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I am Lia and I teach English at Primary School in Italy. I have been teaching since 1997; I am an eTwinning Ambassador since 2009 and an Erasmus Plus Assessor. This is my third Techno-Clil event. The 1st one inspired me a lot: I started to learn more about it (I attended lots of courses and learning events) and took the TKT certificate. I was involved in two CLIL National Projects funded by the Ministry of Education in the last two years. Their topics were Art and Science and the earthquakes. They were developed as eTwinning projects and they got the eTwinning Quality Labels. I am participating into this new learning event because I believe in sharing experiences and resources and I want to improve my CLIL practice and start planning a new CLIL path into the curriculum.

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What's CLIL?

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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.

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Higher order thinking skills:
Creating | making, designing, constructing, planning, producing, inventing,
Evaluating | checking, hypothesizing, experimenting, judging, testing, monitoring,
Analyzing | comparing, organizing, outlining, finding, structuring, integrating
Applying | implementing, carrying out, using
Understanding | comparing, explaining, classifying, exemplifying, summarizing
Remembering | recognizing, listing, describing, identifying, retrieving, naming, finding, defining
Lower order thinking skills

LOTS' AND HOT'S IN BRIEF

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Thinking skill
Possible language
Remembering/ Recallrecognizing, listing, describing, identifying, retrieving, naming, finding, defining | Questions using who, what, where, when, which how, how much? Tasks using describe, choose, define, find, label, colour, match, underline key vocabulary in different colours (e.g. parts of a system and functions)Language:
That's a …(because it has …and … )
This is a … and this is what it does.
This has…
This is a kind of …. which/that …
A … is a kind of… which/that …
This goes with this.
Understanding/ Interpretingcomparing, explaining, exemplifying,classifying, understanding cause and effect, generalizing, summarizing, | Questions using is this the same as…? What's the difference between…? Which part doesn't fit or match the others? Why? Tasks using classify, explain, show what would happen if … give an example, show in a graph or table, use a Venn diagram or chart to show…Language:
This is ..( a kind of…)  but that one isn't (because…)
This has ( a type of…)but that one doesn't/hasn't (because…).
These are all types of …because
This belongs/ goes  here because…
If we do this then…
This leads to..
This causes …
Applying to new situationsPlanning, implementing, carrying out, drawing conclusions, reporting back | Questions using what would happen if..? What would result in …? How much change is there if you …?Tasks using Explain what would happen if…, Show the results of…,Using investigations and experimental inquiry e.g. surveys, web quests etc.  choosing how to record and represent information Language:A variety of language functions for planning, hypothesizing, asking questions, reporting, drawing conclusions e.g.What shall we try/ do first?
if we try this then ...that could be…
First we thought about… then we…This must be .. because…
It can't be …because…

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:

Subject specific  | Academic  | Other language
miniskirt
hemline
knee-level
fashion designer  | credited
designer
cited
invented  | above the knee(s)
credited to
inspired by
cited as
disagreement as to

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Information  |  Mental procedures  |  Physical procedures

COGNITIVE SYSTEM
Knowledge retrieval | Comprehension | Analysis  | Knowledge use
Recall: Recalling information, facts, sequences and processes. | Synthesis:identifying what is important to remember.Representation:  putting this information into categories.Graphic organizers encourage this process. | Matching, classifying, error analysis, generalizing and specifiying:  by engaging in these cognitive processes learners use what they learn to create insights and invent ways of using learned information in new situations. | Decision-making, problem-solving, experimental inquiry, investigations.  These are also especially useful in project-type work.

The knowledge domain, consists of three categories of knowledge: information, mental procedures and physical procedures.  A child at primary level may learn about quadrilaterals and the key vocabulary and characteristics to describe them. This is the what of knowledge. She will also learn how to draw different kinds of quadrilateral (physical procedures) and how to compare or classify them (mental procedures). The cognitive system is made up of four components:

knowledge retrieval,

comprehension,

analysis, and

knowledge use.

