Select two consecutive/related pages at random from the language textbook you are using.

Look at them carefully and judge them on the following bases:

a) Is there a valid learnability principle identifiable?

b) Is there a valid utility principle identifiable?
c) Is the topical content engaging, or is it 'disposable'?
d) Do the two pages have some sort of minimal thematic continuity, and do they form part
of a longer thematic context?
e) What is the principal objective of the two pages?

a- Yes there is. Students are supposed to learn simple present, the book is for beginners
adolescents. It fits the cognitive level of students.

B.Yes, theres is. The simple present is a fundamental key to understanding and producing
the L2 since studetns learn different verbs to express actions.

c- The content is engaging for adolescents. It shows different aspects of daily life of
adolescents. Students might feel interested or not.

d- There is thematic continuity and it is part of a longer thematic context

Feedback

a. If you answer 'yes', then ensure that it is on the basis of either:

i. Appropriate level for the linguistic/cognitive development of the students.
ii. Coherence between the linguistic objective(s) and the materials used to illustrate them.
If 'no', explain briefly why the two conditions above are not satisfied.
b. What is the utility? If you answer 'yes', then you are saying that you can see for what
reason(s) the author chose this material, at this particular point in the textbook But do you
agree with those reasons (assuming you can identify them?)
c. If you claim that it is 'engaging', you will need to justify what you understand by this
word.
Is the topical content memorable? Will the students remember it, as opposed to simply
learning the linguistic content?
d. If yes, explain what the continuity consists of.
e. Note that the question says 'principal'.

Question 2

Complete
Not graded

Flag question
Question text

Look back at Prabhu's 5 cognitive operations. Where would you place them on Bloom's
hierarchy? Are they H, L or H/L? And in which of the 6 levels do you think they belong?

I would place them in Higher oder thinking skills.

Feedback

Suggested Answers:

Calculate = High (3)

Infer = High (3)
Deduce from diagrams = H/L (4 or 5)
Refute High (1 or 3)
State opinions High (1)

Question 3

Complete
Not graded

Flag question

Question text

a) What is the difference between Maths and the other subjects cited above?
In what ways does it differ, linguistically speaking?
b) Social sciences are popular in CLIL because they are 'language rich'. Consider a subject
such as Physical Education. Do you think it is 'rich' or 'poor'? Try to write down some
examples to illustrate what you mean.
c) Which of Bloom's operational sub-categories are covered by the learning processes of
history? List the six that you think are the most implicated.

a- Maths is a subject that is not 'language-rich'.

b-It maight be not language rich when students do exercises or play sport s but it is
language rich when they talk about rules, hoe to omprove their techniques, adcive the
teacher gives and recieves from students, etc.

c-argue, compare, judge, analyse, critice, interpret,

Feedback
a) It measures numeracy and is a core skill whose mastery may not relate in the same ways
to general language aptitude. Mathematics also uses codified language. In a sense, it is a
language in itself.
b) At first glance it looks ‘poor’, since it may consist of certain functions that go no further
than the fulfillment of those functions – but physically speaking. These functions (e.g)
‘Pass the ball!’ may be limited to imperatives. But it may be useful in primary education for
this very reason. On the other hand, with more advanced age-groups, the related language –
instructions, rules, movements, conditions, body-related lexis and structures – may be
‘richer’.

Question 4

Complete
Not graded

Flag question

Question text

Read the two sets of 6 'add-on' factors above and arrange them in two separate hierarchies,
according to the relative importance you accord to each factor. Fill in the tables below, and
then with each set, justify (briefly) your choices of the most important (the '1' choices).
Assign 1 to most important (for you) and 6 to the least important.

NOTTINGHAM:

MARSH:

Nottingham
a-e-1

b-f-2

c-d-3

d-c-4

e-b-5

f-a-6

Marsh

a-f-1

b-a-2

c-c-3

d-e-4

e-d-5

f-b-6

Feedback
Note: Marsh’s points are more complex, in many ways, and more socio-political. If you
disagree with these suggestions, it’s no problem!

Question 5

Complete
Not graded

Flag question

Question text

Below there are five extracts from five different academic disciplines.

Fill in the gaps using the words suggested here in brackets. (whereas, trimmed, positively,
record, transformation).

1. When they meet, the chlorine atom draws in the sodium electron to fill its gap. This
provides the chlorine with a bonus electron, making it negatively charged while the sodium
is one short, making it ___________ charged.

2. Fill 2 large beakers with hot tap water.

Fill the beakers to half full.

Place them on a flat surface a few cm apart.

Handle the thermometers carefully.

Read the temperatures then __________ them on a chart like this.

3. In the UK some twenty per cent of the population is of pensionable age. It is a proportion
that is increasing. The map, (Figure C) shows that the life expectancy at birth is over 70
years in the developed world, __________ in the developing world it is much lower.

