Title Description Author Link Language
Clilstore Guidebook A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Clilstore EN.pdf English
Fitness and Health The scenario targets learners from level A1. The learners will achieve an understanding of the influence exercise has on the body, become familiar with the names of the largest body parts and verbs connected to the movement of the body, and learn how they can ask for words they don’t know Clil4U http://languages.dk/clil4u/scenarios/sc13/ English
Seasons The main aim of the "Seasons" scenario is that learners will understand the relationship between the seasons and nature. The scenario is suitable for learners from level A1 clil4U http://languages.dk/clil4u/scenarios/sc10/ English
Fruit & Vegetables The scenario introduces the names of vegetables by listening to a story. To observe the vegetables growing. To learn vocabulary for the months and seasons. This unit focuses on having respect for nature and knowing that every season has its own particular products. The scenario titled “Fruit & Vegetables” is suitable for level A1 Clil4U http://languages.dk/clil4u/scenarios/sc6/ English
Food for Life To understand the connection between food and health. This unit focuses on the study of the components of food in order to learn the importance and benefits of trying out and eating a variety of foods, and how to create “balance”. The “Food for Life” scenario is suitable for level A2 clil4U http://languages.dk/clil4u/scenarios/sc5/ English
Plants The scenario will give the learners understanding of plants as living things. It will be an introduction to the parts of a plant and their functions: roots, leaf / leaves, stem and flower. Plants is suitable for learners from level A1 clil4U http://languages.dk/clil4u/scenarios/sc8/ English
The Solar System The scenario targets pupils from level A1 with the aim to learn the names and some charasteristics of the planets that form the Solar System and to understand the Sun and the Earth as a part of the Solar System clil4U http://languages.dk/clil4u/scenarios/sc9/ English
Tunnelbau Tunnelbay is a scenario for classes (zukünftige Bauingenieur/innen und andere Baufachleute) learning German: The needed language level is from B1, the aim is: Kenntnisse über Tunnelbau sowie Betriebslüftung im Brandfall erwerben. Kenntnisse über ein für Europa wichtiges Infrastrukturprojekt erwerben. Fachterminologie kennenlernen und in verschiedenen Kommunikationskontexten anwenden clil4U http://languages.dk/clil4u/scenarios/sc12/ GERMAN
Photovoltaics In Photovoltaics students from level B1 will learn about solar cells i.e. structure, function and relative procedure e.g. photovoltaic panel installation as well as the photovoltaic effect clil4U http://languages.dk/clil4u/scenarios/sc11/ English
Photovoltaics In Photovoltaics students from level B1 will learn about solar cells i.e. structure, function and relative procedure e.g. photovoltaic panel installation as well as the photovoltaic effect clil4U http://languages.dk/clil4u/scenarios/sc11/ English
The Digestive System The "Digestive System" scenario is suitable for vocational students at level B1. The unit helps learners understand the human digestive system by examining the various body parts involved in digestion, the role played by each part, and the functioning of the digestive system as a whole. clil4U http://languages.dk/clil4u/scenarios/sc7/ English
The Digestive System The "Digestive System" scenario is suitable for vocational students at level B1. The unit helps learners understand the human digestive system by examining the various body parts involved in digestion, the role played by each part, and the functioning of the digestive system as a whole. clil4U http://languages.dk/clil4u/scenarios/sc7/ English
The Digestive System The "Digestive System" scenario is suitable for vocational students at level B1. The unit helps learners understand the human digestive system by examining the various body parts involved in digestion, the role played by each part, and the functioning of the digestive system as a whole. clil4U http://languages.dk/clil4u/scenarios/sc7/ English
DOMOTICS Intelligent House Control Systems The Domotics (House Automation Systems) Module is suitable for students of level B1 and upwards, it is part of the vocational training of electricians, but it is also of value to other disciplines. clil4U http://languages.dk/clil4u/scenarios/sc3/index.html English
DOMOTICS Intelligent House Control Systems The Domotics (House Automation Systems) Module is suitable for students of level B1 and upwards, it is part of the vocational training of electricians, but it is also of value to other disciplines. clil4U http://languages.dk/clil4u/scenarios/sc3/index.html English
DOMOTICS Intelligent House Control Systems The Domotics (House Automation Systems) Module is suitable for students of level B1 and upwards, it is part of the vocational training of electricians, but it is also of value to other disciplines. clil4U http://languages.dk/clil4u/scenarios/sc3/index.html English
DOMOTICS Intelligent House Control Systems The Domotics (House Automation Systems) Module is suitable for students of level B1 and upwards, it is part of the vocational training of electricians, but it is also of value to other disciplines. clil4U http://languages.dk/clil4u/scenarios/sc3/index.html English
IHC Programming The IHC Programming module is suitable for students of level A2 (absolute minimum) and upwards, it is part of the vocational training of electricians and deals with how to program and test an IHC DOMOTICS system. Students should have worked with the DOMITICS scenario prior to the IHC programming. clil4U http://languages.dk/clil4u/scenarios/sc2/index.html English
IHC Programming The IHC Programming module is suitable for students of level A2 (absolute minimum) and upwards, it is part of the vocational training of electricians and deals with how to program and test an IHC DOMOTICS system. Students should have worked with the DOMITICS scenario prior to the IHC programming. clil4U http://languages.dk/clil4u/scenarios/sc2/index.html English
The Web PageTask The Web Page Task scenario makes use of "task based learning", the studentswill need to be at language level A2-B1 and upwards. The class will be divided into four groups, each group is given a task brief covering • How to get a free website with email accounts. • How to send files to the website using FTP (File Transfer Protocol). Demands for netiquette (rules for proper email behaviour) • How to write a webpage using HTML and CSS coding • Where to get free graphics for your website including how to reduce the file size so the pages load quickly and the copyright rules for texts and graphics. clil4U http://languages.dk/clil4u/scenarios/sc1/index.html English
Tunnelbau Tunnelbay is a scenario for classes (zukünftige Bauingenieur/innen und andere Baufachleute) learning German: The needed language level is from B1, the aim is: Kenntnisse über Tunnelbau sowie Betriebslüftung im Brandfall erwerben. Kenntnisse über ein für Europa wichtiges Infrastrukturprojekt erwerben. Fachterminologie kennenlernen und in verschiedenen Kommunikationskontexten anwenden clil4U http://languages.dk/clil4u/scenarios/sc12/ GERMAN
Photovoltaics In Photovoltaics students from level B1 will learn about solar cells i.e. structure, function and relative procedure e.g. photovoltaic panel installation as well as the photovoltaic effect clil4U http://languages.dk/clil4u/scenarios/sc11/ English
The Digestive System The "Digestive System" scenario is suitable for vocational students at level B1. The unit helps learners understand the human digestive system by examining the various body parts involved in digestion, the role played by each part, and the functioning of the digestive system as a whole. clil4U http://languages.dk/clil4u/scenarios/sc7/ English
DOMOTICS Intelligent House Control Systems The Domotics (House Automation Systems) Module is suitable for students of level B1 and upwards, it is part of the vocational training of electricians, but it is also of value to other disciplines. clil4U http://languages.dk/clil4u/scenarios/sc3/index.html English
IHC Programming The IHC Programming module is suitable for students of level A2 (absolute minimum) and upwards, it is part of the vocational training of electricians and deals with how to program and test an IHC DOMOTICS system. Students should have worked with the DOMITICS scenario prior to the IHC programming. clil4U http://languages.dk/clil4u/scenarios/sc2/index.html English
Clilstore Guidebook A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Clilstore EN.pdf English
Clilstore Guidebook på dansk A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Clilstore DK.pdf Danish
Clilstore Guidebook in Lithuanian A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Clilstore LT.pdf Lithuanian
Manual de uso De Clilstore - Clilstore Guidebook in Spanish A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Manual de uso De Clilstore-ES.pdf Spanish
Clilstore Guidebook in Portuguese A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Clilstore PT.pdf PORTUGUESE
Clilstore Treoracha - Clilstore Guidebook in Irish A CLIL (Content and Language Integrated Learning) Guidebook showing how to exploit the free online service (Clilstore) in a CLIL context. The book is available in Danish, English, Irish, Lithuanian, Portuguese, and Spanish Ana Gimeno, Caoimhín Ó Dónaill, and Rasa Zygmantaite https://languages.dk/databank/materials/Clilstore Treoracha IE.pdf Irish
Wiring a Plug In Wiring a Plug the learners will learn about electricity and basic installations. The lesson includes several basic features for a future electrician like selecting fuse sizes and ensuring proper connections. The learners will work with functional language such as:How to give basic instructions as well as how to follow such instructions. MCAST http://languages.dk/clil4u/scenarios/sc15/ English
The Braking System The scenario deals with describing a part of a modern car. The students will work on how to perform a simple procedure/reparation on that part. One of the major linguistic aims of this lesson is to be able to communicate successfully about their chosen area of interest. Students will be required to help each other in order to complete many of the tasks. Some tasks can be left out if the level is too low for the students.I have supplied teaching materials based on a class of 20 students working in 5 groups of 4 , in pairs and individually. Each student will create a screencast on this subject. Catherine Bearcroft Freksen http://languages.dk/clil4u/scenarios/sc14/ English
Ireland clil All about vulcanoes Alba Fernandez http://clilstore.eu/cs/1320 English
The Clil4U website The main website for the Clil4U project with lots of links to ressources All the Clil4U teams www.languages.dk/clil4u English
CLIL4U Pre-Course Language Course A language course for content teachers and low level English teachers, aimed at improving language knowledge and providing language practice. The course uses content about CLIL to base language learning on. Sandra Attard-Montalto https://sites.google.com/site/clil4uprecourse/ English
