CLIL WEEK 2 In this module, you will: Look at different task types and identify which maximize content learning Look at different task types and identify which maximize student talk time Design tasks which maximize content learning and student talk time
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CLILWEEK 2
In this module, you will:
Look at different task types and identify which maximize content learning
Look at different task types and identify which maximize student talk time
Design tasks which maximize content learning and student talk time
Considera)The type of language they useb)What content will be learnt?c)What linguistic skills are being used?d)What thinking skills are being used?
Arnold (2008)
a b
Kelly (2008)
c
Bentley (2009)
TASK 9
Look in the coursebook you use
Which of the following following multi-media and visual organisers does it use (see slide 7)?
What do you think the purpose of the graphic/visual organisers is?
For 3 of these identify the language used in the coursebook:a)the type of task eg. line graph = to show a trend or data using X and Y axesb) the examples of language used for each eg. cycle = next, after that,then
Bar charts
Binary keys
Carroll diagrams
cycles Mind maps grid
Line graph
Pie chart Process/cause-effect diagram
quadrants storyboard T-chart
Table Flow chart/flow chart
Time-line
_______
Tree diagram
Venn diagram
?
Generating language from and for multi-media and visual organisers:
6
TASK 10
Write down in the grid when you would use each of these visual/graphic organisers in your classes
Bar charts Binary keys Carroll diagrams
cycles Mind maps grid
Line graph Pie chart Process/cause-effect diagram
quadrants storyboard T-chart
Table Flow chart/flow chart
Time-line Tree diagram Venn diagram ?
TASK 11
TASK TYPES WHICH MAXIMIZE CONTENT LEARNING
For Primary classes. Look at slides 10 - 11.
For Secondary classes. Look at slides 13-14.
1. Identify which tasks maximize content learning2. What is it about the task which leads to content learning?3. What content will be learnt?
PRIMARY TASKS
What is the focus in this task?
What is the task type?
(Bentley 2009)
What is the focus in this task?
What is the task type?
(Merttens & Kirkby 1999)
SECONDARYTASKS
Kelly 2008)
What is the focus in this task?
What is the task type?
What is the focus in this task?
What is the task type?
What is the visual/graphic organiser type?
TASK 12
TASKS WHICH MAXIMIZE STUDENT TALK TIME
For primary tasks look at slide 18
For secondary tasks look at slide 19
a)Identify which tasks lead to student talk timeb)Look at a unit in your coursebook. How much time is spent by students talking/discussing/sharing?c)How can you adapt your coursebook materials to increase student talk time?
(Bentley 2009)
Notice how the tasks build on each other
1.Look and write2.Complete3.Play and write
Look at how the tasks build on each other:1.Write on the word map2.Label the diagram3.Complete the sentences4. Put sentences in correct order5.Match the beginnings and endings6.Read the sentencesWHAT DO YOU THINK IS MISSING FROM THESE TASKS?
Kelly 2008)
WAYS TO INCREASE STUDENT TALK TIME IN
CLASS – INTRODUCE GAMES WHERE THE TARGET LANGUAGE IS USED
(Bentley 2009)
(Bentley 2009)
TASK 13
Design a sequence of tasks which:
a)Develop content languageb)Use visual/graphic organisers to support conceptc)Increase student talk time
REFLECT
1.What do you know about task types which develop content?
2.What do you know about task types which develop student talk?
3.THINK of 3 things which surprised you
4.THINK of 2 things you will use in the classroom tomorrow
5.THINK of 1 question you still have
REFERENCES
Arnold, W (2008) New Magic. Hong Kong:OUP
Bentley, K (2009) Primary Curriculum Box. CLIL lessons and activities. UK:CUP
Kelly, K (2008) Science. UK:Macmillan
Kelly, K (2009). Geography. UK:Macmillan
Merttens, R, Kirkby, D (1999) Shape, Data and measures. UK: Reed Educational and Professional Publishing Ltd