By en inglés

Con la preposición by estamos ante una de las más complejas y con

más significados que tiene el inglés y puede implicar algunas
dificultades si no la practicamos lo suficiente. By en inglés se traduce
por “por”, pero como veremos también puede significar cerca de.

By se utiliza para:

Expresar tiempo
Expresar lugar
Expresar modo o manera
En expresiones de tiempo
Cuando queremos hablar sobre algo que puede ocurrir hasta el
momento que se indica, o expresión temporal que lleva la frase.

I’ll call you by 8 in the morning. – Te llamaré sobre las ocho de la

mañana
We will have learnt a lot of English by the end of the year. – Habremos
aprendido mucho inglés hacia final de año.
Descargable gratuito: Expresiones en inglés para llevarlo a otro nivel

Estas expresiones significan que la acción acontecerá antes de la

expresión temporal: es una aproximación, pero estamos seguros que
no ocurrirá después de esa expresión de tiempo.

En expresiones de lugar
La cercanía a los lugares la podemos indicar con la preposición by en
inglés.

We will meet you by the restaurant tomorrow. – Nos encontraremos

cerca del restaurante mañana.
En expresiones de manera
Esta es una preposición que típicamente acompaña a los medios de
transporte.

I will go to Bilbao by bus. – Iré a Bilbao en bus.

Aquí debemos mencionar que la preposición by en inglés también se
puede usar para expresar la manera en la que hemos hecho algo
usando una construcción de gerundio muy común:

Finally I could rest by closing the window. – Finalmente pude

descansar cerrando la ventana.
Expresiones idiomáticas comunes que usan la preposición “by”
Hay ciertas expresiones hechas que no te quedará más remedio que
aprenderlas practicándolas.

By far – con mucho, de lejos

This has been by far the best year of my life. – Este ha sido con
diferencia el mejor año de mi vida.
Little by little, step by step – poco a poco
Step by step he is recovering the ability to run. – Poco a poco él está
recobrando la capacidad de correr.
By the way – por cierto
By the way, do you know this new rock band? – ¿Por cierto, conoces
a esta nueva banda de rock?
By sight – de vista
I think I know your sister by sight – Creo que conozco a tu hermana
de vista
By hand – a mano
This notebook is made by hand – Esta libreta está hecha a mano

Helping learners develop learning strategies – trainer’s notes

Description
This activity describes and identifies learning strategies used in CLIL.
Participants classify learning needs, characteristics and strategies then match examples
of learning strategies with when they are used. They then do a sample task.
Time required: 50 minutes
Materials Participant’s Worksheet 1 (cut up into sets of cards, one for each
required: group of participants)
Participant’s Worksheet 2 (one for each pair of participants)
Sample Task (one for each participant)
Aims: to know about learning strategies in CLIL contexts
to be able to describe and identify learning strategies

Procedure
1. Before the session, copy Participants’ Worksheet 1 so there is one for each
small group of participants and cut out the cards into sets. Copy Participant’s
Worksheet 2 so there is one for each pair of participants. Copy the Sample Task
for each participant.
2. Write on the board:
learner needs learning learning strategies
characteristics
Write one example under each heading:
learner needs learning learning strategies
characteristics
professional needs visual developing predicting
skills

3. Put participants into groups and hand out the cut-up cards from Participant’s
Worksheet 1 to each group. They read the cards and classify them into the three
columns. Participants compare answers with another group and then check with
whole class. (see Key below)
 4. Discuss with participants how it can be useful to think of methods to help learners
develop learning strategies which they need before, during and after tasks.
 If learners know a range of strategies, then they can choose, use and
reflect on what they did.
 They can build on the strategies which work for them
5. Regroup participants into pairs and hand out Participant’s Worksheet 2 to each
pair. Explain they need to complete the table with examples of
learning strategies used before, during and after learning new content and
language. Once completed, they compare ideas with another pair, then check
answers with whole class (see Key below).
Explain that some learning strategies can be done at two different stages e.g.
before and during - identifying key subject-specific vocabulary and some can be
done during and after an activity e.g. experimenting with new content and
language.
6. In their groups of four, participants discuss which types of learning strategies
their learners use and which they should help learners develop. They should give
examples from their subject area. Feed back some of their ideas/comments with
the whole group.
7. Give out the Sample Task. Ask participants to complete the sample task on their
own then compare their answers with a partner. Check answers with the whole
group (see Key below).
8. Plenary to summarise points covered. Ask participants:
 What CLIL Module syllabus area was covered for this lesson? (Methods to
help learners develop learning strategies)
 How can teachers prepare for this area of the syllabus? (Teachers can
record examples of when they encouraged different learning strategies:
what were they, who with, and if they were successful).
Helping learners develop learning strategies – answer keys
Key to Participant’s Worksheet 1
Learner needs Learning styles Learning strategies
personal needs visual developing predicting skills
professional needs auditory drafting work
learning needs kinaesthetic risk taking- experimenting
with content and language
learning goals and group identifying key subject-
expectations for the course specific language
learner autonomy individual setting learning goals
availability of time reflective using visual or auditory
prompts to aid memory
language requirements for impulsive study skills: note taking,
employment or education planning, doing, reviewing,
summarising
 analysing tasks and their
purpose
working out timing and
stages
using some L1
(codeswitching) for specific
purposes e.g. concept
checking, looking up a
bilingual dictionary

Key to Participant’s Worksheet 2

BEFORE 3. selecting and setting learning goals
preparing and 7. analysing the task and its purpose
planning for 9. deciding on criteria to measure how well a task can be done
learning 14. working out timing of stages
DURING 1. identifying key subject-specific vocabulary
monitoring learning 4. predicting meaning of vocabulary
and integrating 6. using some L1 for specific purposes
strategies for 8. note taking
content and 10. experimenting with new content and language
language learning 11. checking meaning with a peer
13. on-going organisation of ideas
15. paraphrasing
AFTER 2. reviewing work alone or in small groups
evaluating learning 5. editing work
12. comparing work with previous work and deciding how it has
improved
16. summarising work done

Key to Sample Task 1 A 2B 3B 4C 5C 6A

Helping learners develop learning strategies – Participant’s Worksheet 1
Cards to be cut up

auditory kinaesthetic learner autonomy learning styles

learning goals and

availability of time expectations for the developing drafting work
course predicting skills

risk taking- identifying key using visual or

experimenting with subject-specific setting learning auditory prompts to
content and language goals aid memory
language

using some L1
study skills: note (code-switching) for
taking, planning, analysing tasks and working out timing specific purposes
doing, reviewing, their purpose and stages e.g. concept
summarising checking, using a
bilingual glossary
 group individual reflective Impulsive

past language learning needs learning goals and language

learning expectations for the requirements for
experiences course employment or
education

Helping learners develop learning strategies – Participant’s Worksheet 2

Complete each section of the table with appropriate learning strategies from the box
below.
BEFORE
preparing and
planning for
learning

DURING
monitoring learning
and integrating
strategies for
content and
language learning

AFTER
evaluating learning

Examples of learning strategies

1. identifying key subject-specific 10. experimenting with new content
vocabulary and language
2. reviewing work alone or in small 11. checking meaning with a peer
groups 12. comparing work with previous work
3. selecting and setting learning and deciding how it has improved
goals 13. on-going organisation of ideas
4. predicting meanings of vocabulary 14. working out timing of stages
5. editing work 15. paraphrasing
6. using some L1 for specific 16. summarising work done
purposes
7. analysing the task and its purpose
8. note taking
9. deciding on criteria to measure
how well a task can be done