Telecommunication A short visit to a Telephonic Central, for discovered the secret of the telecommunication albalisa azzariti http://languages.dk/archive/clil4u/db/quando%20la%20scienza%20modalita.pdf Italian
What is CLIL in Greek Η Μέθοδος Content and Language Integrated Learning στη διδασκαλία της Νέας Ελληνικής Πέτρος Δημητρακόπουλος http://www.enl.auth.gr/symposium18/papers/44_Dimitrakopoulos.pdf Greek
Greeks and Romans A CLIL lesson for primary school in history and English http://keepaneye.blogspot.com/p/clil-greeks-and-romans.html http://keepaneye.blogspot.com/p/clil-greeks-and-romans.html English
Resultados investigación AICLE (CLIL) Resultado sobre la investigación relaizada por FRANCISCO GALLARDO DEL PUERTO Y MARÍA MARTÍNEZ ADRIÁN Universidad de Cantabria (UC) y Universidad del País Vasco (UPV/EHU) francisco.gallardo@unican.es; mana.martinez@ehu.es sobre los beneficios de AICLE (CLIL) Francisco Gallardo y Maria Martinez https://languages.dk/databank/materials/Investigacion_AICLE.pdf Spanish
Teaching through a foreign language A guide for teachers and schools to using foreign languages in content teaching Maria Pavesi Daniela Bertocchi Marie Hofmannová Monika Kazianka www.ub.edu/filoan/CLIL/teachers.pdf English
An Introduction to CLIL for Parents and Young People This booklet is about learning languages. It invites you to look at an approach which could be developed in your school which is called Content and Language Integrated Learning (CLIL). This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. David Marsh http://archive.ecml.at/mtp2/CLILmatrix/pdf/1UK.pdf English
Guidelines for CLIL Implementation in Primary and Pre-primary Education “Guidelines for CLIL Implementation in Primary and Pre-primary Education” is the outcome of knowledge and experiences gained by the PROCLIL team over three years (2006-2009) of implementing and researching CLIL in four different European countries. Ioannou Georgiou, S. and Pavlou, P http://www.schools.ac.cy/klimakio/Themata/Anglika/teaching_material/clil/guidelinesforclilimplementation1.pdf English
Marketing case study: GNB New Zealand Case study about GNB New Zealand, is the country's dominant manufacturer of car, commercial, truck and marine batteries. The company is a wholly owned subsidiary of Pacific Dunlop, an Australian parent, who is engaged in a wide range of activities in the automotive industry clil4U http://clilstore.eu/cs/1601 English
Guided Tour - Authoring in Clilstore A step by step guide demonstrating how to make an online unit with video and text where all the words are linked to a variety of online dictionaries kent Andersen http://clilstore.eu/cs/790 English
En guidet tur gennem Clilstore En trin for trin demonstration af hvordan man kan lave en online webside (Unit) med video samt tekst hvor alle ordene er kædet til en lang række af online ordbøger som dækker mere end hundred sprog kent Andersen http://clilstore.eu/cs/807 Danish
Treoracha chun aonad Clilstore a dhéanamh Léiríonn na treoracha céim ar chéim seo an tslí le haonad ar-líne a dhéanamh a bhfuil físeán agus téacs ann ina bhfuil nasc idir gach uile fhocal agus sraith foclóirí ar-líne. kent Andersen http://clilstore.eu/cs/810 Gaelic (Scotland)
Guía para la edición de contenidos en Clilstore Guía para la edición de contenidos en Clilstore kent Andersen http://clilstore.eu/cs/891 Spanish
Vadovas kaip dirbti Clilstore sistemoje Tai detalus vadovas mokantis, kaip internete sukurti pratimą, sudarytą iš video ir teksto, kuriame visi žodžiai yra susieti su įvairiais internetiniais žodynais kent Andersen http://clilstore.eu/cs/892 Lithuanian
Fish and Sea Food In the Fish and Seafood scenario The students will learn the various categories of fish and sea food and identify their names as well as the verbs of preparation needed in a kitchen. The scenario can be used by students at language level A1, A2 or A2+ Maria Theodorou & Niki Chrysanthou http://languages.dk/clil4u/scenarios/sc16/ English
Visita Guidata - Creare unità in Clilstore Questa è una guida passo passo che illustra come creare un’unità online con un video e un testo in cui tutte le parole sono collegate a una serie di dizionari online. L'unità utilizzata per la dimostrazione può essere consultata all'indirizzo http://multidict.net/cs/780 kent Andersen http://clilstore.eu/cs/915 Italian
Creative Cultures in Colours Using CLIL methodology, Art is a subject to be taught to students during their ESO studies through a foreign language, in this case English, with dual‐focused aims; namely the learning of course content and the simultaneous learning of a foreign language. Imma Fdez Puig English
How to get a free website The students will learn how to get a free website and the rules that apply to such a site. The website can e.g. be used for storing a student portfolio with documentation like photos of practical work. The estimated language level needed for the scenario is levels A2-B1 Kent Andersen http://languages.dk/clil4u/scenarios/sc21/ English
How to use FTP software In the scenario the class is divided into small groups or pairs with the task of finding out how to download and use an FTP software, and comparing this software with similar options (including commercial software). FTP is used for sending files to and from a website or other online storage. The estimated language level needed for the scenario is levels A2-B1 Kent Andersen http://languages.dk/clil4u/scenarios/sc19/ English
Netiquette The scenario targets online behaviour where the student will learn how to communicate electronically in a polite and culturally "safe" way. The estimated language level needed for the scenario is levels A2-B1 Kent Andersen http://languages.dk/clil4u/scenarios/sc18/ English
Copyrights and Graphics In Copyrights and Graphics the students will learn basic copyright rules and how to get graphics for reports etc. The students need a language levels from A2/B1 to benefit fully from the scenario. Kent Andersen http://languages.dk/clil4u/scenarios/sc17/ English
The Heart A clil unit about the Heart (12 years old students) Istituto Comprensivo Monte Grappa Bussero https://languages.dk/databank/materials/The Heart 12 years old students.pdf English
La scuola giapponese a Milano The Japanese School in Milan: timetable, activities, subjects, objectivies (compared with timetable, activities, subject ed objectivies in Italy). Slides created by their students to introduced ourselves Scuola giapponese a Milano, in partnership con Istituto Comprensivo di Bussero http://languages.dk/archive/clil4u/db/Japaneese%20school.pdf Italian
Architect Piermarini in Milan Touristic itinerary on the tracks of Neoclassicism A clil scenario created in secondary school through outdoors activities (the first half part) Istituto Comprensivo Monte Grappa Bussero English
Architect Piermarini in Milan. Architect Piermarini in MIlan. The last part of the activities in outdoor. Touristic itinerary on the tracks of Neoclassicism Istituto Comprensivo Monte Grappa Bussero http://languages.dk/archive/clil4u/db/Architect%20Piermarini.pdf English
Discovering symmetries A clil scenario created by our students 13 years old about geometry (FIRST PART) Istituto Comprensivo Monte Grappa Bussero https://languages.dk/databank/materials/DISCOVERING SYMMETRIES!.pdf English
Discovering symmetries STUDENTS' PRESENTATION AROUND MATH AND GEOMETRY- CLIL SCENARIO- 13 YEARS OLD Istituto Comprensivo Monte Grappa Bussero https://languages.dk/databank/materials/DISCOVERING SYMMETRIES SECOND AND LAST PARTS].pdf English
Il tunnel - Sistema di ventilazione in caso di incendio I/le futuri/e esperti/e in ambito edilizio ed ingegneristico: * si confrontano con un progetto infrastrutturale importante in ambito europeo, la Galleria di base del Gottardo. * acquisiscono conoscenze riguardo i sistemi di ventilazione e le procedure di sicurezza in caso di incendio. SUPSI http://languages.dk/clil4u/scenarios/sc34/ Italian
Il sistema digerente Biologia umana –il funzionamento del sistema digerente umano SUPSI http://languages.dk/clil4u/scenarios/sc26/ Italian
Netikette (a scenario in Danish) I netikette scenariet vil eleverne opnå kendskab til de grundlæggende regler for netikette og passende sprogbrug i digitale kommunikationsformer. Eleverne vil skrive e-mails til definerede målgrupper og anvende SMS'er samt få kendskab til forskellige SMS forkortelser. For at kunne bruge scenariet bør eleverne mindst være på niveau A2/B2 Kent Andersen http://languages.dk/clil4u/scenarios/sc23/ Danish
Ophavsret og grafik (a scenario in Danish) I dette scenarie vil eleverne opnå kendskab til de grundlæggende regler i ophavsret og vil kunne vurdere rimelig brug "fair use". Eleverne vil arbejde med grafik og kunne optimere grafiske filer så de bedre kan anvendes på websider, i e-mails og i dokumenter. For at kunne bruge scenariet bør eleverne mindst være på niveau A2/B2 kent Andersen http://languages.dk/clil4u/scenarios/sc22/ Danish
How to get a free website he students will learn how to get a free website and the rules that apply to such a site. The website can e.g. be used for storing a student portfolio with documentation like photos of practical work. The estimated language level needed for the scenario is levels A2-B1 kent Andersen http://languages.dk/clil4u/scenarios/sc21/ English
How to use FTP software In the scenario the class is divided into small groups or pairs with the task of finding out how to download and use an FTP software, and comparing this software with similar options (including commercial software). FTP is used for sending files to and from a website or other online storage. The estimated language level needed for the scenario is levels A2-B1 kent Andersen http://languages.dk/clil4u/scenarios/sc20/ English
How to use HTML The students will learn basic HTML and CSS coding so they will be able to edit webpages and blog entries.The students will work in small groups or pairs with the task of finding out how to write a webpage using basic HTML code, and how to make the page look appealing using simple CSS codes. The estimated language level needed for the scenario is levels A2-B1 kent Andersen http://languages.dk/clil4u/scenarios/sc19/ English
Netiquette The scenario targets online behaviour where the student will learn how to communicate electronically in a polite and culturally "safe" way. The estimated language level needed for the scenario is levels A2-B1 kent Andersen http://languages.dk/clil4u/scenarios/sc18/ English
Copyrights and Graphics In Copyrights and Graphics the students will learn basic copyright rules and how to get graphics for reports etc. The students need a language levels from A2/B1 to benefit fully from the scenario. kent Andersen http://languages.dk/clil4u/scenarios/sc17/ English
Dinosaurs The scenario targets learners from level A2. The Learners will learn about the principal types of Dinosaur, and why a mass extinction occurred. clil4U http://languages.dk/clil4u/scenarios/sc24/ English
