1. Cognition linked in with Communication CLIL SECONDARY

2. How will the students communicate at each level?

3. Analysing What do the students analyse in your subject? Data, graphs, events, people, situations…. What skills do they need to analyse well? The ability to question; how and why? The ability to understand what the information is showing; what can I understand from this? What reasons are there for these findings? What do i do with the information? What kind of language (both questions and answers) would be useful to teach them in English to help with analysis based tasks?

4. Measuring Heights in a Class The teacher asked her pupils to measure their heights and show the distribution of heights in the class in a table and a graph. What prediction can you make?

5. Student’s results table Number of pupilsHeight in cm 2 160 4 165 7 170 6 175 4 180 1 185 There is a basic error in this table. What is it? What can we learn from these results? How could the results be made clearer? What else could you find out about the pupils/heights? Analysis of findings Evaluation of table

6. Student’s results table Height range/cmNumber of students in that range 160-1642 165-1694 170-1747 175-1796 180-1844 185-1891 ebi percentages shown

7. The Student’s graph Is this the best way to display the results? How can we make the graph clearer? Heights are continuous, so why is a line graph inappropriate here? Evaluate

9. Giving Reasons and offering explanations To start with, The reason why..., That's why..., For this reason..., That's the reason why..., Many people think...., Considering..., Allowing for the fact that..., When you consider that... For the importance of focusing on……

10. Four features common to CLIL materials appear to act as instructional scaffolding to facilitate learning: Illustrations with labels and captions are used to define key terms, introduce topics, and examine steps in processes, e.g. photosynthesis. They often summarize the main points in longer texts, so they prepare learners for extended reading. As output tools, they enable learners to communicate at a basic level. Content based texts communicate the genre, vocabulary, and language characteristic of the topic. Familiarity with text features prepares learners to understand authentic materials. Graphic organisers like Venn diagrams, tables, and flow charts present information visually. As output tools, they help learners with limited language skills to communicate intelligibly. ICT applications convey information in a virtual ‘hands on’ format which suits kinaesthetic learners. Rich visual support coupled with interactivity enables students to learn through active participation