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RubiStar is a tool to help the teacher who wants to use rubrics

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Bianchini-Week 3 Test part 2 Outline of Lesson plan Learning Designer

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4th week: MY PLAN FOR CLIL AND EXTENSIVE READING

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4th week: MY PLAN FOR CLIL AND EXTENSIVE READING

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01WEEK 4 Extensive Reading and CLIL connections

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3rd week: My peer review for Maria Cristina Tofoni

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3rd week: My peer review for Maria Cristina Tofoni

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MY LEARNING DESINER
https://v.gd/nWCVPC

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2nd week TASK  Write a short paragraph commenting on the potential of technologies for CLIL, also mentioning your experience (if relevant) and possible weaknesses (if any). [Upload a word file with your paragraph.]

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2nd week TASK  Write a short paragraph commenting on the potential of technologies for CLIL, also mentioning your experience (if relevant) and possible weaknesses (if any). [Upload a word file with your paragraph.]

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I have no experience in CLIL, in my school ( lower secondary) there isn’t any project about it. But I think it’s important to think for long.

Technologies are important to motivate students not only for CLIL. The students willingly use technology because they are used outside the school benefit from it

Thechnologies aim learners to re-organise the content and develop new understandings becouse are near the students.

Thechnologies are important not only becouse they are amusing, but for the use of authentic materials (f.i. on line sources).

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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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Difference BICS and CALP:
Llisten, speak, read and write on a range of topics, making appropriate and accurate use of the language at the level of sounds/spellings, grammar, vocabulary, function and discourse.
CALP is a formal, decontextualised language variety used in school.

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3rd week- CLIL: from Online Sources to Learning Resources by Ulla Fürstenberg, Petra Kletzenbauer 

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3rd week- CLIL: from Online Sources to Learning Resources by Ulla Fürstenberg, Petra Kletzenbauer 

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"However, it would be a mistake to assume that the use of authentic materials from online sources automatically makes for successful CLIL lessons. In fact, innovative activities, which take into account the students’ experiences, interests and learning styles, have to be created ..

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Reflecting on my favourite webtool

| Name and surname   | Francesca Bianchini
|  Country and city | Italy, Rovigo
|  School level where I teach   | Lower Secondary school
|  Subject/s taught    | History, geography and italian
|  Webtool chosen: link and short description    | Padlet I like use padlet that’s like a piece of paper but web; you can write, insert images, voice and video. My students like it too.They can work together and share. It’s very easy.
|  School level where it could be used   | All
|  Subject/subjects   | All
|  Skill/ skills the webtool may enhance   | analysis, comparison, cooperation share
|  Students’ level of English    | All
| Technical requirements (if any) |
|  My experiments with the webtool (if any): external links, pictures, screenshots etc. | https://padlet.com/edoardo_sacchetto03/
|  Additional comments   |

My

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 1st week - TASK  2         CLIL strengths and weaknesses: write a short paragraph expressing your ideas and opinions, also referring to your experience (if any).   

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 1st week - TASK  2         CLIL strengths and weaknesses: write a short paragraph expressing your ideas and opinions, also referring to your experience (if any).   

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In my opinion CLI is an opportunity for students becouse language is used to learn as well as to communicate and all four language skills should be combined: listening, reading, speaking, writing. I agree with 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. But it’s truh that when you pass from BICS to CALP public opinion is not whole heartedly in support CLIL, the attitudes can be described as ‘equivocal’ or ‘controversial’ rather than being ‘against’ its introduction and/or continued use (Julie Dearden). Instruction through English may limit access from lower socio-economic groups and/or a fear that the first language or national identity will be undermined.

I haven’t any experience in my job, even if I would like, but in my school CLIL isn’t present (Children aged 11-13).

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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."

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"With the expansion of the European Union, diversity of language and the need for communication are seen as central issues."

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"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."

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I am Francesca Bianchini.  I live in Rovigo, near Venice (Italy). I’m a teacher in Secondary School from 20 years more or less. I teach Italian, History and Geography (Children aged 11-13) in my town.

I love classical music and meet my friends in my free time.