The Language of the CLIL Classroom James McCue Facultad de Educación Universidad de Extremadura

The Language of the The Language of the CLIL ClassroomCLIL Classroom

James McCueJames McCue

Facultad de EducaciónFacultad de Educación

Universidad de ExtremaduraUniversidad de Extremadura

The Language of The Language of the CLIL Classroomthe CLIL Classroom

1.General Language for 1.General Language for the CLIL Classroomthe CLIL Classroom

1.1. General Expressions Used by the Teacher (“Teacher Talk”)1.2. General Expressions Used by the Pupil (“Pupil Talk”)1.3. Ways of Presenting Language

2. Specific Language Functions for 2. Specific Language Functions for the CLIL the CLIL ClassroomClassroom

3. Teaching New Vocabulary3. Teaching New Vocabulary

1. General Language for 1. General Language for the CLIL Classroomthe CLIL Classroom

1.1. General Expressions Used by the Teacher (“Teacher 1.1. General Expressions Used by the Teacher (“Teacher Talk”)Talk”)

THE BEGINNING OF THE THE BEGINNING OF THE LESSONLESSON

Good morning, everyone.Good morning, everyone.

Good afternoon, everyone.Good afternoon, everyone.

Hello, everyone.Hello, everyone.

Let’s begin our lesson now.Let’s begin our lesson now.

Is everybody ready to start?Is everybody ready to start?

I think we can start now.I think we can start now.

Let’s start.Let’s start.

WAITING TO STARTWAITING TO START

I’m waiting for you to be I’m waiting for you to be quiet.quiet.

We won’t start until everyone We won’t start until everyone is quiet.is quiet.

Stop talking and be quiet, Stop talking and be quiet, please.please.

DISTRIBUTION OF HANDOUTS, PHOTOCOPIES, etc.DISTRIBUTION OF HANDOUTS, PHOTOCOPIES, etc.

Could you take one and pass them on, please.Could you take one and pass them on, please.

Has everybody got a copy?Has everybody got a copy?

Is there anybody who hasn’t got a copy?Is there anybody who hasn’t got a copy?

1. General Language for 1. General Language for the CLIL the CLIL ClassroomClassroom

1.1. General Expressions Used by the Teacher 1.1. General Expressions Used by the Teacher

(“Teacher Talk”)(“Teacher Talk”)INTRODUCTIONSINTRODUCTIONS

My name is ... I’m your new (maths) My name is ... I’m your new (maths) teacher.teacher.

I’ll be teaching you (maths) this year.I’ll be teaching you (maths) this year.

I’ve got five lessons with you this year.I’ve got five lessons with you this year.TIME TO BEGINTIME TO BEGIN

Let’s begin our lesson now.Let’s begin our lesson now.

Is everybody ready to start?Is everybody ready to start?

I think we can start now.I think we can start now.


DURING THE LESSONDURING THE LESSON

Everybody get your books out, Everybody get your books out, please.please.

Today we’re going to look at / Today we’re going to look at / study ...study ...

Open your books at page 10.Open your books at page 10.Turn to page 10.Turn to page 10.Look at the exercise on page 10.Look at the exercise on page 10.Listen to this recording, please.Listen to this recording, please.Listen to this CD.Listen to this CD.Let’s look at this Let’s look at this

video/graph/picture.video/graph/picture.Repeat after me.Repeat after me.Again please.Again please.Now you ask.Now you ask.

Any questions?Any questions?Who knows the answer?Who knows the answer?Let’s check the answers.Let’s check the answers.In English, please!In English, please!What’s .... in English?What’s .... in English?How do you say ... in How do you say ... in

English?English?What’s the English for ...?What’s the English for ...?

Look at the board.Look at the board.Put your hands up.Put your hands up.

General Expressions Used by the Teacher (“Teacher General Expressions Used by the Teacher (“Teacher talk”)talk”)




Let’s correct your homework now.Let’s correct your homework now.

Work with your partner.Work with your partner.

Work in pairs / threes / fours.Work in pairs / threes / fours.

I want you to form groups.I want you to form groups.

Here are some tasks for you to work Here are some tasks for you to work on in groups.on in groups.

Everybody work individually.Everybody work individually.

Work by yourselves.Work by yourselves.

Ask your partner for help.Ask your partner for help.

Work on the task together.Work on the task together.

Do the next task.Do the next task.

Move on to the next Move on to the next activity.activity.

Have you finished?Have you finished?

Next, I want you to ...Next, I want you to ...

You have ten minutes to do You have ten minutes to do this.this.

Are you all ready?Are you all ready?

OK, your time is up.OK, your time is up.

1. General Language for 1. General Language for the CLIL Classroom the CLIL Classroom



Fill in the missing words.Fill in the missing words.

Mark the correct alternative.Mark the correct alternative.

Answer the first four questions.Answer the first four questions.

What’s the answer to number 1?What’s the answer to number 1?

