5. KEY 1
Collaboration
d to
between L2
and content
an
experts
nt ent
ar n co
t o le nsider
u sed co
ag e is
ngu ing
ela th
me objet ives
1 - Th cat e so ent
uni d cont Select
mm
co c an
subject
isti and
lingu linguistic
contents
6. How to select the subject content
• Concrete versus abstract content
• That allows students to practice
communicative skills
• Of interest for the students and their world
• Cross-curricular
• Language and discourse models not too far
from the students’ language competence
7. KEY 2
•Specific language
•Academic language
2. The •Classroom language
subject
determ
we use ines th
e speci
use the fic lang
p.o.v (n L2 but uage
ot deal from th
ing wit
h gram e conte
mar, et nt
c .)
Vocabulary and
language
Language
structures (in
Functions Discourse types
context) (e.g. explaining) (e.g. narration,
descriptión, etc.)
8. Vocabulary
• Use it in context and pay attention to
collocations
• Type of activities:
Word clouds, flashcards, identifying images,
matching concepts and definitions, synonyms
and antonyms, etc.
• Use graphic support whenever possible
• Reuse vocabulary throughout the unit
11. Functions / discourse types
Describe Sequence
Narrate Deduce
Define Induce
Classify Persuade
Compare Conclude
Argue Summarise
Explain State
Give Instructions Dialogue
Give examples Debate
12. KEY 3
3. Integrate the 5 skills
: reading, writing,
listening, speaking an
d interacting
Balance
Reception and production
activities and tasks
Use linguistic “crutches”
13. Some activities to integrate linguistic skills
• Reading skills: organisers (maps,
timelines, diagrams, etc.) missing
words, rewrite, etc.
• Listening skills: give opportunities to
practise listening in pairs and groups.
Use clues and images, complete maps,
gaps, timelines, etc.
14. Some activities to integrate linguistic skills
• Writing skills: more or less guided,
Use of images, rebuilt texts,
– In pairs, in goups
– Different formats: posters, presentations, etc.
• Oral and interacting skills: use
scaffolding
Facilite models of the linguistic functions
and structures. Record podcasts, oral
presentations, etc.
15. KEY 4
4. Task based approac
h
From simple to
more complex • Pre-task
tasks • Task
• Post-task
Reception and production
activities and tasks
16. Task based approach
3 phases
Pre-task: (lot of scaffolding) brainstorming, vocabulary activities,
structures frames, etc.
Task: based on the subject content. Students use the language
that appears in the pre-task.
Post-task: critical reflection, use of the language in a more relaxed
way. We can focus more on the linguistic or non linguistic
objective
17. Some examples of tasks
• Reception Tasks: recopilate or contrast information
about a topic. Analyse or understand a topic, etc.
• Production Tasks: to design an object or product.
Design a guide or another document based on some
information. Assess a situation; formulate a
hypothesis or a solution; do a presentation, an
interview, a report, etc.
