This document provides examples of activities for teaching technologies through content and language integrated learning (CLIL). It discusses vocabulary, reading, writing, listening and speaking activities. For each skill, it provides strategies to support language development and examples of activity types. Many activities involve organizing information, such as matching, sequencing and classifying. The document emphasizes using support materials like worksheets, pictures and technology tools to aid language learning.
This is a sample syllabus for English for Specific Purposes which focuses on English for Secretaries. This syllabus aims to develop the students/ language skills in English, while at the same time focusing on the central need of the secretary— to receive and to transmit information precisely and efficiently. It also aims to equip the students with the English language skills needed to perform secretaries’ communicative tasks at the workplace.
This is a sample syllabus for English for Specific Purposes which focuses on English for Secretaries. This syllabus aims to develop the students/ language skills in English, while at the same time focusing on the central need of the secretary— to receive and to transmit information precisely and efficiently. It also aims to equip the students with the English language skills needed to perform secretaries’ communicative tasks at the workplace.
Teachers can evaluate coursebooks. They use them frequently and make sure to adapt them to learners' needs. All what teachers need is to learn to set criteria and understand how and what to assess of a coursebook. Please, write your comment and share your own opinion of the topic. Your contribution matters.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
Teachers can evaluate coursebooks. They use them frequently and make sure to adapt them to learners' needs. All what teachers need is to learn to set criteria and understand how and what to assess of a coursebook. Please, write your comment and share your own opinion of the topic. Your contribution matters.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
CLIL activities for Technology
1. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
Tipos y ejemplos de actividades agrupadas en función de las destrezas lingüísticas
que se desarrollan en ellas
Vocabulary activities
Reading activities
Writing activities
Listening activities
Speaking activities
7.1 VOCABULARY ACTIVITIES
Getting meaning
across ...
Mime/gesture
Realia
Picture/photo/drawing
Synonym/antonym
Example
Situation
Translation
Definition ...
Knowing a word
implies ...
Knowing what it means
Knowing how to spell it
Knowing how to pronounce it
Knowing what it collocates with
EXAMPLES
Revise
vocabulary
frequently
through
activities and
games
Support sheets,
cards, TIC... are
key
Matching pairs:
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2. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
Complete the spaces:
Bingo:
Information
Organising
Activities
Many activities can involve pupils in organising pieces of
information in a variety of ways. Organising information may
involve:
o Matching
o Sequencing
o Sorting
o Rank ordering
o Conceptual maps
o Classifying
... or combination of these.
Basically pupils are given small units of information which when
organised and structured in
the right way reveal the ‘whole picture’.
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3. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
EXAMPLES
Information
Organising
Activities
Support
sheets,
cards, TIC...
are key
Matching:
Sequencing: A Timeline
For example, pupils may be given a timeline that only shows the time units (e.g.
years) and a number of cards that describe events.
The pupil’s job is then to arrange the cards in the correct places on the timeline.
The question is how the pupils know where to put the cards? If the cards have
the appropriate date on them then the task becomes very simple. However, if
the pupils have to use an information source, such as a set of clues, then the
task becomes more demanding and will involve the use of reading, thinking and
probably listening and speaking as well. As a group task, it encourages
‘thinking aloud’ and a kind of talk where pupils put forward ideas and use talk
to ‘work things out’.
timeline .
There are different clue cards so that in a group of X, each pupil gets
their own clue card. This also encourages participation of all members of
the group and avoids either pupils opting out or one or more students
dominating the activity. Most of the clues should be cross-references, so
pupils need to pool their information and it leads to asking: Who's got
something about....? In this way, asking and answering and thinking
aloud become an important means of working out the solution.
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4. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
For example:
Advances in "home technology".
The clues relate to a fictional family "The Wilsons" and provide
information about when the various generations of the family acquired
the domestic appliances on the cards. Before the students get the clue
cards the can 'predict' where the appliances go on the timeline. This is
useful for observing what the students already know and think about
when these appliances became available.
EXAMPLES
Information
Organising
Activities
Support
sheets,
cards, TIC...
are key
Conceptual maps:
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5. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
EXAMPLES
Information
Organising
Activities
Support
sheets,
cards, TIC...
are key
Classifying
For example: Connect four
Prior to this activity the students will have carried out another activity to
explore the properties of the materials these objects are made out of
and they will have recorded their observation on a chart. This activity
aims to consolidate their learning about properties.
one pair of students has the yellow cards while the other pair has the
blue cards. Each pair shuffles the cards and places them face down on
the table. The yellow pair then take the top card from their pile, turn it
over and place it on an appropiate space on the board. The blues then
have their turn. The winners are the pair which make a line of four of
their cards (8across, down or diaglonally). It therefore becomes
important not to put your cards on the first appropriate place you find but
to think about where you can put them to block your oppnents and build
your line of four cards.