4. We discovered x'=x.z' + x/g as the correct formula for relating one coordinate to that of
another system. But the Lorentz ___________ contains another term, namely -vt/sqrt(1-
vv/cc). What is it?

5. Pollock's name is also associated with the introduction of the All-over style of painting
which avoids any points of emphasis or identifiable parts within the whole canvas and
therefore abandons the traditional idea of composition in terms of relations among parts.
The design of his painting had no relation to the shape or size of the canvas -- indeed in the
finished work the canvas was sometimes docked or __________ to suit the image.

1-positively

2-record

3-whereas

4-transformation

5-trimmed

Feedback

Fill in the gaps using the words suggested here in brackets. (whereas, trimmed, positively,
record, transformation).

1. When they meet, the chlorine atom draws in the sodium electron to fill its gap. This
provides the chlorine with a bonus electron, making it negatively charged while the sodium
is one short, making it positively charged.
2. Fill 2 large beakers with hot tap water.
Fill the beakers to half full.
Place them on a flat surface a few cm apart.
Handle the thermometers carefully.
Read the temperatures then record them on a chart like this.
3. In the UK some twenty per cent of the population is of pensionable age. It is a proportion
that is increasing. The map, (Figure C) shows that the life expectancy at birth is over 70
years in the developed world, whereas in the developing world it is much lower.
4. We discovered x'=x.z' + x/g as the correct formula for relating one coordinate to that of
another system. But the Lorentz transformation contains another term, namely -vt/sqrt(1-
vv/cc). What is it?
5. Pollock's name is also associated with the introduction of the All-over style of painting
which avoids any points of emphasis or identifiable parts within the whole canvas and
therefore abandons the traditional idea of composition in terms of relations among parts.
The design of his painting had no relation to the shape or size of the canvas -- indeed in the
finished work the canvas was sometimes docked or trimmed to suit the image.

Question 6

Complete
Not graded
 Flag question

Question text

Look at the cognitive operations or skills required in (2) of the running dictation. Find and
list seven verbs (or verb phrases) which describe what the students actually do.

For example:

1. produce descriptions
2.
3.
4.
5.
6.
7.

2- convey information

3- Interpret information

4- Compare graphics

5- Reach a consensus/debate

6-Take notes

7-Write down key words

Feedback

For example:

1. produce descriptions
2. differentiate
3. interpret
4. compare
5. transcribe
6. synthesise (form a consensus
7. memorise

Question 7
Complete
Not graded

Flag question

Question text

Look at Appendix 4. It is from the History syllabus for Basque CLIL students (15-16)
studying European History in English.

1. Do the activities based on the time-line.

2. How do they go beyond mere text-comprehension? Why are some (or all) of the
activities working cognitive strategies? Which strategies?

2- You need general knowledge, and the activities are working cognitive strategies because
you have to interpret, deduce, hypothesize, etc.

Feedback

Q1 Answers

1. Which of these people do you think made his discovery while he was trying to help his
father to collect taxes? Pascal

2. Which of these people supposedly discovered his famous scientific principle when he
was sitting under a tree and an apple fell onto his head? Newton

3. On the timeline it says that Galileo ‘proves Copernicus’ theories’. What was
heliocentricity? Was it:

a) The theory that the Sun and the planets orbited the Earth
b) The theory that the Earth orbits the Sun

4. Three people wanted to discover truth through improving ‘thinking’ and three people
wanted to discover the truth though improving ‘observing’. Who do you think they were?

a) Thinking --> Descartes, Erasmus, Bacon

b) Observing --> Newton, Galileo, Harvey, Da Vinci

5. Which two people do you think originally formed the bases for these two approaches of
(rationalist) thinking and observing? Erasmus, Da Vinci

6. Which person do you think was imprisoned by the Catholic Church for his beliefs?
Galileo

7. Find out which of these people said:

a) ‘Cogito ergo sum’ (I think therefore I am) Descartes

b) ‘The Earth moves’ Copernicus
c) ‘Why should things always descend to the ground?’ Newton

Q2 Answers

• Q1 requires inference. The answer is ‘extra-textual’.

• Q2 also requires inference, but by scanning appropriate vocabulary which might give a
clue, e.g. ‘gravity’.
• Q3 is again ‘polar’ or ‘extra-textual’, but it requires a process of logical reasoning from
the premise that since (b) is the current theory, it is (b) that was likely to have been
implicated in the proving/discovery.
• Q4 This requires analysis and categorisation. The reader has to categorise the examples
within the two criteria, but read the texts carefully (intensive reading) in order to ensure that
the categorisation is correct.
• Q5 This requires the reader to focus on the word ‘originally’ and to see that the oldest
figures on the timeline must be the ones implicated in the question. Discrimination and
analysis are still required however, since Gutenberg is not a part of the answer.
• Q6 This is almost entirely dependent on speculation, and some knowledge – unlike the
other questions.
• Q7 Textual inference and matching. The reader needs to understand the significance of
the quotes before he/she can begin to judge the likely candidates.