# data[].attributes.attachment_link.title
The Buggles - Video Killed The Radio Star (Official Music Video)

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History-The timeline

1- brainstorming asking what timeline wants to mean; how long a time line might be

2- draw the timeline how they can imagine it

3-by the use of a silent book titled "Before and after" try to understand how the things can change.

4- create a big timeline about the class school year

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English news and easy articles for students of English

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News in Levels « World News for Students of English

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We write news in three different levels of English. We want to help you understand English more. Now all students can enjoy reading and listening to news.

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Award-winning weekly newspaper for children | First News | Try for FREE

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First News is the world’s most trusted newspaper for children. Read at home or in school. Resources for teachers. Try for free. 2.2 million weekly readers.

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When words sound different in isolation vs. in a sentence, look up the pronunciation first in a dictionary, then use https://it.youglish.com

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Per quiz e attività-giochi online, anche con valutazione.

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Quizizz | Free Online Quizzes, Lessons, Activities and Homework

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Motivate every student to mastery with easy-to-customize content plus tools for inclusive assessment, instruction, and practice. Engage students with Quizizz today!

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Per creare presentazioni interattive, boardgames, poster, infografiche, escape room ...

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Bacheca online: permette di pubblicare, lasciare commenti sul lavoro degli altri. Si possono condividere foto, video, audio e molto altro.

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Per brainstorming e wordcloud, quiz, presentazioni ...

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

Unlocking success with Mentimeter

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Build an immediate connection with your audience and make them a part of your presentation.

Create an interactive experience letting everyone vote, ask questions, and interact throughout.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Bacheca per condividere opinioni, storie, presentazioni di sé, della scuola, della città ...

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lino is an online web sticky note service that can be used to post memos, to-do lists, ideas, and photos anywhere on an online web canvas. lino is a completely free service that runs on all popular web browsers.

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https://answergarden.ch/

# data[].attributes.headline
The most dangerous elements on the periodic table

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The most dangerous elements on the periodic table

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1. Which element can easily replace potassium in the body and disrupt important functions?

A. Sodium

B. Calcium

C. Thallium

D. Mercury

2. What is the main danger of radioactive elements like polonium?

A. They can cause violent explosions.

B. They can damage cells in the body.

C. They are very rare to find.

D. They can react badly with water.

3. Why was thallium widely available in Sydney in the 1950s?

A. It was used in household cleaners.

B. It was a common ingredient in rat poison.

C. It was needed for making nuclear weapons.

D. It was used in the production of felt hats.

4. Which element is considered the most reactive on the periodic table?

A. Cesium

B. Potassium

C. Sodium

D. Francium

5. How did thallium's similarity to potassium allow it to cause harm?

A. It could disrupt the body's fluid regulation.

B. It could generate toxic chemicals.

C. It could twist and distort proteins.

D. It could easily replace potassium in the body.

Correct answers:

1. C

2. B

3. B

4. D

5. D

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The most dangerous elements on the periodic table - Shannon Odell

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Paola

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IN THE PHOTO N.6 I CAN SEE A LIVING ROOM, A PAINTING AND MANY CUSHIONS. IT'S VERY WELCOMING.

I WOULD LIKE TO LIVE IN A CARAVAN BECAUSE I WOULD HAVE THE OPPORTUNITY TO VISIT MANY PLACES AND BE FREE!!

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Photo n. 8.

I can see a young man that make a self in the nature.

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Ornella

In the photo I chose there are three people playing violins. They look very smart: in fact they are wearing black clothes. They are very concentrate and from the background I think they are playing in a theatre.

In my opinion both talent and hard work are necessary to obtain success.

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In the photo number 4 I can see a Street food festival. I like this type of party. The most unusual food I've ever eaten I think it's frog and snails.

# data[].attributes.subject
In the photo number 4 I can see a Street food festival. I like this type of party. The most unusual food I've ever eaten I think it's frog and snails.

# data[].attributes.body
Cristiano

In foto n. 7 I can see people in front a telephon booth.

