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At the end of the course I am satisfied with the whole path, but at the same time sad because it is over.

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I'm happy and sad at the same time.. Stefania

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Traditional Christmas cakes of Calabria.

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Traditionals Christmas cakes of Calabria

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Siamo quello che mangiamo. Ebook

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We are what we eat.

The Last Group: Paola Abbruzzese, Gelsomina Cosentino

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Find high-quality images, photos, and animated GIFS with Bing Images

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The Last Group: Paola Abbruzzese , Gelsomina Cosentino

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Amazingly Simple Graphic Design Software - Canva

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Typical Calabrian food

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Let's give a feedback with an AI generated image

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Let's give a feedback with an AI generated image

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"The Cell": Carmen Zupi, Maria Caruso, Anna Arci

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Mariassunta diaco, Maria Madeo, maria Grillo- Group 2

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AUTUMN

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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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An artistic 3D image of the animal cell (AI generated with Microsoft Copilot)

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a very specific image of the animal cell and its structure

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Autumn landscape

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It's autumn: walking in the countryside is wonderful

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Autumn landscapes with leaves of many colors

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maestra che spiega ai sui bambini della scuola materna il natale

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Difference between animal and plant cells

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Permette di creare flashcards e genera attività ed esercizi.

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Permette di creare attività partendo da testi, video, o anche generare testi ed esericizi.

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Twee – Tweak your lessons with the power of AI

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🤯 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 immagini.

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Microsoft Copilot is your companion to inform, entertain and inspire. Get advice, feedback and straightforward answers. Try Copilot now.

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Si possono creare immagini, lesson plans, attività, rubriche e molto altro.

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Per creare attività, giochi, quiz online.

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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Per creare "mostre"

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Content Creation: Best Presentations, eCards & More | emaze

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Content creation with the help of AI. From amazing presentations and websites, to eCards and more, create beautiful visuals with our ready-to-use templates.

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Scopri il patrimonio culturale digitale europeo

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Ricerca, salva e condividi arte, libri, film e musica da migliaia di istituzioni culturali

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Discover Europe's digital cultural heritage

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Search, save and share art, books, films and music from thousands of cultural institutions

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Per creare storie, libri

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This is a great automatic plot generator but the plot you want ain't here.

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1. Presentation of lesson: I bring some model of dinosaurs into my classroom. I ask to my pupils observing them.

2. Presentation and memorization of some keywords about the lesson and video that they'll watch: dinosaurs, extinction, earth, destruction, tropical planet, asteroid, organism, climate, darkness...

3. Show the video: https://youtu.be/PUptWlp-hoI?si=8cVpHdN3bhf7U4TD

4. Feedback. I ask my pupils personal opinions and reflections on the video. ( What really killed the dinosaurs? Wasn't just the asteroid?).

5. Final product: represent the event of the extinction with a drawing and captions or with a map.

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Clil lesson 2 - Four seasons

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The photo I like the least is the trash in the field, because men are destroying nature, because we stil haven't reached big results about sustanibility.

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The photo I like most is the sea because it inspires tranquility and relaxes me.

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The photo i like best is the one with the tiger, It makes me think of grandeur and I feel free

Maria Caruso

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The photo I like most is the sea because the calm sea instils me with tranquillity.
The photo I like least is the landfill because it reminds me that we have little respect for the environment.

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The photo I like the most is the bookshop, because it makes me think at fantasy trips with my mind when I read the books and I'm happy. I feel in the nose, because I love the smell of the booKs.

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I like the photo number 1: a tiger in a river.

I think that it is very angry! While looking it i remember me when i'm angry too,i become a bad tiger!

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I imagine that in my head there are all those books that are in the photo.

I still have many to read.

Will I have time?

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The plane taking off is the picture I like the most. It makes me think of a new adventure that is about to start; just like a new day is about to start, as I can feel looking at the sky. Looking at it, I have feelings of adrenaline and wish for a new chapter of life.

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-Lettura del " Piccolo Principe"in italiano

Visione in inglese del filmato breve

-Scrittura dei sentimenti che ha suscitato in italiano e in inglese

Speaking con brainstorming dei personaggi nominati e che si ricordano

Traduzione guidata di una parte della storia

Attribuzione di parti e di ruoli in inglese (protagonista, personaggio secondario, ambiente,...ecc..)