How many did you get right?How many did you get right?

How many points did you score?How many points did you score?

What did you put for question 6?What did you put for question 6?

READINGREADING

(Pupil’s name),(Pupil’s name), can you can you read this, please?read this, please?

Who can read this Who can read this sentence?sentence?

Who would like to read?Who would like to read?

Whose turn is it to read?Whose turn is it to read?

Say it after me.Say it after me.


1.1. General Expressions Used by the Teacher 1.1. General Expressions Used by the Teacher (“Teacher Talk”)(“Teacher Talk”)

WRITINGWRITING

Write this in your notebooks.Write this in your notebooks.

Copy this in your notebooks.Copy this in your notebooks.

I’d like you to write this down.I’d like you to write this down.

How do you spell that?How do you spell that?

KEEPING ORDERKEEPING ORDER

Quiet, please.Quiet, please.

Stop talking now, Stop talking now, please.please.

Stop that.Stop that.

Pay attention, Pay attention, everybody.everybody.ERROR CORRECTION (PRAISE AND

ENCOURAGEMENT)Very good.Very good.

Fine.Fine.

It’s all right, don’t It’s all right, don’t

worry.worry.

That’s much better.That’s much better.

Quite right.Quite right.

That’s right.That’s right.

That’s correct.That’s correct.

You’ve got the idea.You’ve got the idea.

1. General Language for 1. General Language for the CLIL the CLIL Classroom Classroom

1.1. General Expressions Used by the Teacher 1.1. General Expressions Used by the Teacher (“Teacher Talk”)(“Teacher Talk”)

ERROR CORRECTION (PRAISE AND ERROR CORRECTION (PRAISE AND ENCOURAGEMENT)ENCOURAGEMENT)

No, not really.No, not really.

No, I’m afraid not.No, I’m afraid not.

You can’t say that, I’m You can’t say that, I’m

afraid.afraid.

You can’t use that word You can’t use that word

here.here.

Not quite right. Try again.Not quite right. Try again.

Not exactly.Not exactly.

Like this, not like that.Like this, not like that.

It depends. It depends.

It might be, I suppose.It might be, I suppose.

In a way, yes.In a way, yes.

You need a little more You need a little more

practice.practice.

You’re improving.You’re improving.

You’re making progress.You’re making progress.

Don’t worry. It’ll improve.Don’t worry. It’ll improve.

You’re getting on fine.You’re getting on fine.



FINISHING UPFINISHING UP

It’s time to finish now.It’s time to finish now.

We’ll have to stop here.We’ll have to stop here.

That’s all for today. You can go now.That’s all for today. You can go now.

We’ll do the rest of this chapter next day.We’ll do the rest of this chapter next day.

We’ll finish this exercise next lesson.We’ll finish this exercise next lesson.

We’ll continue with this next Monday.We’ll continue with this next Monday.

Now, your homework for tomorrow.Now, your homework for tomorrow.

Do exercise 10 on page 25 for homework.Do exercise 10 on page 25 for homework.

Prepare Unit 3 for Monday.Prepare Unit 3 for Monday.

Close your books, please.Close your books, please.

Put your books away.Put your books away.

Bye, everyone.Bye, everyone.

See you tomorrow morning / next Wednesday / on See you tomorrow morning / next Wednesday / on

Monday.Monday.


1.2. General Expressions Used by the Pupil (“Pupil 1.2. General Expressions Used by the Pupil (“Pupil

Talk”)Talk”)ASKING FOR SOMETHINGASKING FOR SOMETHING

Can I have a pen, please?Can I have a pen, please?

Can I borrow a pencil, please?Can I borrow a pencil, please?

Can you give me some more paper, please?Can you give me some more paper, please?

ASKING ABOUT WORDSASKING ABOUT WORDS

How do you say ... in English?How do you say ... in English?

What does ... mean?What does ... mean?

How do you pronounce ...?How do you pronounce ...?

How do you spell ...?How do you spell ...?


1.2. General Expressions Used by the Pupil (“Pupil 1.2. General Expressions Used by the Pupil (“Pupil

Talk”)Talk”)ASKING FOR HELPASKING FOR HELP

I don’t understand.I don’t understand.

Can you speak more slowly, please?Can you speak more slowly, please?

Can you speak a bit louder, please?Can you speak a bit louder, please?

Can you help me, please?Can you help me, please?

Where are we?Where are we?

I can’t see the board.I can’t see the board.

Is this right / wrong?Is this right / wrong?

What’s the difference between ...?What’s the difference between ...?

Can you explain ...?Can you explain ...?

What do we have to do?What do we have to do?


1.2. General Expressions Used by the Pupil (“Pupil 1.2. General Expressions Used by the Pupil (“Pupil Talk”)Talk”)

ASKING TO REPEATASKING TO REPEAT

Could / Can you repeat that, Could / Can you repeat that,

please?please?

Could / Can you say that again, Could / Can you say that again,

please?please?