I can use 4 different languages to say "hello"

# data[].attributes.body
In this photo (number 8) I can see a man that look at his phone. He seems amazed, probably he recived an unexpected news.

Yes, I think that other people see me in a different way

In the other photo (number 7), that I have choose, I see a people group in front of phone box. I think that they are waiting to do a group's photo. They are doing a trip.

I can say "hello" not only whit languege but also whit body like hand or eyes.

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in the photo n.7 I can say hello in: German HALLO, Arabo AHLAAN, Portoghese OI, Rumeno Hi, Francese Salut, inglese Hi

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Silvia

I choose the photo number seven.

This photo shows a group of students during their summer course in England. They are standing up in front of some english tipical telephone box to take a souvenir photo; all of them seem to be young. Only a person on the left seems to be older in my opinion he might to be the teacher

I can say "hello" in three different languages over italian

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In foto n. 5 I see maybe a woman with a lot of books of different sizes.

I like reading books, especially in summer , at the sea.

My favorite genre of fiction is historical stories

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I would like to live in a boat because I love exploring world 

# data[].attributes.subject
I would like to live in a boat because I love exploring world 

# data[].attributes.body
IN THE PHOTO N. 3 I CAN SEE MANY PEOPLE EATING AT THE RESTAURANT.

# data[].attributes.body
i would like to live in a boat beacause a love exploring the world

# data[].attributes.body
IN THE PHOTO N. 3 I CAN SEE MANY PEOPLE EATING AT THE RESTAURANT.

# data[].attributes.body
Silvia

# data[].attributes.body
It's a cup

# data[].attributes.body
Ornella

# data[].attributes.body
Rosella

# data[].attributes.body
Cristiano

It's a toilet seat

# data[].attributes.attachment_link.title
Twee – Tweak your lessons with the power of AI

# data[].attributes.attachment_link.description
🤯 Create questions for any YouTube video in just a few seconds😲 Generate dialogues, stories, letters or articles on any topic and for any level😱 Quickly create multiple choice questions, open questions, and True/False statements🤭 Find interesting discussion questions, facts, and quotes by famous people related to the topic🤩 Brainstorm vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercisesAnd much more!

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Per creare attività, giochi, quiz online.

# data[].attributes.attachment_link.title
LearningApps - interactive and multimedia learning blocks

# data[].attributes.attachment_link.description
LearningApps - interactive and multimedia learning blocks

# data[].attributes.body
Per debate online, per votare idee di progetto, logo ...

# data[].attributes.attachment_link.readable_text
Find solutions you would never have dreamt of

Unleash the power of social networks and let the whole world come togther to solve your problem. You can set up your crowdsourcing campagne within minutes. It has never been easier to get loads of opinions and new ideas. Your clients and potential customers will love this new way of brainstorming and voting online.

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Multiple channels to attract innovators

Where to find the best ideas or potential customers? No need to limit yourself: use Twitter, Facebook, LinkedIn, E-Mail or Google to spread your question. Set up various points where people can find your crowdsourcing campagne: your blog, your website, your Facebook fan page or even the tricider Public Ideas Space. One fishing-rod with many hooks.

Let the crowdsourcing games begin

It's no secret: If there is something to win, we all put on a bit extra effort. But why not? Just add some small rewards to your question and give way for a brainstorming storm of great ideas.

# data[].attributes.attachment_link.title
Brainstorming and Voting Amazingly Easy. Free Online Tool | tricider

# data[].attributes.attachment_link.description
Collect ideas and vote. Free online tool for easy brainstorming and voting. For decision making, crowdsourcing and idea generation.

# data[].attributes.body
Per debate online

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Kialo Edu is a custom version of Kialo ( kialo.com), the world's largest argument mapping and debate site, specifically designed for classroom use. Its clear, visually compelling format makes it easy to follow the logical structure of a discussion and facilitates thoughtful collaboration. Kialo's mission is to promote well-reasoned discussion online, and to that end, Kialo is free for educators to use.

To put their knowledge into action To sharpen their critical reasoning skills To demonstrate their understanding To engage constructively with each other
Take your classroom discussions online, break down complex subjects for students, and shake it up with new types of assignments.

