SlideShare a Scribd company logo
Martinez Paula Practice II 2018
PRACTICAL N° 12
Practice II, Didactics of ELT
Prof .Estela N. Braun (2018)
I) After reading www.clilcompendium and Chapter 4 (Braun &ChemeArriaga, 2011) on CLIL
from “Towards a Didactics of ELT at Primary School level” Answer the following questions:
1) Which are the five dimensions of CLIL? Do they act in isolation?
The five dimensions of CLIL are: Culture, Environment, Language, Content and Learning.
These dimensions do not act in isolation because a CLIL lesson involves the learning of
the content – relatedto culture- aswell as the learning of the specificlanguagetoexpress
the topic. In the case of English, the use of CLIL of its teaching allows the students to see
the usefulness of the learning while the foreign language builds the contents related to
other curricular signatures.
2) Explain each of them in detail
The five dimensions of CLIL are:
 CULTURE:
A. Build intercultural knowledge & understanding
B. Develop intercultural communication skills
C. Learn about specific neighboring countries/regions and/or minority groups
D. Introduce the wider cultural context.
In the samewords, it focuses on the building of the student’s intercultural knowledgeand
understanding of it; it also contributes with the development of the children’s
intercultural communication skills as well as the learning of specific neighbouring
countries, regions and/or minority groups. This dimension also introduces the students
to a wider cultural context.
 ENVIRONMENT:
A. Prepare for internationalization, specifically EU integration
B. Access International Certification
C. Enhance school profile.
It represents the preparation for internationalisation; it offers the opportunity to access
to an International Certification and enhances the school’s profiles. This dimension has
more impact on regions like Europe in which different cultures and languages are close
to each other and people migrate from one country to another continuously.
 LANGUAGE:
A. Improve overall target language competence
B. Develop oral communication skills
C. Deepen awareness of both mother tongue and target language
D. Develop plurilingual interests and attitudes
E. Introduce a target language.
The Language dimension has the objective of improving the target language competence
among students; therefore, it focuses on the development of oral communication skills,
it builds a stronger awareness of the student’s mother tongue as well as the target
language (having previously introduced it) and it creates plurilingual interests and
attitudes.
Martinez Paula Practice II 2018
 CONTENT:
A. Provide opportunities to study content through different perspectives
B. Access subject-specific target language terminology
C. Prepare for future studies and/or working life.
This dimension centers its attention to the preparation for future studies (e.g. university)
and/ or working life. This dimension provides various opportunities to study the content
form different perspectives and offers the student subject-specific language or
terminology.
 LEARNING:
A. Complement individual learning strategies
B. Diversify methods & forms of classroom practice
C. Increase learner motivation.
It increases the learning motivation because it complements the individual’s learning,
taking into account the different learning strategies and teaching methods, it promotes
the use of diverse forms of classroom practices.
3) What are the advantages for acquisition/learning in young children?
The advantages of young learners learning/ acquiring a new language through
CLIL are:
• Children can develop the use of two languages simultaneously until the age of
lateralization.
• They have a huge potential for cognitive and social development
• They learn the language by talking about present objects and solving concrete
problems, i.e. by focusing on topics that are interesting to them. This method helps
YLE pick up the foreign language more easily.
