'o*uses on everda English- Ea*h level *overs about !:: hours o' *lass wor.- Three level whi*h ou *an wor.- 4etween the+ we *an 'ind inter+ediate and advan*ed this was +ade 'or student whi*h have a high level in English be*ause the e2,lanation *o+e in English too- Ea*h level o' the *ourse *o+,rises the 'ollowing *o+,onents$ (!& 7tudent;s 4oo. 0 in 'ull *olour throughout- 7e*tions are nu+bered se1uentiall through the boo./ 'a*ilitating *ross0re'eren*ing between the se*tions and the Pra*ti*e 4oo.- A s,e*ial trans*ri,t boo.let o' the uns*ri,ted re*ordings is in*luded at the ba*. whi*h *an be ,ulled out 'or eas re'eren*e- (<& Pra*ti*e 4oo. 0 'urther reading and writing e2er*ises 'or use in or out o' *lass- (=& Tea*her;s 4oo. 0 interleaved with ,ages 'ro+ the 7tudent;s 4oo. Tea*hing notes in*or,orate 'ull answer .es and *o+,lete trans*ri,ts(5& Cassettes 0 a balan*e o' s*ri,ted and uns*ri,ted +aterial- In 3evel :: words introdu*ed in 3evel ! and *overs a 'urther #%: words- I thin. that this is a good +ethodolog be*ause student *an wor. with the tea*her or alone be*ause the tool has the di''erent e2,lanations whi*h the learners *an analse and understand-
Tas ! During the develo,+ent o' these tea*hing ,oints the students will identi' the di''erent gra++ar stru*tures and listening issues in whi*h he?she *ould a,,l in the real0world At the end o' the lesson the students will be able to understand si+,le ,hases to o''er a,ologiesThe students will identi' and *lassi'ing ea*h da o' the wee. and +onth o' the ear in si+,le audio trans*ri,t4 the end o' the unit student will be able to understand the hour and dates in a rea0 worldM students will understand values and arti*les ,ri*es in a dail routines intera*ting with other ,ersonsThe student will be able to a,,l the ad6e*tives and de+onstrative in real or in real writingM learners will identi' the *o+,arative and su,erlative in di''erent te2ts or advi*e4 the end o' the unit student will do ,lans 'or the near 'uture
Tas & It suggest to +e a a*tivit where the tea*her has e2,lained the to,i* about *ountries an *a,itals and the students have re*eived the e2,lanation but the out*o+es it is no good a**ording to the test that the tea*her used with the+ +a be the e2,lanation was
;
Practice Activities – CLIL
regular and the tea*her has to e2,lain again or the students didn’t ,a attention to sa+e- This t,e o' a*tivities are ver 'un in the *lassroo+ +anage+ent be*ause it ,ro+otes the individual .nowledge 'or ea*h student- This *an be done 'ro+ tea*her’s e2,lanation/ listening/ ,revious .nowledge o' students/ and .nowledge about world a+ong other a*tivities- 4esides ou *an 'ind this t,e o' the a*tivities in a te2tboo. at the end o' unit to analse the students’ .nowledge in addition this suggest +e +ore e2,lanation or another wa in whi*h learners *an identi' Countries with their res,e*tive *a,itals be*ause the 'ailed al+ost the sa+e wa-
Re'eren*es$ Content and language integrated learning 'uniber -org htt,s$??www-a+a)on-*o+?Collins0CO48I3D0English0Course---?::--Collins CO48I3D English Course$ Pt- < @ane illis/ Dave illisB on A+a)on-*o+FREE htt,s$??www-goodreads-*o+?---?!<:5!50*ollins0*obuild0english0*o--htt,s$??www-+indtools-*o+ Ti+e Manage+ent oal 7etting Find out how to set goals with *on'iden*e/ so that ou *an +a.e the +ost o' these o,,ortunities Prabhu/ N- 7- (!"#>&- 7e*ond language ,edagog- O2'ord 8niversit Press7+allwood/ 4- MACCARO/ C- (eds& (<:::&- Intengrating language and *ontent in se*ondar s*hool$ Instrutional 7trategies and The+ati* unitsCole/ Do?Good/ Phili,?Marsh/ David (<:!:&$ C3I3/ Content and 3anguage Integrated 3earning- Ca+bridge$ C8P Ellis/ Rod (<::=&$ Tas.0based 3anguage 3earning and Tea*hing- O2'ord$ O8P Pavesi/ M 4erto***hi/ D- Go'a+annova MHa)ian.a/ M (<::!& C3I3 uidelines 'or tea*hers- Milan$ Tie C3I34ritish *oun*il organi)ation
1<
