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TEST 4Extensive reading should be an approach to second-language acquisition. English language learners should always read interesting, accessible texts that enable them to gain fluency and more than that to improve comprehension, build vocabulary and read independently. The benefits of extensive reading are simply far-reaching: independent readers become more avid readers as it happened to me... They could become better writers and, ultimately, lifelong readers. Extensive reading is beneficial to all students, not just those who are learning a second language. In finding success in reading, they develop a love of reading.My extensive reading lesson plan is based on my same experience. I gained a good control of English language after a program of extensive reading. Now, I can read a great range of texts. I think that graded readers are not always the best tools because of my same approach to reading itself. I was strongly motivated and hence my example can be not completely sound but I read in standard English trying to improve my ability to “feel” English. This should be a real first step towards linguistic awareness ( a concept which is a real bedrock in my teaching practice).In my lesson plan I referred to the Arthurian saga. The myth (whose last incarnation is Malory's the death of Arthur-le morte d'Arthur) can be a suitable example of an inclusive Clil lesson. Clil connections could be History, Geography, Religion, Philosophy. As you can notice, I have chosen a graded reader as I was told to do. However, I let student  feel free to skim trough a real book in English (an abridged edition).Arthur and his knights are the main characters of a real European saga. French writers too wrote about them. The quest for the holy grail has inspired German poets too. Hence, I think that we have met a real European unifying myth which was developed locally. I hope that the evocative power of these knights can inspire students and convince them that reading is a terrific adventure.

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TEST 4Extensive reading should be an approach to second-language acquisition. English language learners should always read interesting, accessible texts that enable them to gain fluency and more than that to improve comprehension, build vocabulary and read independently. The benefits of extensive reading are simply far-reaching: independent readers become more avid readers as it happened to me... They could become better writers and, ultimately, lifelong readers. Extensive reading is beneficial to all students, not just those who are learning a second language. In finding success in reading, they develop a love of reading.My extensive reading lesson plan is based on my same experience. I gained a good control of English language after a program of extensive reading. Now, I can read a great range of texts. I think that graded readers are not always the best tools because of my same approach to reading itself. I was strongly motivated and hence my example can be not completely sound but I read in standard English trying to improve my ability to “feel” English. This should be a real first step towards linguistic awareness ( a concept which is a real bedrock in my teaching practice).In my lesson plan I referred to the Arthurian saga. The myth (whose last incarnation is Malory's the death of Arthur-le morte d'Arthur) can be a suitable example of an inclusive Clil lesson. Clil connections could be History, Geography, Religion, Philosophy. As you can notice, I have chosen a graded reader as I was told to do. However, I let student  feel free to skim trough a real book in English (an abridged edition).Arthur and his knights are the main characters of a real European saga. French writers too wrote about them. The quest for the holy grail has inspired German poets too. Hence, I think that we have met a real European unifying myth which was developed locally. I hope that the evocative power of these knights can inspire students and convince them that reading is a terrific adventure.