Try Kialo in Your Classroom

What can you use Kialo for?

Create discussions for your students, where they can put their knowledge into practice, develop their own views on classroom content, and consolidate what they've learned. In a Kialo discussion, every student has a voice - there's no talking over each other, and students have the space to explore arguments at their own pace. Kialo's collaborative platform encourages students to work together to find the best way to express each idea.

Assign students to write a Kialo discussion instead of an essay - or use Kialo discussions to outline larger writing projects. Kialo's argument-tree structure leads students to consider counter-arguments, develop a logical outline of their argument, and visualize how their ideas fit together.

Write a discussion for your students to explore, and set out content in a clear and easy format. Link to additional sources and reading, challenge students to add arguments or question concepts.

How does Kialo work?

With Kialo, discussions and debates are clearly visualized as an interactive tree of pro and con arguments. At the top of every discussion is the thesis, which is supported or challenged by pro and con claims. Each one of these claims can in turn branch into subsequent claims that support or challenge them.

All discussions are private and can only be seen by those you choose to share them with. To start a discussion with your students, simply write a brief description and a thesis (or theses). Share the discussion with your whole class, or divide students into smaller groups.

Each claim has a comment section underneath that allows you to give students feedback, suggest improvements, and ask questions without cluttering the surface of the discussion. Similarly, students can easily collaborate with each other to improve their arguments, examples, and phrasing.

You can set up teams for each of your classes to easily share and organize the content you want your students to see. All content on Kialo-Edu.com is private, accessible only to the people you share it with.

These features are just a small fraction of what you can do with Kialo.
Find the application that works best with your teaching style.

# data[].attributes.attachment_link.title
Kialo Edu - The tool to teach critical thinking and rational debate

# data[].attributes.attachment_link.description
Kialo is a free tool used by educators world-wide to teach critical thinking, facilitate rational classroom debate and explain controversial issues.

# data[].attributes.attachment_link.description
A visually structured approach to learning design to think through and support your students’ learning

# data[].attributes.body
Song

# data[].attributes.attachment_link.title
Rispetta le regole- diritti e doveri -20 novembre-educazione civica- canzone- link con  attività

# data[].attributes.headline
eTwinning stories: building wellbeing at school

# data[].attributes.subject
eTwinning stories: building wellbeing at school

# data[].attributes.attachment_link.title
ETwinning stories - Publications Office of the EU

# data[].attributes.attachment_link.description
This year's eTwinning book aims to inspire teachers across Europe to support wellbeing at school. It showcases projects and activities that address the physical, mental and emotional wellbeing of both teachers and pupils.

# data[].attributes.headline
A STIMULATING ENVIRONMENT IMPROVES EVERYONE'S PERFORMANCE (LARA E MONICA)

# data[].attributes.subject
A STIMULATING ENVIRONMENT IMPROVES EVERYONE'S PERFORMANCE (LARA E MONICA)

# data[].attributes.headline
thanks to digital, we can make lessons more active  (Lara e Monica)

# data[].attributes.subject
thanks to digital, we can make lessons more active  (Lara e Monica)

# data[].attributes.headline
lab grown meat is the environment solution?

# data[].attributes.subject
lab grown meat is the environment solution?

# data[].attributes.body
Start the activity with describing picture to put people at esae.

Games are usefull to support learning.

# data[].attributes.attachment_link.readable_text
In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'.

Why is CLIL important?
With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

CLIL in the classroom
CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion:

The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first.

The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations:

The treatment of this lexis has the following features:

Noticing of the language by the learners

Focus on lexis rather than grammar

Focus on language related to the subject. Level and grading are unimportant

Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

The future of CLIL
There is no doubt that learning a language and learning through a language are concurrent processes, but implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. The immediate obstacles seem to be:

Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.

Most current CLIL programmes are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programmes are mainly seen to be marketable products in the private sector.

CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.

The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.

There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage.

Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learner's own country through a second language.

