Welcome to The CAMPS project

Table of Contents

Introduction
Unit 1: How CLIL am I?
Understanding CLIL Teaching in the Classroom
Self-Motivation as a way towards self-efficacy
Competences Required for A Successful CLIL Teaching Occurrence
How The Progress of Critical Thinking comes along with the improvement of Skills development
Activity
Curriculum Integration
The Use of Real Learning Materials
How To enhance, to integrate and to adequate digital competences in order to foster a CLIL experience
Unit 2: How much CLIL is already happening in my class?
Unit 3: How much language? How much content? How much integration? (Focus on planning: the four C’s)
Unit 4: Planning a CLIL lesson / unit
Downloadable Documents
Online Resources
Step by Step guidelines and practical tips
Chapter 5: European dimension
Learning objects/practical activities
Glossary
Interactive Test

Question 1

What is the importance of critical thinking in teaching CLIL?

It enhances the effectiveness of the CLIL approach. It improves self-awareness and relationship with pupils. It helps pupils make decisions and solve problems. All the three answers

Question 2

What is the role of "Communication" in a CLIL lesson?

Developing language skills Analysing abstract concepts Exploring cultural expressions Promoting critical thinking

Question 3

What should be done after implementing a CLIL lesson?

Reflect on the effectiveness and make notes for improvement Ask students to assess their own performance Move on to the next lesson without any evaluation Create extension activities for advanced learners

Question 4

In terms of language use, what should students be encouraged to do in a CLIL lesson?

Use the target language only for content-related questions Use the target language to express their ideas and engage in activities related to the content Avoid using the target language in discussions and interactions Speak only in their native language

Question 5

What does it mean to differentiate instruction in a CLIL lesson?

To use extension activities for advanced learners only To focus only on the needs of lower-level language learners To consider the diverse needs and abilities of students To provide the same activities for all students regardless of their abilities

Question 6

How should teachers integrate real learning materials in CLIL classes?

Both the answers None Provide necessary scaffolding and support for effective engagement Select and adapt materials based on students' proficiency levels and learning objectives

Question 7

What is the purpose of formative assessment tasks in a CLIL lesson?

To assign grades to students' assignments To gauge students' understanding of the content and language To provide opportunities for students to apply critical thinking To evaluate students' overall performance in the lesson

Question 8

What role does technology play in the CLIL experience?

Provide multimedia resources and interactive activities Aid language acquisition and content understanding Enhance language practice opportunities All the three answers

Question 9

What type of materials and resources can support CLIL implementation?

Materials that discourage students from using the target language Textbooks, articles, and videos that focus solely on content Instructional materials that incorporate both content and language learning Supplementary materials that exclude subject-specific vocabulary

Question 10

What should assessments in a CLIL class include?

Tasks that assess language skills only Tasks that assess content knowledge only Tasks that only require passive listening and reading skills Tasks that require students to demonstrate understanding of both content and language

Module 3 - Teachers' self-assessment