TEACHING ENGLISH FOR SPECIFIC PURPOSE

STUDENTS: SEGUNDO MANUEL GRANDA MAYANCELA

PROFESSOR: MSC. RODRIGO GUERRERO

ACTIVITY: EXPERIMENTAL TASK 3

Abril 1, 2023
  Topic
Analyzing a CLIL lesson plan

 Objective
Analyze a CLIL lesson plan with the purpose of identifying its primary and secondary components
through the intensive reading of a chapter.

GRAPHIC ORGANIZER

GROUP 3.- (FLORES MONTOYA PABLO DANILO, GARCÍA ÁLVAREZ ALBA JUDITH,
GRANDA MAYANCELA SEGUNDO MANUEL, JARAMILLO CASTELLON LOURDES)

Date: April 1st, 2023

Instruction: Use this graphic organizer to write your summary here.

Use this graphic organizer to summarize what you learned from others.

Group 1 CLIL- Content Language Integrates Learning

It is an approach to teaching the content curricular

subject.

The curricular content leads to language learning

 The 4C is integrated: Content, communication,
cognition, and Culture.

Group 2 CLIL science lesson

Involves:

Activating prior knowledge, input, and output,

cognitive science, and collaborative task.

Group 3 Challenge in CLIL

There are the following:

Different learners

Lack of material

L1 use

Subject teacher

Assessment
 How can CLIL teaches overcome the challenges
they face?

In the face of difficulty, a teacher can:

Use online resources to understand scientific

content, teach specific vocabulary, prepare scientific
materials, plan curricular topics, use an online
dictionary and apply assessment.

Group 5 CLIL Plan

Teachers need to develop CLIL plan considering

learning outcome and objectives. And also, is
important to consider: subject content,
communication, thinking and learning skills, tasks,
language support, materials and resources, cross-
curricular links, and assessment.

Group 6 CLIL student

Use of different strategies, resources and

methodology:

Group work, diagrams, pictures, games

Use of module (DNA)

Use prior knowledge, introduction, development, and

evaluation.

CLIL LESSON PLAN

PART 1

Instruction: Analyze your section in detail

CLIL LESSON PLAN
PART 2
 QUESTIONS AND ANSWERS

STUDENTS: (FLORES MONTOYA PABLO DANILO, GARCÍA ÁLVAREZ ALBA

JUDITH, GRANDA MAYANCELA SEGUNDO MANUEL, JARAMILLO CASTELLON
LOURDES)

Instruction: Remember to write your information and the information of your classmates here.

QUESTIONS AND ANSWERS

Group 1 What is the subject and topic of the class? What resources were used in this class?
What other resources would you have used?

 What is the subject and topic of the class?

Subject: History
Topic: The develop of the Church, state and society in Britain 1509 1745: Catherine of Aragon and
Henry Vill

 What resources were used in this class?

Links to wikipedia, youtube videos, templates, texts, computers / tablets, pictures, previous and
current History lessons in the language of schooling.

 What other resources would you have used?

Movies, worksheets, flashcards, biographies of important personages of the epoch, graphic

organizers.

Group 2: What elements did you identify in the content section?

We found three elements which are: General learning objectives, Content objectives and Language
objectives.

Can you describe them?

General learning objectives: To gain historical perspective of the period and links between Britain
and Spain during the 16th C.
Content Objectives:
 To understand and explain who the Tudors are, focusing on Henry VIII and his six wives.
  To be able to tell the story of Catherine of Aragon and her role in Henry´s VIII reign and
society: Causes and consequences.
Language Objectives:
 To read and comprehend easy original texts and adapted materials from different sources.
 To give opinions and make comparisons orally and in writing.
 To make descriptions using the past tense orally and in writing.

Could you add another learning objective, another content objective, and another language
objective?

General learning objectives: To be able to ask and answer basic questions about Henry's reign and
Catherine of Aragon and her implications. .

Content Objectives:

 To analyze the context of Henry's reign and how it influenced the society of that time.

