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https://magic.piktochart.com/infographic/saved/20207810#

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https://drive.google.com/drive/folders/0BwMT1Euu-1fWa2x1RFBqNEVQZkE

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CLIL PATH ANCIENT EGYPT                                                     PADLET CREATED IN CLASS

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CLIL PATH ANCIENT EGYPT                                                     PADLET CREATED IN CLASS

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https://drive.google.com/file/d/0BwMT1Euu-1fWSmlUZ25MUWZQSlk/view?usp=sharing

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http://oedb.org/ilibrarian/quick-guide-flipped-classroom/

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Tool for social phrasebook

https://www.phraseum.com

https://nikpeachey.blogspot.it/2014/03/creating-social-phrasebooks-with.html?m=1

Tool for writing

http://www.telescopictext.org

https://www.noodle.com/articles/5-tech-tools-to-aid-your-reading-comprehension

http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary

http://www.snappywords.com  snappy words

https://elt.oup.com/teachersclub/subjects/gradedreading/?cc=us&selLanguage=en&mode=hub Oxford Graded Teaders

http://www.penguinreaders.com  Penguin Readers

http://www.macmillanreaders.com MacMilliam Readers

https://www.pearsonelt.com/tools/readers.html Pearson Readers

http://www.cambridge.org/it/cambridgeenglish/catalog/skills/cambridge-english-readers Cambridge readers

Web2 – Languages Teachers

http://web2-4languageteachers.wikispaces.com/Web2.0+tools

wwek 5:

http://multidict.net/clilstore/

http://www.macmillaninspiration.com/new/resources/web-projects

http://www.onestopenglish.com/clil/what-is-clil/free-sample-material/#Free_Young_Learners_worksheets_and_teacher's_notes

http://e-clil.uws.ac.uk/?option=com_content&view=article&id=47&Itemid=62

http://clilinaction.eniscuola.net/tools/griglie_di_valutazione.pdf

https://learningapps.org/

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https://www.zeemaps.com/edit/cv0zId_xkFEVXQcdy_FeRXU4ydf-XJB6

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http://www.tewtjournal.org/issues/volume-2016/volume-2016-issue-4/

http://www.fupress.net/index.php/formare/article/view/18301

https://issuu.com/clilmagazine/docs/clil_spring_2016_final_version_enke

http://www.laricerca.loescher.it/quaderno_18/sorgenti/assets/common/downloads/publication.pdf

http://web2-4languageteachers.wikispaces.com/Web2.0+tools

http://erfoundation.org/ERF_Guide.pdf

http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/larings---ressurser/leseveiledning-i-engelsk/reading-beyond-the-textbook/why-is-extensive-reading-important_&PHPSESSID=35v63g37c503bvtohcbb9jvq26

https://oupeltglobalblog.com/2012/11/01/whats-the-point-of-extensive-reading/

http://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us

https://www.phraseum.com/

https://www.noodle.com/articles/5-tech-tools-to-aid-your-reading-comprehension

http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary

http://www.snappywords.com/?lookup=dictionary

https://elt.oup.com/teachersclub/subjects/gradedreading/?cc=us&selLanguage=en&mode=hub

http://www.penguinreaders.com/

http://www.macmillanreaders.com/

https://www.pearsonelt.com/tools/readers.html

http://www.cambridge.org/it/cambridgeenglish/catalog/skills/cambridge-english-readers

https://snapandread.com/

http://www.onestopenglish.com/skills/reading/reading-matters/reading-matters-extensive-reading/554233.article

http://languagemagazine.com/?page_id=124655

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http://www.onestopenglish.com/clil/methodology/articles/article-skills-for-clil/501230.article

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https://www.youtube.com/watch?v=UWzkYDiKQE4&feature=youtu.be

https://www.youtube.com/watch?v=PYQsuW8CSHQ

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https://www.youtube.com/watch?v=LKSNl56ZY4w

https://www.youtube.com/watch?v=LD7FalxZiRE

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"The 4Cs curriculum"

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

·         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.

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CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, maths, history, physics or geography to students through a foreign language.
The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language."

http://www.onestopenglish.com/clil/what-is-clil/

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A lesson frameworkA CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework. Processing the text The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way  through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.Identification and organisation of knowledge Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge. Language identification  Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary. Tasks for students There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

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A lesson frameworkA CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework. Processing the text The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way  through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.Identification and organisation of knowledge Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge. Language identification  Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary. Tasks for students There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

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-a global learning;
-new opportunities;
-progress

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Hello!I'm Flavia, I'm a teacher, I work in a primary school in the North West of Italy.I love travells and I'd like to visit many countries. English is the easiest way to meet people, so I think it is so important    at school!to see my pupils motivated and interested makes me happy and sodisfied. Word lists to study, grammar exercices are not always the best solutions for them and for their curiositity. Then I began to create more opportunities for them, inventing stories, bringing photos, watching videos: all need to be concrete. And now this course: it opens up a world of technology and skills that I thought I do not know and do not have.So I start spending time on my laptop and I was very unsure at first. We will never stop learning and that is very pleasant!I hope to enyoy in this challenging experience!

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Hello!I'm Flavia, I'm a teacher, I work in a primary school in the North West of Italy.I love travells and I'd like to visit many countries. English is the easiest way to meet people, so I think it is so important    at school!to see my pupils motivated and interested makes me happy and sodisfied. Word lists to study, grammar exercices are not always the best solutions for them and for their curiositity. Then I began to create more opportunities for them, inventing stories, bringing photos, watching videos: all need to be concrete. And now this course: it opens up a world of technology and skills that I thought I do not know and do not have.So I start spending time on my laptop and I was very unsure at first. We will never stop learning and that is very pleasant!I hope to enyoy in this challenging experience!