Clil4U CLIL implementation with pools of resources for teachers, students, and pupils Back to Top The project needs were based on several reports, e.g. Eurydice “Content and Language Integrated Learning (CLIL) at School in Europe 2006” which in “Factors inhibiting general implementation” points at a need for training language teachers in the special skills needed to provide CLIL through initial and in-service training programs devoted to methods used to teach a subject in other languages. The report also points at a need for teaching materials geared to CLIL in the target language that cover subjects in the national curriculum. In “CLIL/EMILE in Europe”, the recommendations for extending good practice proposes to develop thematic CLIL modules that would also act as a means for developing teacher competence in CLIL. CLIL (Content and Language Integrated Learning) is emerging across Europe where only six countries appear to be bystanders. The project consortium represents different stages in the application of CLIL. N.B. Water – Three States of Matter Level A1 Prehistory Plants
FACTWorld - Forum for Across the Curriculum Teaching - factworld.info Zona CLIL | Metodología y Recursos CLIL/AICLE EMILE Aprendizaje Integrado de Contenidos y Lengua Extranjera by Jorge Merino Carmena on Prezi KS what? They key stages clarified once and for all When looking for interesting new authentic material to use in my lesson, I often encounter the fact that the different education orientated materials found on the web are categorised in different key stages. That’s fine, it is a matter of simply linking the correct key stage to my target age range. If only it were that simple. Differences between UK and USA When I tried to figure out which books would be best for my students according to the key stages, I had to visit multiple websites in order to understand exactly what books I had to buy. Indeed, Wikipedia was actually wrong this time. One of my conclusions was that the age ranges of the different years in both the UK and the USA do NOT overlap. How convenient… So, time to clarify! Reading the table Below you can find a table that compares the different year of these two countries. Want me to add one? How to use the table In the table below I compared the key stages with their respective years and age range. Hope this helps!
Berritzegune Nagusia A Content-Based approach to teaching and learning second languages has been adopted both for INEBI and BHINEBI. The content-based teaching-learning approach provides a very adequate frame to organise various aspects of this proposal. It helps make the acquisition of language parallel to that of natural language acquisition and of concept development. This approach promotes the teaching of languages through the teaching of contents and it is based on a communicative methodology, far away from the traditional and grammatical language teaching methods that propose unreal and often irrelevant activities. CLIL (Content and Language Integrated Learning) has been applied into any teaching-learning contexts where the instruction language is not the learner’s L1. Besides, the new language teaching and learning methodologies plead for learn by doing and learn as you use and use as you learn. Knowledge about and respect for other cultures.
CLIL for Success Uso de Recursos Educativos Abiertos para AICLE Tests created by students: CLIL at its finest For some time now, I have asked students to create activities for each other. According to Bloom, creating is a high level thinking skill, so asking this of students could be quite a challenge. Another reason for doing this activity is to help students remember things better. After all, you will learn more if you talk about the activity than if you just copy it from the book. Still I found this activity not to be as effective as it could be, so I decided to add some scaffolding to make sure the activity would be more effective. Step 1: instruction I instructed my students they had to create four questions. Question 1: Calculate units Question 2: Area and/or perimeter Question 3: Volume Question 4: text based assignment, a minimum of two lines of text. Especially question 4 needed a little explanation. Step 2: create an answer sheet After finishing their assignment, they would have to calculate the answers themselves. Step 3: copy questions and redistribute Step 4: check and discuss Variations
AAA Math Index of Exercises A-B C D E F G H I-K L M N O P Q-R S T-Z AAA Math Home (Use the "BACK" button to return to top) Useful Links AA Foundation for Road Safety Research www.aatrust.com Arrive Alive www.arrivealive.info Association of Industrial Road Safety officers (AIRSO) www.airso.org.uk Bicycle Helmet Initiative Trust www.bhit.org Child Accident Prevention Trust (CAPT) www.capt.org.uk Child Car Seats www.childcarseats.org.uk dbda www.dbda.co.uk Department of the Environment in Northern Ireland (DOE) www.doeni.gov.uk/roadsafety Department for Transport (DfT) www.dft.gov.uk Institute of Road Safety Officers (IRSO) www.irso.org.uk Living Streets www.livingstreets.org.uk National Children's Bureau www.ncb.org.uk Nationwide Education www.nationwideeducation.co.uk The Neighbourhood Road Safety Initiative (NRSI) www.nrsi.org.uk Parliamentary Advisory Council for Transport Safety (PACTS) www.pacts.org.uk RAC Foundation www.racfoundation.org RoadSafe (Prince Michael International Road Safety Awards) www.roadsafetyawards.com Road Safety Council of Wales (RoSCoW) www.roscow.org.uk Road Safety GB www.roadsafetygb.org.uk
Venn Diagram Worksheet Maker Graphic Organizer Library - Over 1,150 Printables - Organizers For Everything! View All Organizers Ultimate Graphic Organizer Maker - 20 Instant Organizers - Teachers Love It! Only Takes Seconds! View Makers Graphic Organizers Maker The teacher tools below will allow you to make graphic organizers by filling out a simple form. Concept Web Generator - Try to reinforce the who, what, when, where and how of a concept. Five of the best CLIL resources online - CLIL Media In the posts on this website I usually share my opinion on CLIL as well as share some ideas of others. This time however, I would like to share CLIL resources that I think are really worth your time and can be used to advance both your knowledge of CLIL as well as help you with ideas for your lessons. 1. Peter Sansom is a Dutch Art and Design CLIL teacher who shares his lesson ideas on his blog. 2. CLIL and Drama, a perfect combination according to this website. Do you teach drama? 3. As CLIL has become a world wide phenomenon, a lot of research has been done to study its effects and results. If you are interested in more information regarding the research into CLIL, this is your place to be. 4. Combining CLIL and ICT was a theme of CLIL Magazine not long ago, and this website has taken this to the next level. 5. Not a CLIL website per sé, but a great website to be inspired by a variety of activities. Ever in need of ideas? Conclusion I hope you like this compilation of CLIL resources.
Clil4U CLIL implementation with pools of resources for teachers, students, and pupils Back to Top The project needs were based on several reports, e.g. Eurydice “Content and Language Integrated Learning (CLIL) at School in Europe 2006” which in “Factors inhibiting general implementation” points at a need for training language teachers in the special skills needed to provide CLIL through initial and in-service training programs devoted to methods used to teach a subject in other languages. The report also points at a need for teaching materials geared to CLIL in the target language that cover subjects in the national curriculum. In “CLIL/EMILE in Europe”, the recommendations for extending good practice proposes to develop thematic CLIL modules that would also act as a means for developing teacher competence in CLIL. CLIL (Content and Language Integrated Learning) is emerging across Europe where only six countries appear to be bystanders. The project consortium represents different stages in the application of CLIL. Water – Three States of Matter Level A1 Prehistory Andy Warhol