What new vocabulary are the students

learning?
How many and what activities do they do?

What material is the teacher using in each

activity?
A Venn diagram or set diagram is a diagram that
shows all possible logical relations between a
finite collection of different sets. They are used
to teach elementary set theory, as well as
illustrate simple set relationships in probability,
logic, statistics, linguistics and computer science.
 THE EQUATOR is an imaginary line drawn
around the middle of the Earth that is exactly
the same distance from the North Pole and the
South Pole.
A SPHERE is a ball shape.
HEMISPHERE is half of the
earth, especially one of the
halves above and below the equator.
THE POLE is the most northern or most
southern point on the planet Earth.
AN AXIS is the imaginary line around which a
large round object, such as the Earth, turns.
 AN ORBIT is the curved path travelled by an object which
is moving around another much larger object such as
the Earth, the sun etc.
TO REVOLVE is to move in circles around something
SOLSTICE is the time when the sun is furthest north or
south of the equator.
TO ORBIT is to travel in a curved path around a much
larger object such as the Earth, the sun, etc.
TO TILT is to move or make something move into a
position where one side is higher than the other.
 Ambush and Capture of Atahualpa
End of War of the Pacific

Peruvian Independence

General Juan Velasco Alvarado seized power in

a military coup.
Tupac Amaru II Rebellion
 (D-Day Invasion of Normandy) World War II
Discovery of America

(Battle of Yorktown) American Independence,

(Napoleons Defeat) Battle of Waterloo

(Storming of the Bastille) French Revolution

 12 October 1492 Discovery of America
16 November 1532 Ambush and Capture
of Atahualpa
4 November 1780 Tupac Amaru II Rebellion

October 1781 (Battle of Yorktown)

American Independence,
14 July 1789 (Storming of the Bastille)
French Revolution
 18 June 1815 (Napoleons Defeat) Battle of
Waterloo
28 July 1821 Peruvian Independence,

20 October 1883 End of War of the Pacific

6 June 1944 (D-Day Invasion of Normandy)

World War II
3 October 1968 General Juan Velasco
Alvarado seized power in a military coup.
 October 1781 (Battle of Yorktown) American
Independence.

"the British missed several opportunities to

destroy the Continental Army....Chance, luck, and
even the unexpected changes of the weather
played crucial roles."
 6 June 1944 (D-Day Invasion of
Normandy) World War II.

the weather forecast was to be believed,

because the relatively calm, pleasant
weather during the month of May was about
to change.
 How do you feel today? And
yesterday?

Do you feel the same everyday? In

summer or winter?

Does the weather have any effect in

your mood?
Adjectives to describe your mood:
Aggressive
Violent
Sad
Isolated
Lonely
Depressed
Discouraged
Destructive
Unkind
Changeable
Adjectives to describe your mood:
Aggressive calm, easy-going
Violent passive, peaceful
Sad happy, joyful
Isolated close, incorporated
Lonely sociable, loved
Depressed cheerful, joyous
Discouraged encouraged, inspired
Destructive assisting, helpful
Unkind kind, gentle
Changeable constant, stable
CLIL
Content and
Language
Integrated Learning
BENEFITS

Cross-curricular bilingual learning

Cultural awareness

Internationalization

Language competence

Preparation for real life (study or work)

Increased motivation
PRINCIPLE

It is the subject matter

which determines the
language needed to
learn.
CCCC
Content: progressive development of knowledge,
skills, specific elements of the topic.
Communication: functional language needed.
Cognition: lexical language approach,
promote thinking skills,
generate concept formation
(from concrete to abstract).
Culture:
exposure to alternative perspectives and shared
experiences
awareness of others (community) and of one self
(individuality).
LESSONS
TEXTBOOKS

Illustrations

Structural markers to work out the

content (headings, diagrams,
charts, etc.)

Activities focused on the language

and content
PROCESS:

Identification of ideas.
Classification (using language).

Possible grouping, sequencing,

hierarchies, combinations, comparisons,
contrasting.
Final structure.
LANGUAGE ACQUISITION
Provide the necessary vocabulary (breeze,
degrees Celsius, flood, drought, drizzling)
Highlight useful language functions (Its
cold/hot, Im cold/hot,)
Complement with discourse markers:

Connectors (because, so )
Sequencers (first, then finally )
Contrasters (but, however, even though )
Qualifiers (mainly, above all, especially )
LANGUAGE ACQUISITION
Extend with adverbial and prepositional phrases:
Where (in the world, on the coast)
Why (so that we are warm, for making a fire)
When (in a year, before next week, 20 years ago)
How (with great concern, like a wild animal)
Collocations (calm/rough sea, coarse/fine sand)
Semi-fixed expressions (a grain of sand, the roar of
the ocean)
Set phrases (Indian summer, a rain-check)
Word structures (We watched the waves breaking on
the shore and hitting the rocks).
TASKS
Similar to CLT and humanistic lessons
with integrated skills, designed for
multiple intelligences and different
learning styles that include the following:
exploration of the language
receptive skills are read/listen and do
(label pictures, fill in a chart, make notes on
dates/names/times, reorder, identify, fill in
the gaps, etc.)
TASKS
productive skills are subject-oriented ensuring
recycling
requires more language support (questions
and answers, halves of sentences, matching
with definitions, information gap activities,
trivia search, guessing games, surveys, project
presentations, poster exhibitions,
alternative proposals, etc.)
The language teacher is also
the subject teacher
OR
the subject-teacher is also able
to exploit the opportunities to
develop language skills.