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TECHNO-CLIL 2018(Extensive reading and CLIL Connections)Letizia Cinganotto & Daniela CuccurulloPlanning a project based on CLIL Connections from a Graded ReaderName and surnameDomenico IannacoCountry and cityITALY, AvellinoSchool level where I teachLower SecondarySubject/s taughtItalianTitle of Graded Reader: Cover photo, level and short descriptionhttps://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field keywords=king+arthur&rh=n%3A341677031%2Ck%3Aking+arthurAcclaimed biographer Peter Ackroyd vibrantly resurrects the legendary epic of Camelot in this modern adaptation The names of Arthur, Merlin, Lancelot, Guinevere, Galahad, the sword of Excalibur, and the court of Camelot are as recognizable as any from the world of myth. Although many versions exist of the stories of King Arthur and the Knights of the Round Table,Le Morte d'Arthur by Sir Thomas Malory endures as the most moving and richly inventive.In this abridged retelling the inimitable Peter Ackroyd transforms Malory's fifteenth-century work into a dramatic modern story, vividly bringing to life a world of courage and chivalry, magic, and majesty. The golden age of Camelot, the perilous search for the Holy Grail, the love of Guinevere and Lancelot, and the treachery of Arthur's son Mordred are all rendered into contemporary prose with Ackroyd's characteristic charm and panache. Just as he did with his fresh new version of Chaucer'sThe Canterbury Tales, Ackroyd now brings one of the cornerstones of English literature to a whole new audience.It is simply an abridged edition but I think that it is not a very demanding reading and I will check on the students' progress via Socrative.HOWEVER, THE STUDENTS COULD USE THE MACMILLAN's GRADED READER (A Chapter of the legend)School level where it could be usedUPPER SECONDARYCLIL Connections in reader: find links to one or more of the following subjects by researching a related topic of interest to you.LiteratureMathematicsScienceHistoryMusicHistory of ArtGeographyPhilosophyReligionEconomicsTechnologyLITERATURE: MEDIEVAL EUROPEAN LITERATUREHISTORY: BRITONS AND SAXONSTHE INVASION OF BRITAIN (1066)RELIGION: THE HOLY GRAILSubject chosen  LITERATURETopic THE DEATH OF ARTHURDescription of CLIL connections and projectTHIS PROJECT IS A BASIC CLIL PROJECT. It involves the integration of language with other relevant skills.Language use is dictated by the topic of the project.Consideration of individual learning styles and preferences. STUDENTS CHOOSE THEIR FAVOURITE PART OF THE SAGASkill/ skills the project will enhanceWRITING,READING,SPEAKING,THINKINGWebtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe) SOCRATIVE, WIKIPEDIA. AN ONLINE DICTIONARY(OXFORD, MACMILLAN, etc.)Project type (describe)PosterVideo trailerPadletPresentationOtherWRITING A REPORTGROUP TALKSPRESENTATIONAdditional commentsLESSON PLANLe morte d'ARTHURMATERIALTabletsSmart boardPencilsPensPaperFile of the abridged version The death of Arthur by Maloryor the GRADED READERIntroductionThis online extensive reading lesson focuses on intermediate and advanced ESL/EFL students. The objectives of this lesson are to guide students to read authentic e-texts outside of the classroom and to improve their overall reading, writing and thinking skills.  The LessonPART 1120 minutesStudents are provided THE DEATH OF ARTHUR BY MALORY ABRIDGED, Students are also encouraged to use electronic resources. They can google what they like. 1. Choosing a book( a chapter) of THE DEATH OF ARTHUR (or THE GRADED READER)GoalsThis activity gives students the opportunity of selecting a chapter of the saga which is interesting and appropriate for them to read.ProceduresThe teacher provides students with a file or epub of the book and asks students to skim and scan some pages of each book on the web.The class votes (via SOCRATIVE) for the book they might be interested in reading.Study GuideThe following questions help students skim through this ebook.1. What is the title of this story?2. What type of story is it?3. Who is the main character in this story?2. Reading and Sharing ChapterGoalsThis activity leads students not only to read this file at their own pace, but to share their chosen chapter with other students. ProceduresThe class reads the other three chapters (books in Malory's work) that get the most votes. The class forms groups of five. Each group discusses one of these books based on the story elements of title, setting, characters, problems, major events and conclusion.Each member in a group can take turns telling the story.Each group types a summary report of their book of the work. Students can exchange and discuss their summaries in the classroom.Study GuideThe following questions about the main ideas in a book help students read the text and then comprehend and organize their smmaries individually (HANDOUT).1. Who is in the story?2. Where does the story take place?3. When does it happen?4. What is it about?5. How does it turn out?The following questions ask for more details from the book (HANDOUT).1. What are the main characters like?2. How does the setting affect the characters?3. What are the unexpected developments or problems in the story?4. What is the lesson of the story?PART 2120 minutes3. Evaluating BooksGoalsThis activity leads students to higher-order thinking. Students have to apply, synthesize and evaluate information from the text, as well as convince other people in a logical way of the soundness of their judgment or conclusion.ProceduresEach group evaluates one of the books in the saga not chosen before.Each group types a final report and gives feedback to the other groups.Each report should follow this model (HANDOUT).A. Introduction (theme, position)B. Argument:1. Narration (summary of the story and criteria)2. Confirmation (support and evidence)3. Refutation and concession (anticipations of objections and restatement of your viewpoint)C. Conclusion (outcome, solution)EvaluationThe final group report can be evaluated for its originality of insight, application of criteria, clarity of summary, strength of argument and use of language.Points for each criterion1beginning2developing3excellentOriginality of insightThe insight is limited.The insight is accurate and clever.The insight can enlarge the audience's vision.Application of criteriaThe criteria are not acceptable for these books.The criteria are suitable for these books.The criteria are not only suitable for these books but also applicable to other narrative texts.Clarity of summaryThe summary is not correct or appropriate.The summary is appropriate and complete.The narration is not only appropriate, but also clear and informative.Strength of argumentThe argument is not logical or sensible.The argument is reasonable but still has flaws.The argument is very convincing.Use of languageMore than three mistakes in spelling and grammar, and an inappropriate writing style.One or two grammar and spelling errors and an appropriate choice of language.No mistakes in grammar or spelling and a rich and imaginative use of language.ConclusionThe teacher will explain the symbolism of this myth in 15 minutes.This lesson helps students learn how to interpret, appreciate, and respond to the texts, all of which lead students to read more and study more outside of the classroom. This lesson calls on personal reading interests and levels and encourages both dialogical interaction and reflective thought within oneself and in collaboration with peers in a virtual environment. With appropriate guidance, students will increase not only extensive reading, writing and thinking skills, but also their confidence in and motivation for reading L2 texts.NOTE: This lesson plan could be used in a lower secondary school too. Students should use only the graded reader.

