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

How should teachers integrate real learning materials in CLIL classes?

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

Question 2

What role does technology play in the CLIL experience?

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

Question 3

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

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

Question 4

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

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

Question 5

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

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

Question 6

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

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

Question 7

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

Speak only in their native language 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

Question 8

Which of the following is NOT a stage in the four-stage group of preliminary acts for creating an effective CLIL lesson plan?

Adjustment of activities and categorization of communicative functions Choice of a text and selection of related scaffolding essentials Reflection and evaluation of the lesson plan Discovery and organization of facts through diagrams or frameworks

Question 9

What should assessments in a CLIL class include?

Tasks that assess language skills only 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

Question 10

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

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

Module 3 - Teachers' self-assessment