Bilingual Art Activities

La práctica docente en centros bilingües: Metodología AICLE - Art activities
ART ACTIVITIES AND TASKS
Index:
A) Vocabulary - Reading - Writing - Listening - Speaking, although most of the
activities involve several English skills.
B) Interaction: Pair work - Think Pair Share - Mixed pairs - Small group - Expert
group - Whole class
C) Why repeat the same content with different tasks?
D) Some practical hints on using the activities in the classroom.
E) Four possible teaching styles within a classroom.
VOCABULARY
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
Matching pairs:
CLIL activities Art - Rosa Fernández Alba 1

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
... 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’.
EXAMPLES
Information
Organising
Activities
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
cards clue sheets
There are four different clue cards so that in a group of four, 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.
EXAMPLES
Information
Organising
Activities
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
! A teacher exposition

! Ον τηε Ιντερνετ, λινκσ γιϖεν ...
! Pupils’ own knowledge, experience and logic.
! A poster
More matching, sequencing, sorting and rank ordering in the given file:
CLIL_activities_EX_Technological_Process_Rosa_Fernandez.pdf.
WRITING
Writing
exercises
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.
EXAMPLES
Writing
exercises
o Fill the gaps.

EXAMPLES
Writing
exercises
o Running dictation.

EXAMPLES
Writing
exercises
o Pair spelling practice.

READING / LISTENING
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 .
EXAMPLES
When
listening to
teachers (a
PowerPoint
p.e.) let the
students
act.
It will not
be so
boring!!!
Support
color disks
o Use REALIA and EXAMPLES in their enviroment.
http://www.youtube.com/watch?v=OWF1djKCY3M
o Use a SEMAPHORE to let them vote a correct answer.
Warm and cool colours - foreground/background:

http://plastinglish.blogspot.com.es/2012/11/warm-and-cold-colors.html
a) Teacher and Language Assistant ask questions about the pictures:

b) Students were offered 16 different statements:

SPEAKING
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.

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 artworks instead animals!
Example:
Pupils A and B ask and answer each other's questions to find out what
shapes will accurately complete their respective grids without showing
each other their papers.
EXAMPLES Example of Find someone who...

Types of
speaking
activities
Support sheets
are key
(geometry)

EXAMPLES
Types of
speaking
activities
Support
sheets 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.
Instructions for the task in a Voki: An example of the task done by student:

Let everybody
talk ...
and listen
o Distribute turns.
o M
o ake 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!.
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.

Let
everybody
talk ...
and listen
o Have some students to say an statement (false or true) about his/her
task.
For instance: 'My drawing is portrait format', 'I've used warm colours'... 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.

INTERACTION
Interactive patterns:
o Different groupings (pair and group work)
o Different interaction patterns in which students are the main protagonists.
o Benefits in the CLIL classroom with regard to both content and language.
Forming the pairs or the groups:
o One possibility may be for students to form them spontaneously, according to their
preferences, which can be quite motivating.
o Concern for keeping a quiet classroom when forming pairs and groups or other
reasons may lead the teacher into the convenience of forming them by him/herself.
o Students who are brilliant or weak in the subject can -and should- be mixed, the
grouping of shy and talkative participants my keep the group alive.
o Working with different people in class each time is always enriching for the general
atmosphere.
o Sometimes, the teacher's intervention for this matter simply makes things go
quicker, which is often a priority.
Giving clear instructions for pair and group work:
o From experience we know of the difficulty of some students (Spanish students are
a good example of that) to keep themselves speaking in English.
o Instructions should be clear from the very beginning (even in the mother tongue if
necessary).
Circulating round the classroom:
o Not as a invigilator but as a helper.
o Without interrupting rudely, the teacher may decide to take part for some minutes
in order to encourage particular members of the group to speak or to prevent some
of them from monopolizing the activity.
o Circulation obviously helps the teacher to check that they are working on the
subject and that they keep using English. "Better in English", "Too much Spanish
heard over here", "Why not in English", ... Language assistant can help.

PAIR WORK > THINK-PAIR-SHARE
THINK PAIR
SHARE
Think-Pair-Share is a cooperative learning technique. It is similar
to pair work in that it promotes collaborative interaction but it adds
think time to the process.
Give students time to think about the content and also get ready to
express their ideas in the L2.
Give all students a chance to be active learners, not just the good
ones who already know the answer.
EXAMPLES
THINK PAIR
SHARE
o Which is the odd one out? - Some pictures are offered.
o Classifying -
o KWL Chart -
o Think before you speak. A minute of silence. Write five words
on the page.
o Students in pairs talk about the answer to the question.
Students in fours compare answers. Students in the whole
class are called on to say the answer.