• CLIL also offers students the chance to cater for different learning styles through
project work and task based projects.
In the chapter 4 from Braun and Cheme, “within CLIL, English is not taught in isolation, so
students, can see the usefulness of the object of learning as the foreign language builds
on contents related to the rest of the school curriculum and thus is viewed as authentic
because it is learned in real contexts.”
CLIL follows the basic principles of foreign language acquisition by young children. Firstly,
because children can develop the use of two language simultaneously and until the age
when lateralization occurs. They have a great potential for cognitive and social
development and they learn the language by talking about present objects and solving
concrete problems. By using CLIL, students focus on topics of their interests. Moreover,
they will be able to reinforce their thinking processes, as they will be provided with
situations in which the learning of another subject could be more successful because of
the effort of thinking about it in the foreign language. A further advantage of CLIL classes
is that they cater for different learning styles through project work and task-based
projects, where cooperation and collaboration is needed. Even more, children learn by
doing, which is a key factor for the primary school learners.
4) How do you think the following CLIL key terms interact in a CLIL lesson? Target
language, exposure, ICT, Intercultural knowledge and understanding, language
awareness, learning styles and learning strategies?
Martinez Paula Practice II 2018
In a CLILlesson, students canapproach differentlearning strategiesbecausethey arealso
working with another subject which may include other learning styles, such as for
exampleNatural Science,students will learnby doing and working with their hands if they
have to plant seeds. Students will be also able to use ICTs as they can show their
outcomes by means of power point presentations, participation in blogs or productions
of films.
Learning awareness is important to foster critical thinking, which is a goal for all subjects,
as students may transfer these skills to most kinds of learning situations
CLIL offers great opportunities in developing intercultural awareness, knowledge and
competences through other school subjects.
CLIL focuses on the learning of the content and the specific language to express that
content. As children talk in the L2, they start to notice the differences and similarities
between their L1 and the L2. This realization is called “language awareness” and it is
reflectedin the classroom.In a CLILlesson, childrenlearnby doing, which is fundamental
for primary school learners. For example, different school subjects provide opportunities
for the comparison of one’s own and the other culture’s pre-suppositions, pupils learn to
critically analyse the contents of lessons in L1 and L2 and gain access to other
perspectives, etc.
While using CLIL a subject is taught in the target language rather than the first language
of the learners.Tasksaredesigned to allowstudents to focus on and learnto use the new
language as they learn the new subject content.
II) Solve CLIL Sample Test.
UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
English for Speakers of Other Languages
TEACHING KNOWLEDGE TEST 004
CONTENT AND LANGUAGE INTEGRATED LEARNING Sample Test.
1- B 26- C 51- C
2- C 27- E 52- E
3- C 28- G 53- B
4- B 29- A 54- A
5- A 30- B 55- H
6- B 31- D 56- F
7- D 32- G 57- G
8- A 33- H 58- B
9- A 34- D 59- A
10- A 35- B 60- C
11- A 36- F 61- C
12- B 37- C 62- B
13- C 38- E 63- C
14- C 39- B 64- A
15- A 40- A 65- F
16- A 41- C 66- B
17- B 42- C 67- G
18- B 43- B 68- A
19- C 44- A 69- E
20- C 45- E 70- C
21- A 46- C 71- D
Martinez Paula Practice II 2018
22- B 47- G 72- A
23- B 48- A 73- E
24- A 49- F 74- C
25- C 50- B 75- F
76- D
77- F
78- A
79- C
80- E
III) Design a CLIL class for Primary to be carriedout at school with your pedagogical partner. Follow
this format to design the class:

