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= = = HELLO EVERYBODY ! =

Welcome to clilvasto.wikispaces.com

 * This is a wikispace that has been specifically created to make your work easier and more efficient. Here you can find materials for the course ** **you are attending and maybe at the end of the course you will be able to add your own plan for a CLIL teaching unit. **


 * First of all I'm going to suggest some websites that might be useful for general reference **


 * []**
 * This is the website of Lend - Lingua e nuova didattica. There is a section specifically devoted to CLIL **


 * []**
 * a website containing lots of very practical suggestions about teaching CLIL**


 * At [|http://www.teachingenglish.org.uk] you can find ready-made lessons plans exploiting wonderful BBC materials. A section is devoted to CLIL**


 * This is an interview about CLIL which points o**** ut some of the problems one might come across when teaching CLIL **
 * [|http://www.youtube.com/watch?v=-Czdg8-6]**

[] Some more webliography can be found here
 * This is a website where you can find the materials produced by the GloClil Project which was based in Bari, whith examples of lessons**


 * ONLINE DICTIONARIES **
 * There are many of them on line: the one I have linked underneath is monolingual, that is to say explanations are only in English **
 * [|British English] **


 * This one on the contrary is bilingual **
 * [] **


 * HOW DO YOU PRONOUNCE IT? **

**is an exceptionally useful website where you can find the pronunciation not only of English words, but also of words in many other languages.**

 * ** // activity 1 : // **** //.// **** Compare your pronunciation ** **of** //mountain bike, open source, management, urban, performance w// **ith the pronunciation of the person sitting next to you. Then** ** look up the pronunciation using Forvo and check if yours is correct. **


 * AT THIS POINT WE CAN START TO HAVE A LOOK AT MATERIALS THAT ARE SPECIFIC TO YOUR COURSE **


 * Find here a general survey of the situation of CLIL in Italian schools, prepared by my colleague Carla Nielfi for [|Lend online course] **


 * <span style="font-family: Tahoma,Geneva,sans-serif;">Click underneath to find a document from MIUR which contains the requirements for a CLIL teacher **


 * <span style="font-family: Tahoma,Geneva,sans-serif;">The next document by Gisella Langè, a Foreign Languages Inspector with the Italian Ministry of Education, responsible for “Multilingualism and Internationalisation”, points out some critical points one might come across when teaching CLIL and contains useful bibliography and website referencing **

[]


 * WHAT EXACTLY DO WE MEAN WHEN WE SPEAK OF CLIL? **

<span style="background-color: #ffffff; color: #222222; font-family: 'times new roman','new york',times,serif; font-size: 16px;">
 * // activity 2 //: **Have a look at the first text and, working with a partner, insert the missing words which are listed underneath:**


 * ** // activity 3 : // ****<span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">Now let's start working on the second text. Let's read it aloud first of all. Then you can complete the exercises. ****<span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">After that, divide into groups and discuss how the examples of CLIL teaching you find in the text differ from the situation we have to cope with in Italian schools. Write notes about the conclusions you have come to. Then write down one or two questions to ask the other groups. ****<span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">Every member of the group will be expected to be able to report what the members of their group have agreed about. **


 * <span style="font-family: Tahoma,Geneva,sans-serif;">You will certainly discover that when you read articles about CLIL teaching, you get across a lot of acronyms like CLIL itself, **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[| BICS, CALP], LOTS, HOTS, [| CEFR]. **


 * **// activity 4 //// : //****<span style="font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">Click on the acronyms and visit the websites to find out what they mean. Only select the relevant information. **

<span style="font-family: Tahoma,Geneva,sans-serif;">


 * <span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 16px; line-height: 1.5;">THIS LEADS US TO DISCUSS WHAT COOPERATIVE LEARNING AND WEBQUESTS ARE: **


 * <span style="background-color: #ffff00; font-family: Tahoma,Geneva,sans-serif;">Cooperative learning <span style="font-family: Tahoma,Geneva,sans-serif;"> is ...**
 * <span style="font-family: Tahoma,Geneva,sans-serif;">"...a teaching methodology which trains students to work in groups (which) will be able to create an atmosphere where learning achievements will be more notable than those of a traditional classroom." **
 * "students have in their groups to speak and listen to the L2, limiting this way teachers’ talking time and focussing on content and fluency rather than on correction". **
 * "...three possible ways of organizing tasks in the classroom: 1) tasks where all group components work on the same material using the same information; 2) tasks where each group member gets different information about a topic which is common to the group; 3) tasks where each group in the class works on a different topic". **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">" Each group member must be an expert in the subject so that when asked about that topic, any member must be able to answer on behalf of the team". **
 * At the end of the activity "every student must prove that they master not only the information they have but also other members’ information by means of a class presentation, a test, or any another kind of assessment criteria." **

http://englishc1.files.wordpress.com/2010/04/turin_paper_casal.pdf
 * <span style="font-family: Tahoma,Geneva,sans-serif;">All quotations are from an article by Sonia Casal about Cooperative Learning in CLIL contexts **


 * Other information about the difference between traditional groupwork and cooperative learning can be found at**


 * []**


 * [|http://712educators.about.com/od/cooplearning/tp/Cooperative-Learning-Versus-Traditional-Learning-For-]**
 * [|Group-Activities.htm]**


 * []**


 * <span style="font-family: Tahoma,Geneva,sans-serif;">A <span style="background-color: #ffff00; font-family: Tahoma,Geneva,sans-serif;">WebQuest <span style="font-family: Tahoma,Geneva,sans-serif;">," according to Bernie Dodge, the originator of the WebQuest concept, "is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than on looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation." **

[] []
 * You will find out more about this method**


 * <span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">LESSON PLANNING **
 * **// activity 5: //****<span style="background-color: #ffffff; font-family: Tahoma,Geneva,sans-serif; line-height: 1.5;">Go back to the article by Chris Baldwin **** a ** n ** d focus on what he says you have to think about when planning a CLIL lesson. **** Wh **** at are these elements? **** Would you suggest any other elements to take into consideration? Discuss with the person sitting next to you and write a list of the steps that should be followed whe **** n planning a CLIL teaching unit. **


 * <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif;">According to [|John Clegg], **** "To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching." **
 * <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif;">"... <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">lesson planning in CLIL programmes requires teachers to anticipate language problems and help learners solve them as they proceed through the lesson..." **


 * As Chris Baldwin suggests, you might adapt a lesson devised for younger students to meet the needs of your class. Don't forget you can find lots of ready made lesson plans on the net and adapt them to the needs of your class**

<span style="font-family: Tahoma,Geneva,sans-serif;"> **Have a look at this as well:** <span style="font-family: Tahoma,Geneva,sans-serif;">
 * // activity 6: //** At ** [] ** you will find a set of slides showing that different models for planning a CLIL teaching unit have b **** een devised. In groups compare the different models and write down the steps you agree one should go through when planning a CLIL lesson. **
 * Then compare your points with the checklist I have prepared:**
 * Look at this other list containing a grid which might help you sketch the different phases of classroom activities**
 * // activity 7: //**working in groups,****<span style="font-family: Tahoma,Geneva,sans-serif;">complete the grid with your own suggestions. **


 * According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:**
 * **<span style="color: #ff0000; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum**
 * ** Communication - Using language to learn whilst learning to use language**
 * ** Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language**
 * ** Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness**
 * **of otherness and self.**




 * Now it's time for you to try and plan your own teaching unit. Don't be shy and show us what you can do!**
 * At this page you can share your own lesson plans with all the other techers taking part in the seminar**

ad eleprina@gmail.com
 * Adele Prina**
 * gruppo Lend di Bergamo**