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TECHNO-CLIL 2018(Extensive reading and CLIL Connections)Letizia Cinganotto & Daniela CuccurulloPlanning a project based on CLIL Connections from a Graded ReaderName and surnameDomenico IannacoCountry and cityITALY, AvellinoSchool level where I teachLower SecondarySubject/s taughtItalianTitle of Graded Reader: Cover photo, level and short descriptionhttps://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Ddigital-text&field keywords=king+arthur&rh=n%3A341677031%2Ck%3Aking+arthurAcclaimed biographer Peter Ackroyd vibrantly resurrects the legendary epic of Camelot in this modern adaptation The names of Arthur, Merlin, Lancelot, Guinevere, Galahad, the sword of Excalibur, and the court of Camelot are as recognizable as any from the world of myth. Although many versions exist of the stories of King Arthur and the Knights of the Round Table,Le Morte d'Arthur by Sir Thomas Malory endures as the most moving and richly inventive.In this abridged retelling the inimitable Peter Ackroyd transforms Malory's fifteenth-century work into a dramatic modern story, vividly bringing to life a world of courage and chivalry, magic, and majesty. The golden age of Camelot, the perilous search for the Holy Grail, the love of Guinevere and Lancelot, and the treachery of Arthur's son Mordred are all rendered into contemporary prose with Ackroyd's characteristic charm and panache. Just as he did with his fresh new version of Chaucer'sThe Canterbury Tales, Ackroyd now brings one of the cornerstones of English literature to a whole new audience.It is simply an abridged edition but I think that it is not a very demanding reading and I will check on the students' progress via Socrative.HOWEVER, THE STUDENTS COULD USE THE MACMILLAN's GRADED READER (A Chapter of the legend)School level where it could be usedUPPER SECONDARYCLIL Connections in reader: find links to one or more of the following subjects by researching a related topic of interest to you.LiteratureMathematicsScienceHistoryMusicHistory of ArtGeographyPhilosophyReligionEconomicsTechnologyLITERATURE: MEDIEVAL EUROPEAN LITERATUREHISTORY: BRITONS AND SAXONSTHE INVASION OF BRITAIN (1066)RELIGION: THE HOLY GRAILSubject chosen  LITERATURETopic THE DEATH OF ARTHURDescription of CLIL connections and projectTHIS PROJECT IS A BASIC CLIL PROJECT. It involves the integration of language with other relevant skills.Language use is dictated by the topic of the project.Consideration of individual learning styles and preferences. STUDENTS CHOOSE THEIR FAVOURITE PART OF THE SAGASkill/ skills the project will enhanceWRITING,READING,SPEAKING,THINKINGWebtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe) SOCRATIVE, WIKIPEDIA. AN ONLINE DICTIONARY(OXFORD, MACMILLAN, etc.)Project type (describe)PosterVideo trailerPadletPresentationOtherWRITING A REPORTGROUP TALKSPRESENTATIONAdditional commentsLESSON PLANLe morte d'ARTHURMATERIALTabletsSmart boardPencilsPensPaperFile of the abridged version The death of Arthur by Maloryor the GRADED READERIntroductionThis online extensive reading lesson focuses on intermediate and advanced ESL/EFL students. The objectives of this lesson are to guide students to read authentic e-texts outside of the classroom and to improve their overall reading, writing and thinking skills.  The LessonPART 1120 minutesStudents are provided THE DEATH OF ARTHUR BY MALORY ABRIDGED, Students are also encouraged to use electronic resources. They can google what they like. 1. Choosing a book( a chapter) of THE DEATH OF ARTHUR (or THE GRADED READER)GoalsThis activity gives students the opportunity of selecting a chapter of the saga which is interesting and appropriate for them to read.ProceduresThe teacher provides students with a file or epub of the book and asks students to skim and scan some pages of each book on the web.The class votes (via SOCRATIVE) for the book they might be