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Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
Cross curricular projects
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Cross curricular projects

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Transcript

  • 1. COLLOQUIA: ACTIVITY TYPES Sonia Iriondo Hervás Iván Escudero López Patricia Ríos Gómez Marta Rodríguez Alonso
  • 2. BAS IC NOTIONS TO DES IGN A S ES S ION 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.
  • 3. 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.
  • 4. BASIC TYPES 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 We will show you some activities of each type as an example
  • 5. 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
  • 6. EXAMPLE: ACTIVITY OF THE WATER CYCLE http://wateronthemove.wikispaces.com/
  • 7. With this activity, we have worked on those COGNITIVE SKILLS: • • • • Classify Remembering Locate Order
  • 8. 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.
  • 9. ENDANGERED ANIMAL LEAFLETS
  • 10. COGNITIVE SKILLS • Analysing information
  • 11. 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.
  • 12. Example:
  • 13. COGNITIVE SKILLS BOE’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.
  • 14. 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.
  • 15. PREVIOUS KNOWLEDGE WA R M U P
  • 16. HOW DO I GET…? / WHERE IS..? YOU ARE HERE!!
  • 17. PURPOSES Be able to localize a place in a map. Asking for directions Giving directions
  • 18. COGNITIVE SKILLS • Locating • Analysing information • Reasoning • Making decisions
  • 19. THE END Many thanks for your cooperation!

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