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.

1
 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

2
 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?

3
 Practice Activities – CLIL

(Adapted from “Galaxy 2”)

Adventure Elementary OUP

4
 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)

This activity promotes a topic-based language classes as a methodological practice, it means a

weak version of CLIL, since students are to start from identifying in a transcript all the words
which end in S or ‘S. Based on Bloom’s taxonomy this activity is linked to Remembering and
understanding classification (low order skills), given that students are to recognize the words in
the transcript by their endings, once they have already recognized the words, they are to classify
them into two groups, this task belongs to understanding, comparing and explaining activities.
Besides, this task remarks the language driven teaching process since the teachers plans his
teaching around a series of themes/topics. At the end of the exercise students are to compare and
explain why the words are written that way and why in some cases the letter S is used to form

5
 Practice Activities – CLIL

plural nouns and other cases it is used to express a tense (present perfect) or a person’
possession. It is important to remark that this activity also promotes the development of
language skills such as reading abilities.

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

At the end of the unit students will be able to talk about people’s appearance by using
appearance adjective,

At the end of the lesson students will be able to describe their daily routine and how often they
do an activity during the week.
the students will be able to clasifiy the difference between wild animals and domestic animals
The student will be able to talk about their next summer vacation.
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 reaworld.

6
 Practice Activities – CLIL

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

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

7
 Practice Activities – CLIL