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

MOVING AWAY FROM TRANSMISSION

TASK 1

Look at the materials over the next 4 slides.

Can you see which are from:

1)English Language Teaching coursebook2)From CLIL primary content coursebook3)From CLIL secondary content coursebook

What are the features of each?

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 2

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 each of these identify: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:

7

TASK 3

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 4

TASK TYPES WHICH MAXIMIZE CONTENT LEARNING

For Primary classes. Look at slides 11 - 12.

For Secondary classes. Look at slides 14-15.

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 type Task type Task type Task type Task type

TASK 5

IDENTIFY 5 TASKS WHICH YOU THINK LEAD TO BETTER CONTENT LEARNING AND EXPLAIN WHY

TASK 6

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 7

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