Module 2 activity communicative skills dafne fortea

1. !1
Why not CLIL?
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. !2
Why not CLIL?
CALP
Content Language
BICS
B a s i c I n t e r p e r s o n a l
Language
Language through
Scaffolded Language.
How to describe a
picture: words and
phrases.
Kinds of pictures:
p i c t u r e , i m a g e ,
photograph, photo,
portrait, landscape
p a i n t i n g , p o s t e r,
cartoon, comic strip
Artists:
artist, photographer,
cartoonist, painter
Structure:
next to/near
in front of/ behind
in the background
in the upper part / at
the top
in the lower part / at
the bottom
on the left handside /
on the left
on the right handside /
on the right
Information on artist:
(image title) is a
p a i n t i n g b y . . .
(artist), painted in . . .
(year).
To express personal opinion
and debate about art:
I think/ don’t thing that . . .
I agree / don’t agree
that . . .
It seems to me that . . .
U s e f u l I n t e r p e r s o n a l
Language:
Can you repeat it?
Could you help me?
What does this word mean?
Is this correct?
What do you think of this?
How does this make you feel?
Sentences to help students
describing and discussing
about art:
Impression:
The characters look as
if . . .
T h e v i e w e r h a s t h e
impression that . . .
The painting is sad /
happy / expressive.
The picture makes the
viewer feel . . . (sad/
happy) .
Intention:
T h e a r t i s t /
photographer / painter
uses . . . to express . . .
He /She (probably) wants
to criticise / express /
show . . .
I think / belive / am sure
that . . .
. . . symbolises . . .