At this workshop, I have explained several steps and possible suggestions to develop blogging as a tool to enhance EFL written production within the CLIL classroom

1. Let’s “BLOG” in the CLIL classroom
Salvador Montaner-Villalba
UNED (Dr. en TIC-ETL, casi )
UPV (Prof. Asociado, Inglés, Lingüística Aplicada)

2. BLOGGING PRODUCCIÓN ESCRITA
ALUMNOS DE 3º EDUCACION SECUNDARIA
OBLIGATORIA

3. DESCRIPCIÓN 1ª ACTIVIDAD
WRITE A REPORT ABOUT LAGOS & ANSWER THE QUESTIONS OF ACTIVITIES 1 & 2 AS A GUIDE
1. Writing must not be shorter than 20 lines distributed in different paragraphs
2. Do not copy the questions of the activities since you must write a composition
3. Use adequate connectors
however, although, on the contrary, in addition to, besides, after all, on the other hand, in conclusion, in spite of,
otherwise, therefore, consequently, due to, etc.
4. Use the following vocabulary and expressions:
to play a role, usually, to have access to, can be considered, precarious conditions, lack of, basic services, job
opportunities, unemployment, rapidly, rural areas, trends, housing, surroundings, outskirts, slums, poorness

5. DESCRIPCIÓN 2ª ACTIVIDAD
WRITE A SUMMARY OF THE PROCESS OF URBANIZATION
FROM THE PRE-INDUSTRIAL CITY TO THE PRESENT DAY CITY
COMPARE THE PLANS OF GREEK AND ROMAN CITIES.
WHAT ARE THE SIMILARITIES? AND THE DIFFERENCES?
1. Writing must not be shorter than 20 lines distributed in different paragraphs
2. Do not copy the questions of the activities since you must write a composition
3. Use adequate connectors
however, although, on the contrary, in addition to, besides, after all, on the other hand, in conclusion, in spite of,
otherwise, therefore, consequently, due to, etc.

7. DESCRIPCIÓN 3ª ACTIVIDAD
DESCRIBE THESE IMAGES ON PAGE 160
In your description, you should use the correct vocabulary, not make spelling mistakes and avoid incorrect or overly
generic expressions.

9. PRUEBA DE EVALUACIÓN FINAL
WRITE A SHORT DESCRIPTION ABOUT YOUR EXPERIENCE RELATED TO BLOGGING IN ENGLISH
THROUGH THE SUBJECT OF GEOGRAPHY
1. Try to write it in 3 paragraphs: INTRODUCTION, BODY & CONCLUSSION
2. You should include the following information:
- What did you expect to learn when you began studying Geography?
- Would you like to continue learning English through non-linguistic areas? Why?
- Would you like to continue learning English through the technology? Why?
- Describe in 5-8 lines how you would ideally learn English with technology
- As a conclusion, explain your opinion about the importance of learning English through non-linguistic areas
Number of words: 95/110

10. PASOS A REALIZAR PRUEBA DE EVALUACIÓN FINAL

11. CONTENT a) Have you answered all the questions?
b) Have you written enough words?
c) Have you given enough details?
ORGANIZATION a) Have you written at least three paragraphs?
b) Is each paragraph organized correctly?
c) Do your ideas develop logically?
d) Have you used connectors to link ideas?
GRAMMAR a) Do all the verbs have their subjects?
b) Are all the verbs in the right tense?
c) Have you used the correct auxiliary verbs?
d) Check word order: S+V+O/C // Adjectives +
Noun // Verb + Adverb, etc.
EL ALUMNADO
REVISA ESTOS
PUNTOS ANTES
DE ENTREGAR
PRUEBA FINAL

12. VOCABULARY a) Have you used a variety of vocabulary?
b) Is there a lot of repetition?
c) Do you transmit meaning?
d) How complex is your vocabulary?
SPELLING a) Have you checked the use of capital letters?
b) Have you spelled the words right?
c) Have you used punctuation accurately?
d) Have you indicated paragraph indentation?
EL ALUMNADO
REVISA ESTOS
PUNTOS ANTES
DE ENTREGAR
PRUEBA FINAL

13. Rúbricas de Evaluación para evaluar Escritura Colaborativa (I)
VARIABLE “PRODUCTO” WRITING PRODUCT COMMENTS 1-10
CONTENT (20%)
‐ Coverage of Topic
‐ Quantity of details
‐ Relevance of details
‐ Number of words
ORGANIZATION (20%)
‐ Use of connectors
‐ Paragraph structure
‐ Clarity of ideas
‐ Sequencing and development of
ideas

14. Rúbricas de Evaluación para evaluar Escritura Colaborativa (II)
GRAMMAR (30%)
‐ Correct use of tense
‐ Correct use of verb agreement
‐ Correct use of word order
‐ Correct use of articles, pronouns
and prepositions.
‐ Correct use of number
VOCABULARY (20%)
‐ Variety
‐ Accuracy in word choice
‐ Appropriate to register
‐ Effective in transmitting meaning
MECHANICS (10%)
‐ Spelling
‐ Punctuation
‐ Capitalization
‐ Paragraph indentation