Nutrients The Nutrients scenario targets students from level A2. The students will learn to understand the importance of food and nutrients for the body. The unit focuses on the study of the components of food necessary to create proper nutrition. clil4U http://languages.dk/clil4u/scenarios/sc25/ English
Farm Animals The Farm Animal scenario focuses on knowing farm animals and their characteristics, it is sutiable for children from level A1. clil4U http://languages.dk/clil4u/scenarios/sc27/ English
Plants and living things In "plants and living things" children from level A2 will learn to review the main parts of a plant and their functions and how plants reproduce, breathe and eat. clil4U http://languages.dk/clil4u/scenarios/sc28/ English
The Earth Geographical Features The science scenario gives children from level A1 an introduction to the layers of the Earth and its relief map. clil4U http://languages.dk/clil4u/scenarios/sc29/ English
Landscape Painting In Landscape Paintings students aged 7/8 from level A1will learn to distinguish humanized from natural landscapes, the recognize some shapes, how to draw a landscape, to improve learners’ artistic skills, and the pointillism technique clil4U http://languages.dk/clil4u/scenarios/sc30/ English
The Four Seasons (Seasons in Depth) n "Four Seasons" children aged 7/8 years old from level A1 can learn about the reasons for seasons, the characteristics of the seasons, and become aware of the changes in our lives because of the seasons (sports we can practise, clothes we wear…) clil4U http://languages.dk/clil4u/scenarios/sc31/ English
Superheroes In Superheroes children from language level A1 can learn about one of the four elements, they will be able to describe the characteristics of an element, and they will learn to make a hypothesis before an experiment. The children will be able to use the knowledge about an element when creating a superhero with powers. clil4U http://languages.dk/clil4u/scenarios/sc32/ English
Trial and error - A scientific approach In "Trial and error" children from language level A1 and upwards can learn about the scientific method of trial and error, - to make a hypothesis, and to fill out a simple report on their experiments. clil4U http://languages.dk/clil4u/scenarios/sc33/ English
CALL Support in Context: Contrasting Approaches in Irish and Scottish Gaelic The aims and products of the TOOLS for CLIL Teachers project are outlined, with links to sample materials, further evaluation and analysis of issues relating to dissemination and training, and to technical description. Particular attention is drawn to differential approaches to support material production between Irish and Scottish Gaelic. In the Irish context emphasis is placed on an immersive approach for the benefit of relatively high numbers of speakers and learners. In the Scottish context absolute and relative numbers are lower, and the rationale has been pragmatic and skills-based with a focus on community use. Dr Caoimhín Ó Dónaill, Ollscoil Uladh Gordon Wells, Sabhal Mòr Ostaig https://languages.dk/databank/materials/CALLSupportInContext.pdf English
Clil4U Language course The project has prepared an online language course for content teachers, who want to learn about CLIL (Content and Language Integrated Learning). The course will serve as both a language course and as preparation for a CLIL teacher course. ETI & Clil4U https://sites.google.com/site/clil4uprecourse/ English
Supporting content and language integrated learning through technology This paper describes Clilstore and how this tool can support Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language, as was evidenced through data collected from two surveys conducted with secondary school teachers from various European countries. Gimeno-Sanz, Ana; Ó Dónaill, Caoimhín; Andersen, Kent English
Benessere Gli studenti impareranno cosa possono fare per prendersi cura del proprio benessere personale: Tenersi puliti Mangiare in modo appropriato Fare esercizio fisico Essere attenti e prudenti Avere un atteggiamento positivo Clil4U http://languages.dk/clil4u/scenarios/sc35/ Italian
Staying Healthy Students will learn what to do to help themselves to stay healthy: keeping themselves clean, eating well, exercising, being careful, feeling good. Clil4U http://languages.dk/clil4u/scenarios/sc38/ English
Cibo per la vita Comprendere la connessione tra cibo e salute. Studiare i vari componenti del cibo per conoscere l’importanza e i benefici di un’alimentazione varia ed equlibrata. Clil4U http://languages.dk/clil4u/scenarios/sc36/ Italian
Dinosauri Gli studenti conosceranno le principali specie di dinosauri e il perchè avvenne la loro completa estinzione Clil4U http://languages.dk/clil4u/scenarios/sc39/ Italian
Frutta e verdura Introdurre i nomi delle verdure attraverso l’ascolto di una storia. Osservare la crescita delle verdure. Imparare il vocabolario relativo ai mesi e alle stagioni. Questa unità punterà sul rispetto per la natura e sulla consapevolezza che ogni stagione dà i suoi particolari prodotti. Clil4U http://languages.dk/clil4u/scenarios/sc40/ Italian
Office Administration Duties Students (Ss) learn the theory of what Meetings, Agenda, Minutes and Telephoning Techniques involve as well as the language used when the Office Administrators (and people of relevant profession) deal with the above. Clil4U http://languages.dk/clil4u/scenarios/sc37/ English
Introduction to the electronics laboratory Students will be introduced to the electronics laboratory where practice in electronics is carried out. They will first become familiar with the safety requirements and practices to be followed, before being introduced to the basic tools and general equipment used in the electronics lab. Finally, they will have the opportunity to use this equipment in order to become familiar with it. MCAST http://languages.dk/clil4u/scenarios/sc41/ English
Basic circuit construction and testing Students will be introduced to the basic procedures required in order to construct simple electronic circuits, and they will carry out simple tests to test the functioning of the circuit constructed. mCAST http://languages.dk/clil4u/scenarios/sc42/ English
Soldering and printed circuit boards Once an electronic circuit has been tested on the prototype board, it needs to be constructed in a permanent way on a printed circuit board. This lesson will introduce students to the techniques involved in soldering electronic components onto a printed circuit board. They will also learn how to conduct the necessary tests in order to check that the circuit has been constructed properly and is fully functional. MCAST http://languages.dk/clil4u/scenarios/sc43/ English
Gli animali della fattoriaALL Support in Context: Contrasting Approaches in Irish and Scottish Gaelic Comprendere l'importanza del cibo e delle sostanze nutritive per il corpo. Questa unità si concentra sullo studio dei componenti alimentari necessari per creare una corretta alimentazione clil4U http://languages.dk/clil4u/scenarios/sc44/ Italian
Nutrienti Comprendere l'importanza del cibo e delle sostanze nutritive per il corpo. Questa unità si concentra sullo studio dei componenti alimentari necessari per creare una corretta alimentazione clil4U http://languages.dk/clil4u/scenarios/sc45/ Italian
verifica sugli animali domande a risposta multipla sulla classificazione degli animali simona corio http://clilstore.eu/wordlink/?navsize=1&sl=it&url=http://clilstore.eu/clilstore/page.php?id=2495{and}user=simocorio Italian
Profundizando en las plantas Repasar las partes principales de una planta y sus funciones. Aprender cómo respiran, alimentan y se reproducen las plantas. Clil4U http://languages.dk/clil4u/scenarios/sc48/ Spanish
Pintura paisajística Distinguir los paisajes naturales y humanizados. Reconocer y aprender formas geométricas Aprender a dibujar un paisaje Mejorar las destrezas artísticas de los alumnos. Aprender la técnica del puntillismo. Clil4U http://languages.dk/clil4u/scenarios/sc49/ Spanish
Las plantas Concebir las plantas como seres vivos. Aprender las funciones de las partes principales Concienciar de la importancia de las plantas en nuestras vidas y el papel que juegan. Clil4U http://languages.dk/clil4u/scenarios/sc46/ Spanish
El Sistema solar Aprender los nombres de los planetas que forman parte del sistema solar y algunas características de los mismos. Considerar La Tierra y el sol como parte del sistema. Clil4U http://languages.dk/clil4u/scenarios/sc47/ Spanish
Formas Geográficas Introducción a las capas de La Tierra y a su relieve Clil4U http://languages.dk/clil4u/scenarios/sc50/ Spanish
GUÍA CLIL The CLIL Guidebook in Spanish. pdf version Clil4U http://languages.dk/archive/clil4u/book/CLIL%20Book%20ES.pdf Spanish
GUÍA CLIL The CLIL Guidebook in Spanish. eBook version .epub Clil4U http://languages.dk/archive/clil4u/book/CLIL4ES.epub Spanish
The CLIL Guidebook The CLIL Guidebook in English. eBook version .epub Clil4U http://languages.dk/archive/clil4u/book/CLIL4EN.epub English
The CLIL Guidebook The CLIL Guidebook in English. pdf version Clil4U http://languages.dk/archive/clil4u/book/CLIL%20Book%20En.pdf English
CLIL Guidebog The CLIL Guidebook in Danish. pdf version Clil4U http://languages.dk/archive/clil4u/book/CLIL%20Book%20DK.pdf Danish
CLIL Guidebog The CLIL Guidebook in Danish. eBook version Clil4U http://languages.dk/archive/clil4u/book/CLIL4DK.epub Danish
ΕΓΧΕΙΡΙΔΙΟ CLIL The CLIL Guidebook in Greek. eBook version Clil4U http://languages.dk/archive/clil4u/book/CLIL4GR.epub Greek
ΕΓΧΕΙΡΙΔΙΟ CLIL The CLIL Guidebook in Greek. pdf version Clil4U http://languages.dk/archive/clil4u/book/CLIL%20Book%20GR.pdf Greek
GUIDA CLIL The CLIL Guidebook in Italian. pdf version Clil4U http://languages.dk/archive/clil4u/book/CLIL%20Book%20IT.pdf Italian
GUIDA CLIL The CLIL Guidebook in Italian. eBook version .epub Clil4U http://languages.dk/archive/clil4u/book/CLIL4IT.epub Italian
Il-Gwida għall-CLIL The CLIL Guidebook in Maltese. pdf version Clil4U http://languages.dk/archive/clil4u/book/CLIL%20Book%20MT.pdf Maltese
Il-Gwida għall-CLIL The CLIL Guidebook in Maltese. eBook version .epub Clil4U http://languages.dk/archive/clil4u/book/CLIL4MT.epub Maltese
Få et gratis website (a scenario in Danish) I dette scenarie opretter hver elev et gratis website med websider og e-mail konto Clil4U http://languages.dk/clil4u/scenarios/sc51/ Danish
Lav websider med HTML og CSS kodning (a scenario in Danish) Eleverne skal i dette scenario lære at skrive websider ved hjælp af HTML og CSS koder. Kendskab til HTML er en stor fordel når man eksempelvis skal redigere online tekster eller lave spektakulære indlæg i Blogs. Clil4U http://languages.dk/clil4u/scenarios/sc52/ Danish
Anvendelse af FTP software til at sende filer til et websted (a scenario in Danish) Eleverne vil lære at downloade og installere et FTP program og anvende det til at sende filer til et website. Clil4U http://languages.dk/clil4u/scenarios/sc53/ Danish
Intelligente boliginstallationer (a scenario in Danish) Eleverne vil lære at vurdere de forskellige behov til intelligente boliginstallationer som ældre eller handicappede beboere har for at kunne blive i deres bolig så længe som muligt. Eleverne skal komme med forslag til den ultimativt intelligente bolig. Clil4U http://languages.dk/clil4u/scenarios/sc54/ Danish
