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Too much understatement of the role of teacher

Language teaching overwhelms subject teaching

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Go beyond the rule

Stress on communication

The concept of "chunk"

Stress on task and processes

Good practical examples

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I have no skills to be a linguistic teacher

Italian school is not glottodidactically oriented

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CLIL teacher as a linguistic teacher

Intedisciplinarity

Language as a means by which we can achieve knowledge

Great importance in working on texts - focus on reading and understanding ablities

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Lack of real programming examples

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The importance of teaching language trough language

A general reflection about what language is

Language alternation in a CLIL programming

CLIL learning objectives extend beyond the simple subject content

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Prof. M. Dodman

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I teach in the last classes and my teaching is focused on activities very demanding as for the knowledge and for their peculiar terminology

How much time have I at my disposal to implement CLIL activities?

Which language management skill have I to succed in giving my students a "controlled input" (i+1)?

The input comprehensibility example does not fit with the subject I teach so for me is almost useless

Different ways of learning (VAK) is not appliable to my subjects

We have to think TBLT suited to the italian high school curricula

Potential issues with language teacher about correction of grammatical and language mystakes of the students

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CLIL is not a single methodology

Interactive management of the class

Several means of communication

Semplification means - Repetition of key concepts

Task based teaching - TBLT

Different ways of learning (VAK)

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La metodologia CLIL negli approcci glottodidattici

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La metodologia CLIL negli approcci glottodidattici

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Prof.ssa E. Cognini

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Prof.ssa E. De Martino

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Nothing

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CLIL as teaching environment where it happens a double learning (dual focus)

Content-driven or language-driven approach

Lexical chunks patterns

Signification/value

Scaffolding tecniques

Assessment issues

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Lo sviluppo delle competenze linguistiche nel CLIL

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Lo sviluppo delle competenze linguistiche nel CLIL

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Prof.ssa M. L. Violini

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Strategie per il CLIL: una sintesi glottodidattica

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Strategie per il CLIL: una sintesi glottodidattica

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Prof.ssa C. Bosisio

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Copyright © 2018 OpenHIstory. Tutti i diritti riservati. Designed by JoomlArt.com. Joomla! è un software libero rilasciato sotto licenza GNU/GPL.

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Liceo Scientifico e Musicale G. Marconi - Pesaro - Liceo Scientifico e Musicale G. Marconi Pesaro

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Joomla template for alumni and university - JA Alumni built with T3 Framework, fully responsive and integrates JA page Builder

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My school is a very active one offering students a lot of chances to imrpove their educational course well beyond the simple study of mandatory subjects. Our school is globally well provided of modern technologies (every classroom is wired and has internet access plus a on wall monitor of 50 inches) but most of the teachers do not use them assidously. Particularly neglected by teachers is the e-learning platform (Moodle)

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My name is Roberto Romagnoli and I'm a teacher of History and Philosophy at the Liceo Scientifico Marconi in Pesaro. I'm 56 years old, married and I have a daughter.

I teach in the final years of the Liceo course mainly in sections related to applied sciences. My favourite subject is history particularly related to the first half of the XXth century. I am the webmaster of the school website as well.

My students belong for the most part to the middle-high class and are globally well educated giving no troubles in teacher-students relationship.