Sorry?Sorry?

Pardon?Pardon?

APOLOGIZINGAPOLOGIZING

I’m sorry.I’m sorry.

Sorry about that.Sorry about that.

Excuse me, please.Excuse me, please.

Sorry I’m late.Sorry I’m late.

SAYING HELLO AND GOODBYESAYING HELLO AND GOODBYE

Good morning / afternoon.Good morning / afternoon.

Hello / Hi.Hello / Hi.

How are you?How are you?

Bye.Bye.

Goodbye.Goodbye.

See you later / tomorrow / next See you later / tomorrow / next

week.week.


1.3. Presenting the Language to the Pupils1.3. Presenting the Language to the Pupils

The classroom expressions can be presented to The classroom expressions can be presented to the pupils in a variety of ways:the pupils in a variety of ways:

• HandoutsHandouts

• PostersPosters

• Mini phrase-booksMini phrase-books

• CardsCards

• VisualsVisuals

1. General Language for 1. General Language for the CLIL Classroom the CLIL Classroom 1.3. Presenting the Language to the Pupils 1.3. Presenting the Language to the Pupils

CLASSROOM LANGUAGECLASSROOM LANGUAGE

How do you say ... in English?How do you say ... in English? ¿Cómo se dice ... en inglés?¿Cómo se dice ... en inglés?

What does … mean?What does … mean? ¿Qué significa …?¿Qué significa …?

How do you spell …?How do you spell …? ¿Cómo se deletrea …?¿Cómo se deletrea …?

Could you repeat, please?Could you repeat, please? ¿Podría repetir, por favor?¿Podría repetir, por favor?

I don’t remember …I don’t remember … No me acuerdo …No me acuerdo …

I don’t understandI don’t understand No entiendoNo entiendo

What’s this?What’s this? ¿Qué es esto?¿Qué es esto?

Could you speak slowly, please?Could you speak slowly, please? ¿Podría hablar despacio, por ¿Podría hablar despacio, por favor?favor?

HANDOUTSHANDOUTS


1.3. Presenting the Language to the Pupils1.3. Presenting the Language to the Pupils

MINI PHRASE-BOOKSMINI PHRASE-BOOKS

Classroom Language

What does ... mean?

How do you say ... in English?

I don’t understand

Can you repeat, please?

I don’t know

I don’t remember

How do you spell it?

¿Qué significa ...?

¿Cómo se dice ... en inglés?

No entiendo

¿Puede repetir, por favor?

No lo sé

No me acuerdo

¿Cómo se deletrea?


1.3. Presenting the Language to the Pupils 1.3. Presenting the Language to the Pupils

POSTERSPOSTERSClassroom LanguageClassroom LanguageClassroom LanguageClassroom Language


1.3. Presenting the Language to the Pupils1.3. Presenting the Language to the PupilsPOSTERSPOSTERS





2. Specific Language Functions for 2. Specific Language Functions for the the CLIL Classroom CLIL Classroom

The following specific functions are frequently used in the classroom:

• DefiningDefining• Describing objectsDescribing objects• Giving instructions / SequencingGiving instructions / Sequencing• ClassifyingClassifying• ExemplifyingExemplifying• Comparing and contrastingComparing and contrasting• Expressing degrees of certainty and doubtExpressing degrees of certainty and doubt• GeneralisingGeneralising• EmphasisingEmphasising• Cause and effectCause and effect• Rhetorical questionsRhetorical questions• Simplifying / ClarifyingSimplifying / ClarifyingAdapted from: http://www.uefap.com/index.htm


DEFININGDEFINING

The language of defining often includes relative clauses / pronouns The language of defining often includes relative clauses / pronouns ((which, that, who,which, that, who, etc.) plus the following forms:etc.) plus the following forms:

→ → is ..., is called ..., is known as ..., is a type (kind) of ...is ..., is called ..., is known as ..., is a type (kind) of ... , , is defined as ...is defined as ...

Examples:Examples:

The centre of the hurricane, The centre of the hurricane, whichwhich is relatively calm and rain-free, is relatively calm and rain-free,

is calledis called the hurricane’s eye. the hurricane’s eye.

The continuous exchange of water The continuous exchange of water thatthat takes place at the Earth’s takes place at the Earth’s

surface surface is known asis known as the water cycle. the water cycle.

A moon A moon isis a natural satellite a natural satellite whichwhich orbits around a planet. orbits around a planet.

A botanist A botanist isis a person a person whowho studies plants. studies plants.

Chemistry Chemistry may be defined asmay be defined as the branch of science the branch of science whichwhich deals deals

with the compostition and behaviour of substances.with the compostition and behaviour of substances.


