Lesson planning in CLIL programmes requires teachers to anticipate language problems and help learners solve them as they proceed through the lesson. Once you accept that you have to do it, it becomes easier. If you get training to help you do it, it becomes easier still. Finally, language teachers know – to an extent – how to do these things. They haven’t normally been trained to provide help in L2-medium subject lessons, but they have a lot of the skills which will help them solve these problems. It is useful for subject teachers to collaborate with them, especially when they start out teaching in L2, and to get early help with planning lessons. The more they can get at this initial stage, the easier it is, with time, to incorporate simple lesson-planning routines into normal CLIL practice and fairly quickly to work independently with confidence.

While intensive reading is important, learners will not become fluent and confident readers if this is the extent of their reading practice. This is where extensive reading comes in. To become good readers, learners need to read as much as possible, and they need to read books that interest them and are at their own level of difficulty.

Week 5: the end of an adventure!!!

BYOD

The next revolution in school tech:bring your own device.
When I started the course I said I would like to acquire  awareness of  Clil methodology. I have found out a new world but it is only the beginning!
 I hope I will be motivated to go on and  carry out more ambitious  goals.
I want to say thank you to the teachers, the guests and my hard working colleagues that have encouraged  me when necessary.