More Related Content

What's hot

Practical n 18 rubio & schmidt
Practical n 18   rubio & schmidtPractical n 18   rubio & schmidt
Practical n 18 rubio & schmidt
FlorenciaRubio6
 
Enriching Vocabulary to the Students of English as Second Language Learners (...
Enriching Vocabulary to the Students of English as Second Language Learners (...Enriching Vocabulary to the Students of English as Second Language Learners (...
Enriching Vocabulary to the Students of English as Second Language Learners (...
Naresh Arruri
 
Ppt program models and features of bilingual and esl programs (1) 5
Ppt  program models and features of bilingual and esl programs (1) 5Ppt  program models and features of bilingual and esl programs (1) 5
Ppt program models and features of bilingual and esl programs (1) 5
cpincock
 
Language Immersion ED 389
Language Immersion ED 389Language Immersion ED 389
Language Immersion ED 389
Michaela Hylen
 
Content analysis media studies alison mann
Content analysis  media studies alison mannContent analysis  media studies alison mann
Content analysis media studies alison mann
Alison Mann
 
"Content language integrated learning"
"Content language integrated learning""Content language integrated learning"
"Content language integrated learning"
Rosi Gamboa
 
Bilingual Education in the Philippines
Bilingual Education in the PhilippinesBilingual Education in the Philippines
Bilingual Education in the Philippines
Shara Guape
 
Content-Focused Language Instruction - Handout 2014
Content-Focused Language Instruction - Handout 2014Content-Focused Language Instruction - Handout 2014
Content-Focused Language Instruction - Handout 2014
Brent Jones
 
English language learners (2)
English language learners (2)English language learners (2)
English language learners (2)
hoopy103
 
Implementing clil programmes
Implementing clil programmesImplementing clil programmes
Bec English,psslc english
Bec English,psslc englishBec English,psslc english
Bec English,psslc english
Methusael Cebrian
 
Classroom practices
Classroom practicesClassroom practices
Classroom practices
HDMcWhorter
 
Erin harless final thesis
Erin harless  final thesisErin harless  final thesis
Erin harless final thesis
hssp362003
 
Capstone jmcfall
Capstone jmcfallCapstone jmcfall
Capstone jmcfall
hayowoes
 
English K to 12 Curriculum Guide
English K to 12 Curriculum GuideEnglish K to 12 Curriculum Guide
English K to 12 Curriculum Guide
Dr. Joy Kenneth Sala Biasong
 
k-12 Curriculum Guide English Grade 10
k-12 Curriculum Guide English Grade 10k-12 Curriculum Guide English Grade 10
k-12 Curriculum Guide English Grade 10
Ignatius Joseph Estroga
 
English as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagEnglish as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taag
HDMcWhorter
 

What's hot (17)

Practical n 18 rubio & schmidt
Practical n 18   rubio & schmidtPractical n 18   rubio & schmidt
Practical n 18 rubio & schmidt
 
Enriching Vocabulary to the Students of English as Second Language Learners (...
Enriching Vocabulary to the Students of English as Second Language Learners (...Enriching Vocabulary to the Students of English as Second Language Learners (...
Enriching Vocabulary to the Students of English as Second Language Learners (...
 
Ppt program models and features of bilingual and esl programs (1) 5
Ppt  program models and features of bilingual and esl programs (1) 5Ppt  program models and features of bilingual and esl programs (1) 5
Ppt program models and features of bilingual and esl programs (1) 5
 
Language Immersion ED 389
Language Immersion ED 389Language Immersion ED 389
Language Immersion ED 389
 
Content analysis media studies alison mann
Content analysis  media studies alison mannContent analysis  media studies alison mann
Content analysis media studies alison mann
 
"Content language integrated learning"
"Content language integrated learning""Content language integrated learning"
"Content language integrated learning"
 
Bilingual Education in the Philippines
Bilingual Education in the PhilippinesBilingual Education in the Philippines
Bilingual Education in the Philippines
 
Content-Focused Language Instruction - Handout 2014
Content-Focused Language Instruction - Handout 2014Content-Focused Language Instruction - Handout 2014
Content-Focused Language Instruction - Handout 2014
 
English language learners (2)
English language learners (2)English language learners (2)
English language learners (2)
 
Implementing clil programmes
Implementing clil programmesImplementing clil programmes
Implementing clil programmes
 
Bec English,psslc english
Bec English,psslc englishBec English,psslc english
Bec English,psslc english
 
Classroom practices
Classroom practicesClassroom practices
Classroom practices
 
Erin harless final thesis
Erin harless  final thesisErin harless  final thesis
Erin harless final thesis
 
Capstone jmcfall
Capstone jmcfallCapstone jmcfall
Capstone jmcfall
 
English K to 12 Curriculum Guide
English K to 12 Curriculum GuideEnglish K to 12 Curriculum Guide
English K to 12 Curriculum Guide
 
k-12 Curriculum Guide English Grade 10
k-12 Curriculum Guide English Grade 10k-12 Curriculum Guide English Grade 10
k-12 Curriculum Guide English Grade 10
 
