Week 2 tasks ppt

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Week 2 tasks ppt

  1. 1. 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
  2. 2. TASK 8 Look at the materials over the next 4 slides. Can you see which are from: 1)English Language Teaching coursebook 2)From CLIL primary content coursebook 3)From CLIL secondary content coursebook What are the features of each? Consider a)The type of language they use b)What content will be learnt? c)What linguistic skills are being used? d)What thinking skills are being used?
  3. 3. Arnold (2008) a b Kelly (2008)
  4. 4. c Bentley (2009)
  5. 5. 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 axes b) the examples of language used for each eg. cycle = next, after that,then
  6. 6. 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
  7. 7. 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 ?
  8. 8. 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 learning 2. What is it about the task which leads to content learning? 3. What content will be learnt?
  9. 9. PRIMARY TASKS
  10. 10. What is the focus in this task? What is the task type? (Bentley 2009)
  11. 11. What is the focus in this task? What is the task type? (Merttens & Kirkby 1999)
  12. 12. SECONDARY TASKS
  13. 13. Kelly 2008) What is the focus in this task? What is the task type?
  14. 14. What is the focus in this task? What is the task type? What is the visual/graphic organiser type?
  15. 15. 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 time b)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?
  16. 16. (Bentley 2009) Notice how the tasks build on each other 1.Look and write 2.Complete 3.Play and write
  17. 17. Look at how the tasks build on each other: 1.Write on the word map 2.Label the diagram 3.Complete the sentences 4. Put sentences in correct order 5.Match the beginnings and endings 6.Read the sentences WHAT DO YOU THINK IS MISSING FROM THESE TASKS? Kelly 2008)
  18. 18. WAYS TO INCREASE STUDENT TALK TIME IN CLASS – INTRODUCE GAMES WHERE THE TARGET LANGUAGE IS USED
  19. 19. (Bentley 2009)
  20. 20. (Bentley 2009)
  21. 21. TASK 13 Design a sequence of tasks which: a)Develop content language b)Use visual/graphic organisers to support concept c)Increase student talk time
  22. 22. 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
  23. 23. 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

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