Key points when designing CLIL material Isabel Pérez Torres
What to take into account when designing CLIL materials
CLIL is NOT working the same content but translated into English
CLIL MATERIALS FROM ANDALUSIA - SPAIN
KEY 1 Collaboration d to between L2 and content an experts nt ent ar n co t o le nsider u sed co ag e is ngu ing ela th me objet ives1 - Th cat e so ent uni d cont Select mm co c an subject isti and lingu linguistic contents
How to select the subject content• Concrete versus abstract content• That allows students to practice communicative skills• Of interest for the students and their world• Cross-curricular• Language and discourse models not too far from the students’ language competence
KEY 2 •Specific language •Academic language2. The •Classroom language subject determ we use ines th e speci use the fic langp.o.v (n L2 but uage ot deal from th ing wit h gram e conte mar, et nt c .)Vocabulary and language Language structures (in Functions Discourse types context) (e.g. explaining) (e.g. narration, descriptión, etc.)
Vocabulary• Use it in context and pay attention to collocations• Type of activities: Word clouds, flashcards, identifying images, matching concepts and definitions, synonyms and antonyms, etc.• Use graphic support whenever possible• Reuse vocabulary throughout the unit
KEY 33. Integrate the 5 skills : reading, writing, listening, speaking an d interacting Balance Reception and production activities and tasks Use linguistic “crutches”
Some activities to integrate linguistic skills • Reading skills: organisers (maps, timelines, diagrams, etc.) missing words, rewrite, etc. • Listening skills: give opportunities to practise listening in pairs and groups. Use clues and images, complete maps, gaps, timelines, etc.
Some activities to integrate linguistic skills • Writing skills: more or less guided, Use of images, rebuilt texts, – In pairs, in goups – Different formats: posters, presentations, etc. • Oral and interacting skills: use scaffolding Facilite models of the linguistic functions and structures. Record podcasts, oral presentations, etc.
KEY 44. Task based approac h From simple to more complex • Pre-task tasks • Task • Post-task Reception and production activities and tasks
Task based approach 3 phases Pre-task: (lot of scaffolding) brainstorming, vocabulary activities, structures frames, etc. Task: based on the subject content. Students use the language that appears in the pre-task. Post-task: critical reflection, use of the language in a more relaxed way. We can focus more on the linguistic or non linguistic objective
Some examples of tasks• Reception Tasks: recopilate or contrast information about a topic. Analyse or understand a topic, etc.• Production Tasks: to design an object or product. Design a guide or another document based on some information. Assess a situation; formulate a hypothesis or a solution; do a presentation, an interview, a report, etc.