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but the best is  rubistar
http://rubistar.4teachers.org/index.php

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webquest for kids
http://whaleofawebquest.weebly.com/index.html

webquest for medie

http://zunal.com/introduction.php?w=57267

http://zunal.com/introduction.php?w=98034

web quest liceo
http://students.wsc.ma.edu/aanthony1659/Web%20Quest-%20Whale%20Watch.html#Task

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https://www.mystorybook.com/

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Oxford http://www.snappywords.com/?lookup=so
Penguin http://www.penguinreaders.com/
McMillan http://www.macmillanreaders.com/ (level test)
Pearson https://www.pearsonelt.com/tools/readers.html
Cambridge http://www.cambridge.org/it/cambridgeenglish/catalog/skills/cambridge-english-readers (7 levels + samples)

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

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

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

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They are manageable individually, but once they start hanging out with each other, it can be difficult to figure out how they work as a whole.

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Self-selected fiction does not stretch or challenge the mind. It does not develop the habits of thought needed for school and career success

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1. Discussion and debate become the norm.
2. Students, even those who are less able or confident, participate enthusiastically because when people respond to personal reading there is no right or wrong answer.
3. reading well within our comfort zone.
4. Choosing freely what we read (and rejecting it if we don’t like it) for our personal enjoyment and interest is liberating, motivating and empowering.
5- CDs with the spoken text now accompany the majority of the Readers, so  Pronunciation also improves naturally

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1. Book reports, summaries, presentations and posters.
2.grade the students by the number of pages or words they have read; how many reading levels they go up, the quality of their written or oral book summaries, their participation in follow-up ER activities
3. At the beginning of the course, ask them to read a book at their level for three minutes. Then count the number of words they read and divide that by three to get the number of words per minute.
4. Informal oral comprehension checks while, or after, reading a book

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https://erfpt.ealps.shinshu-u.ac.jp/top/english

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1. allows students to meet the language in its natural context and see how it works in extended discourse beyond the language met in textbooks
2. builds vocabulary.
3. builds confidence, motivation, enjoyment and a love of reading which makes students more

effective language users.
4. learn the words, collocations and registers they will need

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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.

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learning how to read should mean a focus of attention on the meaning rather than the language of the text, with the intention of enjoying the texts. The vocabulary and grammar of the books that students read should not pose a difficulty. Extensive reading should be a student-centred and a student-managed activity. independent readers are more effective language users.

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self-review LD the Internet connection - Marchilia Volini Kendall

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https://v.gd/lLjyN9
Nicoletta Negrin

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https://v.gd/PiaW45

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CREATIVITY NEEDS TIME!!!! CREATVITY IS ENCOURGED BY THE FREEDOM, THE PLAYFULNESS AND THE FUN!!!

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Phil Ball British Council Madrid Conference

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This is a presentation uploaded from the now defunct 'Brainshark' platform, from around 2012. Youtube only allows 15 minutes, so that's all you get, but it was originally 28 minutes long. So it stops rather abruptly, but there's still plenty to consider.

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All materials used in the scenario are free to use

Back to Top

This project has been funded with support from the European Commission. This publication [communication] 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.

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free online language teaching and learning materials

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Clil4U CLIL implementation with pools of resources for teachers, students, and pupils

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pools of language projects, Free online Language teaching and learning materials, copyleft, materials, methods, teacher training, discussion, articles and development of software

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free online language teaching and learning materials

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Clil4U CLIL implementation with pools of resources for teachers, students, and pupils

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pools of language projects, Free online Language teaching and learning materials, copyleft, materials, methods, teacher training, discussion, articles and development of software

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First visit to Clilstore?

Clilstore, like virtually all other interactive sites, needs to use cookies to work properly. Got it

If this message persists when you click "Got it", then your browser must be refusing cookies, or have Javascript disabled.

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Teaching units
for Content and Language Integrated Learning

Help About Clilstore

Login or register to enjoy the full range of Clilstore facilities including the vocabulary builder.

Select the language you are learning and then your level to see the available units.

Level Any Basic A1 A2 B1 B2 C1 C2 Advanced

Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Clilstore - Teaching units for Content and Language Integrated Learning

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http://technoclil.org/wp-admin/index.php

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I love using it!
It is dynamic, it is easy to share the final presentation, it allows you to work on it simultaneously from different PCs, it focuses the listener/reader attention on what you want, it’s interface is user-friendly.

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Questi i benefici del CLIL secondo la Commissione Europea (2014):

· costruisce una conoscenza ed una visione interculturale;

· sviluppa abilità di comunicazione interculturale;

· migliora le competenze linguistiche e le abilità di comunicazione orale;

· sviluppa interessi ed una mentalità multilinguistica;

· dà opportunità concrete per studiare il medesimo contenuto da diverse prospettive;

· permette ai discenti un maggior contatto con la lingua obiettivo;

· non richiede ore aggiuntive di insegnamento;

· completa le altre materie invece che competere con le altre;

· diversifica i metodi e le pratiche in classe;

· aumenta la motivazione dei discenti e la fiducia sia nelle lingue sia nella materia che viene insegnata.

Si tratta dunque di una metodologia interattiva e dinamica che si fonda su una prospettiva student-centered, spesso mediata attraverso l’uso delle tecnologie che ne facilitano l’implementazione (Cinganotto, 2015).

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Assigning students the role of co-producers has great potential to enable them to innovate, share and form communities of interest and networks (Boyd, 2007)

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Improving the effectiveness of language learning: CLIL and computer assisted language learning 25 June 2014, p.23

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Improving the effectiveness of language learning: CLIL and computer assisted language learning 25 June 2014, p.23

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"CLIL generally brings about the learning of a foreign language without an additional burden on the curriculum and on the school (Ruiz de Zarobe). The implementation of a CLIL approach augments the presence of the foreign language in the curriculum without increasing students’ or language teachers’ time commitment." (Improving the effectiveness of language learning: CLIL and computer assisted language learning 25 June 2014, p.17)

I think it is outrageous... because the school system still in 2017 relies on the strenght and good will of Teachers, whereas this kind of teaching should be valued!!! economically, in terms of time, in terms of position in the school...

as for the 'time commitment' I am sure it increases a lot for both students, who must learn a subject and have to produce in a foreign Language, and the Teachers, who need to spend time to train in clil, to certify in a foreign Language and tailor authentic material for CLIL

do not take me wrong... I am in favour of CLIL methodology, but I see red when it comes to statements like this from the authority that should well cherish the most valuable  asset in the education system: Teachers!

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Other stuff (Delicious+CLIL, Slideshare+CLIL, serching tools for kids, etc.)

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CLIL Learning activities p.9-10 integrating mobile device into Language learning

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CLIL Learning activities p.9-10 integrating mobile device into Language learning

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Web 2.0 is the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

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. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.

The social nature of Web 2.0 is another major difference between it and the original, static Web. Increasingly, websites enable community-based input, interaction, content-sharing and collaboration. Types of social media sites and applications include forums, microblogging, social networking, social bookmarking, social curation, and wikis.
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.

The History of Web 2.0
The foundational components of Web 2.0 are the advances enabled by Ajax and other applications such as RSS and Eclipse and the user empowerment that they support.

Darcy DiNucci, an information architecture consultant, coined the term "Web 2.0 In her 1999 article, "Fragmented Future":
"The Web we know now, which loads into a browser window in essentially static screenfuls, is only an embryo of the Web to come. The first glimmerings of Web 2.0 are beginning to appear, and we are just starting to see how that embryo might develop. The Web will be understood not as screenfuls of text and graphics but as a transport mechanism, the ether through which interactivity happens."
Tim O'Reilly is generally credited with popularizing the term, following a conference dealing with next-generation Web concepts and issues held by O'Reilly Media and MediaLive International in 2004. O'Reilly Media has subsequently been energetic about trying to copyright "Web 2.0" and holds an annual conference of the same name.

Web 2.0 controversy
Critics of Web 2.0 maintain that it makes it too easy for the average person to affect online content, which can impact the credibility, ethics and even legality of web content. The extent of data sharing and gathering also raises concerns about privacy and security. Defenders of Web 2.0 point out that these problems have existed ever since the infancy of the medium and that the alternative -- widespread censorship based on ill-defined elitism -- would be far worse. The final judgment concerning any web content, say the defenders, should be made by end users alone. Web 2.0 reflects evolution in that direction.

Web 2.0 technologies
Most of the technologies used in delivering web 2.0 are rich Web technologies, such as Adobe Flash, Microsoft Silverlight and JavaScript (in addition to Ajax, RSS and Eclipse). Web 2.0 applications are often based on the decentralized download methodology that made BitTorrent so successful, in which each downloader of content is also a server, sharing the workload and making heavily demanded content more accessible that it would be in the centralized model where demand can lead to overwhelmed servers and pages.

Manufacturing 2.0
The integration of Web 2.0 communication and collaboration applications into traditional manufacturing practices and processes has been dubbed Manufacturing 2.0. Manufacturing 2.0 takes typical Web 2.0 apps and services and incorporates them into every stage of development and production. The use of these technologies and tools facilitates greater collaboration and sharing and referencing of information in a business, ideally leading to better thought out design and more efficient production.

Enterprise 2.0
Similarly, the inclusion of Web 2.0 technologies into an enterprise's business processes, intranet and extranet is sometimes referred to as Enterprise 2.0. Most enterprise 2.0 followers use a combination of blogs, social networking and social collaborative tools as well as free, paid and homegrown technologies. The term Enterprise 2.0 was coined by Harvard Business School Associate Professor Andrew McAfee in an MIT Sloan Management Review he named "Enterprise 2.0: The Dawn of Emergent Collaboration."

Web 2.0 suicide
So synonymous with Web 2.0 is social networking that the deletion of one's social networking presences throughout the Internet is referred to as Web 2.0 suicide. There are web applications designed to facilitate the process, such as the free service Web 2.0 suicide machine. The application attempts to purge user info on some of the most common social networking presence points: Facebook, MySpace, LinkedIn and Twitter before adding the user to the Social Network Suiciders group on Facebook and signing them out.

The future of Web 2:0: Web 3.0
Some industry pundits are already claiming that Web 2.0 is merely a transitional phase between the early days of the World Wide Web's existence and a more established phase they're calling Web 3.0, also known as the Semantic Web.

The creator of the World Wide Web, Tim Berners-Lee, suggests that the Web as a whole can be designed more intelligently to be more intuitive about how to serve a user's needs. Berners-Lee observes that although search engines index much of the Web's content, they have little ability to select the pages that a user really wants or needs. He suggests developers and authors, singly or in collaboration, can use self-descriptions or similar techniques so that new context-aware programs can better classify the information that might be relevant to a user. Web 3.0 will involve the publishing of web resources in languages intended for data (such as XML, RDF, OWL and XHTML) to supplement them with metadata that will allow software to analyze, classify and deliver content for more personal relevance. The Semantic Annotations for Web Services group at W3C is defining the specifications for the Web 3.0.

Ubiquitous Computing
The model of Web 3.0's machine-classified, data sharing world creates a basis for ubiquitous computing. Ubiquitous computing, also known as pervasive computing, is a scenario in which embedded processing in everyday objects enables intercommunication and unobtrusive data sharing throughout the user's environment. The concept overlaps with that of the Internet of Things ( IoT), in which almost any entity or object imaginable can be outfitted with a unique identifier (UID) and the ability to exchange data automatically. A modest example of this concept is a fridge that sends a grocery lists to one's smartphone.
See Sir Tim's Ted Talk on the future of the Web:

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Web 2.0 is the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

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Marisa Constantinides on Techno CLIL EVO17 10/1/2017

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Storytelling and digital tools Stories are a powerful vehicle for presenting and activating language, and for engaging learners in memorable and powerful ways. Techniques for creating, exploiting and animating stories are presented through a showcase of new digital tools that raise story-making and storytelling to a different level for young and older learners.

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useful teaching creative writing stories

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useful teaching creative writing stories

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storybird
https://storybird.com/create/
make beliefs comix
http://www.makebeliefscomix.com/
story jumper
http://www.storyjumper.com/

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thank you Patrick for your time.

I appreciated the ideas you used for your subject and I think I am going to use the stand up activity!

but one question: you claim that every subject teacher is a Language teacher... I partially disagree because subject Teachers may not like or feel comfortable with speaking in a foreign Language... and I think that in some instances the Language and pronunciation produced may be misleading for the students.

I would rather see a co-presence of Language teacher and subject teacher for CLIL.

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Patrick De Boer for Techno CLIL EVO17 9/1/2017

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I still don't see why a subject teacher should teach in English and not the opposite, i.e. a Language teacher teaching a subject!
As a matter of fact, masterying the Language, it would be immensely easier to learn a content/subject and it would heve better  results in the Language production of students...

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Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu's millions of monthly readers.

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Fact from EMI - English as a Mean of Instruction

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Fact from EMI - English as a Mean of Instruction

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In Italy in 2010, legislation regarding content and

language integrated earning (CLIL) mthodology

DD.PP.RR. 87, 88, 89 15/03/2010) was introduced in the last year of higher secondary education (starting in language schools from the third year).

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In the first of a new series of study skills for CLIL, Jean Brewster takes the very topical subject of thinking skills and looks at how CLIL teaching embraces many of the thinking skills principles and how this benefits the learner.

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Benjamin Bloom was the first to develop a highly popularized hierarchy of six thinking skills placed on a continuum from lower to higher order skills:
knowledge
comprehension
application
analysis
synthesis
evaluation
According to this system, lower order skills included recalling knowledge to identify, label, name or describe things. Higher order skills called on the application, analysis or synthesis of knowledge, needed when learners use new information or a concept in a new situation, break information or concepts into parts to understand it more fully, or put ideas together to form something new.

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to predict what will happen,

to carry out simple investigations or experiments,

to describe and record what they observe,

to find patterns, notice similarities and differences,

to compare results, to draw conclusions and so on

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Academic language skills - Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)
In 1979 the Canadian educator, Jim Cummins, made a useful distinction between BICS, the skills of listening, speaking, reading and writing for so-called social or conversational purposes and CALP, linked to more academic, cognitively challenging tasks in subject lessons. This is a formal, decontextualised language variety used in school. Most schools don't explicitly teach CALP skills in L1; they expect learners to pick them up and then transfer them to the L2.

Metacognitive skills: Learners need to ask teachers to explain and repeat, for example. They need to be able to look up words themselves and keep vocabulary books. They need to use their language monitor to look out for and remember key phrases which are useful in academic discourse. They need to listen carefully for organisational signals in teacher-talk and look for them in school texts. They need to pre-read texts if teachers can give them out before a lesson and to plan, draft and revise writing more carefully than in their L1.

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Listening is a normal input activity
Reading, using meaningful material,
Speaking focuses on fluency.
Writing focusses on lexical activities

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a successful CLIL lesson should combine elements of the following:

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

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forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'.
Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.
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
that language ability can only be increased by content-based learning after a certain stage.
all teachers are not teachers of language'

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It provides reasons for learning and improving the foreign language level, because the understanding of the subject content is compulsory.

It focuses on and assesses the subject content, so the learner is not being assessed on his/her mastery of the Past Simple (for example) but rather his/her ability to use it in the appropriate places.

It gives students a feeling of real achievement.  They are coping with, and talking and writing about, complex material in the foreign language.

They are not being asked to discuss 'vox-pop' content as in standard language learning textbooks (Pop Stars, Global Warming, My Favourite Auntie) - where the content is used as a slave to illustrate a certain language structure - but because the content is important in itself.   In CLIL there is a chance that they are being asked their opinions because the expression of opinions (for example) is a key competence in the syllabus content.

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The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language."

the European Commission:
"Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign Language."
"CLIL provides exposure to the language without requiring extra time in the curriculum."

Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension - Actions, Trends and Foresight Potential
"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language".

Graddol D.  English Next, British Council Publications, 2006
"an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together.  It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study"

Marsh, Marsland & Stenberg, 2001
"CLIL is about using languages to learn………..It is about installing a 'hunger to learn' in the student. It gives opportunity for him/her to think about and develop how s/he communicates in general, even in the first Language"

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A picture that represents my professional stance

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A picture that represents my professional stance

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https://www.zeemaps.com/edit/cv0zId_xkFEVXQcdy_FeRT-eRQZnE8ub

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CLIL stands for Content and Language Integrated Learning and refers to teaching specific subjects  to students using a foreign language. The teacher delivering a CLIL lesson should be a subject teacher.

In Italy, CLIL is mainly associated with English, but the CLIL could be in any any foreign Language

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Hello everyone,  I am a secondary school teacher living in Italy, I teach English Language and Literature. I have a long experience in teaching and examining. My school is in Naples and my students follow the maths and Latin curriculum. We have Interactive whiteboards in many, but not all classes.  I look forward to Learning about CLIL!