Practice Activities CLIL

Name and surname(s): Samson Alexander Nkhalamba

Group: 2017-02
Date: 24/09/2017

Practice Activities

Contents, objective types and task analysis

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 Practice Activities CLIL

Task 1

Look at the contents of the grammar in the following indexes. What do they have
in common? What was the criterion used to select the content?

New Headway Pre-intermediate, by John Soars (OUP, 2000).

An extract from a textbook designed for the teaching/ learning of EFL and addressed to Pre-intermediate
students

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Adventure Elementary OUP

This is an extract from a textbook designed for the teaching/ learning of EFL and addressed to
Elementary students.

The relationship between the two content is that the two approach the learner to
grammatical and vocabulary. The topics they address are the topics that are interesting
and motivating to students and bring them to reality. The approach in the two contents
shows that there is a relation between utility and learnability criterion. The topics are
useful and represent real situations which are important to the learner and that are the
utility criterion, for example buying things. Looking upon the learnability, they are
balancing in the two contents. Learnability in the first contents is within the needs of the
learners and is applicable within the topics, for example: present simple and past
simple, articles and this also applies to the second content.
According to Alvior, M.G. (2015), utility is the usefulness of the content or subject
matter [...], students only value the subject matter or content if it is useful to them and
learnability is the subject matter or content must be within the schema of the learners. It
should be within their experiences. Teachers should apply theories in the psychology of
learning to know how subjects are presented, sequenced, and organized to maximize
the learning capacity of the students

Task 2

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What are the differences between the following tables of contents? What do they
suggest you?

(Adapted from Galaxy 2)

Adventure Elementary OUP

The first example reflects a real content that CLIL suggest to use of real content and is
present in this example which is different from the second example which shows the

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content as the language itself within special grammatical focus in learning. Ball, Kelly
and Clegg (2016), states that, Language teachers working with CLIL [] must
embrace the prospect of dealing with real content, understanding how it develops and
the way in which the accompanying language supports the whole framework of
learning

Task 3

Look at the following activity. What type of methodological practice does it

promote?

Language study
Words ending in s
Look at the transcripts below of David and Bridges talking about their families (section 26b and
19).
How many words are there ending in s or s?
Does the s or s always mean the same?
Some words always end in s, for example, his.
What about this one?
Ive got one brother and hes got two daughters.
Put the words ending in s or s into categories.

Bridgets family
DA: If we look at, erm, your mother Sheila. Has she got any brothers and sisters?
BG: Yes, shes got one sister.
DA: No brothers?
BG: No.
DA: Okey. What about your father?
BG: Hes got three sisters.
DA: Oh, and no brothers?
BG: No.

Davids family
BG: Now its my turn. Your fathers called John?, and your mothers called Pat?
DA: Thats right.
BG: And your brothers married to Jane?
DA: Jane. Good.
BG: Jane. And theyve got two daughters called Emma and Sarah.

Now look at the text in Section 24. Find thirteen more words that end in s and put them
into categories.

ADAPTATION FROM Collins Cobuild English Course (Willis and Willis 1988:15)

The type of methodological practice is topic- based language class where the teacher
plans her teaching around a series of themes or topics, thus moving away from the
traditional planning of the syllabus on purely linguistic ground. This is because,

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although the aim of the activity is built on linguistic grounds but the activity also gives
the learner a chance to practice other language skills such as reading.

Topic-based language learning means that the emphasis of the lessons in language
learning is on a subject, a topic or a theme, and the contents of the book are
arranged around this topic. It also means that the lesson will include doing work
on a topic in class. (https://stalischem.wordpress.com/2010/04/25/topic-
based-language-learning/)

Task 4

What type of objectives would you include the following statements in?

LISTENING
I can understand simple words and phrases, like excuse
me, sorry, thank you, etc.
I can understand the days of the week and months of the
year.
I can understand times and dates.
I can understand numbers and prices.

GRAMMAR
Adjectives: common and demonstrative
Adverbs of frequency
Comparatives and superlatives
Going to []

British Council, Level A1 English Foreign Language

For the first statement I would include the outcome objective. In this statement the
author shows results that must be archived at the end of the lesson. While for the
second, third, and fourth statements, I would include priority objectives. In these
statements, the author has used the content as a tool to methodological choice to
obtain some results from the content. Ball, Kelly and Clegg (2016), explain that, when
using priority objectives, CLIL teachers decide which of the three dimensions they wish
to emphasize (concepts, procedures, language) at any given point in a sequence of
activities or tasks

Task 5

What does the following information gap activity suggest you?

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Student A

COUNTRY CAPITAL

France

Dublin

Spain

Amsterdam

Belgium

Student B

COUNTRY CAPITAL

Paris

Ireland

Madrid

The Netherlands

Brussels

The activity suggests that the students should work in pairs in order to fill in the gaps.
This activity is of gap information where different students have different gap
information. So, for them to fill in the gaps they must communicate with each other and
thereby developing speaking, reading, writing and listening skills at the same time
While in pairs for example students ask one another: what is the capital city of France
and the other will attempt to answer. This continues until the gaps are all filled up. Later
they may present their answers to compare with other pairs.

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Reference

Alvior, M.G. (2015), Seven criteria for the selection of subject-matter or content of the
curriculum, From: http://simplyeducate.me/2015/02/07/7-criteria-for-the-
selection-of-subject-matter-or-content-of-the-curriculum/

Ball, Kelly and Clegg (2016), Oxford Handbook for Language Teachers: Putting CLIL
into Practice. London: Oxford University Press.

Topic-based language learning, from:

https://stalischem.wordpress.com/2010/04/25/topic-based-language-learning/