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CLIL

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by

Espe Gomu

on 12 December 2013

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Transcript of CLIL

3) Supporting the ability to make questions and answers
2) Using the structure “be good at” as way of expressing abilities
1. Learning outcomes. Evaluation criteria
2. Subject content

.

3. Language content. Communication
4. Contextual elements
6. Tasks/
Activities

7. Methodology
8. Evaluation
1) Learning imperatives
Reviewing vocabulary
Question structures
To be good at something
Asking and giving permission
Vocabulary
Days of the week
Subjects
C
o
l
o
r
s
& numbers
Classroom expressions
Structure/functions
Can I join
this class?
Is this the
art class?
Language content/ communication
Imperative
Question forms
Other ways to express abilities
Reading
Speaking
Verb (TO) + Complements
Listening
2) Using the structure “be good at” as way of expressing abilities
3) Supporting the ability to make questions and answers
Classroom
"Be good at + ing"
Students

ANALYSING
REMEMBERING
PROCESSING
the
different structures
Wh-questions
Imperative
To be good at something
THINKING:
When can
I use this
structure?
the
background knowledge
the new
information
according to background knowledge
C
o
g
n
i
t
i
v
e
p
r
o
c
e
s s
e
s
Organization
and class distribution/ timing

develop a
cooperative learning
Key competences
Pairs
Groups
Whole class
1 week
Resources and materials
Texbooks, notebooks,tapes...
Do it!
open the door!
Close the window!
Sit down!
Say "Hello!"
5
Thank you
for your
attention!
C.l.i.l. presentation by:
Esperanza Gómez Muñoz
Rocío Fernández Rico
Asunción González Rodríguez
Tasks
Activities
But these activities aren´t enough to develop all the aims
The lesson
Structures

Grammar lesson
Work in pairs
Examples
Resources
Practice
Contextual activities
Corrections
Intrinsic motivation
extra activities
Repetitions
Check the level of achievement of the outcomes
Exams
Notes, observation,
register, participation,
extra activities or sheets
Self-assessment
I am able to...
Check their own knowledge
School, classes, friends
magic...
Content
Topics
Full transcript