English as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagEnglish as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taag
 

Similar to Practice paper 12 clil

Practical 12 clil
Practical 12   clilPractical 12   clil
Practical 12 clil
RoMartnez1
 
Practical 12
Practical 12Practical 12
Practical 12
Oriana Balari Centeno
 
PRACTICAL Nº 14
PRACTICAL Nº 14PRACTICAL Nº 14
PRACTICAL Nº 14
Erika Alejandra
 
CLIL
CLILCLIL
Practical 9 ximena beiras, gisela nacini
Practical 9   ximena beiras, gisela naciniPractical 9   ximena beiras, gisela nacini
Practical 9 ximena beiras, gisela nacini
mrsgise
 
Practical 9 ximena beiras, gisela nacini
Practical 9   ximena beiras, gisela naciniPractical 9   ximena beiras, gisela nacini
Practical 9 ximena beiras, gisela nacini
mrsgise
 
English as a foreing language
English as a foreing languageEnglish as a foreing language
English as a foreing language
JOHANSEBASTIAN75
 
CLIL project
CLIL projectCLIL project
CLIL project
Mica Much
 
Practical 12 on clil
Practical 12 on clilPractical 12 on clil
Practical 12 on clil
LucreciaCorral1
 
Clil: What´s Clil?
Clil: What´s Clil?Clil: What´s Clil?
Clil: What´s Clil?
guest334058
 
Practical nº 14
Practical nº 14Practical nº 14
Practical nº 14
Sabinahb87
 
Clil
ClilClil
Implementing clil programmes
Implementing clil programmesImplementing clil programmes
Implementingclilprogrammes
ImplementingclilprogrammesImplementingclilprogrammes
Implementingclilprogrammes
calberteduxuntaes
 
Theoretical CLIL Framework
Theoretical CLIL FrameworkTheoretical CLIL Framework
Theoretical CLIL Framework
gorettiblanch
 
Clil project (angela, solange)
Clil project (angela, solange)Clil project (angela, solange)
Clil project (angela, solange)
SolCortese1
 
El instruction clil
El instruction clilEl instruction clil
El instruction clil
Manuel F. Lara
 
First Steps in CLIL - Training the teachers
First Steps in CLIL - Training the teachersFirst Steps in CLIL - Training the teachers
First Steps in CLIL - Training the teachers
Susan Hillyard
 
Expoamericancultureproject
ExpoamericancultureprojectExpoamericancultureproject
Expoamericancultureproject
Linsay Doncel
 
Planner articolo clil
Planner articolo clilPlanner articolo clil
Planner articolo clil
mastx
 

Similar to Practice paper 12 clil (20)

Practical 12 clil
Practical 12   clilPractical 12   clil
Practical 12 clil
 
Practical 12
Practical 12Practical 12
Practical 12
 
PRACTICAL Nº 14
PRACTICAL Nº 14PRACTICAL Nº 14
PRACTICAL Nº 14
 
CLIL
CLILCLIL
CLIL
 
Practical 9 ximena beiras, gisela nacini
Practical 9   ximena beiras, gisela naciniPractical 9   ximena beiras, gisela nacini
Practical 9 ximena beiras, gisela nacini
 
Practical 9 ximena beiras, gisela nacini
Practical 9   ximena beiras, gisela naciniPractical 9   ximena beiras, gisela nacini
Practical 9 ximena beiras, gisela nacini
 
English as a foreing language
English as a foreing languageEnglish as a foreing language
English as a foreing language
 
CLIL project
CLIL projectCLIL project
CLIL project
 
Practical 12 on clil
Practical 12 on clilPractical 12 on clil
Practical 12 on clil
 
Clil: What´s Clil?
Clil: What´s Clil?Clil: What´s Clil?
Clil: What´s Clil?
 