Marzano's cognitive system is similar to the six levels of Bloom and Anderson. In knowledge retrieval (cf. Remembering and Understanding) the child needs to be able to identify and put a name to new information; for example, the topic might be mammals and the names of different types of big cat, such as tiger, lion, cheetah and so on.  Facts about mammals will involve statements and generalizations using the simple present tense, such as:

mammals have a covering of fur, hair, or skin,

mammals give birth to live young,

mammals are warm -blooded,

mammals feed their young with milk from the mother,

tigers have stripes but cheetahs and leopards have spots, etc.

tigers can swim

These language functions can be linked to all four basic language skills using activities based on oracy (speaking and listening) and literacy tasks (reading and writing). For example, learners can listen to descriptions of animals and choose the correct picture, use a tick chart to listen to comparisons of big cats and then use this as a speaking frame to produce simple sentences. Learners might read simple descriptions of big cats and transfer key information onto a chart, then use this chart to write simple sentences. This basic knowledge can be extended to compare and classify types of big cat in different ways according to features such as habitat, characteristics, appearance etc.

Under comprehension the learners sort out which information is important or relevant for a task and ignore other information. Graphic organizers such as charts, grids, Venn diagrams and flow charts are especially important here for learners as they organize information in a way that reduces the language load. Thus they help the learner to focus on the key language and thinking required.

In analysis the learners need to draw on more complex thinking processes - matching, classifying, generalizing and specifying - in order to create and invent new insights or new ways of using learned information. These skills are likely to be highlighted when carrying out investigations. Knowledge use is the highest form of thinking process under Marzano's system and is used particularly in the creation of investigations, projects and web quests, where application and the creation of new ideas are particularly useful.

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One of the most significant differences between Web 2.0 and the traditional World Wide Web (WWW, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises.
Elements of Web 2.0

Wikis: Websites that enable users to contribute, collaborate and edit site content. Wikipedia is one of the oldest and best-known wiki-based sites.

The increasing prevalence of Software as a Service (SaaS), web apps and cloud computing rather than locally-installed programs and services.

Mobile computing, also known as nomadicity, the trend toward users connecting from wherever they may be. That trend is enabled by the proliferation of smartphones, tablets and other mobile devices in conjunction with readily accessible Wi-Fi networks.

Mash-ups: Web pages or applications that integrate complementary elements from two or more sources.

Social networking: The practice of expanding the number of one's business and/or social contacts by making connections through individuals. Social networking sites include Facebook, Twitter, LinkedIn and Google+.

Collaborative efforts based on the ability to reach large numbers of participants and their collective resources, such as crowdsourcing, crowdfunding and crowdsource testing.

User-generated content (UGC): Writing, images, audio and video content -- among other possibilities -- made freely available online by the individuals who create it.

Unified communications (UC): The integration of multiple forms of call and multimedia/cross-media message-management functions controlled by an individual user for both business and social purposes.

Social curation: The collaborative sharing of content organized around one or more particular themes or topics. Social content curation sites include Reddit, Digg, Pinterest and Instagram.

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Materials

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Emerging technologies

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Web sites

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How to use graphic organizers

Graphic organizers are tools that can be used to visualize and organize information. Because graphic organizers are often used as prompts for students to fill in the blanks, graphic organizers provide many benefits to students who use them including:

Helping students structure writing project

Encouraging students to make decisions

Making it easy for students to classify ideas and communicate

Allowing students to examine relationships

Guiding students in demonstrating their thinking process

Helping students increase reading comprehension

Making it easy to brainstorm

Encouraging students to organize essential concepts and ideas

Making it clear how to break apart a story into the main elements (intro, rising action, climax, etc.)

Graphic Organizers top 10
Repository

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Guide

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Maths
Example 2
List with phrases to describe charts

The pie chart is about ...

The bar chart deals with ...

The line graph (clearly) shows ...

The slices of the pie chart compare the ...

The chart is divided into ... parts.

It highlights ...

... has the largest (number of) ...

... has the second largest (number of) ...

... is as big as ...

... is twice as big as ...

... is bigger than ...

more than ... per cent ...

only one third ...

less than half ...