Until CLIL training for teachers and materials issues are resolved, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.

Where is CLIL happening?
CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Euro-funded projects show that CLIL or similar systems are being applied in some countries, but are not part of teacher-training programmes. There has been an increase in the number of schools offering 'alternative' bilingual curricula, and some research into training and methodology. Several major European organisations specialising in CLIL projects have emerged, including UNICOM, EuroCLIC and TIE-CLIL (see web references for details).

In the UK the incentive comes from the Content and Language Integration Project (CLIP) hosted by CILT, (the National Centre for Languages) which is the UK government's centre of expertise on languages. CILT monitors a number of projects covering the 7-16 age range and involving innovations in language teaching such as the integration of French into the primary curriculum. Other research is based at the University of Nottingham, while teacher training and development courses in CLIL are available through NILE (the Norwich Institute for Language Education).

Further reading
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important? How does CLIL work? The advantages of CLIL CLIL in the classroom The future of CLIL Where is CLIL happening?

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Do Coyle - What is the 4 Cs teaching framework? 4/7

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David Marsh - Author, Speaker, Advisor on Education, Creativity & Innovation. Officie Website.

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Podcast: Reflections on the CLIL Journey

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Interview by Crystal Green with David Marsh for the Nexus Global Conversation on the origins of CLIL in Europe (9 mins) originally recorded in 2015. Click the below link to listen.

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Is CLIL coming of age? Interview with David Marsh

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Is CLIL coming of age? Interview with David Marsh

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Interview with David Marsh: Is CLIL ‘coming of age’?

# data[].attributes.attachment_link.description
In this interview we ask David Marsh, one of the leading experts on CLIL, what he believes to be the main driving forces behind CLIL, why teachers should get involved and what the status of CLIL is now.

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Tools for understanding the process of planning and building projects, from our Project-Based Learning Professional Development Guide.

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A cura di Letizia Cinganotto

L'innovazione rappresenta proprio il "filo rosso" di tutto il volume che, muovendo
dai principi fondamentali della metodologia CLIL, focalizza l'attenzione su alcune
strategie e tecniche didattiche per la progettazione e l'implementazione di attività
CLIL innovative, come il Project-Based Learning, il Phenomenon-Based Learning,
la Peer Instruction, il Debate.

Il volume è disponibile in libreria.

Edizione cartacea
ISBN: 9788891913210
Pagine: 96
Prezzo: 12,00 €

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CLIL & innovazione: leggi tutte le informazioni utili sui titoli della collana Insegnare nel XXI secolo.

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

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CLIL: Content and Language Integrated Learning (English Edition)

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book give...

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Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education

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Compra Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. SPEDIZIONE GRATUITA su ordini idonei

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Beyond CLIL: Pluriliteracies Teaching for Deeper Learning : Coyle, Do: Amazon.it: Libri

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

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

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

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.

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:

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A 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. A menu of listening activities might be:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for
developing language skills. This is the essence of the CLIL teacher training issue.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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Per creare foto, gruppi, pagine FB, puzzles, 3 D gallery e molto altro.

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Russel Tarr, International School of Toulouse

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ClassTools.net: Create your own interactive learning resources

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Dozens of templates, quiz generators and learning tools for use in the classroom

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Irene

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Our long-running series of topical discussion and new vocabulary, brought to you by your favourite BBC Learning English presenters.

From the archives

All 6 Minute English programmes pre-September 2014 can be found here.

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Our long-running series of topical discussion and new vocabulary, brought to you by your favourite BBC Learning English presenters. All 6 Minute English programmes pre-September 2014 can be found here.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.

This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Physics

The CLIL4STEAM project is funded, by the European Commission through the Polish National Agency for the Erasmus+ Programme

The online meeting was held on 9 July 2021. Andrea Anzanello presented the project and the activities carried out by the partners so far. The meeting was also an opportunity for the partners to discuss all details related to the next project's activities. At the end of the meeting, all the partners had a clear view of the future project's implementation and the next activities which is the development of the Learning Scenarios, the participation in the Training Activity in Florence and the organisation of the Multiplier Events.