Attività di drammatizzazione della parte di testo scelto

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Trama, significato e personaggi de Il piccolo principe di Antoine de Saint-Exupéry, uno dei libri più noti e tradotti al mondo

getty-images

Il piccolo principe: riassunto

Fonte: getty-images

Il Piccolo Principe è il capolavoro dell'autore francese e aviatore Antoine de Saint-Exupéry. E' uno dei libri più venduti e tradotti al mondo, pubblicato a New York per la prima volta nel 1943 ed è dedicato all'amico dell'autore Léon Werth. Il libro non è stato scritto per l'amico dell'autore divenuto adulto, era più che altro dedicato ai suoi anni dell'infanzia. Per questo l'opera conserva anche gli acquerelli originali dell'autore.

Sebbene sia un libro destinato ai bambini, è stato esaminato e studiato in molte scuole superiori e donato a generazioni di giovani. La storia del piccolo principe si svolge nel deserto africano, dove il narratore è atterrato a causa di un guasto al suo aereo. Le storie raccontate dal Principe narrano di asteroidi immaginari nello spazio, ciascuno con le sue unicità.

Trama

Il piccolo principe si apre sul ricordo del narratore di quando a sei anni ha deciso di abbandonare una delle sue più grandi passioni, il disegno. Da quel momento si è interessato di aerei. Dopo questa breve prefazione, il narratore inizia a raccontare il suo incontro, durante una disavventura con l'aereo nel deserto africano, con il Piccolo Principe. Da una frase inaspettata, quanto semplice "Mi disegni, per favore, una pecora?" ha avuto inizio il loro rapporto.

Il piccolo principe racconta la sua storia spiegando al narratore da dove proviene e intanto gli pone curiose domande sulla vita sulla terra. Ad esempio "È vero che le pecore mangiano gli arbusti?" oppure "A cosa servono le spine sui fiori?". Domande legittime per lui, che è padrone di un piccolo pianeta nella galassia, dove possiede una rosa per lui rara, tre vulcani e deve difendersi dalla crescita di arbusti giganteschi, i baobab. Nei suoi viaggi che ha compiuto per cercare un'occupazione e per istruirsi, è entrato in contatto con diversi personaggi e ognuno si è distinto per una particolarità.

Fonte: getty-images

Per primo ha incontrato un re che, abituato a comandare (anche se sul suo pianeta era solo), lo ha accolto con la frase "Ecco un suddito". Il principe, però, arrabbiato per questa sua arroganza e prepotenza, ha deciso di abbandonarlo. Il secondo pianeta era abitato da un vanitoso che appena lo ha visto si è affrettato a dire: "Ah, ecco la visita di un ammiratore". Ma poiché quest'ultimo non sentiva altro che lodi, il Piccolo Principe se ne è andato anche da qui. E' poi arrivato sul pianeta dell'ubriacone, personaggio confuso che affermava di bere per dimenticare la vergogna di bere. Il Piccolo Principe ha lasciato il pianeta subito, restando molto perplesso. Seguono altri strani pianeti, abitati nell'ordine da un uomo d'affari, un uomo che accendeva il suo lampione e dal vecchio geografo.

Nel suo viaggiare il Piccolo Principe ha fatto anche la conoscenza di una volpe, che ha addomesticato per poterla riconoscere, ricordare e far sì che diventasse la sua unica e rara volpe.

Quando è ormai passata una settimana, il Principe è dovuto ritornare sul suo piccolo pianeta per prendersi cura dei suoi vulcani, ma soprattutto della sua rosa. Per poter lasciare la terra, si è dovuto far mordere da un serpente. L'indomani il suo corpo non è stato ritrovato. Ed ogni volta che il narratore guardava le stelle, si sentiva vicino all'amico dai capelli dorati.

Personaggi

Ed ecco l'elenco dei personaggi presenti nel libro:

Il Piccolo Principe: è un misterioso bambino proveniente da un pianeta minuscolo, con tanta voglia di conoscere gli uomini e le loro abitudini. Questo piccolo principe, pur giungendo in una regione disabitata, non appare né smarrito, né tanto meno impaurito. È un piccolo bimbo biondo ed è pieno di entusiasmo, di voglia di sapere e di moltissima curiosità. Per questo vuole sapere tutto di ogni persona che incontra e di ogni cosa che vede. Leggendo il testo, balzano agli occhi la sua semplicità, la sua genuinità e la sua innocenza in un mondo molto complesso ormai basato sull'ingiustizia e con un solo obbiettivo: l'utile personale.