DESCRIBING OBJECTSDESCRIBING OBJECTS

The language used to describe objects refers to:The language used to describe objects refers to:

position → position → next to, opposite, under, in the middle of, on the right next to, opposite, under, in the middle of, on the right

of, on the left ofof, on the left of,, etc.etc.

weight → weight → is 6 kg. in weight, weighs 6 kg.is 6 kg. in weight, weighs 6 kg.

structure → structure → is fixed to, is connected to, is attached tois fixed to, is connected to, is attached to,, etc.etc.

colour → colour → is dark green / pale blue / bright red / light yellowis dark green / pale blue / bright red / light yellow,, etc.etc.

composition → composition → is made (up) / composed of steel / plastic / glass / is made (up) / composed of steel / plastic / glass /

wood,wood, etc.etc.

size → size → is 6 cm long / high / wideis 6 cm long / high / wide,, etc.etc.

shape → shape → is square, round, rectangular, semi-circularis square, round, rectangular, semi-circular,, etc.etc.

function → function → the function of the … is to …, ... is used for ... , the function of the … is to …, ... is used for ... , etc.etc.


DESCRIBING OBJECTS: DESCRIBING OBJECTS:

Examples:Examples:

Mars’ Mars’ bright appearance and reddish colourbright appearance and reddish colour stand out in the night stand out in the night

sky.sky. (colour)(colour)

The Earth’s atmosphere The Earth’s atmosphere is composed ofis composed of nitrogen, oxygen and other nitrogen, oxygen and other

gases.gases. (composition)(composition)

The function of theThe function of the thermometer is to measure temperature. thermometer is to measure temperature.

(function)(function)

Hurricanes measure Hurricanes measure hundreds of kilometreshundreds of kilometres in diameter. in diameter. (size)(size)

Stars Stars are formed fromare formed from gaseous clouds gaseous clouds calledcalled nebulas nebulas (composition, (composition,

definition)definition)

The liver is the largest organ in the body. It The liver is the largest organ in the body. It weighsweighs around 1.5 kilos around 1.5 kilos

in an adult. It in an adult. It is shapedis shaped like a wedge, and is situated under the like a wedge, and is situated under the

diaphragm, mostly diaphragm, mostly on the left sideon the left side of the body. of the body. (weight, shape, (weight, shape,

position)position)


GIVING INSTRUCTIONS/SEQUENCINGGIVING INSTRUCTIONS/SEQUENCING

The language used for instructions includes The language used for instructions includes imperativesimperatives (usually (usually accompanied by accompanied by pleaseplease), and the following forms:), and the following forms:

→ → I’d like you to ...I’d like you to ...

→ → I want you to ...I want you to ...

→ → Would you ... ?Would you ... ?

→ → Can / Could you ... ?Can / Could you ... ?

Examples:Examples:

Today Today I’d like you toI’d like you to look at these pictures of rural landscape. look at these pictures of rural landscape.

Now Now fill infill in the missing words on the pictures, please. the missing words on the pictures, please. (imperative)(imperative)

Would youWould you start now, please? start now, please?

I want you toI want you to work on your own on this. work on your own on this.

Can youCan you tell me when you’re finished? tell me when you’re finished?

Could youCould you now go on to the next picture? now go on to the next picture?


GIVING INSTRUCTIONS/SEQUENCINGGIVING INSTRUCTIONS/SEQUENCING

For sequencing, the language used is:For sequencing, the language used is:

→ → First(ly), … Second(ly), … Next, … Then, … Later, ... Finally, ...First(ly), … Second(ly), … Next, … Then, … Later, ... Finally, ...→ → To begin with, … The first step is … After that, … The next step To begin with, … The first step is … After that, … The next step is … is …

To describe To describe mannermanner, i.e. , i.e. how something is donehow something is done::

→ → slowly, quickly, carefully, clearly, quietly, without making a slowly, quickly, carefully, clearly, quietly, without making a noise, in silence, all together, individually, in pairs, in groups, noise, in silence, all together, individually, in pairs, in groups, aloud, in turns,aloud, in turns, etc. etc.

Examples:Examples:

Speak Speak as clearly and naturallyas clearly and naturally as you can. as you can.

Look Look carefullycarefully at the photos and answer the following questions. at the photos and answer the following questions.

Discuss Discuss with your partnerwith your partner the differences between the three types of the differences between the three types of climates.climates.

I want you to read the text I want you to read the text aloudaloud, , in turnsin turns. Take your time and don’t speak . Take your time and don’t speak too quicklytoo quickly..

Now, I’d like you to calculate the area of regular polygons. Now, I’d like you to calculate the area of regular polygons. FirstFirst, take the , take the area formula A=½area formula A=½ ap. ap. ThenThen find the missing information using tan, sin find the missing information using tan, sin and cos. and cos. FinallyFinally, put in the missing information and calculate the area., put in the missing information and calculate the area.


CLASSIFYINGCLASSIFYING

Language Language → There are two types / kinds / varieties / of ...→ There are two types / kinds / varieties / of ... → → ... are divided / classified / grouped into ...... are divided / classified / grouped into ...

Examples:Examples:

There are two types ofThere are two types of rainforest: tropical and temperate. rainforest: tropical and temperate.

