Task-based Learning and CLIL
A methodological framework for designing tasks integrating content and language is provided below. Section 1 (Language dimension): 5 items. Section 2 (Content dimension): 6 items. Section 3 (Task design): 6 items. A copy of your responses will be emailed to the address you provided.
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Section 1 - Language dimension
Target language
CEFR level
Communicative language activities
Communicative activities (Reception, Interaction, Production and Mediation) as mentioned in section 4.4 of the CEFR, pp. 57 (http://rm.coe.int/1680459f97#page=58) (right click on the link and select 'open in a new window' to use both websites at the same time).
Communicative language activities the learner is engaged in
Check sections 4.4.1 to 4.4.4 of the CEFR, pp. 57-87 (http://rm.coe.int/1680459f97#page=58) (right click on the link and select 'open in a new window' to use both websites at the same time).
Your answer
'Can Do' descriptors
Use descriptors in table 2, section 3.4, of the CEFR, pp. 26-7 (http://rm.coe.int/1680459f97#page=27) (right click on the link and select 'open in a new window' to use both websites at the same time).
Your answer
Section 2 - Content dimension
Content area
(for example: Sciences; History; Geography; Literature)
Your answer
Topic(s) or question(s) addressed
(for example: Photosynthesis; European Imperialism in Africa; Rural Exodus; Renaissance Drama)
Your answer
Materials
Provide the reference(s) to the material(s) used (including texts, videos, pictures, websites, audio files, etc.)
Your answer
Processing information from the materials provided
Describe how learners are going to process information related to the content area (analysis of content, identification of linguistic or diagrammatical markers, analysis of illustrations, etc.). Based on S. Darn (2006). Content and Language Integrated Learning (CLIL): A European Overview. https://eric.ed.gov/?id=ED490775
Your answer
Identification and Organisation of Knowledge
Describe how learners are going to categorise ideas and information from the materials provided (namely through diagrams such as tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these). Based on S. Darn (2006).
Your answer
Language identification
Describe how useful language in the text is going to be highlighted (for example, subject specific and academic vocabulary, certain discourse markers, adverb phrases or prepositional phrases, collocations, semi-fixed expressions and set phrases). Also explain how that language can be categorised according to function (for example, comparison and contrast, location or describing a process).
Your answer
Section 3 - Task design
For samples of tasks, visit the PETALL project page at http://petallproject.eu/petall/index.php/en/products-services/samples-of-tasks/tasks-overview (right click on the link and select 'open in a new window' to use both websites at the same time).
Duration of the task (minutes)
Your answer
Situation / Theme(s)
Your answer
Product
Specify what product or output is expected to result from the task. If you are looking for ideas of products, you can check this list of resources used in the project PETALL (http://petallproject.eu/petall/images/ICT_resources_14052018.pdf).
Your answer
Process
Insert the process steps (in chronological order). Indicate what resources and materials are going to be used, how students are going to interact and/or collaborate, how they are going to produce or present their product, how the teacher is going to follow the whole process and provide support.
Your answer
Division of roles
Include the division of roles (if any).
Your answer
Consolidating activities suggested or follow-up plan
Describe reinforcers (activities aimed at memorizing or consolidating content or language).
Your answer
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