Information source
Whatever activity which needs an information source, this information
can come in a variety of forms:
A text or set of texts
A text book
Reference books
A pamphlet
A set of clues
A listening text
A video
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6. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
A teacher exposition
On the Internet, links given ...
On the Internet, an interacive activity
Pupils’ own knowledge, experience and logic.
A poster
More matching, sequencing, sorting and rank ordering:
Take a look to this activity: Technological Processes and health and safety in
Tecnoinglish.
On the Internet, an interactive activity:
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7. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
7.2 WRITING ACTIVITIES
Writing
exercises
Support sheets,
are key
o Finish the sentence.
o Dicto-comp. It is a simple technique for guided compositions.
This technique provides an activity intermediate between
completely controlled writing exercises and completely free
compositions. The technique itself is quite simple and requires
a short text or story.
Warn the students ahead of time that you will continue reading
until you get to the end of the story. Then, read the text aloud
once or twice at normal speed. This is, of course, much too fast
for them to write down the whole story word-for-word.
Put some of the key vocabulary items and phrases from the
story on the blackboard, and ask the students to write the text
down from ‘memory’. Naturally, they will not be able to
remember the story word-for-word, and thus they will have to
write much of it down in their own words.
For a weaker group, put the vocabulary and phrases on the
board before reading the story. It is important that the story not
be too difficult, nor too long. For beginning students, the whole
text might only be five or six lines long.
o Fill the gaps in exercises with Defining or naming - Classifying -
Consequence - Comparing - Predicting - Evaluating -
Transferring information ...
o Running dictation. Students in teams will have to memorize
sentences and dictates them to a classmate. Different roles in
a team: the runner (memorizes the text), the writer (copy what
the runner tells him/her) and the spelling checker. Texts are on
walls.
o Pair spelling practice.
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8. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
EXAMPLES
Writing
exercises
o Finish the sentence.
o Fill the gaps.
Let's see some examples in Technologies:
Dealing with technology tools
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Dealing with Health and safety
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EXAMPLES
Writing
exercises
Support sheets,
are key
o Running dictation.
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EXAMPLES
Writing
exercises
Support
sheets are
key
o Pair spelling practice.
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7.3 READING / LISTENING ACTIVITIES
Support
strategies for
reading
o Check that they understand key vocabulary before they read
o Provide pre-reading questions to reduce the reading
demands of the text.
o Give reading support tasks, such as a chart to fill in, a
diagram to label, etc.
Types of reading
and listening
activities
o Listen/read and label a diagram/picture/map/graph/chart
o Listen/read and fill in a table.
o Listen/read and make notes on specific information (dates,
figures, times, main ideas).
o Listen/read and rearrange information/reorder information
o Listen/read and label the stages of a
process/instructions/sequences of a text
o Listen/read and fill in the gaps in a text
o Listening a dictation.
EXAMPLES
Support 3D
materials
Support
sheets are
key
Support
color disks
o Use REALIA and EXAMPLES in their enviroment.
Ver el vídeo en youtube
Ver vídeo en photopeach
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When listening to teachers (a PowerPoint p.e.) let the students act.
It will not be so boring!!!
o Use a SEMAPHORE to let them vote a correct answer.
a) Teacher and Language Assistant ask questions about pictures, real
objects and students vote:
b) Students are offered different statements and students vote:
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14. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
7.4 SPEAKING ACTIVITIES
Support
strategies for
speaking
o Ask short answer questions.
o Prompt (for example start learners' responses for them).
o Put a list of key vocabulary on the board.
o Think before you speak.
o Distributing turns.
o The value of repetition and variations.
o Allow some L1 responses or even “Spanglish”.
o Give them talking frames, sentence starters or substitution
tables.
o Ask students to use their L1 when discussing but their L2 when
reporting back.
Types of
speaking
activities
Support sheets
are key
o Question loops – questions and answers, terms and
definitions, halves of sentences, can be exploited to create a
question loop.
o Write question-write answer - Ask your partner questions so
that they will answer with the exact words you have on your
sheet. If they answer correctly, check √ yes.
o Info gap – students must speak to each other to fill in the
missing information from their diagram with questions sheet to
support.
o Trivia search – ‘three things you know’ and ‘three things you
want to know’with support for making questions.
o Word guessing games – Teams have one minute to guess as
many words as possible and get one point for each correct
guess.
o Class surveys – use questionnaires to guide pupils in asking
set questions of their classmates.
o 20 Questions – provide language support frame for questions.