The number ... increases/goes up/grows by ...

The number ... decreases/goes down/sinks by ...

The number ... does not change/remains stable

I was really surprised/shocked by the ...

So we can say ...

Use of Tenses

Mind the correct use of tenses when describung a chart. If the charts deals with facts in the present (as in our example), use the Simple Present, if the facts are the past, then use the Simple Past. If there is a connection between the past and the present, use the Present Perfect.

Ex.
1 Introduction

Here you say what the diagram is about. Mind the title of it and do not forget to include the source.

The pie chart is about the pets in Year 7. The chart is divided into 5 parts. It is taken from ...

2 Message of the diagram

The largest number of pets are in form 7GI. There are 16 pets.
The second largest number of pets are in form 7HK. There are 8 pets.
So there are more than twice as many pets in form 7GI.
The chart shows that there are only 2 pets in form 7CS and 3 in form 7VR.

3 Conclusion

So we can say that the most pets of Year 7 are in form 7GI and the least in form 7CS. There are more than 50 per cent of all the pets in one form - form 7GI.

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Another model for teaching reading exists. This is an 'extensive reading approach' and involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.

Aims of extensive reading
The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.

The characteristics of an extensive reading approach

Reading material
Reading for pleasure requires a large selection of books be available for students to choose from at their level. Here, teachers can make good use of graded readers (books which have been written specifically for EFL/ESL students or which have been adapted from authentic texts).

Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.

Student choice
Students choose what they want to read based on their interests. If a student finds a book is too difficult or they don't enjoy it, they can change it for another one.

Reading for pleasure and information
Often students are put off reading when it is tied to class assignments. In an extensive reading programme, the students are reading principally for the content of the texts. Teachers can ask students about the books they are reading informally, and encourage occasional mini-presentations of the books or book reviews, but these should not seem like obligations to the students.

Extensive reading out of class
Teachers can do a lot to help students pursue extensive reading outside of the classroom. Having a classroom library and regularly encouraging students to borrow books to take home are some things which can help. If books are shelved in the classroom, students can also be given class time to browse and select books.

Silent reading in class
Extensive reading should not be incompatible with classroom practice and methodology. There are teachers who set aside a regular fifteen-minute period of silent reading in class. This silent reading has been said to help structural awareness develop, build vocabulary, and to promote confidence in the language.

Language level
The vocabulary and grammar of the books that students read should not pose a difficulty. The objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage. However, the books should not be too easy as this may well demotivate students, who feel they are getting nothing out of the books.

Use of dictionaries
Reading becomes a chore if students think they have to stop and look up every word they do not understand in a dictionary. For this reason, dictionaries should be avoided. Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.

Record keeping
If the teacher takes an interest in and keeps record of what students are reading, then this can in itself encourage students. If a note is also made of which books the students like, then the teacher can also recommend other books to the students. The teacher should also be careful to explain the reasons behind the programme, and to highlight the benefits of extensive reading to them so that they know why they are doing it.

The teacher as role model
If the teacher is also seen to be a reader by the students, then they will be encouraged to read. The teacher can talk in class about books that she or he has been reading, and if they are knowledgeable about the books in the class library, having read them, then they can make genuine recommendations to students about what to read. The teacher can also read aloud to students, as a way of introducing students to different genres or individual books.

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Some examples of practical extensive reading activities

Graded readers provide prompts for classroom activities in ways that many textbooks or undifferentiated material cannot.  Books which students have chosen deliberately and are enjoying reading are self-evidently within their competence.  Textbook work can never be quite as accessible or as pleasurable.  Additionally, students are usually excited about sharing their current reading with the rest of the class and less able students gain confidence when they can perform and contribute in the same way as more able classmates.

Teachers can easily use the class library and students’ current reading to extend and practise textbook topics.  The brief 5-10 minute activities below are just a few examples of the kind of naturally differentiated tasks which can amplify and support the syllabus.

