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.
- Alignmen: 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 teacher’s 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): JULIA NATHALIA ZAMORA JARAMILLO

Group: 2017-1
Date: 23-09-17

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?

In the indexes presented, the part of grammar is given by showing the gramatical
topics they are going to work in each unit. Even when one of them is
designed for elementary students and the other for pre-intermediate
students, they show similar topics in the first units presented, such as
present simple, present continuos and the use of have got. I consider
that those topics have to be reviewed in a more complex way in the pre-
intermediate level, since they have the basic knowledge but then they
will have the opportunity to study and have those topics clearer with a
deeper practice. From my point of view the selection of the content
follows the criteria of learnability, Learnability deals with the fact that “the
content must be within the schema of the learners. It should be within their
experiences. Teachers should apply theories on psychology of learning in
order to know how subjects are presented, sequenced, and organized to
maximize the learning capacity of the students.”

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 Practice Activities – CLIL

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?

I can identify in the tables presented the functional and structural view of language. The
fist table allows student to communicate and to express their own ideas and
the second one totally restrict them to express themselves and focus on the
description of the language in a gramatical way. Besides, the first table
presents the content in an interesting way that permits students to work with
topics they are appealing with but on the contrary, the other gives all the
content in a basic way, students are limited to read the information and not to
use it in context or in a meaningful way.

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 Practice Activities – CLIL

(Adapted from “Galaxy 2”)

Adventure Elementary OUP

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 Practice Activities – CLIL

Task 3

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

promote?

This activity shows how the inductive approach works. The material presented includes
the rules they are going to learn and they are applied along the conversations given in the
text. Students are asked to find rules by reading the sample, it makes them to recognize
the different uses of “s” according to what they have found in the example. Students are
not given the explanation but asking to find the answers in order to understand the rules.

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)

Task 4

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 Practice Activities – CLIL

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

 For LISTENING:
Communicative Objectives.
Students will be able to understand basic expressions useful in communicative
contexts by the end of their A1 level course.

 For GRAMMAR:
Content Objectives
Students will be able to learn and use the following grammar concepts to apply them in real
contexts by the end of their A1 level course

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

Task 5

What does the following information gap activity suggest you?

This information gap activity suggests it has been planned to permit students to communicate between
them, it is a good communication strategy since in order to accomplish the purpose of the activity they
have to speak and to understand each other information. In this way students can speak, write, listen,
comprehend and understand grammar in context and practice with it in an orally

Student A

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COUNTRY CAPITAL

France

Dublin

Spain

Amsterdam

Belgium

Student B

COUNTRY CAPITAL

Paris

Ireland

Madrid

The Netherlands

Brussels

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REFERENCES

 SlideShare. (s.f.). Recuperado de

https://www.slideshare.net/AnnaBichNguyen/processes-of-curriculum-
developement