With this post, I continue with the discussion about the different types of language that arouse in a CLIL Unit (http://clilingmaria.blogspot.com.es/2017/11/dissecting-clil-unit-focusing-on.html) through the dissection of one of the Units of my book (http://www.e-ducalia.com/libros-texto-educacion-secundaria.php, Biology & Geology 1º ESO CLIL, just by clicking on "Descargar muestra" below the image of the book).
As an example of how to engage content compatible and content obligatory language, let´s have a look at page 15 of my book´s free Unit. Here, the goal is learn the difference between the verbs "Rotate" and "Revolve", both content obligatory vocabulary of this unit. A synonyme is used for each of them and a description in english, too:
Rotate=Spin= Turn around itself
Revolve=Orbit=Turn around the Sun
Besides, I always support the learning of these verbs with mimic: turning myself, or making students turn either around themselves or around other students).
To foster the learning of these confusing verbs, students are asked to translate some English sentences into Spanish. It could be done the other way round. What is more, asking students to draw or represent graphically what the sentences say after the translation, could be another way to make sure that students have understood and now know how to use these content obligatory words.
As an example of how to engage content compatible and content obligatory language, let´s have a look at page 15 of my book´s free Unit. Here, the goal is learn the difference between the verbs "Rotate" and "Revolve", both content obligatory vocabulary of this unit. A synonyme is used for each of them and a description in english, too:
Rotate=Spin= Turn around itself
Revolve=Orbit=Turn around the Sun
Besides, I always support the learning of these verbs with mimic: turning myself, or making students turn either around themselves or around other students).
To foster the learning of these confusing verbs, students are asked to translate some English sentences into Spanish. It could be done the other way round. What is more, asking students to draw or represent graphically what the sentences say after the translation, could be another way to make sure that students have understood and now know how to use these content obligatory words.
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