1) Activating prior knowledge a) On your own, write down the names of any Greek heroes you have heard about. b) Listen to the way we describe the information represented on the first line graph before you describe the second graph. 2) Modeling content and language for learners to produce a) Look at the two paintings and tell me the names of four images which look real. Now look at the way the clock is painted. Does it look real? No, it’s ‘surreal’. b) Listen to the way we describe the information represented on the first line graph before you describe the second graph. 3) Explaining a new concept a) Look at the two paintings and tell me the names of four images which look real. Now look at the way the clock is painted. Does it look real? No, it’s ‘surreal’. b) Think of three questions you’d expect to be answered in this article on the rise of capitalism. 4) Encouraging learners to ask questions a) Look at the packaging and the different materials it can be made from. Which materials can be made using local resources? b) Think of three questions you’d expect to be answered in this article on the rise of capitalism. 5) Encouraging learners to make associations a) Look at the packaging and the different materials it can be made from. Which materials can be made using local resources? b) In your new groups, decide who will search for the data on these websites then together, design a worksheet which can be used to explain your findings. 6) Encouraging learners to collaborate a) Look at the packaging and the different materials it can be made from. Which materials can be made using local resources? b) In your new groups, decide who will search for the data on these websites then together, design a worksheet which can be used to explain your findings.

CLIL UNIT 11 CLASSROOM LANGUAGE 2

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