interested in reading.Study GuideThe following questions help students skim through this ebook.1. What is the title of this story?2. What type of story is it?3. Who is the main character in this story?2. Reading and Sharing ChapterGoalsThis activity leads students not only to read this file at their own pace, but to share their chosen chapter with other students. ProceduresThe class reads the other three chapters (books in Malory's work) that get the most votes. The class forms groups of five. Each group discusses one of these books based on the story elements of title, setting, characters, problems, major events and conclusion.Each member in a group can take turns telling the story.Each group types a summary report of their book of the work. Students can exchange and discuss their summaries in the classroom.Study GuideThe following questions about the main ideas in a book help students read the text and then comprehend and organize their smmaries individually (HANDOUT).1. Who is in the story?2. Where does the story take place?3. When does it happen?4. What is it about?5. How does it turn out?The following questions ask for more details from the book (HANDOUT).1. What are the main characters like?2. How does the setting affect the characters?3. What are the unexpected developments or problems in the story?4. What is the lesson of the story?PART 2120 minutes3. Evaluating BooksGoalsThis activity leads students to higher-order thinking. Students have to apply, synthesize and evaluate information from the text, as well as convince other people in a logical way of the soundness of their judgment or conclusion.ProceduresEach group evaluates one of the books in the saga not chosen before.Each group types a final report and gives feedback to the other groups.Each report should follow this model (HANDOUT).A. Introduction (theme, position)B. Argument:1. Narration (summary of the story and criteria)2. Confirmation (support and evidence)3. Refutation and concession (anticipations of objections and restatement of your viewpoint)C. Conclusion (outcome, solution)EvaluationThe final group report can be evaluated for its originality of insight, application of criteria, clarity of summary, strength of argument and use of language.Points for each criterion1beginning2developing3excellentOriginality of insightThe insight is limited.The insight is accurate and clever.The insight can enlarge the audience's vision.Application of criteriaThe criteria are not acceptable for these books.The criteria are suitable for these books.The criteria are not only suitable for these books but also applicable to other narrative texts.Clarity of summaryThe summary is not correct or appropriate.The summary is appropriate and complete.The narration is not only appropriate, but also clear and informative.Strength of argumentThe argument is not logical or sensible.The argument is reasonable but still has flaws.The argument is very convincing.Use of languageMore than three mistakes in spelling and grammar, and an inappropriate writing style.One or two grammar and spelling errors and an appropriate choice of language.No mistakes in grammar or spelling and a rich and imaginative use of language.ConclusionThe teacher will explain the symbolism of this myth in 15 minutes.This lesson helps students learn how to interpret, appreciate, and respond to the texts, all of which lead students to read more and study more outside of the classroom. This lesson calls on personal reading interests and levels and encourages both dialogical interaction and reflective thought within oneself and in collaboration with peers in a virtual environment. With appropriate guidance, students will increase not only extensive reading, writing and thinking skills, but also their confidence in and motivation for reading L2 texts.NOTE: This lesson plan could be used in a lower secondary school too. Students should use only the graded reader.

