Practice Activities CLIL

SUBJECT PRACTICE ACTIVITIES:

CONTENT & LANGUAGE INTEGRATED LEARNING
GENERAL INFORMATION:

The subject practice activities consist of doing individually five short exercises. The
document must fulfil the following conditions:

- Length: 3 pages (without including cover, activities statements, index or

appendices if there are any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

Besides, the activities have to be done in this Word document: leave the activities
statements where they are and just answer below them. In order to make the correction
process easier, please, do not write the answers in bold, and it will then be easier to
distinguish between them and the activities statements. On the other hand, the
document must still fulfil the rules of presentation and edition, and follow the rubric for
quoting and making bibliographical references as detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the Subject

Evaluation document. Sending it to the teachers e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the Subject Evaluation document.

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 Practice Activities CLIL

Name and surname(s): ALEXANDER RIVAS PEALOZA

Group: 4
Date: 21-5-2017

Practice Activities

Do the following exercises and justify your answers.

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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 Practice Activities CLIL

Adventure Elementary OUP

This is an extract from a textbook designed for the teaching/ learning of EFL and addressed to
Elementary students.
Task 2

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

(Adapted from Galaxy 2)

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 Practice Activities CLIL

Adventure Elementary OUP

Task 3

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 Practice Activities CLIL

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

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)

promote?
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

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 Practice Activities CLIL

Task 5

What does the following information gap activity suggest you?

Student A

COUNTRY CAPITAL

France

Dublin

Spain

Amsterdam

Belgium

Student B

COUNTRY CAPITAL

Paris

Ireland

Madrid

The Netherlands

Brussels

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 Practice Activities CLIL

Task 1
After analyzing the two units I can see that they have in common several aspects such
as: the contents are similar and both are well structured because they are separated of
the unit and content.
That makes it clearer because it has the name of the units which make that the
learners can take it the different way when they read lets go to the shopping or the
way we live they will feel with more confidence to develop the unit because there are
some titles which will be relevant to study. The formats are different but the chose of
the contents are similar. They have in common unit, content and vocabulary besides
they are focused in the grammar which makes they havent a grade of the learnability
and utility. According to the grammar the students can carry out process where they
could develop activities in the real-world. They have in common the sequence of the
contents which is so important to create a syllabubs or unit here the learner have the
opportunity to learn different contents in present simple supporting in the daily
expressions and functional English. And they are focused only in learn grammar
according to CLIL these units are little poor about learnability because the idea is learn
to rea-word.
The criterion used to select the content was to learn grammar, here the students will
learn about the present and past tenses, to use common expressions or activities that
we normally used were carry out through English I think that it is the way to create a
unit students develop activities which they normally do in the real context. Although
one is for intermediate and another for elementary they have so much in common in
the input.
Besides real content has a continuity, and conceptual thematic thats to say
sequencing in the teaching points. I think that each tables has sequence
Task 2

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 Practice Activities CLIL

There are some differences between these tables of contents the first is more
complete because it has unit, topic, function, reading, listening, writing, speaking in its
structure which is necessary to carry out a good process in the classroom
management. This is focused in the four skills and functional language besides in the
first I can see the sequence of the topics and in the activities planned about different
skills in the first I can see that unit is for intermediate students and it has a big grade of
the learnability because here the students have the opportunity to spooky stories,
strange experiences in the first unit and in the second they will continue with dreams
and nightmares which makes a good sequence I have would like use a name for each
unit to engage my learner more in the learning. I said before this is for intermediate
because the students must implement the four skills with high level of proficiency.
In the second chapter 14 is simpler because here it does not have the right structure
for a functional unit besides it is focused in the grammar it isnt identify the structure
about unit, vocabulary, and four skills. I observe the grammar structure where is
explaining the correct use of the three is there are and the use of the demonstrative
adjectives in singular and plural and at the end of the unit I can observe the
implementing of the auxiliary has although here it works as a verb. Another differences
is between sequence of the teaching points because in the first I can saw a sequence
of the all contents unlike the second where it is a traditional class or unit where the
teacher presents the topic and explain the structure how it works grammatically making
sentences to translate or repeat after teacher leaving aside the utility and learnability.
Other differences is about the use of the grammar because in the first there isnt
grammar to develop although it is implicit in the unit in these case students level is
high. According to Learnability is a quality of products and interfaces that allows users
to quickly become familiar with them and able to make good use of all their features
and capabilities. Something which is inadequate carry out with second table unlike of
the first table where this is applicable Utility refers to the amount of satisfaction the
students get from goods or services. Which for me is applicable to the fist table. There
are the differences and viewpoints which I have found and these tables of contents.
Task 3
It promotes a methodological based in Collins COBUILD English Language Dictionary
where the words are explained with different characteristics; here you analyse the word
then you have an explanation about that. Thats to say what the uses in according to
the grammar structure are. Besides you have below a series of examples giving to you
the way which you should use the words in a context this methodology has three level