Cover Illustration Game: Ask students to look at the cover of the books they are reading.  Give them thirty seconds to write down as many words as they can think of prompted by the images in the illustration. Then…

Ask students to categorise the words they have collected by word class.  Do they notice any patterns? Or…

Ask if the colours they have noticed on the cover suggest anything about the story they are reading. Or…

Ask the students to use the words they have collected to write a 50 to 100-word description of a place they know well.

Ask the students to do this task with the cover of a book they have not read.  After they have collected the words (without looking at the blurbs) ask them to use their collections to write 50 to 100 words predicting the story. Students can then compare predictions with the blurbs on the back.

Word Class Hunt: Ask students to find an example each of word classes (e.g. noun, verb, adjective, adverb) from the books they are reading and then:

Use the found words in their own sentences. Or…

Use the found words first in a simple sentence, for example:The old man sang sadly.Then ask students to develop the sentence with an aspect of grammar you have been studying recently, for example:

Coordination:

The old man sang sadly and played the piano.

The old man sang sadly but had a twinkle in his eye!

Subordination:

The old man who had been in the war sang sadly.

The old man whose wife had left him sang sadly.

Prepositional phrases:

The old man in the piano bar sang sadly.

The old man sang sadly through the night.

Participial phrases:

Thinking about his time in the war, the old man sang sadly.

Weeping drunkenly, the old man sang sadly.

Discuss with students the effect of the various kinds of sentence development on the meaning of the sentence and its impact on the reader.  Compare the effect of a series of simple sentences with more elaborate ones.

Making a Statement: Ask students to turn a statement in the book they are reading into a question; or turn a positive statement into a negative; or change the tense or gender; etc.

Talking Text: Ask students to turn a dialogue in the stories they are reading into reported speech or vice versa.  Ask them how these changes affect the way the story is told.

Five Words: Ask students to select any five words they like from a page in the book that they are currently reading and use them to write a 50-75 word opening to a new story of their own as in the example below.
Enclosed          Signs          Flags          Meet          FinishedThe flags were all hung out in the courtyard where I hoped to meet George and Freya at the end of the day.  As I arrived, they had just finished their turns in the enclosed pits where the fights happen. I was worried but the signs were good.  They were both smiling and waving at me.  George only had a black eye and Freya a long, deep cut on her shoulder. (71 words)

Question Time: Extend this last activity by picking a good example and then asking students to use the 5 Ws and the H to ask questions about the story.  For example:

Where is the courtyard?

Why are the George and Freya fighting in pits?

Who is the person telling the story?

When is this story happening: in the present, the future or the past?

What will happen next?

How can George and Freya be happy when they are quite badly hurt?

Sentence Starter: Ask students to pick a sentence at random from any page in the books they are currently reading and create as many new sentences as they can using at least the chosen words but adding more as desired.

Discuss how the sentences have developed.

Extend the task by seeing if they can change the sentence they have chosen to make it humorous, sad, frightening or unexpected.

Ask students to compare their sentences and see how they can be improved.

These are just a few examples of short activities that can be created on the spot using the readers in the class libraries as prompts.  These kinds of tasks are useful because they:

Break up the monotony of lessons and create a sense of adventure and unpredictability in your classroom. The unexpected really motivates learning!

Provide a range of differentiated tasks which all students can access and enjoy.

Stimulate interest in the class libraries by getting students to share their reading experiences.

Offer a range of brief do-able activities which persuade students that writing in English is not only something which can be practised and improved but which also can be fun!

Give teachers an opportunity to observe how students are interacting with the libraries while, at the same time, getting students to extend, practice and reinforce textbook tasks with ‘real’ language.

Don’t forget that graded readers span a wide range of ability levels and there is strong emphasis on student choice.  This ensures that all students, even the least able, can easily find accessible and enjoyable books for themselves to enjoy both at home and at school.

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1.  Students become better reader

It is widely accepted that people become good readers through reading, and that learning how to read should mean a primary focus of attention on the meaning rather than the language of the text. It is pretty obvious that extensive reading helps students become better readers. Research by Richard Day amongst many others shows that we learn to read by reading. The more language students read, the better readers they become. An integral part of this is learning new vocabulary.