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"Dear Colleague,I really appreciate your lesson plan. I think that it is engaging for students and very well balanced. I must own up to the fact that I was inspired by your lesson plan and think I will follow in your footsteps. As you can see, I rate your work very highly. I like, above all, the way in which you design your lesson. You are capable of balancing very well the different activities and focus on a variety of tasks. The lesson can in this way be very effective because you don't insist on a simple aspect of the linguistic competence and as a good CLIL teacher, you don't think only about the development of the students' fluency in English. You added very useful rubrics.…"

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"Dear Colleague,I really appreciate your lesson plan. I think that it is engaging for students and very well balanced. I must own up to the fact that I was inspired by your lesson plan and think I will follow in your footsteps. As you can see, I rate your work very highly. I like, above all, the way in which you design your lesson. You are capable of balancing very well the different activities and focus on a variety of tasks. The lesson can in this way be very effective because you don't insist on a simple aspect of the linguistic competence and as a good CLIL teacher, you don't think only about the development of the students' fluency in English. You added very useful rubrics.…"

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TASK3

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TASK

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I found very helpful Socrative. I was explained that it should be “my classroom app”, to promote more than simple classroom engagement. As you know, Socrative allows you to instantly connect with students as learning happens. As I was explained in  De Boer’s webinar, I would like to use it to motivate my students. That should be my first aim. However, I think that it could be very helpful to check on my same students without being perceived as an authoritarian. I could give a simple test more often. Furthermore, I would like to use Socrative for “survey” in real time. My students could give me feedback.Week2 Test

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I found very helpful Socrative. I was explained that it should be “my classroom app”, to promote more than simple classroom engagement. As you know, Socrative allows you to instantly connect with students as learning happens. As I was explained in  De Boer’s webinar, I would like to use it to motivate my students. That should be my first aim. However, I think that it could be very helpful to check on my same students without being perceived as an authoritarian. I could give a simple test more often. Furthermore, I would like to use Socrative for “survey” in real time. My students could give me feedback.Week2 Test

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ACTIVITY 3 A BIOGRAPHYThe following activity is designed to get everyone talking. They can be used with all levels because the language required to communicate is determined by the students. Hence, the chosen organizer is perfect for the activity and can be used like a preliminary lesson for different subject (history or Italian- Creative writing).Take a biography of a famous person and write each detail in your organizer.Draw a table on the board for students to copy and make notes e.g. place of birth, early years, famous for..Give out the strips (You can copy your organizer).Students mingle and ask questions to a friend of theirs until they have as many details as possible about the life of their friends.They fill the gaps in their copies of the organizer.Example: Napoleon ISolutions: The Bonapartes, The French Revolution, his love-life, the Napoleonic wars, his political career, his fall, his writing, his death, his legacy.

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ACTIVITY 3 A BIOGRAPHYThe following activity is designed to get everyone talking. They can be used with all levels because the language required to communicate is determined by the students. Hence, the chosen organizer is perfect for the activity and can be used like a preliminary lesson for different subject (history or Italian- Creative writing).Take a biography of a famous person and write each detail in your organizer.Draw a table on the board for students to copy and make notes e.g. place of birth, early years, famous for..Give out the strips (You can copy your organizer).Students mingle and ask questions to a friend of theirs until they have as many details as possible about the life of their friends.They fill the gaps in their copies of the organizer.Example: Napoleon ISolutions: The Bonapartes, The French Revolution, his love-life, the Napoleonic wars, his political career, his fall, his writing, his death, his legacy.