On 15 December 2020, during the International Modern Language and Linguistic conference held online, Elisabetta Delle Donne, had the possibility to talk about Language Learning at international level. In this occasion she presented the CLIL4Steam projecgt as a best practice example of CLIL apporach.

On 12 November 2020, during the International Conference on Innovation and Language Learning held onlinr, Elisabetta Delle Donne, had the possibility to talk about Language Learning at European level. In this occasion she presented the CLIL4Steam projecgt as a best practice example of CLIL apporach.

The CLIL4STEAM project (2019-1-PL01- KA201-065027) is funded, by the European Commission through the Polish National Agency for the Erasmus+ Programme, with the aim combine the study of STEM subjects and English as a second language.

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This project has been funded with support from the European Commission.This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This project has been funded with support from the European Commission.

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Silvia

Topic: Geography

Title: Travelling through Italy

1-View of an Youtube short video to present main monuments and caratheristics of each region ttled "discover Italy"

https://youtu.be/_JUKZQnY_Qk?si=NHSX9lPEFxahae7S

2-read a book titled "Walking throught Italy" a simple atlas full of draws and were a dog is the guide

talk about the monumets they know learning new english words

3-create a guide with simple english words of their favourite or well known monuments for english young travellers

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English news and easy articles for students of English

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02-05-2024 15:00

For decades, people have worried about the rise of robots coming for jobs but rarely did the reality match the concern.

Then came ChatGPT, an AI chatbot that has gone viral, and it became the fastest-growing app with 100 million active users just two months after launching. Experts started to worry that the latest chatbots could jeopardize the careers of anyone who interprets information and generates written reports or commands.

Chatbots can do very creative things that we previously thought were innately human, and an increasing number of users see this as a business opportunity. They will start using a chatbot as an additional staff member that may be compared to a newly hired graduate in terms of its ability to research and think.

AI is much quicker and reliable, without needing a break or pension, and for business people, it's vital. Some UK law firms are already using chatbots to draft legal letters or to come up with arguments in court cases. They are using chatbots as a kind of outsourced brain to reduce the workload on themselves.

Difficult words: jeopardize (to expose to danger or risk), innately (naturally), outsourced (obtained by contract from an outside supplier).

You can watch the video news lower on this page.

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Will AI take people's jobs? - level 3 - News in Levels

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02-05-2024 15:00 For decades, people have worried about the rise of robots coming for jobs but rarely did the reality match the concern. Then came

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Lesson plans, activities for students, images and much more.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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A repository

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1.ChatGPT was the fasted-growing app in a short period of time.

2.This technology is used to write law.

Question: Is chatbot really reliable?

Opinion: I'm afraid for this technology. I read an article in which AI substitue the teacher in UK school

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-Chatgpt had an incredible increase of users in few months

-Experts begin to think that chatbots could be a danger for many careers

-UK law firms are already using chatbots to draft legal letters

My opinion

I think it's impossible that chatbots could totally substitute human intelligence because if they are programmed by human

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1 of 3 : chatbot used as an additional staff member

2 of 3 Some UK law firms are already using chatbots to draft legal letters

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Chatbot do not need pension

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USING CHABOT TO DRAFT LEGAL LETTERS OR TO COME UP WITH ARGUMENTS IN COURT CASES

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1) Chatbot is used as an additional staff member.  2) AI is already used in court cases. 1) Is Chatbot always right? 2) There is someone who control the work of the AI? 1) I don't think that AI will replace the human activity.

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1) Chatbot is used as an additional staff member.  2) AI is already used in court cases. 1) Is Chatbot always right? 2) There is someone who control the work of the AI? 1) I don't think that AI will replace the human activity.

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Paola

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USING CHABOT AS A KIND OF OUTSOURCED BRAIN TO REDUCE THE WORKLOAD ON THEMSELVES.

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USING CHABOT AS A KIND OF OUTSOURCED BRAIN TO REDUCE THE WORKLOAD ON THEMSELVES.

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LARA

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I’m a little afraid that they could mean loss of work