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

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

Question 2

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

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

Question 3

What are real learning materials in CLIL classes?

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

Question 4

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

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

Question 5

What role does technology play in the CLIL experience?

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

Question 6

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

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

Question 7

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

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

Question 8

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

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

Question 9

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

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

Question 10

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

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

Module 3 - Teachers' self-assessment