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ACTIVITY 2Introduction to NOVELSThis activity can be used in a number of different ways and for a number of different tenses. I think that it is perfect to let kids (age 12-13- lower Secondary School) to enjoy English.  The activity itself can be used at all levels. MaterialsPaper and pencils. A copy of the organizer.orA selection of ‘scene’ pictures for each member of the class. ProcedureThe class can draw or find a picture of a landscape or scene... Fill the picture with people doing things and vocabulary related to the scene.Give out blank pieces of paper and pencils. Describe your picture. Students then describe their pictures to each other and compare results. At this point don’t allow them to show each other their pictures. After they have described the pictures the students can then show each other their pictures and compare drawings. Put students into pairs. Make sure they have a different picture from each other. Ask students to write a description of their picture similar to your example. Monitor and correct where necessary.It could be good at this point to highlight any common errors and put these on the board. Ask every small group to set a tale in their pictures.Both students now write sentences about their tale. Draw students’ attention to the language on the board and monitor and help where necessary. Compare their sentences. When student A speaks, ask student B to use his/her organizer.An Example:The myth of Excalibur1) Rising of Action: The upbringing of Arthur2) Climax: Arthur becomes King of Britain3) Resolution: Arthur is anointed “king” again

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ACTIVITY 2Introduction to NOVELSThis activity can be used in a number of different ways and for a number of different tenses. I think that it is perfect to let kids (age 12-13- lower Secondary School) to enjoy English.  The activity itself can be used at all levels. MaterialsPaper and pencils. A copy of the organizer.orA selection of ‘scene’ pictures for each member of the class. ProcedureThe class can draw or find a picture of a landscape or scene... Fill the picture with people doing things and vocabulary related to the scene.Give out blank pieces of paper and pencils. Describe your picture. Students then describe their pictures to each other and compare results. At this point don’t allow them to show each other their pictures. After they have described the pictures the students can then show each other their pictures and compare drawings. Put students into pairs. Make sure they have a different picture from each other. Ask students to write a description of their picture similar to your example. Monitor and correct where necessary.It could be good at this point to highlight any common errors and put these on the board. Ask every small group to set a tale in their pictures.Both students now write sentences about their tale. Draw students’ attention to the language on the board and monitor and help where necessary. Compare their sentences. When student A speaks, ask student B to use his/her organizer.An Example:The myth of Excalibur1) Rising of Action: The upbringing of Arthur2) Climax: Arthur becomes King of Britain3) Resolution: Arthur is anointed “king” again

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The following activity is a classical Clil activity and it is perfectly suited for the chosen organizer. A downside could be the difficulty of the listening. Hower, it is perfectly balanced by the related task.(For Students age 16- Upper secondary school).This is a listening activity based on a recording from the BBC (In Our Time podcast. The siege of Malta 1565... Not more than five minutes). The listening is at intermediate/upper intermediate level. AimsContent: Causes of the great siege of MaltaLanguage skills: listening/speaking (debating/discussions)Lexis: language for debating PreparationSave a copy of the MP3Make a copy of the chosen graphic organizer for every studentWrite a script of the recording ProcedureTell students to talk together in groups about what they know about either the siege of Malta, or its causes, depending on their knowledge of the subject.Tell students that they are going to listen to a discussion about the causes of the siege of Malta.Give out the questions worksheet (or alternatively write them on the board to save paper) and tell students to read the questions before they listen.Play the recording and tell students to answer some of the questions. Tell students to compare their answers (don’t tell them the answers yet). Play the recording again. Tell students to compare their answers, then give them the script. Tell them to check their answers whilst reading the script. Check with the whole class. You might want to play the recording one more time with the students reading the script to consolidate their learning. ACTIVITY 

