TKT: CLIL Part 1: Communication Skills Across The .

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TKT: CLIL Part 1: Communication skills across the curriculum –teacher’s notesDescriptionThis activity aims to develop participants’ understanding of different types of communicationused by teachers and learners in CLIL contexts.Time required:50 minutesMaterialsrequired:Participant’s Worksheet 1 (one for each participant)Participant’s Worksheet 2 (cut up for each pair of participants)Sample Task (one for each participant)Aims:to know about a range of communication skills used in subjects across thecurriculumto be able to match communication skills with example sentencesProcedure1.Before the session, cut up Participants’ Worksheet 2 into cards so there are enoughfor one set for every pair of participants. Copy Participant’s Worksheet 1 and theSample Task.2.Write these two sentences on the board: Conditions improved as a result of better harvests.The rulers needed educated workers to rule their countries.Ask participants: Which sentence expresses a purpose? (the second)Which sentence expresses cause and effect? (the first)Explain that the activity will help them identify sentences with their communicativepurpose.3.Give each pair of participants a copy of Participant’s Worksheet 1 and a set of 12cards from Participant’s Worksheet 2 between them. Ask them to match eachsentence on their worksheets with one of the reasons for the communication written onthe cards.4.Check answers with another pair then check answers together (see Key below). Tellparticipants that the reasons for communication are commonly used in class and thatknowledge of these and other communication skills is tested in TKT: CLIL Part 1. Elicitfurther examples of communication skills, e.g. agreeing and disagreeing; askingquestions; comparing and contrasting; to express ideas; to generalise; to instruct; tointerpret data; to persuade (see list in the TKT: CLIL Handbook). UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at TKT: CLIL Part 1: Communication skills across the curriculum – teacher’s noteswww.teachers.cambridgeesol.orgPage 1 of 6

5.Ask participants to work with their partners and to write examples of six of the types ofcommunication from their subject areas in the final column. Ask for their ideas.6.Give out the Sample Task. Ask participants to complete the sample task on their ownthen compare their answers with a partner. Check answers with the whole group.7.Plenary to summarise points covered. Ask participants:What is the TKT: CLIL Module syllabus area for this lesson? (communication skillsacross the curriculum)What are candidates being tested on? (Candidates are tested on theirknowledge of and ability to identify types of communication used in CLILsubjects.)How can candidates prepare for this area of the syllabus? (Candidates can studythe list of examples of learner language in the TKT: CLIL Handbook.)Additional information Further information on TKT: CLIL can be found at: tions/tkt/test-modules/ The TKT: CLIL Handbook is available to download fications/tkt/how-to-prepare/ See also link to further TKT: CLIL materials at www.cambridge.org/elt/tktclil UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at TKT: CLIL Part 1: Communication skills across the curriculum – teacher’s noteswww.teachers.cambridgeesol.orgPage 2 of 6

TKT: CLIL Part 1: Communication skills across the curriculum –answer keysKey to Participant’s Worksheet 1Accept all appropriate examples from participants.sentences from across the curriculumreasons for communication1Her opinion in this article is that all animaltesting is wrong.to explain a point of view2This graph shows the rise in vehicle exports.to explain a diagram3What I mean is that you have to breathe indeeply.to clarify what’s been said4Life at that time was very difficult. Diseasessuch as malaria spread quickly.to give an example5The Baltic Sea lies between Europe and theScandinavian Peninsulato describe a location6Why don’t you try using a different pencil witha finer point?to suggest a solution7Did you ask us to show the percentages in apie chart or a bar chart?to check instructions8Your different warm up stretching exercisesworked well.to evaluate work9We think the ecosystems will changebecause of the rise in temperatures.to justify a prediction10Put the material on the machine bed, raisethe cutter, then move the machine bed fromleft to right.to describe a process11What might happen if an orchestra didn’thave a conductor?to hypothesise12When there is not enough rain, rivers can dryup.to describe cause and effectKey to Sample Task1B2C3B4A5 C6A UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at TKT: CLIL Part 1: Communication skills across the curriculum – answer keys www.teachers.cambridgeesol.orgPage 3 of 6

TKT: CLIL Part 1: Communication skills across the curriculum –Participant’s Worksheet 1Look at the table. In the second column there are sentences from subjects across thecurriculum. Shuffle the 12 cards, and then decide which one describes the reason for thecommunication. Write it down. In the final column write an example of the communicationfrom your subject.sentences from across thecurriculum1Her opinion in this article isthat all animal testing iswrong.2This graph shows the rise ofvehicle exports.3What I mean is that you haveto breathe in deeply.4Diseases such as malariaspread quickly.5The Baltic Sea lies betweenEurope and the ScandinavianPeninsula.6Why don’t you try using adifferent pencil with a finerpoint?7Did you ask us to show thepercentages in a pie chart ora bar graph?8Your different warm upstretching exercises workedwell.9We think the ecosystems willchange because of the rise intemperatures.10Put the material on themachine bed, raise the cutter,then move the machine bedfrom left to right.11What might happen if anorchestra didn’t have aconductor?12When there is not enoughrain, rivers can dry up.reasons for thecommunicationexample from yoursubject UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at TKT: CLIL Part 1: Communication skills across the curriculum – Participant’s Worksheet 1www.teachers.cambridgeesol.orgPage 4 of 6

TKT: CLIL Part 1: Communication skills across the curriculum –Participant’s Worksheet 2to give anexampleto describe cause to suggest aand effectsolutionto checkinstructionsto describelocationto hypothesiseto clarify what’sbeen saidto justify apredictionto evaluate workto describe aprocessto explain adiagramto explain a pointof view UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at TKT: CLIL Part 1: Communication skills across the curriculum – Participant’s Worksheet 2www.teachers.cambridgeesol.orgPage 5 of 6

TKT: CLIL Part 1: Communication skills across the curriculum –Sample TaskFor questions 1–6, look at the communication skills and the three possible reasons listed A,B and C.Choose the reason which matches the communication skill.Mark the correct letter (A, B or C) on your answer sheet.1.2.3.4.5.6.To avoid attack, many castles were built on high ground.Ato describe eventsBto explain a factCto contrast ideasA social revolution is happening due to the influence of new technology.Ato express agreementBto report a predictionCto describe cause and effectIn the last five years the government has passed several laws to control the use ofguns.Ato express obligationBto report recent eventsCto give instructionsThe house is well planned but they could change the design of the roof so that it isnot so flat.Ato evaluate workBto explain a processCto express certaintyThe table below shows the four main ingredients in 100g of salad dressing.Ato describe an experimentBto give a demonstrationCto explain a diagramThere are large 3-D forms painted in dark colours but also small 2-D shapes done inpale colours.Ato compare and contrastBto describe an actionCto interpret an opinion UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For furtherinformation see our Terms of Use at TKT: CLIL Part 1: Communication skills across the curriculum – Sample Taskwww.teachers.cambridgeesol.orgPage 6 of 6

TKT: CLIL Part 1: Communication skills across the curriculum – Sample Task Page 6 of 6 For questions 1–6, look at the communication skills and the three possible reasons listed A, B and C. Choose the reason which matches the communication skill. Mark the correct letter (A, B or C) on your answer sheet. 1.

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