week 2 tasks

1. CLIL
WEEK 2
In this module, you will:
Look at different task types and identify which maximize
content learning
Look at different task types and identify which maximize
student talk time
Design tasks which maximize content learning and student
talk time

2. TASK 8
Look at the materials over the next 4 slides.
Can you see which are from:
1)English Language Teaching coursebook
2)From CLIL primary content coursebook
3)From CLIL secondary content coursebook
What are the features of each?
Consider
a)The type of language they use
b)What content will be learnt?
c)What linguistic skills are being used?
d)What thinking skills are being used?

3. Arnold (2008)
a b
Kelly (2008)

4. c
Bentley (2009)

5. TASK 9
Look in the coursebook you use
Which of the following following multi-media and visual
organisers does it use (see slide 7)?
What do you think the purpose of the graphic/visual
organisers is?
For 3 of these identify the language used in the
coursebook:
a)the type of task eg. line graph = to show a trend or
data using X and Y axes
b) the examples of language used for each eg. cycle =
next, after that,then

6. Bar
charts
Binary
keys
Carroll
diagrams
cycles Mind maps grid
Line
graph
Pie chart Process/
cause-
effect
diagram
quadrants storyboard T-
chart
Table Flow
chart/
flow
chart
Time-line
_______
Tree
diagram
Venn
diagram
?
Generating language from and for multi-media and
visual organisers:
6

7. TASK 10
Write down in the grid when you would use each of these visual/graphic organisers in
your classes
Bar charts Binary keys Carroll
diagrams
cycles Mind maps grid
Line graph Pie chart Process/
cause-effect
diagram
quadrants storyboard T-chart
Table Flow chart/
flow chart
Time-line Tree diagram Venn diagram ?

8. TASK 11
TASK TYPES WHICH MAXIMIZE CONTENT LEARNING
For Primary classes. Look at slides 10 - 11.
For Secondary classes. Look at slides 13-14.
1. Identify which tasks maximize content learning
2. What is it about the task which leads to content
learning?
3. What content will be learnt?

9. PRIMARY TASKS

10. What is the focus
in this task?
What is the task
type?
(Bentley 2009)

11. What is the focus
in this task?
What is the task
type?
(Merttens & Kirkby 1999)

12. SECONDARY
TASKS

13. Kelly 2008)
What is the focus
in this task?
What is the task
type?

14. What is the focus
in this task?
What is the task
type?
What is the
visual/graphic organiser
type?

15. TASK 12
TASKS WHICH MAXIMIZE STUDENT TALK TIME
For primary tasks look at slide 18
For secondary tasks look at slide 19
a)Identify which tasks lead to student talk time
b)Look at a unit in your coursebook. How much
time is spent by students
talking/discussing/sharing?
c)How can you adapt your coursebook materials to
increase student talk time?

16. (Bentley 2009)
Notice how the tasks build on each other
1.Look and write
2.Complete
3.Play and write

17. Look at how the tasks build on each other:
1.Write on the word map
2.Label the diagram
3.Complete the sentences
4. Put sentences in correct order
5.Match the beginnings and endings
6.Read the sentences
WHAT DO YOU THINK IS MISSING FROM THESE TASKS?
Kelly 2008)

18. WAYS TO INCREASE
STUDENT TALK TIME IN
CLASS – INTRODUCE GAMES
WHERE THE TARGET
LANGUAGE IS USED

19. (Bentley 2009)

20. (Bentley 2009)

21. TASK 13
Design a sequence of tasks which:
a)Develop content language
b)Use visual/graphic organisers to
support concept
c)Increase student talk time

22. REFLECT
1.What do you know about task types which
develop content?
2.What do you know about task types which
develop student talk?
3.THINK of 3 things which surprised you
4.THINK of 2 things you will use in the classroom
tomorrow
5.THINK of 1 question you still have

23. REFERENCES
Arnold, W (2008) New Magic. Hong Kong:OUP
Bentley, K (2009) Primary Curriculum Box. CLIL lessons and activities. UK:CUP
Kelly, K (2008) Science. UK:Macmillan
Kelly, K (2009). Geography. UK:Macmillan
Merttens, R, Kirkby, D (1999) Shape, Data and measures. UK: Reed Educational
and Professional Publishing Ltd