IHC Programmering (a scenario in Danish) Scenariet er beregnet til en del af elektrikeruddannelsens IBI-del, hvor eleverne skal lære at programmere en IHC-kontrolenhed. Clil4U http://languages.dk/clil4u/scenarios/sc55/ Danish
Paisajes y Ecosistemas Explicar a los alumnos algunos de los ecosistemas que forman parte de La Tierra y hacerles conscientes de las consecuencias devastadoras que puede tener si seguimos destruyéndola. Nivel lingüístico A1 - 8, 9 años Clil4U http://languages.dk/clil4u/scenarios/sc62/ Spanish
Las Cuatro Estaciones Comprender el porqué de la estaciones. Aprender las características de las estaciones. Comprender la influencia de los cambios de estación en nuestras vidas (los deportes que podemos practicar, la ropa que vestimos…). Nivel lingüístico A1 – 7/8 años Clil4U http://languages.dk/clil4u/scenarios/sc61/ Spanish
Formas Geográficas Introducción a las capas de La Tierra y a su relieve Nivel lingüístico A1. 7/8 años. Clil4U http://languages.dk/clil4u/scenarios/sc50/ Spanish
How an aircraft engine works The learners will understand how aircraft engines work and will discover a variety of engines used on aircraft such as: Ramjet engines used for guided missiles Turbojet engines used in older aircraft Turbo-fan and turbo-prop engines used on modern aircraft Turbo-shaft engines used for helicopters Language levels A2 and upwards Clil4U http://languages.dk/clil4u/scenarios/sc60/ English
Aircraft Theory of Flight The learners will understand how aircraft engines work and how they produce the necessary thrust to push an aircraft forward. Having said that, the lesson will explain the learners how an aircraft can raise up in the sky using the lift produced by the wings Language levels A2 and upwards Clil4U http://languages.dk/clil4u/scenarios/sc59/ English
Aircraft Electronic Instrument Systems The learners will become familiar with the electronic system of instruments present in modern aircraft. Language levels A2 and upwards Clil4U http://languages.dk/clil4u/scenarios/sc58/ English
Motor mechanics - the electrical system The students will describe electricity and its relevance in a modern car, then communicate how to perform a simple procedure/reparation on a car. The student will write a report on this subject and be evaluated orally. Level A2-B2. The use of authentic texts means that the level is high, but tasks and methods used ought to allow all students to achieve the aims of the lesson. Clil4U http://languages.dk/clil4u/scenarios/sc56/ English
Ψάρια και Θαλασσινά Αυτό είναι ένα μάθημα Clil με θέμα τα Ψάρια και τα Θαλασσινά. Οι μαθητές/φοιτητές θα διδαχθούν τα διάφορα είδη και κατηγορίες ψαριών και θαλασσινών, θα μάθουν να αναγνωρίζουν τα ψάρια και το συναφές λεξιλόγιο που χρησιμοποιείται στις Επισιτιστικές Τέχνες. Αποτελεί μέρος της ύλης των σπουδών επαγγελματικής κατάρτισης στον κλάδο επισιτιστικών τεχνών αλλά μπορεί να χρησιμοποιηθεί και σε άλλους κλάδους όπως π.χ. Διαχείριση ξενοδοχείων και τουρισμού. Επίπεδο A1-A2 Clil4U http://languages.dk/clil4u/scenarios/sc57/ Greek
Risparmiare Energia Sviluppare la consapevolezza di come l’energia sia utilizzata in casa per giungere a comprendere quanto sia importante il risparmio energetico e quanto il comportamento di ciascun individuo possa influire sull’ambiente. Level A2 Clil4U http://languages.dk/clil4u/scenarios/sc63 Italian
Compost Sapere cos’è il compost e comprendere il processo di compostaggio e la sua importanza per l’ambiente Level A2 Clil4U http://languages.dk/clil4u/scenarios/sc64 Italian
Καθήκοντα Διαχείρισης Γραφείου Οι μαθητές/τριες, φοιτητές,τριες (Μ/Φ) μαθαίνουν την θεωρεία των Τηλεφωνικών Τεχνικών καθώς και την γλώσσα που χρησιμοποιείται κατά την εκτέλεση των καθηκόντων του προσωπικού Διαχείρισης Γραφείου καθώς και άλλων σχετικών επαγγελμάτων. Γλωσσικό Επίπεδο (A2+/B1) Clil4U http://languages.dk/clil4u/scenarios/sc65 Greek
Compost To know what compost is and to understand how it works and its importance in the environment Clil4U http://languages.dk/clil4u/scenarios/sc66 English
Saving Energy Develop an awarness of how electricity is used at home in order to understand how important saving energy is and how individual actions can affect the enviroinment Clil4U http://languages.dk/clil4u/scenarios/sc67 English
CLIL implementation in Spain: an approach to different models Content and Language Integrated Learning (CLIL), “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language”, has become firmly established as an innovative form of language-enhanced education. In spite of its wide and successful diffusion throughout Europe, CLIL is being unevenly implemented, and the legal frameworks regulating this implementation vary greatly from one country to another within the European Union, and even from one Region to another within the different European countries. English has been the most common vehicular language, but CLIL-type provision also involves teaching through regional and minority languages. María Jesús Frigols Martín http://arca.unive.it/bitstream/10278/1013/1/13Frigols.pdf English
Krop og bevægelse Eleverne skal få en forståelse for hvad motion og bevægelse betyder for kroppens sundhed og velvære clil4U http://languages.dk/clil4u/scenarios/sc69/ Danish
Prøv, evaluer - prøv igen Eleverne skal lære: - den naturvidenskabelige metode at prøve sig frem og evaluere resultatet - at opstille en hypotese - at udfylde en simple forsøgsrapport. clil4U http://languages.dk/clil4u/scenarios/sc70/ Danish
Superhelte Eleverne: Undervises i de fire elementer. Skal kunne beskrive et elements egenskaber og karakteristika. Skal kunne opstille en hypotese og udføre et eksperiment. Kan anvende viden om et element til at skabe deres egen superhelt. clil4U http://languages.dk/clil4u/scenarios/sc71/ Danish
Årstiderne Eleverne skal forstå årstidernes betydning for naturen. Eleverne skal forstå hvilke faktorer der har indvirkning på frøet når det skal spire. clil4U http://languages.dk/clil4u/scenarios/sc72/ Danish
Φωτοβολταϊκά Οι μαθητές/φοιτητές θα μάθουν τα πάντα γύρω από την ηλιακή κυψέλη δηλαδή τη δομή, τη λειτουργία και τη σχετική διαδικασία εγκατάστασης, π.χ. εγκατάσταση φωτοβολταϊκών συλλεκτών καθώς και το φωτοβολταϊκό φαινόμενο. clil4U http://languages.dk/clil4u/scenarios/sc73/ Greek
I wish I could be a super hero A wonderful CLIL scenario covering five units: 1. Atomic structure 2: The Periodic Table 3: Electronic configuration of the elements 4: Periodic properties of the elements 5: The superhero of the periodic table. The scenario was made for Physics and Chemistry of ESO (Secondary Obligatory Education) to be taught in English language to Valencian students. Therefore, CLIL (Content and language integrated learning) isused as a methodology that the European Union as well as the Valencian Government is trying to implement nowadays at schools, step by step. This is one of the reasons of its importance. Maria Piles Alepuz http://clilstore.eu/cs/2807 English
Cómo crear una página web gratis Cada estudiante se registrar en una página web gratuita con cuentas de correo electrónico. Clil4U http://languages.dk/clil4u/scenarios/sc74/ Spanish
Cómo usar el software FTP Los estudiantes instalarán software FTP y subirán archivos a websites. Clil4U Go to the scenario: http://languages.dk/clil4u/scenarios/sc75/ Spanish
Cómo usar HTML Cada estudiante aprenderá el HTML básico y el código CSS Clil4U http://languages.dk/clil4u/scenarios/sc76/ Spanish
Derechos de autor y diseño gráfico Cada estudiante aprenderá las normas básicas de copyright y cómo conseguir los gráficos etc Clil4U http://languages.dk/clil4u/scenarios/sc77/ Spanish
Netiquette Cada estudiante aprenderá a comunicarse de forma electrónica. Clil4U http://languages.dk/clil4u/scenarios/sc78/ Spanish
Tareas de administración de oficina Los estudiantes (Ss) aprenden la teoría de lo que son las reuniones, agendas, resumen de las reuniones y las técnicas de comunicación telefónica. Así como el lenguaje que han de utilizar los administradores de la oficina cuando se encargan de dichas situaciones. Clil4U http://languages.dk/clil4u/scenarios/sc79/ Spanish
De fem sanser Gennem eksperimenter skal eleverne lære om de fem sanser Clil4U http://languages.dk/clil4u/scenarios/sc80/ Danish
Andy Warhol Eleverne lærer om Pop Art genren og teknikken der skal bruges for at kunne lave billeder i stil med Andy Warhols. Clil4U http://languages.dk/clil4u/scenarios/sc81/ Danish
Farveblanding Eleverne: Lærer om de primære farver Lærer at blande de sekundære farver Lærer at gøre farver lysere og mørkere Lærer at forklare hvordan en specifik farve blandes Clil4U http://languages.dk/clil4u/scenarios/sc82/ Danish
Semiconductor diodes The learners are introduced to semiconductor devices. This lesson presents the diode. The lesson explains how a basic diode works, the forward and reverse bias modes of operation. Learners will also learn the symbols of the diode. The lesson also introduces different types of diodes like the Zener diode, the Light emitting diode, and the photo diode Clil4U http://languages.dk/clil4u/scenarios/sc84/ English
Application of diodes The learners are introduced to the application of semiconductor devices in electronic circuits. This lesson presents the application of diodes in electronic circuits. The lesson explains how a diode can be used to convert AC into DC; how to keep a supply voltage stable; how to use a diode to indicate the presence of a voltage; how to use diodes to produce efficient light. Clil4U http://languages.dk/clil4u/scenarios/sc85/ English
The transistor device The learners will learn about semiconductor devices. This lesson presents the transistor. The lesson explains how the transistor works in the three operating regions. Learners will also learn the symbols of different types of transistors. Clil4U http://languages.dk/clil4u/scenarios/sc86/ English
Application of transistors This lesson presents the application of transistors in electronic circuits. The lesson explains how a transistor can be used as a switching device to control a light, motor, heater, etc. Application of the transistor as an amplifier is also covered. The amplification function with positive feedback is used to develop a transistor oscillator circuit. Clil4U Go to the scenario: http://languages.dk/clil4u/scenarios/sc87/ English
Pjan tal-lezzjoni - Introduzzjoni għal-Laboratorju tal-Elettronika L-istudenti se jibdew isiru midħla tal-laboratorju tal-elettronika fejn wieħed jipprattika xogħol tal-elettronika. L-istudenti jibdew jiffamiljarizzaw rwieħhom mal-miżuri u l-prattiċi ta’ sigurtà li jridu jiġu osservati qabel ma jsiru jafu x’inhuma l-għodod bażiċi u l-apparat ġenerali użat fil-laboratorju tal-elettronika. Clil4U http://languages.dk/clil4u/scenarios/sc88/ Maltese
Bini ta' Ċirkwit Bażiku - Malti L-istudenti se jiġu introdotti għall-proċeduri bażiċi meħtieġa sabiex jinbnu ċirkwiti elettroniċi sempliċi, u se jagħmlu testijiet ħfif biex jittestjaw il-funzjoni taċ-ċirkwit mibni. Clil4U http://languages.dk/clil4u/scenarios/sc89/ Maltese
