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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 |
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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 |
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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/ |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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|
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 |
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|
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 |
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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 |
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|
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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Ireland clil |
All about vulcanoes |
Alba Fernandez |
http://clilstore.eu/cs/1320 |
English |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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) |
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Guía para la edición de contenidos en Clilstore |
Guía para la edición
de contenidos en Clilstore |
kent Andersen |
http://clilstore.eu/cs/891 |
Spanish |
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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 |
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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/ |
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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 |
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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 |
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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 |
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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/ |
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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/ |
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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/ |
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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 |
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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 |
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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 |
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English |
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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 |
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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 |
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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 |
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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 |
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Il sistema digerente |
Biologia umana –il
funzionamento del sistema digerente umano |
SUPSI |
http://languages.dk/clil4u/scenarios/sc26/ |
Italian |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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/ |
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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/ |
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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 |
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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/ |
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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 |
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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/ |
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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 |
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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 |
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Dinosauri |
Gli studenti
conosceranno le principali specie di dinosauri e il perchè avvenne la loro
completa estinzione |
Clil4U |
http://languages.dk/clil4u/scenarios/sc39/ |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Formas Geográficas |
Introducción a las
capas de La Tierra y a su relieve |
Clil4U |
http://languages.dk/clil4u/scenarios/sc50/ |
Spanish |
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|
GUÍA CLIL |
The CLIL Guidebook in
Spanish. pdf version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL%20Book%20ES.pdf |
Spanish |
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GUÍA CLIL |
The CLIL Guidebook in
Spanish. eBook version .epub |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL4ES.epub |
Spanish |
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The CLIL Guidebook |
The CLIL Guidebook in
English. eBook version .epub |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL4EN.epub |
English |
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The CLIL Guidebook |
The CLIL Guidebook in
English. pdf version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL%20Book%20En.pdf |
English |
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CLIL Guidebog |
The CLIL Guidebook in
Danish. pdf version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL%20Book%20DK.pdf |
Danish |
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|
CLIL Guidebog |
The CLIL Guidebook in
Danish. eBook version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL4DK.epub |
Danish |
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ΕΓΧΕΙΡΙΔΙΟ CLIL |
The CLIL Guidebook in
Greek. eBook version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL4GR.epub |
Greek |
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ΕΓΧΕΙΡΙΔΙΟ CLIL |
The CLIL Guidebook in
Greek. pdf version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL%20Book%20GR.pdf |
Greek |
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GUIDA CLIL |
The CLIL Guidebook in
Italian. pdf version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL%20Book%20IT.pdf |
Italian |
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GUIDA CLIL |
The CLIL Guidebook in
Italian. eBook version .epub |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL4IT.epub |
Italian |
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Il-Gwida għall-CLIL |
The CLIL Guidebook in
Maltese. pdf version |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL%20Book%20MT.pdf |
Maltese |
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Il-Gwida għall-CLIL |
The CLIL Guidebook in
Maltese. eBook version .epub |
Clil4U |
http://languages.dk/archive/clil4u/book/CLIL4MT.epub |
Maltese |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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/ |
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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/ |
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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/ |
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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/ |
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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 |
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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 |
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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/ |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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/ |
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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/ |
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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/ |
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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/ |
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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/ |
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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 |
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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 |
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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 |
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Cómo usar HTML |
Cada estudiante
aprenderá el HTML básico y el código CSS |
Clil4U |
http://languages.dk/clil4u/scenarios/sc76/ |
Spanish |
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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 |
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Netiquette |
Cada estudiante
aprenderá a comunicarse de forma electrónica. |
Clil4U |
http://languages.dk/clil4u/scenarios/sc78/ |
Spanish |
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|
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 |
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De fem sanser |
Gennem eksperimenter
skal eleverne lære om de fem sanser |
Clil4U |
http://languages.dk/clil4u/scenarios/sc80/ |
Danish |
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|
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 |
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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 |
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|
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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Landscape and Ecosystems |
Landscape and
Ecosystems: This unit introduces the different landscapes & ecosystems to
students. |
Clil4U |
http://languages.dk/clil4u/scenarios/sc99/ |
English |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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CLIL4U Pre-Course Unit 1 - What is CLIL? |
CLIL4U Pre-Course
Unit 1 - What is CLIL? |
eti malta |
http://clilstore.eu/cs/2273 |
English |
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CLIL4U Pre-Course Unit 2 - BICS & CALP |
CLIL4U Pre-Course
Unit 2 - BICS & CALP |
eti malta |
http://clilstore.eu/cs/2287 |
English |
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CLIL4U Pre-Course Unit 4 - The 5 Cs |
CLIL4U Pre-Course
Unit 4 - The 5 Cs |
eti malta |
http://clilstore.eu/cs/2291 |
English |
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CLIL4U Pre-Course Unit 5 - Cognition |
CLIL4U Pre-Course
Unit 5 - Cognition |
eti malta |
http://clilstore.eu/cs/2292 |
English |
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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 |
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CLIL4U Pre-Course Unit 7 - Scaffolding & ZPD |
CLIL4U Pre-Course
Unit 7 - Scaffolding & ZPD |
eti malta |
http://clilstore.eu/cs/2295 |
English |
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CLIL4U Pre-Course Unit 3 - Pronunciation |
CLIL4U Pre-Course
Unit 3 - Pronunciation |
eti malta |
http://clilstore.eu/cs/2299 |
English |
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CLIL4U Pre-Course Unit 8 - Evaluation & Assessment |
CLIL4U Pre-Course
Unit 8 - Evaluation & Assessment |
eti malta |
http://clilstore.eu/cs/2300 |
English |
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CLIL4U Pre-Course Unit 9 - Learner Autonomy |
CLIL4U Pre-Course
Unit 9 - Learner Autonomy |
eti malta |
http://clilstore.eu/cs/2301 |
English |
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CLIL4U Pre-Course Unit 10 - Interaction |
CLIL4U Pre-Course
Unit 10 - Interaction |
eti malta |
http://clilstore.eu/cs/2312 |
English |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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/ |
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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 |
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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 |
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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 |
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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 |
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