1.  Students learn more vocabulary

Probably the most cited benefit of Extensive Reading is that it can extend and sustain students’ vocabulary growth. We know that vocabulary is not learned by a single exposure. Experts in language and literacy development such as Harvard University Education Professor Catherine Snow believe that you need to encounter a word or phrase in different contexts between 15 and 20 times to have a high possibility of learning the word or phrase. Students are highly unlikely to encounter vocabulary sufficient times within the classroom to learn it. However, if they read extensively they are much more likely to get multiple encounters with words and phrases in a variety of contexts.

1.  Students improve writing

Students who read extensively also make gains in writing proficiency (Elley and Mangubhai 1981, and Hafiz and Tudor 1989). This is probably because as students encounter more language, more frequently, through extensive reading, their language acquisition mechanism is primed to produce it in writing.

1.  Students improve overall language competence

In addition to gains in reading and writing proficiency, research demonstrates that students who read extensively also make gains in overall language competence. For example, Cho andKrashen (1994) reported that their four adult ESL learners increased competence in both listening and speaking abilities through reading extensively. So Extensive Reading would seem to benefit all language skills, not just reading and writing.

1.  Students become more motivated to read

It is highly motivating for students to discover that they can read in English and that they enjoy it. For this reason it is essential that the books are interesting to students and at a level appropriate to their reading ability. If students find the books compelling and interesting, and can understand them, they may become more eager readers. This can also help to boost their confidence and self-esteem as language learners.

1. Students develop learner autonomy.

Students can read anywhere, at any time, and reading extensively helps them become more autonomous learners. To promote learner autonomy extensive reading should be a student-managed activity. That is to say that students should decide what, when, where and how often they read.

1. Students become more empathic

Neuroscientific and social science studies have shown that people who read literary fiction extensively are more empathic. People who read novels about other people who are very different from themselves and their backgrounds are particularly empathic.

Conclusion
There are many benefits of Extensive Reading in language learning. These include gains in reading and writing competence, oral and aural skills, vocabulary growth, and increases in motivation, self-esteem and empathy. Students who read extensively also become more autonomous learners.

Seven Extensive Reading websites:

1. The Extensive Reading Foundation is a not-for-profit organisation whose purpose is to support and promote extensive reading.

1. Extensive Reading is a repository for information on extensive reading, with an emphasis on foreign language learning.

1. Rob Waring’s website is another repository for information on extensive reading.

1. ER-Central is a not-for-profit organization dedicated to developing an Extensive Reading and Extensive Listening approach to foreign and second language learning. There are wealth of free Extensive Reading and Extensive Listening resources for students.

1. Atama-ii is an innovative and interactive series of beginner level easy-English graded readers for all ages 11 and up. The series follows an interactive gamebook format, in which the reader takes on the role of the main character and makes plot choices at set points in the story. These choices lead to one of eight different endings.

1. MReader is a website designed to help schools wishing to implement an Extensive Reading program. It allows teachers and students to verify that they have read and understood their reading.

1. ERF Graded Reader List is a comprehensive, searchable, downloadable database of graded readers from around the world providing useful information for educators and language learners.

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Memorize real English phrases and chunks of language,
make your way to becoming fluent

Creating social phrasebooks with Phraseum

Tool for writing

Tools for reading

Extra tool for reading

Reading and vocabulary

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Oxford
PENGUIN
MACMILLAN

PEARSON

CAMBRIDGE

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Document

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10
Cartoonbrew
Storyboardthat
Storyboard template
Photostory 3
Top ten

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Storyboard:
https://spark.adobe.com/video/E1anioEHAFv63
https://storybird.com/books/clil-for-land-classes-2-and-5-primary-school/?token=a3pjxk967q

Narrative Storyboard: https://storybird.com/books/my-techno-clil-experience-by-lia-molini/?token=fq3b5yww5j

Rubric: https://docs.google.com/document/d/1eoRSfalJ19BmcRkH9Cv4h759L0BesCrZQy0b_qtOXKo/edit?usp=sharing