There are several different types ofThere are several different types of celestial bodies in the solar celestial bodies in the solar system: the Sun, the planets, the comets and the asteroids.system: the Sun, the planets, the comets and the asteroids.

The planets can be The planets can be classified intoclassified into two different groups: the rocky two different groups: the rocky planets, and the gaseous planets.planets, and the gaseous planets.

There are many different kinds ofThere are many different kinds of barometer, ... barometer, ...

Natural vegetation can be Natural vegetation can be grouped intogrouped into four great formations: four great formations: forest, savannah, grassland and desert.forest, savannah, grassland and desert.

When classifying, we often need to make the distinction between the When classifying, we often need to make the distinction between the types (usingtypes (using whereaswhereas):):

Tropical forests are warm and moist, Tropical forests are warm and moist, whereaswhereas temperate rainforests are temperate rainforests are cool.cool.

The rocky planets have a solid surface, The rocky planets have a solid surface, whereaswhereas the gaseous planets do the gaseous planets do not.not.


EXEMPLIFYINGEXEMPLIFYING

Language Language → For example, ... For instance, ... The following are → For example, ... For instance, ... The following are examples of this, ... This is an example of ... To take an examples of this, ... This is an example of ... To take an example, ... Let’s consider one example, ... such as ..., e.g. ..., a example, ... Let’s consider one example, ... such as ..., e.g. ..., a case in point…case in point…

Examples:Examples:

Several regions have begun to show signs of warming. Several regions have begun to show signs of warming. For For exampleexample, the permanent snow of Kilimanjaro is melting ..., the permanent snow of Kilimanjaro is melting ...

There are a number of languages, There are a number of languages, such assuch as Portuguese and Italian, Portuguese and Italian, which are descended from Latin.which are descended from Latin.

Animal communication differs in important ways from human Animal communication differs in important ways from human language. language. For instanceFor instance, animal cries are not articulate., animal cries are not articulate.

The rivers of the coldest regions remain frozen for some months; The rivers of the coldest regions remain frozen for some months; this is the case, for example,this is the case, for example, of the Lena River in Russia. of the Lena River in Russia.


COMPARING AND CONTRASTINGCOMPARING AND CONTRASTING

Language for comparing Language for comparing → ... is greater than ..., is more important → ... is greater than ..., is more important than ..., is as important as ..., is the same as..., is not the same than ..., is as important as ..., is the same as..., is not the same as ..., is similar to ...,as ..., is similar to ...,

→ → On the one hand, … On the other hand,…On the one hand, … On the other hand,…

→ → The first object is …, while (whereas) the The first object is …, while (whereas) the second is …second is …

→ → However, … However, …

Language for contrasting Language for contrasting →→ is unlike, is different from, contrasts with,is unlike, is different from, contrasts with,

→ → On the other hand, … In contrast …, However,On the other hand, … In contrast …, However,……

→ → whereas, while, but, although, in spite of, whereas, while, but, although, in spite of, despite, despite,

Examples:Examples:

UnlikeUnlike aridity, which refers to permanent lack of water, drought is a aridity, which refers to permanent lack of water, drought is a temporary shortage of water resources ...temporary shortage of water resources ...

Nowadays, laptop computers are lNowadays, laptop computers are lighterighter, , more powerfulmore powerful, and , and easiereasier to use to use than they were five years ago.than they were five years ago.

Canada Canada is similar tois similar to Nepal in its percentage of forest area. Nepal in its percentage of forest area.

On the one handOn the one hand, Canada has the largest population; , Canada has the largest population; on the other handon the other hand, it , it has the lowest density of population.has the lowest density of population.

2. Specific Language Functions for the 2. Specific Language Functions for the CLIL ClassroomCLIL Classroom

EXPRESSING DEGREES OF CERTAINTY AND DOUBTEXPRESSING DEGREES OF CERTAINTY AND DOUBT

Language used to express certainty or doubt Language used to express certainty or doubt → → modal verbsmodal verbs and and adverbs of certaintyadverbs of certainty

Degree of Degree of certaintycertainty

VerbVerb AdverbAdverb

CompleteComplete is, are, will, must (n’t)is, are, will, must (n’t) certainly, certainly, definitely, definitely, clearly, clearly, undoubtedlyundoubtedly

StrongStrong can, can’t, should (n’t)can, can’t, should (n’t) probably, probably, presumablypresumably

PartialPartial could (n’t)could (n’t) likely, unlikelylikely, unlikely

Less strongLess strong may (not), might (not)may (not), might (not) possibly, possibly, perhaps (not)perhaps (not)


GENERALIZINGGENERALIZINGLanguage for generalizing includes the use of the present simple Language for generalizing includes the use of the present simple

tense, and adverbs of frequency tense, and adverbs of frequency → always, usually, normally, → always, usually, normally, generally, often, sometimes, occasionally, hardly ever, rarely, generally, often, sometimes, occasionally, hardly ever, rarely, seldom, never. seldom, never.

