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CLIL_Task Descriptions+Criteria

The document outlines a structured approach for a debate task, graphic organizer creation, and lesson planning focused on the benefits of Content and Language Integrated Learning (CLIL). It emphasizes the selection of authentic materials and provides criteria for evaluating content accuracy, creativity, justification, and presentation quality. The document also details the stages of a CLIL lesson and the expectations for guiding input and output tasks.

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otabekovashoira3
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1 views

CLIL_Task Descriptions+Criteria

The document outlines a structured approach for a debate task, graphic organizer creation, and lesson planning focused on the benefits of Content and Language Integrated Learning (CLIL). It emphasizes the selection of authentic materials and provides criteria for evaluating content accuracy, creativity, justification, and presentation quality. The document also details the stages of a CLIL lesson and the expectations for guiding input and output tasks.

Uploaded by

otabekovashoira3
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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1.

Debate Task (15p)


For debate task choose a scientific article about benefits of CLIL and you will present it

2. Graphic Organiser (5p)


Choose authentic text and create a graphic organizer, tell why you chose exactly this graphic organizer.

Students should choose authentic material (encyclopedia entry, museum information, literary work) from
history, literature, math or physics. They should create graphic organizer for this material and justify why
this graphic organizer is the best one.

Criteria

Content & Accuracy The graphic organizer accurately represents the key concepts or information from the
chosen authentic material. It correctly synthesizes relevant data and follows logical
(2 points)
relationships between concepts.

Creativity & Innovation The organizer uses an engaging, creative format that enhances understanding of the
material.
(1 point)

Justification & Rationale The student clearly justifies why this particular graphic organizer is the most effective
choice for representing the material.
(1 point)

Quality of Presentation The graphic organizer is neat, well-structured, and visually clear, with appropriate use
of colors, shapes, and layout to aid understanding.
(1 point)

3. Guiding Input, Guiding Output, Lesson Plan (40p)

Language presentation is language of, language for and language through. You can present tasks N2,3,4 in
lesson plan.

Stages of CLIL lesson (Students should choose authentic material (encyclopedia entry, museum information, literary
work) from history, literature, math or physics. They should create a lesson plan based on this material):

1. Lead-in
2. Input task (Students should choose authentic material (encyclopedia entry, museum information, literary work)
from history, literature, math or physics. They should create guiding input activity.)
3. Language task
4. Output task with support (Students should choose authentic material (encyclopedia entry, museum information,
literary work) from history, literature, math or physics. They should create supporting output activity.)
5. Reflection
Criteria for Guiding Input task

Content & Accuracy The chosen material (encyclopedia entry, museum information, literary work) is
accurate and relevant. The activity incorporates essential concepts or information and
(4 points)
aligns with learning objectives.

Creativity & Innovation The input activity is thoughtfully designed to engage students. It is interactive, allowing
students to explore the material in a meaningful way (e.g., through questioning,
(2 points)
discussion, or hands-on activities).

Justification & Rationale The student provides a well-reasoned justification for why the activity is suitable for the
chosen material, considering learning goals and the level of the students.
(2 points)

Quality of Presentation The activity is clearly outlined, with step-by-step instructions, visuals, or examples that
help facilitate understanding.
(2 points)

Criteria for Guiding Output task

Content & Accuracy The chosen material is accurately represented in the output activity. The activity clearly
reinforces or applies the key ideas from the authentic material.
(6 points)

Creativity & Innovation The output activity is original, engaging, and encourages higher-order thinking (analysis,
synthesis, or evaluation). It provides students with opportunities for active participation
(4 points)
and deeper understanding.

Justification & Rationale The student effectively justifies why the chosen output activity is appropriate for the
material and how it helps reinforce the intended learning outcomes.
(3 points)

Quality of Presentation The activity is well-organized and easy to follow, with clear instructions, expectations,
and resources (if necessary). The output process is structured to maximize student
(2 points)
engagement and success.

Criteria for Lesson Plan task

Procedure The lesson plan is clear. The lesson structure is according to the covered principles. The
activities are easy to understand, transitions between activities are provided. Stage aims are
(10 points)
described correctly.

Objective, 4C 3D objective is described correctly, 4Cs of the lesson are identified correctly.
(5points)

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