Language Objectives:

 Infer ideas and attitudes in the speakers.

 To develop some linguistic skills so students will be able to share information in the
classroom.

Group 3: What elements did you identify in the communication section? Can you describe
them? What other activities would you have done in the language through the learning section?

What elements did you identify in the communication section? Can you describe them?

In the communication section we have The use of Language 1, that could be used in the classroom as
a bilingual strategy that helps learners communicate fluently.
It is an approach well-known as a code switching in CLIL approach.

Content: The content being taught is related to history and social studies, specifically the monarchy
and the British royal family. The vocabulary presented is also related to monarchy and marriage.

Language: The language being used to teach the content is English, with a focus on sentence structure
and grammar in the simple past tense.

Integration: The lesson integrates both content and language instruction, with students learning both
about the monarchy and how to use the simple past tense in English.

Communication: The lesson plan includes a communication activity in which students order
scrambled sentences, which requires them to use their understanding of both the content and the
language being taught.
What other activities would you have done in the language through the learning section?

Extension activities could be created using technology and websites due to it develops learners’
autonomy and higher-order of thinking skills.

Group discussion: Divide the class into small groups and ask them to discuss the advantages and
disadvantages of having a monarchy in modern times. This activity would help students practice
their speaking and listening skills, as well as their ability to express opinions and arguments in
English.

Role-playing: Divide the class into pairs and ask them to role-play a conversation between a king
and queen, using the vocabulary and sentence structures presented in the lesson plan. This activity
would help students practice their speaking skills and reinforce their understanding of the sentence
structures in context.
Vocabulary games: Play vocabulary games such as "Taboo" or "Charades" to help students practice
and reinforce their understanding of the vocabulary presented in the lesson plan. These games would
be a fun and engaging way to help students learn the new vocabulary words.

The activities are divided into levels taken from the Common European Framework of Reference for
Languages (CEFR). As children move through the levels in this section, the activities will start to get
more difficult.

Example (A1 levels)

Activities can be: singing, pictograms, use of the game platforms, interviews, and role play

Group 4: What elements did you identify in the cognition section? Could you add two more
activities to the LOTS and HOTS section?

In this part I was able to identify what students need to know and be able to do by the end of the class.
These outcomes were divided into High order thinking skills and low order thinking skills.

Extra activities for LOTS: (Remember) Listing the steps of a process, (understand) Identifying when
to use a conditional sentence
Extra activities for HOTS: (Analyze) Comparing two topics and finding similarities and differences,
(Create) Roleplaying a situation where they use the language content and topic conetn
Group 5: What elements did you identify in the culture section? What other things related to
culture would you have addressed in this section?

What elements did you identify in the culture section?

The element identified in the statement in the inference about what the author should teach could be
the values, symbols, language, and norms of the British and Spanish people, boosting the cultural
interchange in the teaching-learning process.

What other things related to culture would you have addressed in this section?

In this section, we can include social life, how British and Spanish people were related to the political
decisions in Europe, and the difference in musical expressions between them. Other topics such as
religion, traditional dance, traditional dishes, and traditional clothes of societies in the 16th c.

Group 6: What elements did you identify in the methodology section? What other tasks
would you have done in the enabling activities and in the final or follow-up activities?

In the methodology section we could identify four elements:

Enable activities: Vocabulary.
Development and final product: worksheet activities, videos, podcasts, writings, role plays, etc.
Final or follow-up activities: Speaking activity: interview.
Assessment: peer assessment, tests, observations, and self-assessment.

Enable activities: Introduction story - questions about the lead in the story to acknowledge the topic.
Here we considered the four C’s for CLIL approach. Content, communication, cognition, and culture.

Follow-up activities: DNA - Talk about their parents, their colored-skin, their cultural background
(previous generations).
Interaction activity: sharing personal experience.

Assessment: Students work on a family tree. They have to add pictures from the members of their
family to share it in the class.