→ → All, the majority, most, some, a few, a large number, All, the majority, most, some, a few, a large number, etc.etc.

Examples:Examples:

Hurricanes Hurricanes usuallyusually strike the United States strike the United States once or twice each yearonce or twice each year..

Temperatures are, Temperatures are, in generalin general, milder at the coast than inland., milder at the coast than inland.

SomeSome of the world’s volcanoes remain active today. of the world’s volcanoes remain active today.

Very fewVery few people live in the Arctic region. people live in the Arctic region.

In mountain regions, precipitations are abundant In mountain regions, precipitations are abundant all the year roundall the year round, , and in winter they and in winter they frequentlyfrequently fall as snow. fall as snow.

In desert areas, rivers remain dry for In desert areas, rivers remain dry for most of the yearmost of the year; they only ; they only carry water when it rains.carry water when it rains.

Temperatures in Equator regions are Temperatures in Equator regions are alwaysalways very high. very high.


EMPHASIZING EMPHASIZING There are several ways of emphasizing or highlighting an important There are several ways of emphasizing or highlighting an important

point or points.point or points.

a) By repetition: a) By repetition: Language Language → I repeat, ... → I repeat, ... → → Remember, Remember,

→ → Don’t forget that ... Don’t forget that ...

b) By stating clearly that it is important:b) By stating clearly that it is important:Language Language → This is very important …→ This is very important … → → Most important of all …Most important of all … → → The most important thing is …The most important thing is …

c) By the use of intensifying adverbs:c) By the use of intensifying adverbs:Adverbs can be Adverbs can be totaltotal, , very strongvery strong or or moderatemoderate

TOTALTOTAL VERY STRONGVERY STRONG MODERATEMODERATEabsolutelyabsolutely extremelyextremely fairlyfairlycompletelycompletely veryvery reasonablyreasonablytotallytotally quitequite


GIVING REASONS AND EXPLANATIONS / CAUSE AND GIVING REASONS AND EXPLANATIONS / CAUSE AND EFFECTEFFECT

Language emphasising cause Language emphasising cause → because (of), due to→ because (of), due to

→ … → … is one effect / consequence / result is one effect / consequence / result of …of …

→ … → … results from …,results from …,

Language emphasising effect Language emphasising effect → As …, Because …, Since …→ As …, Because …, Since …

→ → So, …Thus …, Consequently, … Because So, …Thus …, Consequently, … Because of this, ... of this, ...

→ → For this reason, … … As a result, …For this reason, … … As a result, …

→ → As a result of this …, As a consequence of As a result of this …, As a consequence of this …this …

→ … → … results in / produces / causes / gives results in / produces / causes / gives rise to ...rise to ...


GIVING REASONS AND EXPLANATIONS / CAUSE AND GIVING REASONS AND EXPLANATIONS / CAUSE AND EFFECTEFFECT

Examples:Examples:

Oxygen is essential to life Oxygen is essential to life becausebecause it allows us to breathe. it allows us to breathe.

The reasonThe reason farming is so good in this area is farming is so good in this area is because ofbecause of flooding. flooding.

The reason whyThe reason why we see an illuminated planet when we look at the we see an illuminated planet when we look at the Earth from space is Earth from space is becausebecause the Earth receives light from the the Earth receives light from the Sun.Sun.

Winds Winds are the result ofare the result of many complex situations. many complex situations.

Abrupt changes in temperature Abrupt changes in temperature causecause rocks to break into many rocks to break into many fragments.fragments.

What What causescauses volcanic eruptions? And earthquakes? volcanic eruptions? And earthquakes?

Which Which effectseffects do these two phenomena have on the landscape do these two phenomena have on the landscape and on human beings?and on human beings?

The magma flows into the pores of the rocks; The magma flows into the pores of the rocks; as a resultas a result, the , the rocks rupture.rocks rupture.

The sea has been rising rapidly in recent years. This is The sea has been rising rapidly in recent years. This is due todue to the the melting of glaciers.melting of glaciers.

One consequence ofOne consequence of the increased demand is higher prices. the increased demand is higher prices.


RHETORICAL QUESTIONSRHETORICAL QUESTIONS

These are questions which are often used to These are questions which are often used to introduce a topicintroduce a topic, to , to draw attention to an important pointdraw attention to an important point, and to , and to start the pupils start the pupils thinkingthinking..

Examples:Examples:

How does rain form?How does rain form?

Why do some areas get more rain than others?Why do some areas get more rain than others?

Did you know that the Earth’s climate is warming up?Did you know that the Earth’s climate is warming up?

What is an ecosystem?What is an ecosystem?

How can we distinguish a rock from a mineral?How can we distinguish a rock from a mineral?

Is there life on other planets?Is there life on other planets?

How do plants reproduce?How do plants reproduce?

How are humans different from other primates?How are humans different from other primates?

