CLIL, Hots and lots I

1. Why not CLIL?
1
TASK 1
Module 3
HOTS AND LOTS.
Once you have had a look to all the contents of the module you will be able to
complete the following chart. Please try to identify different HOTS and LOTS you are
going to work. The chart should include:
 Four verbs for HOTS and four verbs for LOTS. (You can take it from the Bloom’s
Taxonomy)
 A short explanation about the task you are going to develop for that
HOTS
Higher Order Thinking Skills
LOTS
Lower Order Thinking Skills
Recommend
Explain
Design
Jusfify
TASKS: - Design a healthy and unhealthy
menufollowingamodel.
- When, the menus are ready the pupils have
to explain the different menus to the
partners.
- After the explanation, they are going to
recommendthe bestmenutochoose.
- At the end, they will justify the decision
(Saywhyit isthe bestoption).
IMPORTANT: Do these activities after the
activity in the document “Cooperative
Learning” (Questions about the Food
Pyramid).
List
Write
Discuss
Classify
TASKS: - We are going to give them some
pictures about different food and they have
to write the name. (Individual activity).
- When they finish they have to make a list,
add more food.(Inpairsor groups of 3).
- Then, they are going to classify the food
depending on their principal nutrient. They
can use a chart. (In pairs or group of 3) - So,
they have to discuss with the partner/ the
partners.
IMPORTANT: Do these activities after the
activity in the document “Cooperative
Learning”(Readingaboutthe nutrients).