Issaldjar u Printed Circuit Boards La darba ċirkwit elettroniku jkun ġie ttestjat fuq il-bord tal-ipprototipjar, ikun irid jinbena b’mod permanenti fuq printed circuit board (PCB). Din il-lezzjoni se tintroduċi lill-istudenti għat-teknika tal-issaldjar ta’ komponenti elettroniċi fuq printed circuit board. Se jitgħallmu wkoll kif jagħmlu ttestijiet meħtieġa biex jaraw li ċ-ċirkwit inbena kif suppost u li jaħdem sew. Clil4U http://languages.dk/clil4u/scenarios/sc90/ Maltese
Sistemi ta' Strumenti Elettroniċi ta' Vettura tal-Ajru L-istudenti jsiru familjari mas-sistema ta’ strumenti elettroniċi misjuba f’vetturi tal-ajru moderni. Clil4U http://languages.dk/clil4u/scenarios/sc91/ Maltese
Kif taħdem magna ta' ajruplan L-istudenti se jifhmu kif jaħdmu magni ta’ ajruplani u jiskopru varjeta` ta’ magni użati fuq ajruplani bħal: Magni ramjet użati għal missili gwidati Magni turbojet użati f’ajruplani ta’ qabel Magni turbo-fan u turbo-prop użati f’ajruplani moderni Magni turbo-shaft użati fuq ħelikopters Clil4U http://languages.dk/clil4u/scenarios/sc92/ Maltese
Kif ittir vettura tal-ajru L-istudenti se jifhmu kif jaħdmu magni ta’ ajruplan u kif jipproduċu l-imbottatura meħtieġa biex imexxu ajruplan. Se jifhmu wkoll kif ajruplan jista’ jitla’ fl-ajru permezz tal-ġwienaħ. Clil4U http://languages.dk/clil4u/scenarios/sc93/ Maltese
Dajowds Semikonduttivi L-istudenti se jitgħallmu dwar semikondutturi. F’din il-lezzjoni se niffukaw fuq id-dajowd. Se nispjegaw kif jaħdem dajowd bażiku, u x’inhuma l-forward u r-reverse bias modes of operation. L-istudenti se jitgħallmu wkoll is-simboli ta’ dajowds differenti. Se jsiru wkoll midħla ta’ Zener diode, Light Emitting Diode u photo diode. Matul it-tieni stadju tal-lezzjoni l-istudenti se jagħmlu xi prattika. Kull student jaħdem kartataħriġ waħdu. Wara jinġabru fi gruppi ta’ tnejn biex jagħmlu taħriġ prattiku flimkien. Fit-tielet stadju jagħmlu taħriġ dwar l-għadd tan-nom. Clil4U http://languages.dk/clil4u/scenarios/sc94/ Maltese
L-użu tad-dajowds L-istudenti se jitgħallmu dwar semikondutturi f’ċirkwiti elettroniċi. Din il-lezzjoni tippreżenta l-applikazzjoni ta’ dajowds f’ċirkwiti elettroniċi. Se jiġi spjegat kif dajowd jista’ jintuża biex jaqleb AC f’DC; kif tħalli supply voltage stabbli, kif tuża dajowd biex tindika l-preżenza ta’ vultaġġ; kif tuża dajowds biex tipproduċi dawl effiċjenti. Matul it-tieni stadju tal-lezzjoni, l-istudenti jagħmlu l-prattika. Huma se jinqasmu fi gruppi ta’ tnejn u jingħataw jagħmlu taħriġ prattiku. Clil4U http://languages.dk/clil4u/scenarios/sc95/ Maltese
The five senses This scenario introduces the five senses and their characteristics. The experiments included examples of the importance of each sense in relation to how we comprehend and cope with our daily surroundings and conditions of life. Clil4U http://languages.dk/clil4u/scenarios/sc96/ English
Andy Warhol Andy Warhol and Pop Art: In this scenario the students become acquainted with the genre of Pop Art and the iconic works of Andy Warhol Clil4U http://languages.dk/clil4u/scenarios/sc97/ English
Mixing Colours This Art scenario teaches the students about primary and secondary colours.They learn how to mix colours and which colours are complementary to each other. Clil4U http://languages.dk/clil4u/scenarios/sc98/ English
Landscape and Ecosystems Landscape and Ecosystems: This unit introduces the different landscapes & ecosystems to students. Clil4U http://languages.dk/clil4u/scenarios/sc99/ English
Prehistory This unit helps students to understand the concept of past present and future, the background of humans and how things have changed and become easier for us. Clil4U http://languages.dk/clil4u/scenarios/sc100/ English
Water – Three States of Matter Learn about the three states of matter, solid, liquid, and gaseous, through experiments and the water cycle Clil4U http://languages.dk/clil4u/scenarios/sc101/ English
Semikondutturi – Transisters L-istudenti se jitgħallmu dwar semikondutturi. F’din il-lezzjoni se jkun ippreżentat it-transister. Se jkun spjegat kif jaħdem transister fi tliet reġjuni ta’ operazzjoni. L-istudenti se jitgħallmu wkoll is-simboli ta’ tipi differenti ta’ transisters. Fit-tieni stadju tal-lezzjoni l-istudenti se jagħmlu l-prattika. Kull student jaħdem kartataħriġ waħdu. Wara l-istudenti jinqasmu fi gruppi ta’ tnejn biex jagħmlu taħriġ prattiku. Fit-tielet stadju se ssir spjegazzjoni b’taħriġ marbut mar-reġistru lingwistiku Clil4U http://languages.dk/clil4u/scenarios/sc102/ Maltese
Applikazzjoni ta' Transisters Din il-lezzjoni tispjega l-applikazzjoni ta’ transisters f’ċirkwiti elettroniċi. Din il-lezzjoni se tispjega kif jista’ jintuża transister bħala swiċċ biex jikkontrolla d-dawl, mutur, hiter u l-bqija. Se tiġi spjegata wkoll l-applikazzjoni ta’ transister bħala amplifajer. L-amplification function with positive feedback hi użata biex tiżviluppa ċirkwit ta’ transistor oscillator. Matul it-tieni stadju ta’ din il-lezzjoni, l-istudenti se jagħmlu xi prattika. Se jinqasmu fi gruppi ta’ tnejn u jingħataw jagħmlu taħriġ prattiku. Fit-tielet stadju ssir spejgazzjoni grammatika dwar l-artiklu Clil4U http://languages.dk/clil4u/scenarios/sc103/ Maltese
Clil4U Teacher Course Module 1 - What is CLIL? This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3025 English
Clil4U Teacher Course Module 2 – The 5 Cs This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3024 English
Clil4U Teacher Course Module 3 – Cognition This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3026 English
Clil4U Teacher Course Module 4 – Competence This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3027 English
Clil4U Teacher Course Module 5 – Communication This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3028 English
Clil4U Teacher Course Module 6 – Community This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3029 English
Clil4U Teacher Course Module 7 – Multimodality This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3030 English
Clil4U Teacher Course Module 8 – CLIL in the Classroom This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3031 English
Clil4U Teacher Course Module 9 – Evaluation This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3032 English
Clil4U Teacher Course Module 10 – Sample CLIL Lessons This course is designed to help CLIL teachers learn about the CLIL approach to teaching. During this course you will be asked to: Discover an aspect of teaching through CLIL. Download a Learning Diary where you will be asked to perform certain tasks and keep an electronic record of them - your e-portfolio. Build up a framework of the components of a CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon what you have learnt, to be able to discuss your experiences with other teachers Clil4U http://clilstore.eu/cs/3033 English
Comhairlí Dhún Geanainn agus Na Coirre Críochaí Sa mhír seo cuireann Ursula Uí Dhonnaile síos ar na cúraimí éagsúla a bhaineann lena post mar Oifigeach Gaeilge i gComhairlí Dhún Geanainn agus Na Coirre Críochaí agus ar na hiarrachtaí atá ar siúl ag na comhairlí le freastal ar phobal na Gaeilge sa cheantar. clilstore administrator http://clilstore.eu/cs/2639 Irish
6.2. Valutazione del CLIL nella pratica Esempi di griglie di valutazione Con un approccio CLIL è probabile che la valutazione dei contenuti sia molto simile a quella già in uso nell'insegnamento tradizionale. Tuttavia, l'uso del vocabolario (ad es. Comunicazione) e la competenza di identificare informazioni rilevanti potrebbero anche essere incluse nella valutazione, per esempio Clil4U http://clilstore.eu/cs/2587 Italian
6. Valutazione Durante la valutazione dei progressi degli studenti di una lezione CLIL, è di fondamentale importanza considerare sia i contenuti che la lingua, e gli insegnanti dovrebbero basare la loro valutazione su entrambi questi aspetti. Anche se in teoria la valutazione dovrebbe seguire i principi di buona pratica come in qualsiasi altro contesto, Tue Massler in 'Linee guida per l'attuazione CLIL nell'istruzione primaria e pre-primaria' (2011, p.114) dice che la valutazione CLIL è diversa da quella tradizionale. Clil4U http://clilstore.eu/cs/2586 Italian
5. Esempi di lezione CLIL CLIL4U offre 24 scenari per la formazione professionale che coprono una vasta gamma di materie. Gli scenari descrivono come insegnare un modulo basato sull’approccio CLIL, cioè un modulo di argomento professionale, insegnato attraverso una LA. Ogni scenario illustra la presenza delle 5 C e fornisce una panoramica del tema. Gli scenari contengono un piano della lezione e delle attività connesse, e link a materiali online pronti per l'uso (banca dati). Gli scenari possono essere stampati da file PDF scaricabili oppure consultati on-line come pagine web, o ancora letti come eBook, ad esempio su tablet o su computer. Clil4U http://clilstore.eu/cs/2585 Italian
4.3. L’autonomia dello studente / Interazione / Tempo di riflessione per gli insegnanti Uno dei principali obiettivi dell’insegnamento CLIL è quello di aiutare gli studenti a lavorare in modo indipendente per risolvere i problemi e sviluppare le proprie conoscenze e competenze. Come possono raggiungere questo obiettivo gli insegnanti CLIL? Quando pensiamo ai nostri giorni di scuola, probabilmente ricordiamo di aver ricevuto precise indicazioni su cosa fare, passo dopo passo. Gli insegnanti erano tenuti a controllare quando, dove e come avveniva l'apprendimento. Con il CLIL dobbiamo cercare di cambiare il nostro approccio, dobbiamo cercare di non voler avere sempre in mano le redini della classe e accettare di perdere il nostro ruolo centrale. Dobbiamo riuscire a passare agli studenti una parte del “controllo”. Clil4U http://clilstore.eu/cs/2584 Italian
4.2. La Zona di Sviluppo Prossimale (in inglese ZPD - Zone of Proximal Development) e lo scaffolding L’apprendimento CLIL è un processo di costruzione di conoscenza e allo stesso tempo di lingua. Gli studenti iniziano quasi sempre con una certa conoscenza di base dei contenuti e della lingua che impareranno. In geografia, per esempio, la maggior parte degli studenti saprà che l'Antartide è una lontana terra ghiacciata, dove vivono i pinguini - ma potrebbe avere bisogno di imparare che l'Antartide è un continente al Polo Sud, coperto dal ghiaccio profondo oltre 1,6 km. Allo stesso modo, gli studenti potrebbero sapere come dire che l'Antartide è grande, fredda e lontana - ma potrebbero avere bisogno di imparare come dire che è più grande dell’Europa, che è il continente più meridionale della Terra ed è qui che è stata registrata la temperatura più fredda di sempre. In ogni lezione CLIL vengono introdotti nuovi contenuti e nuovi elementi linguistici in modo da continuare a costruire il bagaglio di conoscenze poggiandosi sulle basi già esistenti. Attraverso l'interazione con i compagni, con l'insegnante e con le risorse multimediali, ogni studente costruisce nuove conoscenze seguendo un proprio ritmo, passando da una semplice consapevolezza ad una reale comprensione e conoscenza. Clil4U http://clilstore.eu/cs/2583 Italian
4. L’approccio CLIL Non esiste una metodologia specifica che si riferisce al CLIL. Tuttavia, secondo Pavesi et al (2001) in diversi paesi sono presenti alcune caratteristiche comuni, e "il CLIL richiede metodi attivi, gestione della classe cooperativa ed enfasi riguardo a tutti i tipi di comunicazione (linguistica, visiva e cinestetica)". Clil4U http://clilstore.eu/cs/2582 Italian