Does the Earth move?Does the Earth move?

What problems do human beings cause in the natural environment?What problems do human beings cause in the natural environment?


SIMPLIFYING /CLARIFYINGSIMPLIFYING /CLARIFYING

Simplification techniques include:Simplification techniques include:

• • paraphrasing or summarising the main pointsparaphrasing or summarising the main points

• • using synonymsusing synonyms

• • writing the main ideas on the boardwriting the main ideas on the board

• • using visual representation (drawings, photos, using visual representation (drawings, photos,

pictures, etc.)pictures, etc.)

• • using gestures: hand and body movementsusing gestures: hand and body movements


SIMPLIFYING /CLARIFYINGSIMPLIFYING /CLARIFYINGExamples:Examples:A desert is an arid zone, where vegetation is extremely poor A desert is an arid zone, where vegetation is extremely poor

and it grows in a scattered way, except in oases. There are and it grows in a scattered way, except in oases. There are only a few plants which have adapted to extreme drought only a few plants which have adapted to extreme drought conditions, like cactus, palm and esparto grass.conditions, like cactus, palm and esparto grass. (Geography (Geography and History 1, Richmond Publishing)and History 1, Richmond Publishing)

A desert is very dry and arid, with little vegetation. Only a few A desert is very dry and arid, with little vegetation. Only a few plants like cactus, palm and esparto grass can live in this plants like cactus, palm and esparto grass can live in this dry area.dry area.

Desert → very dry, arid → few plants, → cactus, palm, esparto Desert → very dry, arid → few plants, → cactus, palm, esparto grass. grass.


SIMPLIFYING /CLARIFYINGSIMPLIFYING /CLARIFYING

Using synomymsUsing synomyms

Vocabulary can often be simplified by replacing words with others Vocabulary can often be simplified by replacing words with others that are more familiar to pupils.that are more familiar to pupils.

Examples:Examples:

is made up of is made up of → consists of→ consists of lack → absencelack → absence

work out → calculatework out → calculate happen → occurhappen → occur

give rise to → causegive rise to → cause build → constructbuild → construct

carry out → make, docarry out → make, do spread → extendspread → extend

main → principalmain → principal seldom → not often, rarelyseldom → not often, rarely

scarce → little, fewscarce → little, few nowadays → todaynowadays → today

drought → dry perioddrought → dry period increases → goes upincreases → goes up

hazard → dangerhazard → danger decreases → goes downdecreases → goes down

harsh → hard, severeharsh → hard, severe achieve → obtainachieve → obtain

feature → characteristicfeature → characteristic engaged → occupiedengaged → occupied


• Content objectivesContent objectives

• Language objectivesLanguage objectivesExplain to pupils in oral and written formExplain to pupils in oral and written form

Content objectives limit to one or two per Content objectives limit to one or two per lessonlesson

Language: Language:

Today we are going to study ..., and we will also look at ...Today we are going to study ..., and we will also look at ...Today’s lesson is about ...Today’s lesson is about ...

At the beginning of the class, the teacher should state clearly:

3. Teaching New Vocabul3. Teaching New Vocabularyary

• Content Content objectivesobjectives

• Language Language objectivesobjectives

Explain to pupils in oral and written formExplain to pupils in oral and written form

Language objectives key vocabulary, expressions, Language objectives key vocabulary, expressions, grammargrammar

Teachers must know Teachers must know meanings, usemeanings, use and and pronunciationpronunciation


Learning new vocabularyLearning new vocabulary

In addition to the meaning of a word, pupils need to know:In addition to the meaning of a word, pupils need to know:

• • pronunciation and stresspronunciation and stress

• • spellingspelling

• • grammar information: noun, adjective, verb, etc.grammar information: noun, adjective, verb, etc.

• • typical phrases the word occurs in, e.g. typical phrases the word occurs in, e.g. collocationscollocations

• • frequency: how common the word isfrequency: how common the word is

• • register: formal, informal, technical, business, etc.register: formal, informal, technical, business, etc.

• • formation: prefixes and suffixesformation: prefixes and suffixes

• • connotations: positive or negative?connotations: positive or negative?

• • use and context: examplesuse and context: examples


Vocabulary activitiesVocabulary activities

• • Word groupsWord groups

• • Personal dictionaries / glossaries Personal dictionaries / glossaries

• “• “Fill the gap” exercisesFill the gap” exercises

• • Word families: prefixes and suffixesWord families: prefixes and suffixes

• • Pictures with labelsPictures with labels

• • SynonymsSynonyms

• • Dictionary practiceDictionary practice


Word GroupsWord Groups

The WeatherThe Weather

breezebreeze breezybreezy brightbright clearclear

cloudcloud cloudycloudy dampdamp drizzledrizzle

drizzlydrizzly drydry dull dull fogfog

foggyfoggy hailstonehailstone lightninglightning rainrain

raindropraindrop rainfallrainfall rainyrainy showershower

showeryshowery snowsnow snowfallsnowfall snowflakesnowflake

snowysnowy stormstorm stormy stormy sunsun

sunnysunny sunshinesunshine thunder thunder wetwet

windwind windywindy


The Weather: TemperatureThe Weather: Temperature

chillychilly coldcold freezingfreezing hothot

mildmild scorchingscorching warmwarm

The Weather: VerbsThe Weather: Verbs

freezefreeze hailhail pourpour rainrain

shineshine snowsnow

Source: http://esl.about.com/library/vocabulary/blwordgroups_weather.htmSource: http://esl.about.com/library/vocabulary/blwordgroups_weather.htm


