Practice Activities – CLIL

SUBJECT PRACTICE ACTIVITIES:

CONTENT & LANGUAGE INTEGRATED LEARNING

GENERAL INFORMATION:

The subject practice activities consist of doing in pairs 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 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):

Group:
Date:

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.

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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

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)

Task 4

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 Practice Activities – CLIL

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

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

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 Practice Activities – CLIL

The Netherlands

Brussels

TASK 1

After analyzing the two indexes we can infer that their main objective is the teaching of
grammar so we can see that they have in common some aspects, for example, the
contents are similar and both are well structured. That makes it clear and attractive.
When students see authentic topics such as go to the shopping or the way we live they
feel with more confidence to develop the units.

The formats are different but the choice of the contents is similar. They have in
common unit, content, and vocabulary besides they are focused on the grammar. In
the grammar section, the students can carry out a 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 syllabus or unit. In these indexes, the learner has the
opportunity to learn different contents in present simple supporting in the daily
expressions and functional English.
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. 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
continuity and conceptual thematic.

Task 2

There are some differences between these tables of contents, the first is more
complete because it has a unit, topic, function, reading, listening, writing, speaking in
its structure which is necessary to carry out a good process in classroom management.
This is focused on the four skills and functional language besides, in the first table we
can see the sequence of the topics and the activities planned.
However, in the second table of contents, we can see that it does not have the right
structure for a functional unit, besides it is focused on the grammar it doesn’t identify
the structure about the unit, vocabulary, and four skills. Another difference is between
the sequence of the teaching points because in the first we can see a sequence of the
contents unlike the second where it is a traditional class or unit where the teacher
presents the topic and explain the structure. Another difference is about the use of
grammar because in the first there isn’t grammar to develop although it is implicit in the
unit in these cases students’ level is high. According to Learnability is a quality of
products and interfaces that allows users to quickly become familiar with them and be
able to make good use of all their features and capabilities. Something which is
inadequate carry out with the second table, unlike the first table where this is
applicable.

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Task 3

In task number 3 we consider it promotes a methodological based in Collins COBUILD

English Language Dictionary where the words are explained with different
characteristics; here we can analyze the word then we can find an explanation about
that. Besides, there is a series of examples giving the way of how the students should
use the words in the context. We think that this is a great methodology because the
student can work with the teacher or alone because the tool has different explanations
that the learners can analyze and understand.

Task 4

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

 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 phrases
to offer apologies.

 The students will identify and classify each day of the week and month of the
year in the simple audio transcript.

 By the end of the unit, the student will be able to understand the hour and dates
in a rea-world.

 Students will understand values and articles prices in a daily routine interacting
with other persons.

 The learners will identify comparative and superlative adjectives in different

texts or advice.

Task 5

This type of activity is very fun in the classroom management because it promotes the
individual knowledge for each student. This can be done from the teacher’s
explanation, previous knowledge of students, and knowledge about the world. Besides
teachers can find this type of the activities in some textbooks at the end of the unit to
analyze the students’ knowledge, in addition, this activity suggests more explanation or
more attention by the students and memorization to achieve great results.