COLLOQUIA:ACTIVITY TYPES

Sonia Iriondo HervásIván Escudero LópezPatricia Ríos Gómez

Marta Rodríguez Alonso

BASIC NOTIONS TO DESIGN A SESSION OF

CLIL

There are lots of activities that can be applied in CLIL

classes.: categorization, labelling and domino games are

some examples.

Activities need to be linked and sequenced so they are

progressively challenging

We will keep in mind that activities should be meaningful

and relevant .

Also students need to know what purpose is involved in

each activity.

ACTIVITY CLASSIFICATION

There appear to be four basic types of activities that

can help students to improve their language skills.

They are classified according to their purpose in the

classroom.

Those types are applicable to both Primary,

Secondary and post-compulsory education.

BASIC TYPES

We will show you some activities of each type as an

example

1. Activities for communicating subject content orally

2. Activities to develop listening and reading strategies

3. Activities to guide the student production (oral,

writting and physical)4. .Activities to engage higher

cognitive skills

1. Activities to improve peer comunication (assimilate

conceptual content + communicative competence)

- Assimilation of the conceptual content + developing communicative strategies.

- Revise contents already learned but not necessarily assimilated

EXAMPLE:

ACTIVITY OF THE WATER CYCLE

http://wateronthemove.wikispaces.com/

• Classify• Remembering• Locate• Order

With this activity, we have worked on those

COGNITIVE SKILLS:

2. Activities to help develop reading strategies (where text, often authentic, are conceptually and lingustically dense)- Students should read and understand

the information about the animals and complete the table.- This activity helps improve reading skills and characteristics of animals.

ENDANGERED ANIMALLEAFLETS

COGNITIVE SKILLS

• Analysing information

3. Activities to guide the student production (oral and writting).

(Focus on the planning of production-`minimum

guarantees´)

- Students needs to have contents to speak about it.

- Teacher can give them some questions to interview each other.

- Students can improvise situations of the real life.

Example:

COGNITIVE SKILLSBOE’s AIMS:

-Children should be able to have the communicative competence in another language, which let them the ability to express and understand easy messages and developing in day a day situations.

-An other idea could be that children have money and they pay in the market. That would help them to know how to stimate with money.

4.Activities to engage higher cognitive skills

- Make students think –offer more opportunities for employing a range

of operations).- Assimilation of the L2 from our

thinking- Conection between language,

content and real life.Our example:

Finding places on a map.

PREVIOUS KNOWLEDGEWA R M U P

YOU ARE HERE!!

HOW DO I GET…? / WHERE IS..?

PURPOSES

Be able to localize a place in a

map.

Asking for directions

Giving directions

COGNITIVE SKILLS

• Locating• Analysing information

• Reasoning• Making decisions

THE END

Many thanks for your cooperation!