Practical nº 14
Practical nº 14Practical nº 14
Practical nº 14
 
Clil
ClilClil
Clil
 
Implementing clil programmes
Implementing clil programmesImplementing clil programmes
Implementing clil programmes
 
Implementingclilprogrammes
ImplementingclilprogrammesImplementingclilprogrammes
Implementingclilprogrammes
 
Theoretical CLIL Framework
Theoretical CLIL FrameworkTheoretical CLIL Framework
Theoretical CLIL Framework
 
Clil project (angela, solange)
Clil project (angela, solange)Clil project (angela, solange)
Clil project (angela, solange)
 
El instruction clil
El instruction clilEl instruction clil
El instruction clil
 
First Steps in CLIL - Training the teachers
First Steps in CLIL - Training the teachersFirst Steps in CLIL - Training the teachers
First Steps in CLIL - Training the teachers
 
Expoamericancultureproject
ExpoamericancultureprojectExpoamericancultureproject
Expoamericancultureproject
 
Planner articolo clil
Planner articolo clilPlanner articolo clil
Planner articolo clil
 

More from pauly_86

Cbi, tbl and participatory app.
Cbi, tbl and participatory app.Cbi, tbl and participatory app.
Cbi, tbl and participatory app.
pauly_86
 
Trace match and colour
Trace match and colourTrace match and colour
Trace match and colour
pauly_86
 
Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.
pauly_86
 
Practice ii sugatra mitra questions
Practice ii sugatra mitra questionsPractice ii sugatra mitra questions
Practice ii sugatra mitra questions
pauly_86
 
Practice ii practical 3
Practice ii practical 3Practice ii practical 3
Practice ii practical 3
pauly_86
 
Practice ii lesson plan senses
Practice ii lesson plan sensesPractice ii lesson plan senses
Practice ii lesson plan senses
pauly_86
 
Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8
pauly_86
 
Practice cover
Practice coverPractice cover
Practice cover
pauly_86
 
Practical n 7 practice ii
Practical n 7 practice iiPractical n 7 practice ii
Practical n 7 practice ii
pauly_86
 
nap
nap nap
nap
pauly_86
 
Feedback on observation folder
Feedback on observation folderFeedback on observation folder
Feedback on observation folder
pauly_86
 
Clil class senses
Clil class sensesClil class senses
Clil class senses
pauly_86
 
Lesson plan 1 and 2
Lesson plan 1 and 2Lesson plan 1 and 2
Lesson plan 1 and 2
pauly_86
 
Planning creatively ppt
Planning creatively pptPlanning creatively ppt
Planning creatively ppt
pauly_86
 

More from pauly_86 (14)

Cbi, tbl and participatory app.
Cbi, tbl and participatory app.Cbi, tbl and participatory app.
Cbi, tbl and participatory app.
 
Trace match and colour
Trace match and colourTrace match and colour
Trace match and colour
 
Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.
 
Practice ii sugatra mitra questions
Practice ii sugatra mitra questionsPractice ii sugatra mitra questions
Practice ii sugatra mitra questions
 
Practice ii practical 3
Practice ii practical 3Practice ii practical 3
Practice ii practical 3
 
Practice ii lesson plan senses
Practice ii lesson plan sensesPractice ii lesson plan senses
Practice ii lesson plan senses
 
Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8
 
Practice cover
Practice coverPractice cover
Practice cover
 
Practical n 7 practice ii
Practical n 7 practice iiPractical n 7 practice ii
Practical n 7 practice ii
 
nap
nap nap
nap
 
Feedback on observation folder
Feedback on observation folderFeedback on observation folder
Feedback on observation folder
 
Clil class senses
Clil class sensesClil class senses
Clil class senses
 
Lesson plan 1 and 2
Lesson plan 1 and 2Lesson plan 1 and 2
Lesson plan 1 and 2
 
Planning creatively ppt
Planning creatively pptPlanning creatively ppt
Planning creatively ppt
 

