Welcome to The CAMPS project

Table of Contents

Question 1

Are there activities where CLIL can be used in a natural way, becoming part of the everyday routine?

No, there aren’t any Yes, such as such as brainstorming, circle time, cooperative learning activities, the use of internet Yes, during the L2 lessons No, it is preferred to use the mother tongue

Question 2

What is meant by soft CLIL?

The use of English only for everyday routines. There is a light focus on language, none on content The presence of the first language in all subjects. The main focus is more on the mother language, less on the content The integration of teaching a non-linguistic subject Through a foreign language during the teaching routine. The main focus is more on the language, less on the content. The everyday use of L2 in teaching English. The main focus is more on the content, less on the language.it happens once a month.

Question 3

What does the teacher need to get successful results while teaching CLIL?

The teacher creates a specific lesson plan for one lesson per month It is not necessary to use it in daily routines The teacher creates scaffolding materials and a supporting environment. It is only necessary to use it in daily routines

Question 4

To get a useful and effective CLIL , what does the teacher need to do?

The teacher does not need to adapt teaching methods, because the content is motivating and well structured. A CLIL teacher does not need a multimedia and multisensory approach, nor he needs any scaffolding and encouraging approach even through technologies. The teacher needs new teaching methods. A CLIL teacher does not need a multimedia and multisensory approach, but he needs cards and listening encouraged by technologies. The teacher needs to adapt teaching methods, making the use of content motivating and well structured. A CLIL teacher needs a multimedia and multisensory approach, needs an accurate scaffolding and an encouraging approach even through technologies. The teacher needs to adapt teaching methods, making the use of content motivating and well structured. A CLIL teacher does not need a multimedia and multisensory approach, nor he needs any scaffolding and encouraging approach even through technologies.

Question 5

What is bilingualism?

Bilingualism is the complete mastery of two languages by the speakers; the ability to use the second language as the mother tongue. Bilingualism is the complete knowledge of a second language at a school level Bilingualism is the complete ability to speak the mother tongue perfectly Bilingualism is the complete ability to speak several languages at a base level

Question 6

The four Cs stand for:

Content, correction, collaboration, culture Content, communication, cognition, culture Communication, cognition, correction, cooperation Correction, culture, commentary, collaboration

Question 7

Which of the following statements is correct?

The operational approach of CLIL is based on L2 reading and writing The operational approach of CLIL is based on visual comprehension of words The operational approach of CLIL is based on 'learning by doing' and 'knowing how to do'. The operational approach of CLIL is based on listening and understanding

Question 8

In primary school, CLIL can be introduced in various ways. Choose the correct item:

By the difficulty of unknown words By the exclusive use of L2 In the daily routine By the systematic study of books

Question 9

What kind of CLIL is the one in which a disciplinary topic is introduced in an academic and a non-daily language speech?

Hard Clil Scaffolding Soft Clil Ce Clil

Question 10

In the four Cs of CLIL, Cognition is related to:

The pupils’ linguistic processes that are not only implied in learning a first language , but also are in connection with the linguistic areas. Cognitive skills are involved to develop the first language The pupils’ mental processes that are implied in learning and practising a foreign language in connection with the content areas. Cognitive skills are involved to develop proficiency in the foreign language. The pupils’ learning processes that are not implied in speaking and practising a second language. Cognitive skills are not necessary to develop a good proficiency in the foreign language The pupils’ mental processes that are not implied in learning and practising a first language in connection with the content areas. Cognitive skills are involved to develop proficiency in the foreign language

Module 1 - CLIL Methodology for Primary Schools