Il Pilota: è l'unica persona con il quale il Piccolo Principe stringe un rapporto di amicizia sincero. È una persona che non si scoraggia molto facilmente, soprattutto quando, all'inizio, si ritrova nell'immensità del deserto e, pur essendo solo, non si perde mai d'animo e cerca di uscire da quella situazione anche se non è per niente semplice. Nel finale, il pilota si dimostra molto fedele verso il Piccolo Principe che vorrebbe morire per la sua partenza e risponde che non si dimenticherà mai di lui e gli sarà sempre vicino.

Il Lampionaio: è un uomo il cui lavoro è molto strano, deve infatti accendere il lampione che sta sul suo pianeta ogni minuto, tutto per colpa di una consegna datagli quando la velocità di rotazione del suo pianeta era molto inferiore. Persino il Piccolo Principe rimane perplesso sul suo lavoro anche se lo ritiene interessante perché è come se ogni minuto si accendesse una nuova stella. Il consiglio del Piccolo Principe di camminare così da non dover mai accendere il lampione, non soddisfa il Lampionaio che, nella vita, vorrebbe dormire.

Il Vanitoso: è una persona molto strana che pensa che ogni visitatore sia lì solo per ammirarlo. Chiede al Piccolo Principe di ammirarlo, ma lui, ignorando questo termine, chiede spiegazioni e, una volta ricevutole, si offre di ammirare il Vanitoso, nonostante sia solo sul pianeta.

L'Uomo d'Affari: è un calcolatore più che un uomo: non si degna neppure di salutare il Piccolo Principe al suo arrivo perché troppo impegnato con i suoi conti. Ha avuto la "brillante" idea di possedere le stelle e dice che sono sue solo perché nessuno ci aveva mai pensato prima. Dice che possedendo le stelle si sente ricco anche se alla fine, alla domanda del Piccolo Principe di cosa se ne fa di tutte le stelle, non sa rispondere, rimanendo di stucco.

L'Astronomo: pensa che tutto si possa risolvere con i soldi. Dice al Piccolo Principe che non bisogna valutare una casa per la sua forma, il suo colore e la sua grandezza, ma per il suo prezzo.

Il Mercante: pur di risparmiare del tempo, assume delle pillole con le quali può calmare la sete. Ma, fatti i conti, nota lui stesso che di quei 53 minuti guadagnati non sa effettivamente che farsene ed è qui che il Piccolo principe si permette di dargli un consiglio, dicendogli: "Cammina piano, piano verso la fontana".

Il Geografo: è una persona che stringe un buon rapporto con il Piccolo Principe. Il suo lavoro, a giudizio del Piccolo Principe è molto interessante ed è un lavoro vero, ma ciò che lo delude sta nel fatto che, non essendoci esploratori sul suo pianeta, lui non può fare niente e non sa indicare se vi siano oceani, monti o città; è così che chiede al piccolo principe di raccontargli la sua esperienza.

Il Re: ha una voglia incontenibile di comandare su tutte le persone che incontra, dal momento che sul suo pianeta non ci sono sudditi e non può farlo abitualmente. Appena il Piccolo Principe arriva sul suo pianeta, il Re gli dà un ordine. Però è anche una persona abbastanza comprensiva e dà ordini ragionevoli.

Il controllore: è addetto allo smistamento delle persone. È molto paziente verso il Piccolo Principe, dando spiegazioni alle sue ripetute domande. Ammette anche lui che gli uomini non sono mai contenti dove stanno e vorrebbero sempre raggiungere un posto nuovo, ma non sanno neanche loro quale è questo posto. Verso la fine del colloqui con il Piccolo Principe, anche lui ammette la fortuna dei bambini che hanno la mente piena di buoni pensieri e vivono tranquilli, "con il naso appiccicato ai vetri".

