Page 19 - ELG1601 Mar Issue 434

ELreviews
March 2016 Page 19
Clearing up Clil

Wayne Trotman finally gets what content and language Book of the month

integrated learning is about with this informative title
Work on your Vocabulary, Intermediate B1 strength of the book is that it is based on
Collins; the 4.5-billion-word Collins Corpus. The
Putting Clil into Practice them. It also proposes ten features does the same for productive 978-0-0074-9964-9 short introduction is informative, and
Phil Ball, Keith Kelly and John which distinguish Clil as a teach- skills, and illustrates how, by includes some good study tips for students.
Clegg, Oxford University Press; ing style. Conceptual sequencing implementing conventional This 128-page vocabulary practice book is There is helpful input on prefixes and
978-0-1944-2105-8 is emphasised here, in particular task-types such as sentence com- part of a five-level series, and contains over suffixes, metaphorical language and
the importance of speaking, writ- pletion and substitution tables, 100 exercises. Each of the thirty units collocations. The illustrations, often simple
lthough I’ve been ing and thinking in the process of learners are taught about elec- provides explanations and definitions of the line-drawings, add variety. I would have
involved in ELT for learning through the medium of a tronic motors. target words, which have been selected liked the inclusion of word frequency data,
Amore years than I care second language. The following Chapter seven looks at the specifically for B1 level and are grouped which could be interesting for users.
to remember (35, if you really chapter employs the concept of a design of Clil materials and into themes such as People, Feelings, Although the book can be used in class, it
want to know) and one of my mixing desk in a music studio in lists several guiding principles, Education and Communication. The is probably best for self-study.
closest colleagues is a special- order to explore the relationship such as the basis for the three
ist presenter on the topic, it between language and content, dimensions of Clil: concepts,
wasn’t until I began reviewing and shows how academic lan- procedures and language. Chap-
this immensely informative title guage increases in importance as ter eight discusses assessment in Grammar and Vocabulary based, and the book draws on material on DVD-Rom. The
that I fully understood what Clil learners progress through school. Clil and explores both formative for First and First for the Cambridge English video clips include dramatised
is about. For the completely Chapter four describes what is and summative types. The next Schools Corpus. The ‘error warnings’, business scenarios,
uninitiated, Clil stands for ‘con- meant by ‘language’ in the Clil chapter takes a look at Clil from Barbara Thomas, Louise drawn from the Cambridge documentaries and interviews
tent and language integrated acronym; examples are given of a school management point of Hashemi and Laura Matthews, Learner Corpus, are useful. with real working people; they
learning’ and can be applied to the use of academic lexis, with view, including the selection of Cambridge English; There is a concise summary of provide useful and interesting
all forms of education in which an outline of how to increase students, training of teachers 978-1-1074-8106-0 the exams, and plenty of exam content. There are sixteen units.
subjects are learned through a students’ awareness of grammar, and communication with par- practice exercises. I love the The one-page case studies are
second or foreign language. vocabulary and discourse mark- ents. Teacher education is the This 255-page book covers the two-page spread on learning short and straightforward, and
If one thing became appar- ers. Also presented are seven focus of the final chapter, which grammar and vocabulary for and revising vocabulary. include input from the
ent to me from my reading, it principles which determine the outlines what makes a good Clil two Cambridge FCE exams. It Impressive and thorough. Cranfield School of
was that Clil means many dif- teacher’s relationship with such teacher, what might constitute is divided into two sections: Management through ‘Expert
ferent things to people. For language. These show how, in good practice in Clil and how grammar and vocabulary. The Business Result, Upper View’ sections which add
example, this title begins by helping learners grasp new subject teacher education for this area grammar section contains 24 Intermediate authority to the course. The
outlining concepts such as ‘hard’ concepts, teachers need to be able might be improved. units. Each item is presented Michael Duckworth and material can be done in a
and ‘soft’ Clil. One can easily to assess the language demands of Oh, and in case you’re still in context through audio Rebecca Turner, OUP; streamlined way by following a
imagine specialists arguing over both lessons and subjects. wondering, ‘hard’ Clil refers to recordings, conveniently 978-0-1947-3940-5 ‘fast-track’ option. Each page
this and related terminology Chapters five and six deal programmes taught by subject available online, followed by has a crisp, smart design. I
such as ‘immersion education’, together with language sup- teachers and occupying a large grammatical explanations and Business Result first appeared especially like the units on
‘bilingual education’ and ‘Eng- port, a key element of Clil and proportion of the programme, practice exercises. The twenty in 2008 and now includes an decision-making, culture and
lish medium instruction’. Worry one which distinguishes it from while ‘soft’ Clil is taught by vocabulary units are theme- interactive workbook and video appraisals. Recommended.
not, dear reader – these and conventional forms of teach- language teachers over a shorter
many related issues are clearly ing through the L1. Chapter period, and generally occupies a Reviews by Pete Sharma for the Bournemouth English Book Centre: www.bebc.co.uk
explained in chapter one. five, ‘Guiding Input’, provides small section of the overall pro-
The second chapter, ‘Defining several authentic examples of gramme. n
Parameters’, discusses Clil meth- task-types relating to process-
odology in terms of both concepts ing skills, such as ‘How global Wayne Trotman teaches
and languages, along with vari- warming affects life on earth’. EAP at Izmir Katip Çelebi
ants which emphasise each of Chapter six, ‘Supporting output’ University, Turkey

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