# data[].attributes.body
Teaching Maths through CLIL
Teaching Science through CLIL
Teaching History through CLIL
Teaching Geography through CLIL
Glossary TKT teaching Knowledge Test
Visual organisers

EXTENSIVE READING - Padlet di Antonella Mangia

# data[].attributes.headline
SOFTWARE & LINKS suggeriti il 24 febbraio 2017

# data[].attributes.subject
SOFTWARE & LINKS suggeriti il 24 febbraio 2017

# data[].attributes.body
Writing or Reading https://www.shmoop.com/
https://rewordify.com/ per semplificare i test
- scrivi una review sui punti di forza e i punti di debolezza
Writing (chat)
https://www.shmoop.com/
Sito con i diversi tipi di attività
http://www.er-central.com/contributors/learn-about-extensive-reading-and-listening/how-to-do-extensive-reading/101-ideas-for-erel/
Listening
https://edpuzzle.com/
Speaking
- Descrivi la parte del libro che ti piace di più nel libro
-  Inventa un finale diverso
- Confronta il libro e il film tratto dal libro
- Recita... con

# data[].attributes.body
Exploring Connections: Content Learning and Language Learning

# data[].attributes.body
Basic Interpersonal Communication Skills (Abilità)
Cognitive Academic Language Proficiency (Competenza)
Investigating Language in CLIL - BICS & CALP
Beginners Intermediate Advanced
ESEMPIO di frase con lo stesso significato ma espresse in forma BICS o CALP
EXCERISICE. Read “The Chart Informal or Formal Polite Request” and complete the following table and complete a table with Informal situation  and Formal situation

ESEMPIO
Writing a letter or an email

# data[].attributes.body
ACADEMIC LANGUAGE

1. Helps to develop real academic skills needed at university through video recordings of authentic lectures.

2. Offers real, up-to-date, relevant language thanks to the use of the Cambridge Academic Corpus.

3. 'Study tips' help to develop independent learning and working in groups, which are essential in an academic environment.

4. 'Focus on your subject' enables personalised learning.

5. Develops essential critical thinking skills.

6. Flexible structure allows modular use of each unit so that teachers can focus on particular skills or follow the integrated approach.

Social vs Academic Language
Other Social vs Academic Language

# data[].attributes.body
da Coyle-Hood-Marsh

Reflection points

1. What different types of cultural implications are there for development in this topic?

2. Can the content be adapted to make the cultural agenda more accessible?

3. How do we actively involve the learners in developing their pluricultural understanding?

4. What is the approach to CLIL culture in our school and beyond?

5. What kind of curriculum links are available with other schools (regional, national, global)? How can these be best used?

6. Where is the added value of studying this topic through the medium of another language?

7. What opportunities arise?

8. How does culture impact on the other Cs?

# data[].attributes.body
da Coyle-Hood-Marsh
vedi anche Exploring Connections: Content Learning and Language Learning

Reflection points

1. What necessary language functions and notions do the students know already?

2. How can these be practised and extended?

3. What strategies can our learners use to access new language for themselves?

4. When new language emerges, how shall we capture and select language for further development?

5. How can we define language progression in this unit?

# data[].attributes.body
da Coyle-Hood-Marsh
vedi anche Exploring Connections: Content Learning and Language Learning

Reflection points

1. What kind of language do learners need to operate effectively in this CLIL unit?

2. What are the possible language demands of typical tasks and classroom activities? (e.g. how to work in groups, organize research)

3. How will these be taught?

4. Which language skills will need to be developed? (e.g. discussion skills)

5. How are we developing metacognitive strategies? (Learning how to learn – e.g. reading strategies, comprehension strategies)

6. How can learning be scaffolded (supported) by the teaching and learning of specific language? (e.g. language used to seek additional information, assistance, explanation and access to other sources)

7. How do students practise their new language and recycle familiar language?

8. Have we prioritized the language for learning in this unit in relation to the content? (i.e. what students need to know at which stage of the content – e.g. focus on developing reasoning, making a case)

9. Is the language which is used to assess the learning accessible to the learners?

# data[].attributes.body
da Coyle-Hood-Marsh
vedi anche Exploring Connections: Content Learning and Language Learning

Reflection points

1. What type of language (genre) does this subject or theme use? How shall we ensure learners have access to this?

2. Define the content-obligatory language, such as key words, phrases and grammatical demands of the unit (e.g. the language of discussing, hypothesizing, analysing).

3. How is this introduced and practised?

4. What kind of talk do learners need to engage in and how do we build in progression over time? (e.g. the extension of the language of discussion over several lessons)

5. What is the most effective way of teaching the language of learning? (e.g. specific tasks, content-embedded practice, grammar rules)

6. Which of the identified language and skills shall we target for development in this particular unit?

# data[].attributes.body
da Coyle-Hood-Marsh

# data[].attributes.body
CONTENT
COGNITION
COMMUNICATION
CULTURE
... CONTEXT

# data[].attributes.body
CONTENT
COGNITION
COMMUNICATION
CULTURE...

# data[].attributes.body
DAY 1.

1. Show the book to the students.
Ask them to look at the book.
You may want to point out any important features of the book and ask them to predict what the book may be about.

2. They read a few pages silently to a pre-set point e.g. the end of the first chapter. They close their books and give them to you.
(Alternatively, they could listen to the story being read aloud from the audio recording).

3. Write some simple questions on the board (even in the students’ first language) such as ‘Who are the characters?’ ‘Where does the story take place?’  ‘What is happening?’ ‘What will happen next?’ and so on.

4. Ask them to answer the questions with their partner, and then answer them as a class.

DAY 2.

1. Remind students of the story from the previous class.
They predict what will happen next.

2. Read a few more pages with them, and follow up with a few simple questions.

DAY 3.

1. Continue this for a few classes until the book is finished.

2. Ask what they thought of the story and how this reading is different from the reading passages in their textbook.

3. Explain to them the aim of this type of reading is not to study language but for them to practice reading and build reading speed and the reason they can do this is that it’s easy. You may need to tell them that even though they know most of the language in the book, they are still learning because they are practicing their reading and picking up their reading speed.

Repeat these steps with other books until the students get the idea of easy reading.

http://erfoundation.org/wordpress/guides/

# data[].attributes.headline
ASKING QUESTIONS based on Bloom's Taxonomy

# data[].attributes.subject
ASKING QUESTIONS based on Bloom's Taxonomy

# data[].attributes.body
Verbs of Bloom's Taxonomy
ICT and Bloom's Taxonomy
Creative Thinking Skills Cognitive processes that relate to functional language
Learning in action
HOTS and LOTS thinking skills