Recently uploaded

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Nguyen Thanh Tu Collection
 
How to deliver Powerpoint Presentations.pptx
How to deliver Powerpoint  Presentations.pptxHow to deliver Powerpoint  Presentations.pptx
How to deliver Powerpoint Presentations.pptx
HajraNaeem15
 
A Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdfA Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdf
Jean Carlos Nunes Paixão
 
PIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf IslamabadPIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf Islamabad
AyyanKhan40
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Himanshu Rai
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
mulvey2
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Nicholas Montgomery
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
adhitya5119
 
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdfবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
eBook.com.bd (প্রয়োজনীয় বাংলা বই)
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdfANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
Priyankaranawat4
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
Celine George
 
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
สมใจ จันสุกสี
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Fajar Baskoro
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
iammrhaywood
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
History of Stoke Newington
 
PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.
Dr. Shivangi Singh Parihar
 
Hindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdfHindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdf
Dr. Mulla Adam Ali
 

Recently uploaded (20)

BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
 
How to deliver Powerpoint Presentations.pptx
How to deliver Powerpoint  Presentations.pptxHow to deliver Powerpoint  Presentations.pptx
How to deliver Powerpoint Presentations.pptx
 
A Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdfA Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdf
 
PIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf IslamabadPIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf Islamabad
 
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem studentsRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
 
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdfবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdfANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
 
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
 
PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.
 
Hindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdfHindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdf
 