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 Practice Activities CLIL

course taking adult learners from false beginner level to pre-First Certificate focuses on
everyday English. Each level covers about 100 hours of class work. Three level which
you can work. Between them we can find intermediate and advanced this was made
for student which have a high level in English because the explanation come in English
too. Each level of the course comprises the following components: (1) Student's Book -
in full colour throughout. Sections are numbered sequentially through the book,
facilitating cross-referencing between the sections and the Practice Book. A special
transcript booklet of the unscripted recordings is included at the back which can be
pulled out for easy reference. (2) Practice Book - further reading and writing exercises
for use in or out of class. (3) Teacher's Book - interleaved with pages from the
Student's Book Teaching notes incorporate full answer keys and complete transcripts.
(4) Cassettes - a balance of scripted and unscripted material. In Level 2, the syllabus
revises and extends knowledge of the 700 words introduced in Level 1 and covers a
further 850 words. I think that this is a good methodology because student can work
with the teacher or alone because the tool has the different explanations which the
learners can analyse and understand.
Task 4
During the development of these teaching points the students will identify the different
grammar structures and listening issues in which he/she could apply in the real-world
At the end of the lesson the students will be able to understand simple phases to offer
apologies.
The students will identify and classifying each day of the week and month of the year in
simple audio transcript.
By the end of the unit student will be able to understand the hour and dates in a rea-
world.
My students will understand values and articles prices in a daily routines interacting
with other persons.
The student will be able to apply the adjectives and demonstrative in real or in real
writing.
My learners will identify the comparative and superlative in different texts or advice.
By the end of the unit student will do plans for the near future
Task 5
It suggest to me a activity where the teacher has explained the topic about countries
an capitals and the students have received the explanation but the outcomes it is no
good according to the test that the teacher used with them may be the explanation was

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 Practice Activities CLIL

regular and the teacher has to explain again or the students didnt pay attention to
same. This type of activities are very fun in the classroom management because it
promotes the individual knowledge for each student. This can be done from teachers
explanation, listening, previous knowledge of students, and knowledge about world
among other activities. Besides you can find this type of the activities in a textbook at
the end of unit to analyse the students knowledge in addition this suggest me more
explanation or another way in which learners can identify Countries with their
respective capitals because they failed almost the same way.

References:
Content and language integrated learning funiber .org
https://www.amazon.com/Collins-COBUILD-English-Course.../00...
Collins COBUILD English Course: Pt. 2 [Jane Willis, Dave Willis] on Amazon.com.
*FREE
https://www.goodreads.com/.../120414-collins-cobuild-english-co...
https://www.mindtools.com Time Management Goal Setting
Find out how to set goals with confidence, so that you can make the most of these
opportunities
Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.
Smallwood, B. & MACCARGO, C. (eds) (2000). Intengrating language and content in
secondary school: Instrutional Strategies and Thematic units.
Coyle, Do/Hood, Philip/Marsh, David (2010): CLIL, Content and Language Integrated
Learning. Cambridge: CUP.
Ellis, Rod (2003): Task-based Language Learning and Teaching. Oxford: OUP.
Pavesi, M Bertoccchi, D. Hofamannova M&Kazianka, M (2001) CLIL Guidelines for
teachers. Milan: Tie CLIL.
British council organization

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