Practice Activities – CLIL

SUBJECT PRACTICE ACTIVITIES:

CONTENT & LANGUAGE INTEGRATED LEARNING
GENERAL INFORMATION:

The subject practice activities consist of doing individually five short exercises. The
document must fulfil the following conditions:

- Length: 3 pages (without including cover, activities’ statements, index or

appendices –if there are any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignmen: Justified.

Besides, the activities have to be done in this Word document: leave the activities’
statements where they are and just answer below them. In order to make the correction
process easier, please, do not write the answers in bold, and it will then be easier to
distinguish between them and the activities’ statements. On the other hand, the
document must still fulfil the rules of presentation and edition, and follow the rubric for
quoting and making bibliographical references as detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject

Evaluation” document. Sending it to the teacher’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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 Practice Activities – CLIL

Name and surname(s):

Group:
Date:

Practice Activities

Do the following exercises and justify your answers.

Task 1

Look at the contents of the grammar in the following indexes. What do they have
in common? What was the criterion used to select the content?

New Headway Pre-intermediate, by John Soars (OUP, 2000).

An extract from a textbook designed for the teaching/ learning of EFL and addressed to Pre-intermediate
students

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Adventure Elementary OUP

This is an extract from a textbook designed for the teaching/ learning of EFL and addressed to
Elementary students.

Task 2

What are the differences between the following tables of contents? What do they
suggest you?

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(Adapted from “Galaxy 2”)

Adventure Elementary OUP

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 Practice Activities – CLIL

Task 3

Look at the following activity. What type of methodological practice does it

promote?

Language study
Words ending in s
Look at the transcripts below of David and Bridges talking about their families (section 26b and
19).
How many words are there ending in s or ‘s?
Does the s or ‘s always mean the same?
Some words always end in s, for example, his.
What about this one?
I’ve got one brother and he’s got two daughters.
Put the words ending in s or ‘s into categories.

Bridget’s family
DA: If we look at, erm, your mother Sheila. Has she got any brothers and sisters?
BG: Yes, she’s got one sister.
DA: No brothers?
BG: No.
DA: Okey. What about your father?
BG: He’s got three sisters.
DA: Oh, and no brothers?
BG: No.

David’s family
BG: Now it’s my turn. Your father’s called John?, and your mother’s called Pat?
DA: That’s right.
BG: And your brother’s married to… Jane?
DA: Jane. Good.
BG: Jane. And they’ve got two daughters called… Emma and Sarah.

Now look at the text in Section 24. Find thirteen more words that end in s and put them
into categories.

ADAPTATION FROM Collins Cobuild English Course (Willis and Willis 1988:15)

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Task 4

What type of objectives would you include the following statements in?

LISTENING
I can understand simple words and phrases, like “excuse
me”, “sorry”, “thank you”, etc.
I can understand the days of the week and months of the
year.
I can understand times and dates.
I can understand numbers and prices.

GRAMMAR
Adjectives: common and demonstrative
Adverbs of frequency
Comparatives and superlatives
Going to […]

British Council, Level A1 – English Foreign Language

Task 5

What does the following information gap activity suggest you?

Student A

COUNTRY CAPITAL

France

Dublin

Spain

Amsterdam

Belgium

Student B

COUNTRY CAPITAL

Paris

Ireland

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Madrid

The Netherlands

Brussels