Word GroupsWord GroupsScience: InventionsScience: Inventionscomputercomputer communications satellitecommunications satellite microchipmicrochip

microscopemicroscope microwavemicrowave robotrobot

speedometerspeedometer thermometerthermometer

Science: PeopleScience: Peopleinventorinventor researcherresearcher scientistscientist

techniciantechnician

Science: MachineryScience: Machineryapplianceappliance engineengine gadgetgadget machinemachine

Science: AdjectivesScience: Adjectivesbattery-operatedbattery-operated mains-operatedmains-operated high-techhigh-tech

mobilemobile portableportable remote-remote-controlledcontrolled

scientificscientific technicaltechnical


Science: SpaceScience: Space

astronautastronaut cosmonautcosmonaut EarthEarth gravitygravity

launchlaunch moonmoon orbitorbit planetplanet

spacespace space-craftspace-craft space-shuttlespace-shuttle spacesuitspacesuit

weightless(ness)weightless(ness)

Science: VerbsScience: Verbs

discoverdiscover experimentexperiment inventinvent researchresearch

Source: http://esl.about.com/library/vocabulary/blwordgroups_science.htmSource: http://esl.about.com/library/vocabulary/blwordgroups_science.htm


Word GroupsWord Groups

Environment: Important IssuesEnvironment: Important Issues

acid rainacid rain aerosolaerosol animal welfare animal welfare carbon carbon monoxidemonoxide

climateclimate conservationconservation endangered species endangered species energyenergy

nuclear energynuclear energy solar energysolar energy exhaust fumes exhaust fumes fertilizersfertilizers

forest firesforest fires global warmingglobal warming greenhouse effect greenhouse effect nuclearnuclear

nuclear falloutnuclear fallout nuclear reactornuclear reactor oil-slick oil-slick ozone ozone layerlayer

pesticide pesticide pollutionpollution protected animal protected animal rainforestrainforest

wastewaste nuclear waste nuclear waste radioactive radioactiveunleaded petrolunleaded petrol

wildlifewildlife

Environment: Natural DisastersEnvironment: Natural Disasters

droughtdrought earthquakeearthquake floodflood tidal wavetidal wave

tycoontycoon volcanic eruptionvolcanic eruption


Environment: PoliticsEnvironment: Politics

environmental groupenvironmental group green issuesgreen issues pressure grouppressure group

Environment: VerbsEnvironment: Verbs

cut downcut down destroydestroy dispose ofdispose of dumpdump

protect protect pollutepollute recyclerecycle savesave

throw awaythrow away use upuse up

Source: Source: http://esl.about.com/library/vocabulary/blwordgroups_environment.htmhttp://esl.about.com/library/vocabulary/blwordgroups_environment.htm


General vocabularyGeneral vocabulary

Presenting Vocabulary VisuallyPresenting Vocabulary Visually


Word group: fruitWord group: fruit

Related words: cars and drivingRelated words: cars and driving


Word group: parts of the bodyWord group: parts of the body


Word group activity: vegetablesWord group activity: vegetables


Word group activity: label and colour fruitWord group activity: label and colour fruit


Word group activity: label and colour fruitWord group activity: label and colour fruit


Word group: toolsWord group: tools


Word group: musical instrumentsWord group: musical instruments


Word family: prefixes and suffixesWord family: prefixes and suffixes

From: Crystal (1995, p. 198)

3. Teaching New Vocabulary3. Teaching New VocabularySpecific vocabulary: musical notationSpecific vocabulary: musical notation


Specific vocabulary: musical notationSpecific vocabulary: musical notation

3. Teaching New Vocabulary3. Teaching New VocabularySpecific vocabulary: mathematics symbols and termsSpecific vocabulary: mathematics symbols and terms


Specific vocabulary: geographySpecific vocabulary: geography


Specific vocabulary: natural Specific vocabulary: natural sciencescience


Specific vocabulary: natural scienceSpecific vocabulary: natural science


Specific vocabulary: mechanicsSpecific vocabulary: mechanics


Specific vocabulary: space shuttleSpecific vocabulary: space shuttle


Missing word exercise: vehiclesMissing word exercise: vehicles

Documents

The Language of the CLIL Classroom James McCue Facultad de Educación Universidad de Extremadura