3. Le 5 “C” Quando i docenti pianificano una lezione CLIL, ci sono cinque aspetti a cui pensare - Contenuto, Comunicazione, Competenze, Comunità e Aspetti cognitivi. Clil4U http://clilstore.eu/cs/2581 Italian
2.2.2. FAQ per studenti & Come coinvolgere i genitori Voglio diventare (meccanico / ingegnere / falegname). Perché devo imparare anche una nuova lingua, se non sarà valutata durante gli Esami Nazionali? Clil4U http://clilstore.eu/cs/2580 Italian
2.2.1. FAQ per docenti Sono un insegnante di materia. Perché dovrei inserire nelle mie lezioni un focus sulla lingua? Clil4U http://clilstore.eu/cs/2579 Italian
2. Perché il CLIL? Una ragione importante per l'introduzione del CLIL è quella di aiutare il settore dell'istruzione a preparare gli studenti al mondo del lavoro di oggi e allo stesso tempo di domani. I giovani devono essere pronti ad affrontare sfide diverse da quelle che hanno affrontato in passato i loro genitori e i loro nonni. Clil4U http://clilstore.eu/cs/2577 Italian
1. Un’introduzione al CLIL Il termine Content and Language Integrated Learning (CLIL) è stato creato nel 1994 in seno alla Commissione Europea. Questa decisione fu presa in seguito ad un’ampia discussione a livello europeo guidata da esperti della Finlandia e dei Paesi Bassi su come estendere l’eccellenza dell'apprendimento delle lingue riscontrata in alcuni tipi di scuola, nella generalità delle scuole ed università statali. Clil4U http://clilstore.eu/cs/2576 Italian
Terminologia In questo manuale abbiamo ritenuto opportuno fare riferimento alla lingua che viene di solito utilizzata in classe e alla lingua che viene utilizzata nelle lezioni CLIL.Negli ultimi 10 anni l'Europa ha esteso i suoi confini inglobando molti altri Stati membri. La mobilità e gli spostamenti all’estero sono oggi comuni e all’ordine del giorno. Inoltre i flussi di rifugiati e di immigrati hanno forgiato dei nuovi assetti nelle scuole europee, creando tipiche classi multinazionali composte da studenti con competenze plurilingue. Clil4U http://clilstore.eu/cs/2575 Italian
Fliú na Muc Pléitear Fliú na Muc anseo agus dea-chleachtas maidir le sláinte poiblí a chosaint. This unit deals with the Swine Flu epidemic and in it a GP gives advice on best practice with regard to preventing the spread of the virus as well as treatments for those who are unlucky enough to contract it. clilstore administrator http://clilstore.eu/cs/2589 Irish
How to use CLILStore How to use CLILStore Clilstore is an online collection of language learning units featuring many different languages. It helps learners read texts by linking every word to multilingual online dictionaries in Multidict. eti malta http://clilstore.eu/cs/2412 English
CLIL4U Pre-Course Unit 1 - What is CLIL? CLIL4U Pre-Course Unit 1 - What is CLIL? eti malta http://clilstore.eu/cs/2273 English
CLIL4U Pre-Course Unit 2 - BICS & CALP CLIL4U Pre-Course Unit 2 - BICS & CALP eti malta http://clilstore.eu/cs/2287 English
CLIL4U Pre-Course Unit 4 - The 5 Cs CLIL4U Pre-Course Unit 4 - The 5 Cs eti malta http://clilstore.eu/cs/2291 English
CLIL4U Pre-Course Unit 5 - Cognition CLIL4U Pre-Course Unit 5 - Cognition eti malta http://clilstore.eu/cs/2292 English
CLIL4U Pre-Course Unit 6 - What is CLIL for? CLIL4U Pre-Course Unit 6 - What is CLIL for? eti malta http://clilstore.eu/cs/2293 English
CLIL4U Pre-Course Unit 7 - Scaffolding & ZPD CLIL4U Pre-Course Unit 7 - Scaffolding & ZPD eti malta http://clilstore.eu/cs/2295 English
CLIL4U Pre-Course Unit 3 - Pronunciation CLIL4U Pre-Course Unit 3 - Pronunciation eti malta http://clilstore.eu/cs/2299 English
CLIL4U Pre-Course Unit 8 - Evaluation & Assessment CLIL4U Pre-Course Unit 8 - Evaluation & Assessment eti malta http://clilstore.eu/cs/2300 English
CLIL4U Pre-Course Unit 9 - Learner Autonomy CLIL4U Pre-Course Unit 9 - Learner Autonomy eti malta http://clilstore.eu/cs/2301 English
CLIL4U Pre-Course Unit 10 - Interaction CLIL4U Pre-Course Unit 10 - Interaction eti malta http://clilstore.eu/cs/2312 English
Regional Geography / General Studies There is no set format for CLIL lessons, the underlying principles being that language is used to learn as well as to communicate and that it is the subject matter which determines the language that students need to learn. However, this lesson also attempts to follow the 4Cs curriculum in that it includes Content, Communication, Cognition and Culture, and includes elements of all four language skills. This particular lesson is designed to be part of a regional / economic geography or general studies course and is based on a factual text about Vancouver. Steve Darn, Izmir University of Economics, Turkey & teachingenglish@britishcouncil.org https://www.teachingenglish.org.uk/article/a-content-language-integrated-learning-lesson English
Content and Language Integrated Learning Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject. Steve Darn, Izmir University of Economics, Turkey & teachingenglish@britishcouncil.org https://www.teachingenglish.org.uk/article/content-language-integrated-learning English
CLIL: A lesson framework In the first of these articles, Content and Language Integrated Learning, I gave an introduction to this field. In this second article I will look more closely at how CLIL is realised in the classroom and suggest a framework for planning CLIL lessons. Steve Darn, Izmir University of Economics, Turkey & teachingenglish@britishcouncil.org https://www.teachingenglish.org.uk/think/articles/clil-a-lesson-framework English
CLIL Citizenship: Recycling As citizens of a world with limited resources we all need to think about how best to use these resources, whether we are in the developed world or the developing world. This activity will help pupils think more about recycling at home and at school. It is aimed at older primary or younger secondary pupils. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-citizenship-recycling English
CLIL Art: Dali This activity is a 'Picasso dictation' where the teacher describes a picture and the students draw it. This is based on Salvador Dali’s 1937 surrealist painting “Swans Reflecting Elephants”. It can be adapted for the language and artistic skills of your students. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-art-dali English
CLIL History: The causes of the Second World War This is a listening activity based on this recording from the BBC. The listening is at intermediate/upper intermediate level. Right click and select 'Save target as…' to save the MP3 to your computer. You can find more similar recordings here. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-history-causes-second-world-war English
CLIL Lesson - The Atlantic Ocean This lesson is based on a running dictation using a text about the Atlantic Ocean. Learners practise all four skills in this activity and the text can be graded for difficulty according to your learners' language level and subject knowledge. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-lesson-atlantic-ocean English
CLIL PE: Football training This activity uses a football training video from the BBC to help secondary pupils improve their football at the same time as their English listening skills. If you are interested in football, don’t forget the excellent Premier Skills website, although this is more general English than PE/CLIL related. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-pe-football-training English
CLIL RE: Introduction to Hinduism This is an information gap activity using a text about Hinduism to teach basic concepts about that faith and also improve vocabulary related to RE. Spelling names is also practised here. It is suitable for secondary pupils at pre-intermediate level or above. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-re-introduction-hinduism English
CLIL – how to do it If you've not worked in CLIL before, this article will give you a point to start from, in terms of both learners and materials. TeachingEnglish is currently growing its CLIL resources, and you can find more articles and activities on this page: www.teachingenglish.org.uk/clil. Chris Baldwin https://www.teachingenglish.org.uk/article/clil-–-how-do-it English
COOP E-CLIL Collaboration between language teachers and subject teachers This article describes a training event for CLIL teachers in Salzburg Austria, in November 2015 with a focus on CLIL cooperation between language teachers and subject teachers. All of the 100 participant teachers were from Technical and Vocational High Schools (HTLs) around Austria. Keith Kelly https://www.teachingenglish.org.uk/article/keith-kelly-coop-e-clil-collaboration-between-language-teachers-subject-teachers English
The Foreign Language Curriculum and CLIL The concept of integration between language and non-language content – not to be confused with LSP or topic syllabi – is becoming particularly important in the reconsideration of foreign language teaching approaches and in the need to prepare students with a competence that prepares for work and study in international or even domestic contexts where a competence in a foreign language is required. Furthermore, language and content integration in the foreign language curriculum allows for the divide between language and cognition to be bridged, it introduces substantive content which students and motivating and it recognises the existence of language varieties that differ according to the context – social or academic – of use. These aspects underpin the refections in this article. Carmel Mary Coonan http://www.academia.edu/3311363/The_Foreign_Language_Curriculum_and_CLIL English
CLIL in teacher training: A Nottingham Trent University and University of Salamanca experience As English tends to be regarded as a component of basic education, most European countries, Spain amongst them, are issuing legislation to establish the CLIL approach in educational settings. The article presents instances of the implementation of CLIL in the area of teacher training which stem from a long established cooperation between Nottingham Trent University and the University of Salamanca, to show how the CLIL potential can be enhanced and new levels of integration beyond subject and content can be achieved when CLIL initiatives are embedded in larger Language Teacher Education Frames of Reference thus bridging the gap between different cultural and pedagogical visions and making them socially relevant. G. Gutiérrez Almarza, R. Durán Martínez y F. Beltrán Llavador http://files.eric.ed.gov/fulltext/ED539730.pdf English
Reflecting on CLIL innovation. An interview with Do Coyle and Elisabet Pladevall Reflecting on CLIL innovation. An interview with Do Coyle and Elisabet Pladevall An interview with Do Coyle and Elisabet Pladevall http://revistes.uab.cat/jtl3/article/download/v8-n1-piquer-lorenzo/610-pdf-en English