L'Ubriacone: è una persona molto strana. Si vergogna di bere, ma continua a farlo senza farsi troppi problemi e lasciando il Piccolo Principe, venuto a fargli visita, molto perplesso e incutendogli una grande malinconia.

La Volpe: è un animale importante per il Piccolo Principe in quanto gli dà insegnamenti essenziali e gli trasmette il valore dell'amicizia. È lei che si vuol fare addomesticare dal bambino per far sì che si ricordi di lei anche quando non saranno più insieme. E per fare in modo che il Piccolo Principe la consideri una volpe diversa da tutte le altre e la consideri la sua Volpe. È molto saggia, in quanto è lei stessa a spiegare al bambino quali tappe deve compiere per addomesticarla bene.

La Rosa: è forse la cosa più importante che il Piccolo Principe possiede. La tratta con grande cura e le offre la colazione. Rimane molto male quando il Pilota gli regala una pecora e scoppia in lacrime perché pensa che se una pecora mangia l'erba potrebbe benissimo mangiare anche dei fiori. Così si fa costruire una museruola per la Pecora ed un riparo per la sua Rosa.

Il Serpente: appare solo nel finale della storia e, se non fosse per il rumore causato dal Pilota, avrebbe morso e ucciso il Piccolo Principe, che però non sembra molto turbato.

La Pecora: è il mezzo della discordia tra il Piccolo Principe e il Pilota. È lei che viene accusata di poter mangiare la Rosa e, così facendo, rischia di rovinare un'amicizia bellissima. È stata regalata dal Pilota al ragazzino affinché avesse compagnia sul suo pianeta e si ricordasse di lui.

Significato e temi

Pur essendo un libro facile e adatto ai bambini, contiene delle tematiche che fanno riflettere sia i grandi che i piccoli.

La morale del libro è che, nella vita, non conta quante cose arrivi a possedere ma, piuttosto, quanti legami si è riusciti a stringere. Cosa conta davvero nella vita?

1. L'INFANZIA - La tematica più evidente è quella dell'infanzia, che è presentata dall'autore come il più bel periodo della vita di ogni persona. E proprio l'infanzia come età meravigliosa dà un senso alla "morte" del Piccolo Principe. Questo "bambino", morendo, sfugge ai pericoli che si possono correre una volta terminata l'infanzia e, soprattutto, una volta terminata la protezione materna, passo fondamentale che permette di avviarsi verso l'età adulta. L'autore non vuole avere una visione pessimistica della morte rifiutandola completamente, ma non vuole neanche sottomettersi ad essa con servilismo.

2. L'AMICIZIA - Un altro tema è quello dell'amicizia che, per l'autore, è un valore importantissimo di cui non si può fare a meno. In questo romanzo vi sono molti rapporti di amicizia, brevi o corti che essi siano, ma quello più importante è quello che si viene ad instaurare tra Il Piccolo Principe e la Volpe.

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Il Piccolo Principe: riassunto della trama, personaggi e significato | Studenti.it

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Il piccolo principe di Antoine de Saint-Exupéry: trama e riassunto, significato e morale di una delle favole per bambini più conosciute e tradotte al mondo

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CLIL lesson

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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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Clil lesson

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The topic of the lesson I chose is autumn.

I start by having the children sit in circle time.

I read a story about the arrival of this season and show him some pictures.

I stop to chat with them for a while, asking them a few questions to understand if the topic has been understood. For example:

what are the colors of autumn?

what happens to the trees?

Then I give the three and four year olds some cards to color while the five year olds ask for a free drawing representing an autumn landscape.

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I usually use padlet application to allow you to share ideas and Knowledge

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Through the padlet you have active teaching

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I often use the padlet.

The language is based on the contents of the discipline

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we need to create a positive learning environment.

I learn better in a relaxed and peaceful classroom.

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Genially is a very interesting app.
Always use specific sentences that introduce a topic.
To counter, you can use the expression: "I agree but..."

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I like padlet

I like use learning designer

I like learn new activities

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Before starting clil i didnt't know padlet.

I don't like taking pictures.

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I really like using Padlet.

Genially I find it very useful

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It's important to let students chill every now and then, with a small, playful activity

Apps like learningapps can help us to make the lesson funnier

Creating our own padlet makes things easier to find

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I like to play at board games.

When I travel I make a lot of photo.