MIXED PAIRS
Mixed pairs is two sides of the story.
Stage 1: Students A and B prepare a pro statement and C and D
prepare a con statement.
Stage 2: Then A and C meet and B and D meet and they compare
the two sides.
Final stage: teacher calls on a few students to present both sides.
EXPERT
GROUPS
Expert Groups:
Stage 1: Becoming an expert
Students work in small groups to master a small portion of the
required information and have to complete a table.
Each pupil in the group has to complete their own copy of the table
because in the next stage of the activity they will need to take the
information to a new group.
Stage 2: Sharing expertise
Students work in a new small group to share what the have
learned. The pupils in the new groups can then complete the rest of
their table by asking and answering questions about the subject.
With the pooled expertise, the group can complete a work sheet or
a table on the entire set of information. In this way they have found
out and shared great deal of information.

EXAMPLES
EXPERT
GROUPS
Stage 1: Becoming an expert
It will be useful to have some printable templates with A1A2A3A4...
B1B2B3B4... C1C2C3C4... D1D2D3D4... E1E2E3E4 ... cards.
You will give the same text or picture to those with:
A1A2A3A4... picture 1 info 1
B1B2B3B4... picture 2 info 2
C1C2C3C4... picture 3 info 3
...
Stage 2: Sharing expertise
Create new groups with:
A1B1C1D1...
A2B2C2D2...
...
In this new groups, they have different info from stage 1.
Tell your group what you have learned. With your shared
information, complete a worksheet. Pass the sheet around, taking
turns writing the answers. Ask the experts in the group for
information and clarification.

WHY REPEAT THE SAME CONTENT WITH DIFFERENT TASKS?
The more a student has the opportunity to repeat production of the same content, the
more likely he or she is to use better English.
They are more sure of the ideas themselves and therefore they can attend to the
formulation of their ideas.
CONTENT
o low cognitive demand: remember.
o middle cognitive demand: apply.
o high cognitive demand: evaluate.
LANGUAGE
o comprehend language: listening and reading.
o produce language: speaking and writing.
LANGUAGE AND
CONTENT
o new content + low language demands
o familiar content + greater language demands
EXAMPLES
o Teacher introduces realism, figurative and abstract art,
portrait and landscape format, and warm and cool colours.
Use art styles worksheets, flashcards, ppt presentation...
o Students label some pictures (choosing words from a list)
o Teacher goes over pictures again and writes sentences.
o Students put sentence strips in order.
o Students fill in blanks in sentences.
o Students look at new pictures and write sentences.
o Students, in small groups, holding labels and new pictures,
act out art styles, format and colours.

SOME PRACTICAL HINTS ON USING THE ACTIVITIES IN THE
CLASSROOM
o Activities may serve different purposes at different stages of the learning process.
For example, they may function as a useful starter activity for a topic or a revision
activity at the end of a topic. They may also be used as main learning activities
within a topic.
o Sometimes the most difficult task for many teachers is to stand back and allow
pupils to struggle with the task until they succeed; the temptation may be to over-
help the pupils rather than “support” them in the process of learning.
o Photocopying materials onto different coloured card is useful for managing sets of
cards. Storing sets in zip-up plastic wallets or press top plastic bags keeps sets
complete and discrete.
o It is extremely useful to monitor how well the activities work so that the materials,
strategies and techniques can be adapted to match pupils' abilities and needs more
closely.
more in Cooperative_Learning_booklet.pdf in PSM folder.

FOUR POSSIBLE TEACHING STYLES WITHIN A CLASSROOM
Learning activities typical of Quadrants A, B and C may be appropriate at various
points in a series of lessons. There is a place for whole class instruction and
questioning as well as worksheets and pupil initiated activities. However, it is only
activities in Quadrant D that can provide the kind of interaction necessary to enable
students who use EAL to be active users and learners of language. Collaborative
learning activities are designed to structure this kind of integrated approach to
learning content and language.
by Steve Cooke - For Nottigham Schools - http://www.nottinhamschools.co.uk/emag

References:
PLASTINGLISH and 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
"Rosa M. Fernández Alba"
Licencia Creative Commons

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