CLIL and mathematics education Content and language integrated learning (CLIL) refers to teaching of non-linguistic subjects (e.g. mathematics) through an additional language (L2). When using L2 to understand and learn a non-linguistic subject, a wide range of cognitive processes are activated. In our paper we will concentrate on two items related to CLIL in mathematics education: 1. The interaction of three “languages” when teaching mathematics in L2, i.e. mother tongue (L1), L2 and the language of mathematics (L2) - advantages, disadvantages, possible obstacles related to CLIL in mathematics lessons. 2. Differences in L3 discourse when teaching mathematics in L1 and/or in L2. Concrete examples from CLIL used in secondary schools and from pre-service teacher training courses at Charles University in Prague will be used during the presentation. Jarmila Novotná, Marie Hofmannová http://math.unipa.it/~grim/Jnovotna.PDF English
CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content- oriented versions of CLIL, the non-linguistic contents are already set in the official curriculum. In language-oriented versions, the language teacher has to define the sequence of non-linguistic contents by preserving the objectives of the foreign language curriculum. This paper describes the Content and Language Processing Sequence (CLPS), a tool devised for supporting the selection of non-linguistic contents, the treatment of the language component, and the design of ICT materials in a CLIL model for the foreign language classroom. Almudena Fernández Fontecha http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/fernandez_fontecha_clil_in_rthe_foreign_language_classroom_ict_materials_design.pdf English
Coping With CLIL: Dropouts from CLIL Streams in Germany Against the backdrop of EU and national policies in Germany promoting CLIL for an ever-expanding circle of learners in mainstream education, this article argues for an increased awareness of the factors conductive to learning in CLIL. Especially as CLIL in Germany has a distinct elitist tradition, such knowledge will be crucial to provide adequate CLIL environments to learners in the future who until recently have been regarded as non-eligible for CLIL streams. As one way to identify and investigate these factors, the author proposes research on so-called ‘dropout’ students who failed to succeed in the optional CLIL streams and ‘returned’ to traditional content matter teaching through German. He reports on an ongoing interview study with ‘dropouts’ and presents some preliminary results. Carsten Apsel http://www.icrj.eu/14/article5.html English
WILD ANIMALS Art and crafts In this lesson plan, pupils assemble a cut-out to learn the names of wild animals and label the parts of their bodies. Marcelino Palacios Álvarez and Paco Santos Juanes © Copyright Macmillan Publishers Ltd 2006 http://www.onestopenglish.com/clil/young-learners/animals/pdf-content/wild-animals-parts-of-their-bodies-lesson-plan/500582.article English
A SHAPE EXHIBITION Art and crafts A great lesson plan that uses coloured pencils and cut-outs to introduce or review shapes. Marcelino Palacios Álvarez and Paco Santos Juanes © Copyright Macmillan Publishers Ltd 2006 http://www.onestopenglish.com/clil/young-learners/arts-and-crafts/pdf-content/a-shape-exhibition-lesson-plan/500165.article English
Collaborating for Content and Language Integrated Learning: The Situated Character of Faculty Collaboration and Student Learning Globalisation, internationalization, and widening participation are trends in higher education that require efforts to foster a culture of cooperation, reflexivity and learning among lecturers as well as among students. These central forces in education call for curriculum change to respond not only to workforce and student mobility but also to indirect effects like changing requirements for teamwork in the professional world and by extension also in education. These requirements might involve an emphasis on transdisciplinary teams, an increasing amount of information distribution, and greater cultural and disciplinary variety in student or co-worker profiles. One curricular approach exploring and problematizing this 'culture of cooperation' is Integrating Content and Language (ICL), where a disciplinary focus (content) is combined with a concurrent emphasis on the corresponding communication dimensions (language).[1] Magnus Gustafsson, Chalmers University of Technology, Andreas Eriksson, Chalmers University of Technology, Christine Räisänen, Chalmers University of http://wac.colostate.edu/atd/clil/gustafssonetal.cfm English
CLIL implementation in Spain: an approach to different models One of the characteristics of the Knowledge Society is the creation of innovative working models. These innovations often involve moving away from fragmentation towards integration; following a process of convergence in which there is fusion between sectors which may have been quite separate in the past. Convergence is having a major impact on education, since it has led to creating innovative methods that help teachers adapt good practice to the needs of the communities in which they live and work. (Marsh, Frigols, 2007) María Jesús Frigols Martín http://arcaold.unive.it/bitstream/10278/1013/1/13Frigols.pdf English
CLIL and mathematics education Content and language integrated learning (CLIL) refers to teaching of non-linguistic subjects (e.g. mathematics) through an additional language (L2). When using L2 to understand and learn a non-linguistic subject, a wide range of cognitive processes are activated. In our paper we will concentrate on two items related to CLIL in mathematics education: 1. The interaction of three “languages” when teaching mathematics in L2, i.e. mother tongue (L1), L2 and the language of mathematics (L2) - advantages, disadvantages, possible obstacles related to CLIL in mathematics lessons. 2. Differences in L3 discourse when teaching mathematics in L1 and/or in L2. Concrete examples from CLIL used in secondary schools and from pre-service teacher training courses at Charles University in Prague will be used during the presentation Jarmila Novotná, Marie Hofmannová http://www.researchgate.net/profile/Marie_Hofmannova/publication/228491266_CLIL_and_mathematics_education/links/00b7d52b8990acf418000000.pdf?inViewer=true&disableCoverPage=true&origin=publication_detail English
CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills This paper presents a pedagogical intervention whereby 170 Business English (BE) students in their first year of a two-year Business Administration and Management course at a French vocational institution were given a professional oral presentation task-based on peer collaborative work. This task was designed to heighten their level of enthusiasm for language learning, while stimulating risk-taking and ultimately boosting confidence-building. In the context of English for Specific Purposes (ESP) and more precisely, a course with a BE focus, this study aims to analyze if and how a CLIL-based approach can be implemented to teach a variety of professional skills, while assisting students in the development of their metacognitive ability. In addition, the students’ input on their impressions of the task-based presentation intervention was sought to analyze whether or not CLIL methodology can serve as a setting to encourage the development of metacognitive skills. Dana Di Pardo Léon-Henri http://blog.nus.edu.sg/eltwo/2015/04/27/clil-in-the-business-english-classroom-from-language-learning-to-the-development-of-professional-communication-and-metacognitive-skills/ English
Multiliteracies and Active Learning in CLIL—The Development of LearnWeb2.0 This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach—this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences—we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL. Ivana Marenzi and Sergej Zerr http://www.computer.org/csdl/trans/lt/2012/04/tlt2012040336.pdf English
CLIL in Action: Voices from the Classroom A sample from the 2015 book "CLIL in Action: Voices from the Classroom " David Marsh, María Luisa Pérez Cañado and Juan Ráez Padilla http://www.cambridgescholars.com/download/sample/62674 English
CLIL in Practice for Teachers! English teaching and learning have never featured as strongly on the Primary curriculum in Spain as they do now. For bilingual education scenarios, CLIL methodology is an essential platform for developing teaching strategies and techniques that help to promote independent learning, peer interaction and language use for real communicative purposes. A good CLIL lesson plan will also anticipate the language demands that students will need to be able to understand all the content and then communicate with it. In this session Magdalena will provide an analysis of the repercussions of CLIL from a linguistic and from a pedagogical point of view. She will go on to present a sample CLIL lesson plan and practical examples of CLIL methodology strategies. Magdalena Custodio Espinar http://www.eltcommunity.com/elt/groups/amazing-minds-spain-2012/blog/2012/05/21/clil-in-practice-for-teachers English
PLANNING VIDEO CHALLENGES FOR CLIL PRIMARY EDUCATION IN 6 STEPS When planning any kind of e-challenge for learners to rise up to, one must carefully mindmap it and put it forward to them so that they actually know what they are being asked to accomplish, what learning goals are being achieved and what assessment criteria are being taken into account. This is how the challenge of coming up with educational engaging video clips for CLIL Primary learners has been evisaged at URJC in Madrid, by a bunch of 27 pre-service teachers who are designing digital outcomes of the kind to be incorporated into their own e-publications for their own future CLIL Primary students. 27 pre-service teachers who are designing digital outcomes of the kind to be incorporated into their own e-publications for their own future CLIL Prim http://stopandlearnenglish.blogspot.dk/2015/04/planning-video-challenges-for-clil.html English
How we measure angles by CLIL-SI team & Marta Gallart. Materials for teaching English and maths with teacher instruction in Spanish: Objectius principals: aprendre a fer operacions amb el Sistema Sexagesimal i el Sistema Internacional d’Unitats per mesurar angles (radiants), i millorar les habilitats orals dels alumnes en parlar de matemàtiques. Continguts principals: aprendre a fer operacions amb la calculadora científica (sumar i restar en el sistema sexagesimal, convertir angles en radiants i viceversa, etc), aprendre a construir un discurs oral estructurat i comprensible per a l’audiencia. Marta Gallart Rosas amb el suport del grup CLIL-SI per a la planificació i l’experimentació http://grupsderecerca.uab.cat/clilsi/sites/grupsderecerca.uab.cat.clilsi/files/measureangles.pdf English
Computers made easy This course of computer in English was designed forstudents between ages 11 to 16 whose mother tongue isnot English, although it can be used with native speakers.It follows the guidelines of CLIL materials design,so itfocuses on the 4 “C”’s Maria Rosa Batlle http://es.scribd.com/doc/17319015/Teachers English