Speaker can only say ‘yes’ or ‘no’ in answer and pupils only get
20 questions to get the answer right.
o Making presentations/talking from a prompt – instruct pupils
to present information from a visual using language support
handout.
o Find someone who... - use a handout with questions. If your
classmate answers "yes" and does it, write his/her name on the
handout.
o Record your voice. Using an ICT tool, you can manage to
create activities so as students have to talk even if they are
shy.
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EXAMPLES
Types of
speaking
activities
Support
sheets are
key
Example of Info gap
One pupil (or pair of pupils) have Sheet A, one have Sheet B.
They have to take turns to find out each other’s vertebrates by asking
questions. Imagine tools, forces, structures... instead of animals!
images from nottinghamschools, cooperative learning booklet
Example:
Pupils A and B ask and answer each other's questions to find out what
tool will accurately complete their respective grids without showing each
other their papers.
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16. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
EXAMPLES
Types of
speaking
activities
Support sheets
are key
Example of Find someone who...
(geometry)
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17. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
EXAMPLES
Types of
speaking
activities
Support
sheets,
cards, TIC...
are key
Example of Record your voice...
Based on support sheets on walls, students have to copy an information
and create a Voki to record their voices explaining the info.
Take a look at the activity: Safety at the workshop an results.
Instructions for the task in a Voki: An example of the task done by student:
Tecnología v.3 Marzo 2014 - Rosa Fernández Alba 17
18. Didáctica AICLE en el área de Tecnología para Secundaria - Technologies activities
Let everybody
talk ...
and listen
o Distribute turns.
o Make sure everyone participates. Try calling on students by
pulling names out of a jar until all names are used. If you work
in groups, you can have several jars. Students can create their
own stick-names!.
images from nottinghamschools, cooperative learning booklet
o Sometimes students don't listen to each other. One way of
ensure that the whole class is listening is to have them score
the answer.
Some students can be asked to score content, others can be
asked to score language. You can even divide the language
scores into those who listen for grammar and those who listen
for pronunciation.
To keep the scores honest, occasionally call on them to justify
their score:
Was it really perfect?
Why did you give it a 9 instead of a 10?
It will be too time-consuming to do this all the time, but
occasionally it can remind the students of the value of accuracy
and increase their capacity to monitor their own language.
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Let
everybody
talk ...
and listen
o Have some students to say an statement (false or true) about his/her
task or about the subject.
For instance: 'This is a hammer'... and the whole class will have to 'guess' if
it is true or false using the semaphore disks.
In the picture, it's my language assistant, Kostyn, who makes the statements.
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ReferencIas y bibliografía:
Las imágenes sin pie de foto son propias - Rosa Fernández Alba
TECNOINGLISH blogs - Rosa Fernández Alba
Language Accuracy in the integration of content and English learning - Kitty Purgason
Language Assistants in the bilingual program - Making the best - Isabel Blecua-Sarah Albrecht-Rachel Basse
Essential Secondary CLIL - Jo Sintes - Josie Rich - Phil Ball
Building bridges between Content and Language - Phil Ball
Cooperative Learning in the classroom Booklet - Steve Cooke
Barrios Espinosa, Mª Elvira. 2012. Módulo 7: Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE).
Málaga Disponible en la web
Cañabate Carmona,Carmen; Cristóbal Huertas, David y Espinosa Canet, Francisca. 2011.10 sugerencias para
integrar Contenidos y L2.CEP Almería.
Consejería de Educación de la Junta de Andalucía. 2009. Orientaciones metodológicas al profesorado de Áreas No
Lingüísticas de Educación Secundaria. Sevilla.
Consejería de Educación de la Junta de Andalucía. 2013. Guía Informativa para Centros de Enseñanza Bilingüe.
Sevilla.
Coyle, D. (2007). The CLIL quality challenge. En D. Marsh. y D. Wolff (Eds.). Diverse Contexts - Converging
Goals (pp. 47-58). Frankfurt: Peter Lang.
Pallarés, O y Petit, C. 2009 “Matemáticas e inglés un tándem con objetivos comunes”. Cuadernos de Pedagogía,395
:66-68
"Rosa M. Fernández Alba"
v,3 Marzo, 2014
Licencia Creative Commons
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