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Module 2 activity communicative skills
- 1. Why not CLIL? 1 TASK 1 IDENTIFYING THE COMUNICATIVE SKILLS By completing the following chart you will identy the different communicative skills you want to develop in your student through the unit plan. You will write down the CALP, Content Language: which structures or vocabulary words are you going to teach through the unit plan? Also you have to think on BICS, Basic Interpersonal Language: which classroom language will you need during the unit? And finally the Language through, which sentences will help you and your students to develop the unit, work in groups, think, express their opinion, etc...
- 2. Why not CLIL? 2 CALP CONTENT LANGUAGE BICS BASIC INTERPERSONAL LANGUAGE LANGUAGE THROUGH SCAFFOLDED LANGUAGE. Food, nutrition Vegetables (broccoli, cauliflower, beans, peas). Fruit (bananas, apples, pears, grapes). Grains Meat and fish Dairy products: Eggs, milk, butter, cheese, yoghurt. Vitamins Carbohydrates Proteins Sleep Rest Do exercise: play football, play basketball, run, jump and move. Healthy diet Lifestyle Energy Food wheel and pyramid food Balanced diet What does _________ mean? Can you repeat, please? I didn’t understand it. Can you help me? How do you say _________ in English? Answer true or false. Could you read this sentence, please? How do you spell ________? Why is important to stay healthy? What can we do? How to reduce the amount of junk food? What benefits do vitamins contribute? And proteins? And carbohydrates? Could you think and make and healthy menu? What we should take into account? Vitamins are good for _________ (energy production, immune function and iron absorption). Carbohydrates are good for ___________ (your heart/ preventing weight gain) Proteins are good for ______ (increase your energy levels/ regulate blood and sugar levels/ boost your immune system). I don’t like _______ (grapes, peas, beans…). I like eating _____ To stay healthy we need to _________ (sleep, rest, have a balanced diet and do sport).