Practice Activities – CLIL

SUBJECT PRACTICE ACTIVITIES:

CONTENT & LANGUAGE INTEGRATED LEARNING

Name and surname(s): Carmen Cristina Ramos Bustillo

Group: CLIL 2018_02
Date: September 23rd 2018

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 Practice Activities – CLIL

Introduction

The following work is presented to develop five tasks about different elements already
learned in the subject Content and Language Integrated Learning, such as: contents,
methodology, objectives, and activities. Very important elements to develop a great
process of teaching-learning.

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 Practice Activities – CLIL

Index

Introduction ……………………………………………………….. 2
Task 1……………………………………………………………………………………. 4
Task 2 …………………………………………………………………………………… 6
Task 3 …………………………………………………………………………………… 8
Task 4 …………………………………………………………………………………… 9
Task 5 ……………………………………………………………………………………10
Bibliography ……………………………………………………….11

Practice Activities

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 Practice Activities – CLIL

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.

They have in common the tenses of the verbs, they start with simple present tense, the
second one is imply the first one because is wider. The level of difficulty also, we can
see in both as a criterion to select the content. According to the Spanish Reforma of
1991 called Conceptual content and Procedural Content. I believe here is a Procedural
content because they will do sentences, then questions then increase the difficulties in
the contents for that reason it’s make a procedures. In addition, they take another
element to select the content and it’s the skills, the attitude include in the elements to
select contents. As conclusion Concepts, procedures skills/attitudes took in
consideration to select contents.

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 Practice Activities – CLIL

Task 2

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

(Adapted from “Galaxy 2”)

Adventure Elementary OUP

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 Practice Activities – CLIL

At simple view both are different, then I can say the structure is very different. One is
divided by units, the second one is only one chapter with only one topic: use of There is
and there are, however, it is focus only in grammar, and something I really like is about
the suggestion to the teacher. It is explaining what the teacher has to do and give the
opportunity to the teacher to be flexible. By the way, the first example is more
complete, clearer and more organized because we can find every area and what do we
do in each. According to both units there are more interaction from part of the students.
And the second one is emphasis what the teacher has to do.

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 Practice Activities – CLIL

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?
I’ve got one brother and he’s got two daughters.
Put the words ending in s or ‘s into categories.

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

David’s family
BG: Now it’s my turn. Your father’s called John?, and your mother’s called Pat?
DA: That’s right.
BG: And your brother’s married to… Jane?
DA: Jane. Good.
BG: Jane. And they’ve 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)

After read the exercise I can conclude about those exercises, the methodological
practice they promote is according to the Bloom’s taxonomy, and in CLIL call
Scaffolding, where teacher use a variety of techniques used to move students
progressively toward stronger understanding and ultimately greater independence in
the learning process. Students need to analyse every word to classify in the way the
instruction request, examine each word, and answer question. In addition students,
focus at the end in classify into categories, which request a higher level of
understanding.

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 Practice Activities – CLIL

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

I would include affective and Cognitive objectives, according to Bloom’s Taxonomy, For
example those topics can use objective in one of the level of cognition, Application:
Demonstrate simple words and daily phrases in the classroom. Practice every day
times and dates. Use numbers and prices to buy in the school cafeteria. Also, they
form part of outcome objectives because they describe what I assess in this case. In
the Grammar I can apply other level of cognition that is Knowledge: Define adjectives
and adverbs in a few words. List all adverbs of frequency. Recognize the grades of the
adjective as comparative and superlative. Label sentences using going to.

Task 5

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 Practice Activities – CLIL

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

This is an example about one of the four basic type of activity in CLIL, Activity to
enhance peer communication (assimilate conceptual content plus communicative
competence). Suggest to divide the students in two groups, one should be A, and the
other B. Each group has information that the other group doesn’t. Students need to
communicate breach this gap. In this example the activity is about country and capitals,
I think students already learnt the main topic, but maybe they did not embrace yet.
Finally, when Student A and B are together they write, speak, listen, interpret and
engage in contextualized grammar with social science. At the end both complete the
tables.

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Bibliography

 Ball, Philip. Content and language Integrated Learning. FUNIBER

 British Council, Level A1 – English Foreign Language
 Willis and Willis. Adaptation from Collins Cobuild English Course (1988:15)
 Adventure Elementary OUP

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