1. COLLOQUIA:
ACTIVITY TYPES
Sonia Iriondo Hervás
Iván Escudero López
Patricia Ríos Gómez
Marta Rodríguez Alonso

2. BAS IC NOTIONS TO DES IGN
A S ES S ION OF CLIL
 There are lots of activities that can be applied in CLIL classes.:
categorization, labelling and domino games are some examples.
 Activities need to be linked and sequenced so they are progressively
challenging
 We will keep in mind that activities should be meaningful and
relevant .
 Also students need to know what purpose is involved in each
activity.

3. ACTIVITY CLASSIFICATION
There appear to be four basic types of activities that can help
students to improve their language skills.
They are classified according to their purpose in the
classroom.
Those types are applicable to both Primary, Secondary and
post-compulsory education.

4. BASIC TYPES
1. Activities for communicating subject
content orally
2. Activities to develop listening and reading
strategies
3. Activities to guide the student
production (oral, writting and physical)
4. .Activities to engage higher cognitive
skills
We will show you some activities of each type as an example

5. 1. Activities to improve peer comunication
(assimilate conceptual content +
communicative competence)
- Assimilation of the conceptual content +
developing communicative strategies.
- Revise contents already learned but not
necessarily assimilated

6. EXAMPLE:
ACTIVITY OF THE WATER CYCLE
http://wateronthemove.wikispaces.com/

10. With this activity, we have worked
on those COGNITIVE SKILLS:
•
•
•
•
Classify
Remembering
Locate
Order

11. 2. Activities to help develop reading
strategies (where text, often authentic, are
conceptually and lingustically dense)
- Students should read and understand the
information about the animals and complete the
table.
- This activity helps improve reading skills and
characteristics of animals.

12. ENDANGERED ANIMAL
LEAFLETS

13. COGNITIVE SKILLS
• Analysing information

14. 3. Activities to guide the student production
(oral and writting). (Focus on the planning
of production-`minimum guarantees´)
- Students needs to have contents to speak about it.
- Teacher can give them some questions to
interview each other.
- Students can improvise situations of the real life.

15. Example:

16. COGNITIVE SKILLS
BOE’s AIMS:
-Children should be able to have the communicative
competence in another language, which let them the ability
to express and understand easy messages and developing in
day a day situations.
-An other idea could be that children have money and they
pay in the market. That would help them to know how to
stimate with money.

17. 4.Activities to engage higher cognitive
skills
- Make students think –offer more opportunities
for employing a range of operations).
- Assimilation of the L2 from our thinking
- Conection between language, content and real
life.
Our example:
Finding places on a map.

18. PREVIOUS KNOWLEDGE
WA R M U P

19. HOW DO I GET…? / WHERE IS..?
YOU ARE HERE!!

20. PURPOSES
Be able to localize a place in a map.
Asking for directions
Giving directions

21. COGNITIVE SKILLS
• Locating
• Analysing information
• Reasoning
• Making decisions

22. THE END
Many thanks for your cooperation!