Now I Know to use padlet.

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Life cycle of plants - brainstorming and voting | tricider

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Do you remember the life cycle of plants?

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

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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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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’?

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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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Per debate online

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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.

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Brainstorming and Voting Amazingly Easy. Free Online Tool | tricider

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Collect ideas and vote. Free online tool for easy brainstorming and voting. For decision making, crowdsourcing and idea generation.

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I CHOSEN PHOTO NUMBER 3 AND NUMBER 8.
IN PHOTO 3 I CAN SEE SOME YOUNG PEOPLE PLAYING THE VIOLIN. IN PHOTO 8 I CAN SEE A MAN LOOKING AT THE SCREEN OF HIS MOBILE PHONE IN SURPRISE.
LOOKING AT THE IMAGES I FEEL SERENITY AND JOY.
I think that in addition to talent you need to work a lot to be successful.

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In this photo I can see a table and chairs, they are in the dining room of an apartment. In the background we see a piece of furniture in the corner on the left, a painting on the wall and a bookcase on the right. The sofa has some cushions and there are some objects on the table.

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-In this photo I can see some people who are playing the violin, and they are part of an orchestra.

I think that this photo was taken an evening at the theatre.

-I think that to achieve success and happiness in life is more important an hard work with a bit of luck.

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In this photo I can see three child on their scooter. They are on the road. They are wearing T shirt. They are probably three students while they are going to school. They seem happy.

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In this photo I can see a table and chairs, they are in the dining room of an apartment. In the background we see a piece of furniture in the corner on the left, a painting on the wall and a bookcase on the right. The sofa has some cushions and there are some objects on the table.

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Photo number 8:
in the photo I see a guy in his thirties taking a selfie in a large garden
I think he just received some great news and now he's sharing it with his family

I think that one of our big problems but also a great privilege today are social media because sometimes they distance us too much from reality

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We can see in the card 2 three girls who drive three motorbikes. They're in the foreground and they're young.

In the card 7 we can see a lot of people near two telephone boths. They're varies ages.

2) The biggest environmental issue facing the world today affects multiple sectors: energy crisis, environmental sustainability, wars, economic differences,...

7) We can say hello in: chinese, french, english, spanish, arabic.

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A visually structured approach to learning design to think through and support your students’ learning

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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.

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Kialo Edu - The tool to teach critical thinking and rational debate

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Kialo is a free tool used by educators world-wide to teach critical thinking, facilitate rational classroom debate and explain controversial issues.

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Questions:

1. What is the aim of the experiment?

2. How do you decide if an object will sink or float?

3. What should you do after dropping an object into the water?

4. Why do some things sink according to the experiment?

5. Why do some things float according to the experiment?

6. What do children learn from this experiment?

7. Why is this experiment engaging for kindergarten students?

Correct answers:

1. The aim of the experiment is to test what sinks and what floats.

2. You decide if an object will sink or float by placing it on the side of the paper that the class chooses.

3. After dropping an object into the water, you place it on the correct side of another large piece of paper based on where it lands.

4. Some things sink because they are heavy or can hold water.

5. Some things float because they are light or have air in them.

6. Children learn how to predict, experiment, and discuss their results like real scientists.

7. This experiment is engaging for kindergarten students because it allows them to have fun while learning about sinking and floating objects.

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How to bring CLIL into your kindergarten classroom: a CLIL activity

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SPARTA e ATENE in INGLESE Sparta and Athens in 5 minutes we learn English, history and Italian CLIL

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Disponi le invenzioni in ordine crescente

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Let's Learn Some New Vocabulary!

+ Add short description

View options

food

vitamins

minerals

protein

diet

calories

exercise

energy

water

fruit

vegetables

grains

sugar

fat

fiber

meal

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https://www.youtube.com/watch?v=6SzjlsuyTdk

1

Cosa ti piace di più dell'osservare il tramonto o l'alba?

2

Come pensi che il cambio di stagione influenzi il tuo umore?

3

Ti è mai capitato di viaggiare in un posto dove hai notato una differenza significativa nella durata del giorno?

4

Credi che comprendere i movimenti della Terra possa cambiare il modo in cui concepiamo la nostra vita quotidiana?

5

Qual è la tua stagione preferita e perché ti piace?