Rainforests : seqüència didàctica per l'aula AICLE inclusiva La Seqüència Didàctica Rainforests va ser dissenyada i experimentada per l’equip col·laboratiu CLIL-SI dins dels projectes ARIE2004-00058 i ARIE2005-10056 (ArtICLE), finançats pel DURSI (Generalitat de Catalunya). El treball de disseny i recerca a l’aula desenvolupat ha donar lloc a un conjunt de material didàctic, treballs de recerca i publicacions. CLIL-SI team http://ddd.uab.cat/record/55928 English
Solids, liquids and gases To introduce materials and their classification according to their properties. · To introduce particle theory and how the particles model can be used to explain differences between solids, liquids, gases and changes of state. Carmen Ortonobes http://grupsderecerca.uab.cat/clilsi/sites/grupsderecerca.uab.cat.clilsi/files/lessonplan.pdf English
Heat, temperature and animal adaptations-CLIL This itinerary has three didactic elements which are mainly hands-on activities that relate Physics and Biology, two subjects that are rarely studied together.The link is the way phenomena observed and animal adaptations are interpreted using the particle model and kinetic model of matter. This is a CLIL version of an itinerary you can also find in Catalan. Mª Roser Nebot Castelló http://apliense.xtec.cat/arc/node/1765 English
Archimedes' principle and buoyancy (Materials per 3r ESO adaptat) In this unit, the students will learn what is Archimedes’ principle and why some things float and some things sink. The final product of the unit will be a poster in which the students will summarize the content taught. By the end of the lesson, the students will be able to… - Interpret Archimedes’ principle. - Interpret the concept of buoyancy. Montserrat Jiménez. (adapted) http://grupsderecerca.uab.cat/clilsi/content/archimedes-principle-and-buoyancy-materials-3r-eso-adaptat English
Let’s talk about energy! This unit is designed for high-level 3rd ESO students. It is a CLIL unit about renewable energies and it is appropriate for discussion of energy concepts. As it is a CLIL unit one of the teaching objectives is to link ELT to the curriculum to reinforce conceptual developments, the transfer of skills and the acquisition of knowledge related to other subjects in the curriculum. In this particular unit students will learn energy concepts. The concepts they are going to work on through the activities of this unit include: • What energy is • How does energy get to your home • What types of energy are there • Renewable energies and technologies: wind • Renewable energies and technologies: water • Renewable energies and technologies: solar • Renewable energies and technologies: biomass • Renewable energies and technologies: geothermal Marta Calvo Padrós i grup CLIL-SI http://grupsderecerca.uab.cat/clilsi/sites/grupsderecerca.uab.cat.clilsi/files/Energy%20portfolio.pdf English
The effects of human activity on the environment This unit is designed for 3rd of ESO students in Catalonia. It is a CLIL unit of Science in English. The general objectives of the student-teachers on this unit are: to implement a CLIL project, to apply cooperative learning, to apply a communicative approach and to do it taking into account the attention to diversity strategies. The general subject of the Unit is the effect of human activity on the environment, focusing in detail on greenhouse effect and solid waste, in the framework of Copenhagen Summit. The contents included are: Copenhagen summit, the greenhouse effect (GHE) process, the GHE gases, the consequences of GHE on the environment (sea levels raise, animal and plant species extinguishing, polar ice caps melting...), solid waste classification, the matter cycle, the three Rs (reduce, reuse, recycle), laboratory experiment, vocabulary about the subject, conditional and future structures in English. The Copenhagen Summit framework is aimed to raise students’ awareness of the consequences of the human activity on the environment. At the same time, it pretends to give a context to students in which they consider English as the appropriate language of communication and thus enhance the use of it in class. E. Eixarch, C. Moltó, A. Herrera & C. Bardají. https://sites.google.com/a/ies-sabadell.cat/eeixarch/teaching-units/environment English
Materials on the Earth The Earth crust is the outer layer of our planet. It covers the whole Earth surface. The thickness of this layer varies from 6 to 12 Km on the seabed to up 60 Km in the great mountain ranges. The Earth crust is made up of rocks which in turn are made up of minerals. There are many different types of minerals. Diamond rings, talcum powder, and aluminum foil are made from minerals. Copper wire, china dishes, and table salt are also made from minerals. Roser Canet http://grupsderecerca.uab.cat/clilsi/sites/grupsderecerca.uab.cat.clilsi/files/Roser%20Canet_3r%20ESO_materials%20on%20the%20Earth%20crust.pdf English
Affording Students Opportunities forthe Integrated Learning of Content and Language. A Contrastive Study on ClassroomInteractional Strategies Deployed by Two CLIL Teachers This paper is concerned with CLIL in English as a foreign language in secondaryeducation in Catalonia. Through the use of tools from Conversation Analysis andSociocultural Discourse Analysis, the study contrasts the way two different CLILteachers organise and manage respectively an academic conversation. Its goal is toempirically identify components of Classroom Interactional Competence (Walsh,2006), present in the particular conditions of CLIL settings, by showing how theteachers’ instructional choices in the form of conversational adjustments affordstudents more or fewer opportunities for the integrated learning of language andcontent. The study concludes that the different sets of conversational strategiesdeployed by each teacher determine the quality of each conversation and itsoutcomes in terms of affordances for the integrated learning of content andlanguage. Escobar Urmeneta, C. & Evnitskaya, N. (Forthcoming) http://www.academia.edu/4412347/Escobar_Urmeneta_C._and_Evnitskaya_N._2013_._Affording_Students_Opportunities_for_the_Integrated_Learning_of_Content_and_Language._A_Contrastive_Study_on_Classroom_Interactional_Strategies_Deployed_by_Two_CLIL_Teachers English
Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language The aims of this study were to identify specific physical education in content and language integrated learning (PE-in-CLIL) teaching strategies that improve oral communication and to check that meaningful improvements occur in both oral comprehension and oral interaction. Action research (AR) was chosen because teaching practice can be improved during such research. Elliot’s practice model was used as the basis for the study. The participants were 26 primary education pupils aged 10–11. Data were gathered from teacher diaries and video recordings, and analysed at three levels. Complementation and triangulation techniques were used to integrate evidence and thus to answer AR questions. There were significant improvements in oracy using the PE-in-CLIL approach. In addition, specific teaching strategies that improve oral communication were identified. This study therefore demonstrates how a PE-in-CLIL programme can be used not only to enhance oracy, but also to improve teaching. Josep Corala* & Teresa Lleixàb http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.977766?journalCode=rbeb20#.Vc2a1bc40rw English
CLIL: A lesson framework An overview about CLIL in general and a framework for planning CLIL lessons. The page gives you information about the underlying principles behind CLIL, classroom principles, a lesson framework and a conclusion. Furthermore, the websites provides teaching resources, and information related to teacher development and teacher training. British Council https://www.teachingenglish.org.uk/article/clil-a-lesson-framework English
Why CLIL, a video The you tube video is called “Why CLIL?”. It is a PowerPoint presentation giving you essential information about the term “CLIL” itself and why it so eminent to confront our students with it. It offers strong arguments why CLIL should be part of any curriculum and how important it is for students to have as many CLIL experiences as possible. Annamaria Peruch http://www.youtube.com/watch?v=9HhVnG0AYfI English
European Framework for CLIL Teacher Education The European Framework for CLIL Teacher Education aims to provide a set of principles and ideas for creating CLIL professional development curricula. At the same time the framework serves as a tool for reflection. David Marsh, Peeter Mehisto, Dieter Wolff, María Jesús Frigols Martín http://clil-cd.ecml.at/LinkClick.aspx?fileticket=C0kUO%2bvEc6k%3d&tabid=2254&language=en-GB English
David Marsh on CLIL David Marsh gives a great insight into CLIL answering relevant questions: the future of CLIL, advice on how to start up a CLIL programme and much more. about the history of CLIL and how it was established in many different parts of the world https://www.youtube.com/watch?v=-Czdg8-6mJA English
CLIL Resources from British Council This section contains resources for secondary teachers to use in the bilingual classroom and classrooms where English is used as a medium of instruction to teach other subjects. British Council http://www.teachingenglish.org.uk/teaching-teens/resources/clil English
Robert Quinn - ELT & CLIL Links This blog is intended to provide information for ELT / CLIL teachers, with more than 250 links to online resources, interactive games, educational blogs and other types of websites. Most are "click and use" links to specific content and activities. You'll find them all in the right-hand column of this blog. As on-line content can move or change, always check the links before using any websites with your students. Robert Quinn http://robseville.blogspot.it/ English
Vands tilstandsformer Gennem eksperimenter og undervisning i vandets kredsløb lærer eleverne om de tre tilstandsformer: Fast, flydende og gas Clil4U http://languages.dk/clil4u/scenarios/sc106 DANISH
Business Communication This course aims at people who are involved in any kind of business being either business administrators and/or managers, directors or supervisors at any department in a business/company who have to instruct or inform other people. For example a head chef of a restaurant needs to inform the other cooks in the kitchen about the change of a procedure or a Sales Person of cosmetics informs beauticians about a new product. It applies also to educators and/or trainers who address bigger audiences as well as sales people who need to convince about the product they sell. Clil4U http://languages.dk/clil4u/scenarios/sc104/ English
The Filing Procedure and Office Equipment This course aims at office administrators as well as personal assistants, and front desk personnel in the business world. Clil4U http://languages.dk/clil4u/scenarios/sc105/ English
Culinary Arts: Salads This CLIL lesson on starters, salads and dressings and is aimed at Culinary Arts students. The students will learn how to make various salads and dressings, name the different ingredients used, as well as the procedure of preparing them. Level A1 to A2 Clil4U http://languages.dk/clil4u/scenarios/sc107/ English