Practice paper 12 clil

  • 1. Martinez Paula Practice II 2018 PRACTICAL N° 12 Practice II, Didactics of ELT Prof .Estela N. Braun (2018) I) After reading www.clilcompendium and Chapter 4 (Braun &ChemeArriaga, 2011) on CLIL from “Towards a Didactics of ELT at Primary School level” Answer the following questions: 1) Which are the five dimensions of CLIL? Do they act in isolation? The five dimensions of CLIL are: Culture, Environment, Language, Content and Learning. These dimensions do not act in isolation because a CLIL lesson involves the learning of the content – relatedto culture- aswell as the learning of the specificlanguagetoexpress the topic. In the case of English, the use of CLIL of its teaching allows the students to see the usefulness of the learning while the foreign language builds the contents related to other curricular signatures. 2) Explain each of them in detail The five dimensions of CLIL are:  CULTURE: A. Build intercultural knowledge & understanding B. Develop intercultural communication skills C. Learn about specific neighboring countries/regions and/or minority groups D. Introduce the wider cultural context. In the samewords, it focuses on the building of the student’s intercultural knowledgeand understanding of it; it also contributes with the development of the children’s intercultural communication skills as well as the learning of specific neighbouring countries, regions and/or minority groups. This dimension also introduces the students to a wider cultural context.  ENVIRONMENT: A. Prepare for internationalization, specifically EU integration B. Access International Certification C. Enhance school profile. It represents the preparation for internationalisation; it offers the opportunity to access to an International Certification and enhances the school’s profiles. This dimension has more impact on regions like Europe in which different cultures and languages are close to each other and people migrate from one country to another continuously.  LANGUAGE: A. Improve overall target language competence B. Develop oral communication skills C. Deepen awareness of both mother tongue and target language D. Develop plurilingual interests and attitudes E. Introduce a target language. The Language dimension has the objective of improving the target language competence among students; therefore, it focuses on the development of oral communication skills, it builds a stronger awareness of the student’s mother tongue as well as the target language (having previously introduced it) and it creates plurilingual interests and attitudes.
  • 2. Martinez Paula Practice II 2018  CONTENT: A. Provide opportunities to study content through different perspectives B. Access subject-specific target language terminology C. Prepare for future studies and/or working life. This dimension centers its attention to the preparation for future studies (e.g. university) and/ or working life. This dimension provides various opportunities to study the content form different perspectives and offers the student subject-specific language or terminology.  LEARNING: A. Complement individual learning strategies B. Diversify methods & forms of classroom practice C. Increase learner motivation. It increases the learning motivation because it complements the individual’s learning, taking into account the different learning strategies and teaching methods, it promotes the use of diverse forms of classroom practices. 3) What are the advantages for acquisition/learning in young children? The advantages of young learners learning/ acquiring a new language through CLIL are: • Children can develop the use of two languages simultaneously until the age of lateralization. • They have a huge potential for cognitive and social development • They learn the language by talking about present objects and solving concrete problems, i.e. by focusing on topics that are interesting to them. This method helps YLE pick up the foreign language more easily. • CLIL also offers students the chance to cater for different learning styles through project work and task based projects. In the chapter 4 from Braun and Cheme, “within CLIL, English is not taught in isolation, so students, can see the usefulness of the object of learning as the foreign language builds on contents related to the rest of the school curriculum and thus is viewed as authentic because it is learned in real contexts.” CLIL follows the basic principles of foreign language acquisition by young children. Firstly, because children can develop the use of two language simultaneously and until the age when lateralization occurs. They have a great potential for cognitive and social development and they learn the language by talking about present objects and solving concrete problems. By using CLIL, students focus on topics of their interests. Moreover, they will be able to reinforce their thinking processes, as they will be provided with situations in which the learning of another subject could be more successful because of the effort of thinking about it in the foreign language. A further advantage of CLIL classes is that they cater for different learning styles through project work and task-based projects, where cooperation and collaboration is needed. Even more, children learn by doing, which is a key factor for the primary school learners. 4) How do you think the following CLIL key terms interact in a CLIL lesson? Target language, exposure, ICT, Intercultural knowledge and understanding, language awareness, learning styles and learning strategies?
  • 3. Martinez Paula Practice II 2018 In a CLILlesson, students canapproach differentlearning strategiesbecausethey arealso working with another subject which may include other learning styles, such as for exampleNatural Science,students will learnby doing and working with their hands if they have to plant seeds. Students will be also able to use ICTs as they can show their outcomes by means of power point presentations, participation in blogs or productions of films. Learning awareness is important to foster critical thinking, which is a goal for all subjects, as students may transfer these skills to most kinds of learning situations CLIL offers great opportunities in developing intercultural awareness, knowledge and competences through other school subjects. CLIL focuses on the learning of the content and the specific language to express that content. As children talk in the L2, they start to notice the differences and similarities between their L1 and the L2. This realization is called “language awareness” and it is reflectedin the classroom.In a CLILlesson, childrenlearnby doing, which is fundamental for primary school learners. For example, different school subjects provide opportunities for the comparison of one’s own and the other culture’s pre-suppositions, pupils learn to critically analyse the contents of lessons in L1 and L2 and gain access to other perspectives, etc. While using CLIL a subject is taught in the target language rather than the first language of the learners.Tasksaredesigned to allowstudents to focus on and learnto use the new language as they learn the new subject content. II) Solve CLIL Sample Test. UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages TEACHING KNOWLEDGE TEST 004 CONTENT AND LANGUAGE INTEGRATED LEARNING Sample Test. 1- B 26- C 51- C 2- C 27- E 52- E 3- C 28- G 53- B 4- B 29- A 54- A 5- A 30- B 55- H 6- B 31- D 56- F 7- D 32- G 57- G 8- A 33- H 58- B 9- A 34- D 59- A 10- A 35- B 60- C 11- A 36- F 61- C 12- B 37- C 62- B 13- C 38- E 63- C 14- C 39- B 64- A 15- A 40- A 65- F 16- A 41- C 66- B 17- B 42- C 67- G 18- B 43- B 68- A 19- C 44- A 69- E 20- C 45- E 70- C 21- A 46- C 71- D
  • 4. Martinez Paula Practice II 2018 22- B 47- G 72- A 23- B 48- A 73- E 24- A 49- F 74- C 25- C 50- B 75- F 76- D 77- F 78- A 79- C 80- E III) Design a CLIL class for Primary to be carriedout at school with your pedagogical partner. Follow this format to design the class: