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https://www.educatorstechnology.com/2014/09/5-great-tools-to-improve-students.html?m=1

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We'll study a lot!!!

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http://www.onestopenglish.com/clil/what-is-clil/

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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.

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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.

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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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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.
The language to be looked 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.

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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.

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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).

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21st Century Skills: The 4Cs Critical thinking, Communication, Collaboration, Creativity

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21st Century Skills: The 4Cs Critical thinking, Communication, Collaboration, Creativity

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https://youtu.be/jwyhhPCeqBU
https://youtu.be/QrEEVZa3f98

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http://www.onestopenglish.com/clil/methodology/articles/article-skills-for-clil/501230.article

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Hi! I am Antonella Girolamo. I live in Locorotondo, an amazing little town in Valle d’Itria, near Alberobello in Puglia. I love all of my town, because it’s beautiful, clean and small. I am a wife, a mother, a teacher and, first of all, a woman with a lot of interests, such as reading books, writing poems and articles for a local newspaper, doing gym especially fit-boxe. I love travelling with all my family, or only with my husband by motorbike or simply with my oldest son in some capital cities or with my youngest son for an English course. I like travelling even with my sisters and friends. However, every occasion is a good reason to prepare a luggage, even if I hate doing it, because I never know what it’s better to bring with me.

I teach in a Primary School in Locorotondo.  This year I’m living a new experience:  my pupils are 6 years old!!! They attend the first year of school and they spend a lot of time in classroom (8 hours). For 4 years I taught only English in many classrooms and I loved it. Instead, from this year, I teach many subjects, such as Maths and Science, English, Technology and P. E. only in my classroom.

I enjoy staying with my pupils and I often use different tools for my teaching: videos, interactive software, songs, coding, flipbook and e-book.

Only some months ago, I knew Learningapps. It’so lovely!!!!

During the summer I organize English Camp for lots of children, so I can also meet anglophone people.

I hope I’ll learn many interesting things thanks to you!!!

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... is a great way to teach another language and another content, because it’s a way to enter in the heart of subject... and it’s lovely when a teacher and a child meet each other along the street of passion, where teaching and learning become the same thing!!!

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http://www.onestopenglish.com/thinking-skills-for-clil/501197.article

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Wow!!! My welcome badge!!!

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“It is a real opportunity to learn, because you can read many different materials, you can watch webinar in English language and you know interesting webtools. But, first of all, you have to try different webtools, because you have to show what and how you are learning. It isn't a theorical course, but a practical experience that can enrich your experience and stimolate your creativity with your students. It isn't a relaxing walk, but it is a stimolating running!!! Run with me, if you think teaching is a progressive discovering. We enjoy and learn, because together it's better I love English and Ict! In this course, I found them both. I have learnt a lot of things and I'm already using many tools with my students. Moreover I speak more in English thanks to this course.”

I wrote this thinking last year and, an year later, I think so again. Clil is the best way to improve English and to know the culture!!!

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EMI - English as a medium of instruction

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EMI - English as a medium of instruction

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https://www.britishcouncil.org/sites/default/files/e484_emi_-_cover_option_3_final_web.pdf

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CLIL&CALL for a teacher's expertise (L.Cinganotto&Cuccurullo D.)

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CLIL&CALL for a teacher's expertise (L.Cinganotto&Cuccurullo D.)

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http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/7177

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OER, ICT and virtual communities for CLIL (L. Cinganotto&Cuccurullo D.) 

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OER, ICT and virtual communities for CLIL (L. Cinganotto&Cuccurullo D.) 

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http://www.tewtjournal.org/issues/volume-2016/volume-2016-issue-4/

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https://issuu.com/clilmagazine/docs/clil_spring_2016_final_version_enke

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http://www.laricerca.loescher.it/quaderno_18/sorgenti/assets/common/downloads/publication.pdf

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Key Data on Teaching Languages at School in Europe

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Key Data on Teaching Languages at School in Europe

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https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/images/0/06/KDL_2017_internet.pdf

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My first badge

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... in my head and in my heart

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Oliver Meyer (2010) rappresenta lo sviluppo di un’unità di apprendimento clil con uno schema a forma di piramide, ogni gradone della quale si costruisce in stretta correlazione con ciò che precede e con ciò che segue: • alla base della progettazione di un percorso clil vi è la selezione dei contenuti. Gli obiettivi di apprendimento inerenti al contenuto disciplinare sono al centro di ogni lezione clil e sono il punto di partenza di un percorso. Il punto di riferimento è il curricolo disciplinare, insieme alla sua suddivisione in blocchi modulari. Ogni argomento è poi articolato in sottoargomenti, quelli che formano la struttura di quello specifico contenuto; • il livello successivo è rappresentato dalla scelta dei materiali che costituiranno l’input per l’apprendimento, il quale sarà tanto più efficace quanto più sarà ricco e multimodale. Poiché soltanto l’input comprensibile favorisce l’apprendimento, in questa fase è necessario fornire il supporto necessario attraverso strategie specifiche (scaffolding); • su questa base si costruiscono le attività; queste possono stimolare l’acquisizione di singoli elementi dell’informazione oppure coinvolgere un insieme di conoscenze e di competenze. Progettare percorsi CLIL usando le tecnologie pare capacità cognitive di alto livello e l’uso di un linguaggio accademico appropriato; • il risultato finale (output) implica la produzione più o meno autonoma e creativa da parte degli studenti e la sua valutazione. Insomma, un clil di qualità si costruisce attraverso una progettazione rigorosa, dove ogni fase si appoggia sulla precedente e prepara la successiva, sino al prodotto finale.

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ricordare: riconoscere, elencare, descrivere, identificare, ritrovare, etichettare, localizzare, trovare; • capire: interpretare, riassumere, inferire, parafrasare, classificare, comparare, spiegare, esemplificare; • applicare: implementare, portare a termine, eseguire, usare; • analizzare: confrontare, organizzare, decostruire, attribuire, schematizzare, strutturare, integrare; • valutare: controllare, ipotizzare, criticare, sperimentare, giudicare, provare, ricercare, monitorare; • creare: progettare, costruire, pianificare, produrre, inventare, immaginare, produrre.

ricordare significa sapere utilizzare tecniche di presentazione del testo che favoriscono la memorizzazione, sistemi di social bookmarking e tecniche di ricerca; • capire significa tenere un blog, ma anche saper microbloggare e commentare quelli altrui;
applicare significa saper eseguire un’applicazione, caricare e scaricare file; • analizzare significa utilizzare mashups, verificare le fonti ecc.; • valutare significa dare un proprio feedback, selezionare le informazioni; • creare significa elaborare prodotti nuovi di varia tipologia (video, programmi, wiki ecc.)

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https://www.google.it/search?q=graphic+organizers&client=safari&hl=it-it&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwimp661hOzYAhXDyqQKHRx5APkQsAQIMA&biw=1280&bih=657

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I’ve completed my first week! 😅

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http://whatis.techtarget.com/definition/Web-20-or-Web-2

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http://ec.europa.eu/dgs/education_culture/repository/languages/library/studies/clil-call_en.pdf

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https://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

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Integrating mobile devices into language learning (L.Cinganotto&Cuccurullo D.)

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Integrating mobile devices into language learning (L.Cinganotto&Cuccurullo D.)

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http://riviste.erickson.it/med/it/2015/integrating-mobile-devices-into-language-learning-to-meet-the-21st-century-educational-challenges/

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The role of videos for CLIL (L.Cinganotto&Cuccurullo D.)

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The role of videos for CLIL (L.Cinganotto&Cuccurullo D.)

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http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1024

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CLIL&CALL for a teacher's expertise (L.Cinganotto&Cuccurullo D.)

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CLIL&CALL for a teacher's expertise (L.Cinganotto&Cuccurullo D.)

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http://www.fupress.net/index.php/formare/article/view/18301

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Graphic organizers can accomplish the following key elements toward instructional success:

understand important data with very little reading involved

think logically

identify main concepts

assign specific labels to concepts

sort relevant and non-relevant details

make predictions

identify cause and effect

identify and understand consequences

organize and sequence data

understand time lines

visualize and understand abstract content

Researchers found that when content is illustrated with diagrams, the information can be maintained by students over a longer period of time.
Graphic organizers arrange information in a visual pattern that complements an established framework, making information easier to understand and learn.

Graphic organizers are available at:

https://www.teachervision.com/graphic-organizers/printable/6293.html

http://www.learnalberta.ca/content/ssass/html/graphicorganizers.html

http://www.studenthandouts.com/graphicorganizers.htm

http://www.learnalberta.ca/content/ssass/html/graphicorganizers.html

http://www.eduplace.com/graphicorganizer/

http://freeology.com/graphicorgs/

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https://lookaside.fbsbx.com/file/Webtoolslist.docx?token=AWz9txdJOmduMcafIxudzXqZocO-GLC3ne5aPNvvAhAtity7jcCz26VRTi7Rp7rjozxRkhqLP3BK62zTn1GtZS7p8nTvlYrxywKoddkVZc0-_C1WKgzsfR7DfrOMZgKc--MrT0_fh8zogjWbUTVrTphWNq5sBhtyaYuWdEaN3GJrzLcjFIDd5q_6PG3DJApR-z-gpVmvSVNYkdfLLdydvP1vOqZ6DGYko3qm8U4zlQYIzA

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http://www.ittgiordanistrianonapoli.it/_moodle/pluginfile.php/10636/mod_resource/content/1/norme.pdf

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http://www.ittgiordanistrianonapoli.it/_moodle/mod/resource/view.php?id=1410

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http://www.ittgiordanistrianonapoli.it/_moodle/mod/url/view.php?id=1409

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http://www.ittgiordanistrianonapoli.it/_moodle/mod/url/view.php?id=1408

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http://www.ittgiordanistrianonapoli.it/_moodle/mod/resource/view.php?id=1433

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http://clilrb.ucoz.ru/_ld/0/29_CLILPlanningToo.pdf

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http://www.ittgiordanistrianonapoli.it/_moodle/pluginfile.php/10661/mod_resource/content/2/tool.pdf

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I’ve completed my second week

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I've completed my third week

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkixp317IbMPCi7VYka8jTuQn%2fUY%2b4dbC%2fHZkFhr599kRZGUt%2fNtTLZxya5MX%2fvHgrc%3d

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkgq0%2fJFNC7hA%2fV0sTJqebB8zA2z8BY35PrCNO0EZqzJLw0Ymu3%2br51e%2fihVsR4GW9k%3d

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkiW1SAQ%2fL96%2fcbm4W1YIjMCT6ffcbeCXmDVtNeoQUm0rfJxopVFTFlKJ0iJ5CQlReg%3d

# data[].attributes.body
http://unitus.wiziq.com/recording/?id=uBPjJeGEbkg3MiWvoj7kY13I6udYzGBolALeXGQhqo6KI4%2fZmNmREFJddwDEXq%2bJW7C1He%2bsexA%3d

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkjHLIpaTHtMWIWIhgJSTjdMx8IeMBWQcdZ%2blhplxZLe84bKO93ak%2b9NET8qB4CR1XA%3d

# data[].attributes.body
http://unitus.wiziq.com/recording/?id=uBPjJeGEbkjURAXV8VdTz5u0VoSN6f099Mw1mM1yoY25Oy8YCDnlLDr3wbcbfvzvWLRFXSA%2fodU%3d

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkh%2bJ7G0VGEMiFlYsifuW4NliTNkirb3KpHbQiBDVsR9o%2frTwTVlyeHoDXBlcUmBd5w%3d

# data[].attributes.body
http://unitus.wiziq.com/recording/?id=uBPjJeGEbkjuhAuYKjCw1hxNWgUzQiMyku3LxEN6TfsO00EsvjGayM5kMqmHdbCmHVZSp9C3xQA%3d

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Webinar on Minecraft (from GUINEVERE project) 

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Webinar on Minecraft (from GUINEVERE project) 

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https://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?&eventid=1604422&sessionid=1&username=&partnerref=&format=fhaudio&mobile=false&flashsupportedmobiledevice=false&helpcenter=false&key=A2A27DC2789B03EDAD39987965DC3B51&text_language_id=it&playerwidth=1000&playerheight=650&overwritelobby=y&eventuserid=194638160&contenttype=A&mediametricsessionid=158000268&mediametricid=2299225&usercd=194638160&mode=launch

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http://www.teachingenglish.org.uk/article/extensive-reading

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http://erfoundation.org/ERF_Guide.pdf

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Reading beyond the textbook: Why is extensive reading important?

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Reading beyond the textbook: Why is extensive reading important?

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https://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/larings---ressurser/leseveiledning-i-engelsk/reading-beyond-the-textbook/why-is-extensive-reading-important_&PHPSESSID=35v63g37c503bvtohcbb9jvq26

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https://oupeltglobalblog.com/2012/11/01/whats-the-point-of-extensive-reading/

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http://kierandonaghy.com/seven-benefits-extensive-reading-english-language-students/

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http://iteslj.org/Articles/Bell-Reading.html

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http://www.onestopenglish.com/skills/reading/reading-matters/reading-matters-extensive-reading/554233.article

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http://www.teachingenglish.org.uk/article/extensive-reading-why-it-good-our-students%E2%80%A6-us

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Reading Bear is a great tool for helping kids learn to read. Reading Bear integrates both vocabulary practice (over 1200 vocabulary items) and phonetic awareness ( covering different phonetic principles and patterns of written English) into their lessons. All of these lessons are provided in the form of narrated presentations playable either as a video or as an interactive slide show. Presentations are available in seven different versions. In the fullest version, the narrator sounds out a word slowly and quickly, then blend it slowly, and finally (after an optional prompt) blend it quickly. As sounds are pronounced, the corresponding letters are highlighted. Then a picture is displayed illustrating the word, show a sentence (with the individual sounds again highlighted, karaoke style), and finally show a video illustrating the sentence.

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Language Garden is a treasure trove of materials and resources on teaching language literacy. Using Language Garden , students will be able to learn about language plants, read and listen to narrated stories, and compose their own language plants.

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Read with Me is a web platform that for monitoring oral reading progress on any web device. It provides students with practice fluency at home on any web device and to keep track of miscues. They can also use it to record and listen to their own reading

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Rewordify lets you read more, understand more, learn more words, and teach more effectively. It simplifies English, teaches vocabulary, creates learning materials, and lets you create documents to teach a global audience. It has many more features, and it's all free.

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

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkjbNivOjZ3tMg9FwWbHBzAgB55%2fFOWXBISRNXbu5UaZ0IYotm6xAIAM%2fE6qpaGrjyU%3d

# data[].attributes.body
http://unitus.wiziq.com/recording/?id=uBPjJeGEbkhv5VGYDkCl4x9fcReuYh70pnExPfXHTCOVw2HTxJfsda2BstvMOr0AMMkJtuuabs4%3d

# data[].attributes.body
http://unitus.wiziq.com/recording/?id=uBPjJeGEbkimIJwP6e661y9s5dc7BcaVjE20cy5Fdhz1aY00xHvGdp%2bC4o4jfMY4a1X0sIc4l0Q%3d

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http://unitus.wiziq.com/recording/?id=uBPjJeGEbkhRqnsAi1j%2bPHzn4TASs6%2fMrQCTxHzq8tRStel%2b2%2fTthI6yg%2fMoLHmolXz27h2Ryv4%3d

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I've completed my fourt week

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https://www.cartoonbrew.com/tools/new-storyboarding-software-free-open-source-153927.html

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https://it.pinterest.com/explore/storyboard-template/?lp=true

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Storyboarding is an important process in all kinds of creative projects. Having a storyboard template would be handy and helpful in accomplishing the task faster and better. A storyboard maker plays a big role in assisting its users to compile their creative ideas and thoughts in an orderly manner – which will show its worth when users sit down to explain their concepts to clients. Be it a designer, writer or photographer, storyboard templates are useful to all.

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Storyboarding is an important process in all kinds of creative projects. Having a storyboard template would be handy and helpful in accomplishing the task faster and better. A storyboard maker plays a big role in assisting its users to compile their creative ideas and thoughts in an orderly manner – which will show its worth when users sit down to explain their concepts to clients. Be it a designer, writer or photographer, storyboard templates are useful to all.

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storyboard
storyboardthat
storybird
https://www.template.net/business/free-storyboard-templates/

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https://spark.adobe.com/page/TguZ9GCfMp6a5/

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I've finished!!!

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http://www.ub.edu/filoan/CLIL/teachers.pdf

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https://www.canva.com/design/DACvsuRQsq8/share?role=EDITOR&token=Zj8rIF4wgCQdhcGPGgRSQg&utm_content=DACvsuRQsq8&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

It describes the value of TechnoCLIL for me.