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 main consideration when determining the ideal amount of CLIL in a lesson?

Active engagement with the content and language simultaneously Providing sufficient content knowledge Allowing for meaningful language practice and development Striking a balance between content knowledge and language practice

Question 2

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

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

Question 3

What role does technology play in the CLIL experience?

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

Question 4

What type of materials and resources can support CLIL implementation?

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

Question 5

What should assessments in a CLIL class include?

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

Question 6

What does the "Content" element of the 4 Cs framework refer to?

Language development activities Reflective practice Collaborative projects The subject-specific knowledge and skills

Question 7

What is the purpose of incorporating the "Culture" element into a CLIL lesson?

Developing language skills Enhancing cultural awareness Analysing abstract concepts Promoting critical thinking

Question 8

What does the "Cognition" element of the 4 Cs framework focus on?

Critical thinking and analysis Language and content integration Cultural exchange programs Historical and cultural context

Question 9

What are real learning materials in CLIL classes?

Materials that focus on digital competences None of the above Resources designed specifically for language learning purposes Authentic resources used in real-life contexts

Question 10

What should be done after implementing a CLIL lesson?

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

Module 3 - Teachers' self-assessment