Module 2_activity communicative skills

1. Why not CLIL?
1
TASK 1
IDENTIFYING THE COMUNICATIVE SKILLS
By completing the following chart you will identify 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...
CALP
Content Language
BICS
Basic Interpersonal Language
Language through
Scaffolded Language.
 Vocabulary of colour
qualities
Cold Colours
Warm Colours
Achromatic
Chroma
Saturation
brightness
Value
Hue
Subtractive Colour
Additive Colour
Dynamic Colour
Colour Symbolism
 Vocabulary of feelings
and emotions
comfort, tenderness,
breathless, warm, cool,
active, aggressive, cold,
exotic, feminine, fresh,
healthy, loving,
mysterious, nostalgic,
optimist, passive,
peaceful, relaxed,
romantic, secure, sensual,
serene, serious, spiritual
 Language for
Comparative Sentences
 Giving opinions
 Giving reasons
Useful expressions to
discuss: I agree…, I totally
agree…, I don’t agree… I
strongly disagree…, that’s
partly true but…, I see what
you mean but…
Express opinion: I think/I
believe that…, From my
point of view…, How do you
feel about? What do you
think? Do you agree?
● I think colour…. is …
because…
● I associate colour …
with….. because...
● I agree / I disagree
because….
 Asking questions
 Debates
I use a set whit different structures to
help the students to introduce new
language functions and new
vocabulary. The students practice
these structures using them in
debates or answering questions.
A scaffold can be useful sentences to
describe an image or compare two
different images
Questions to debate about an image:
● discuss about the difference
between two advertisements
● What differences do you think
there are between these
perfumes? Why?
● What the colour (or colours)
used symbolizes?
● Which colour would rarely be
used to announce each product?
Why?
It’s necessary a good scaffold to help
the student to answer the questions
and integrate new the language
structures.
Useful expression in the next page

2. Why not CLIL?
2
Useful expressions to discuss
Agree Disagree Partly agree
● I agree
● I totally agree
● That’s a good point
● Absolutely!
● I don’t agree
● I totally disagree
● No way
● Absolutely not!
● I strongly desagree
● That’s partly true, but…
● I see what you mean,
but…
● That’s a good point, but…
● I’m not sure.
Opinion Asking for an opinion
● I think/ believe that
● May argue/opine that
● From my point of view
● How do you feel about?
● What do you think
● Do you agree?
● Do you have anything to say about this?
Useful phrases to describe the images
The image …. uses red/blue/pink.. colours
The image...
makes me feel
warm
excited
cool
sensual
(adjectives)
because it uses a gamme of colour ...
creates a feeling of
gives the impression of
warm
cold
coolness
relax
calm
... (nouns)
The colour used
makes me think that
suggests that
the perfume has a
sweet scent
strong scent
agressive scent
soft scent
subtle scent
delicated scent
cool scent
floral scent
...
The image.... is
more (adjective)
more agressive, delicated...
than the image...
(adj)+er
fresher, sweeter...
the most (adjective)
the most agressive, delicated...
the (adj)+est
the freshest, sweetest...