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The following activity is a classical Clil activity and it is perfectly suited for the chosen organizer. A downside could be the difficulty of the listening. Hower, it is perfectly balanced by the related task.(For Students age 16- Upper secondary school).This is a listening activity based on a recording from the BBC (In Our Time podcast. The siege of Malta 1565... Not more than five minutes). The listening is at intermediate/upper intermediate level. AimsContent: Causes of the great siege of MaltaLanguage skills: listening/speaking (debating/discussions)Lexis: language for debating PreparationSave a copy of the MP3Make a copy of the chosen graphic organizer for every studentWrite a script of the recording ProcedureTell students to talk together in groups about what they know about either the siege of Malta, or its causes, depending on their knowledge of the subject.Tell students that they are going to listen to a discussion about the causes of the siege of Malta.Give out the questions worksheet (or alternatively write them on the board to save paper) and tell students to read the questions before they listen.Play the recording and tell students to answer some of the questions. Tell students to compare their answers (don’t tell them the answers yet). Play the recording again. Tell students to compare their answers, then give them the script. Tell them to check their answers whilst reading the script. Check with the whole class. You might want to play the recording one more time with the students reading the script to consolidate their learning. ACTIVITY 

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Clil is maybe based on an inclusive approach to language. I think that it is a very good derivative product of our psychology of language and I think too that the use of a language encompasses the different items in which the structure of the language itself can be divided. Clil is beneficial to children because a speaker of a language develops a “mindset” which it is typical of that language. Hence, different languages involves the possibility to resort to these two different “logic ways”. In addition I empirically noticed that when I studied English my Italian improved as a side effect. My experience with Clil is not substantial. I think that its strength is its linguistic approach which is a comparative one. As a matter of fact, the enhanced linguistic competence can let students improve their chances of success. Theoretically speaking, Clil is almost perfect or it is the best method we can afford. However, it requires a great knowledge of pedagogy to comply with students’ needs in a foreign language.

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Clil is maybe based on an inclusive approach to language. I think that it is a very good derivative product of our psychology of language and I think too that the use of a language encompasses the different items in which the structure of the language itself can be divided. Clil is beneficial to children because a speaker of a language develops a “mindset” which it is typical of that language. Hence, different languages involves the possibility to resort to these two different “logic ways”. In addition I empirically noticed that when I studied English my Italian improved as a side effect. My experience with Clil is not substantial. I think that its strength is its linguistic approach which is a comparative one. As a matter of fact, the enhanced linguistic competence can let students improve their chances of success. Theoretically speaking, Clil is almost perfect or it is the best method we can afford. However, it requires a great knowledge of pedagogy to comply with students’ needs in a foreign language.

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TEST1

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Hi! My name is Domenico. I am a teacher of Italian in a secondary school. My field of expertise cannot be limited to my own subject. Moved by my curiosity (I am passionate about poetry and Creative writing) I learnt English, thinking of it as a lingua franca which could be a suitable way to widen my literary horizons. I developed a good knowledge of the whole English poetry and tried, doing so, to make headways in the knowledge of  broader periods of European art (I imagine poetry as an art involving language. Hence it can be more powerful than the other ones). As far as my job is concerned, I think that writing is a very effective way to express feelings. It is essential to work on thoughts and changes of mood (which are typical of kids). English is thought of as a powerful tool to be in keeping with a globalized world which speaks essentially English, eventually. I would like to live in a society without barriers, whose core values are told in a common language. Despite Brexit, I believe that English is what I am looking for. You should consider English and British English as two different things. I would like to see my students discussing Italian literature in English! I need to develop my ability to teach in English to fulfill my desire. I picked up a bit of French and German.

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Hi! My name is Domenico. I am a teacher of Italian in a secondary school. My field of expertise cannot be limited to my own subject. Moved by my curiosity (I am passionate about poetry and Creative writing) I learnt English, thinking of it as a lingua franca which could be a suitable way to widen my literary horizons. I developed a good knowledge of the whole English poetry and tried, doing so, to make headways in the knowledge of  broader periods of European art (I imagine poetry as an art involving language. Hence it can be more powerful than the other ones). As far as my job is concerned, I think that writing is a very effective way to express feelings. It is essential to work on thoughts and changes of mood (which are typical of kids). English is thought of as a powerful tool to be in keeping with a globalized world which speaks essentially English, eventually. I would like to live in a society without barriers, whose core values are told in a common language. Despite Brexit, I believe that English is what I am looking for. You should consider English and British English as two different things. I would like to see my students discussing Italian literature in English! I need to develop my ability to teach in English to fulfill my desire. I picked up a bit of French and German.