15. WRITING PROCESS COMMENTS 1-10
TOPIC SELECTION
BRAINSTORMING
PRE-WRITING
DRAFTING
REVISION
FINAL WRITING
SHARING
TOTAL
Rúbricas de Evaluación para evaluar Escritura Colaborativa (III)
VARIABLE “PROCESO”

16. Programación de aula (del proyecto) (I)
INTRODUCING TOPIC: 1st Task, Report about Lagos
2 SESSIONS 45 MINUTES EACH
SESSION Nº 1
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will read the documents from the
Student’s Book on page 60
To prepare for the writing task Students- Teacher Student Book p. 60
5-10 minutes Students will check vocabulary To learn vocabulary needed for the
writing
Students-Teacher Student Book, p. 60
10-15 minutes Pre-writing. Students will answer questions
from tasks 1 and 2 as a guide
Brainstorming. Learners will learn to
brainstorm ideas
Group Work Google Docs & Chat
10-15 minutes Writing. Learners will write report about
Lagos in the form of a draft
To write a composition Students Google Docs

17. Programación de aula (del proyecto) (II)
INTRODUCING TOPIC: 1st Task, Report about Lagos
SESSION Nº 2
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will share with teacher
composition for correction
To get some familiarity with Google
Docs
Students-Teacher Google Docs
15-20 minutes Having received feedback, learners will
post in Wordpress (Treatment group) their
compositions
To get some familiarity with the
platform Wordpress
Group Work WordPress
10-15 minutes Task interaction. Students will read posts
from colleagues and interact at the
“comment” section
To interact online with other
colleagues
Group Work WordPress

18. Programación de aula (del proyecto) (III)
INTRODUCING TOPIC: 2nd Task, Summarizing the process of urbanization of cities
2 SESSIONS 45 MINUTES EACH
SESSION Nº 1
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will read the text on page 70 from
the Student’s Book
To prepare for the writing task Students- Teacher Student Book p. 70
5-10 minutes Students will check vocabulary To learn vocabulary needed for the
composition
Students-Teacher Student Book, p. 70
10-15 minutes Pre-writing. Students will answer some
previous questions given by teacher
Brainstorming. Learners will learn to
brainstorm ideas
Group Work Google Docs & Chat
10-15 minutes Writing. Learners will write a summary of the
process of urbanization in the form of a draft
To write a composition Students Google Docs

19. Programación de aula (del proyecto) (IV)
INTRODUCING TOPIC: 2nd Task, Summarizing the process of urbanization of cities
2 SESSIONS 45 MINUTES EACH
SESSION Nº 2
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will share with teacher composition
for correction
To use Google Docs Students-Teacher Google Docs
15-20 minutes Having received feedback, learners will post
in Wordpress (Treatment group) their
compositions
To use the platform Wordpress Group Work WordPress
10-15 minutes Task interaction. Students will read posts
from colleagues and interact at the
“comment” section
To interact online with other
colleagues
Group Work WordPress
10-15 minutes Students will compare the plans of Greek
and Roman cities
To consolidate the comparison from
the perspective of a composition
Pair Work Google Docs & Chat

20. Programación de aula (del proyecto) (V)
INTRODUCING TOPIC: 3rd Task, Describing images
2 SESSIONS 45 MINUTES EACH
SESSION Nº 1
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will read the Student’s Book on
page 160
To prepare for the writing task Students- Teacher Student Book p. 160
5-10 minutes Students will check vocabulary from text To learn vocabulary needed for the
writing
Students-Teacher Student Book, p 160
10-15 minutes Pre-writing. Students will answer questions
offered as a guide
Brainstorming. Learners will learn to
brainstorm ideas
Group Work Google Docs & Chat
10-15 minutes Writing. Learners will write describe the
images on p. 160 in the form of a draft
To write a composition Students Google Docs

21. Programación de aula (del proyecto) (VI)
SESSION Nº 2
TIME TASK DIDACTIC AIM INTERACTION TOOL
5-10 minutes Students will share with teacher
composition for correction
To use Google Docs Students-Teacher Google Docs
15-20 minutes Having received feedback, learners will
post in Wordpress (Treatment group) their
compositions
To use the platform Wordpress Group Work WordPress
10-15 minutes Task interaction. Students will read posts
from colleagues and interact at the
“comment” section
To interact online with other
colleagues
Group Work WordPress

22. Algunos Links a Blogs
Blog “Geography in English”
1st Task: “Report about Lagos”
2nd Task A: “Process of Urbanization”
2nd Task B: “Greece and Rome”
3rd Task: “Describing images”

24. smontaner@invi.uned.es
salvadormontaner@upv.es (???)
https://www.researchgate.net/profile/Salvador_Montaner-Villalba
https://www.linkedin.com/in/salvadormontanerdocente/