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

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

Question 2

What should be done after implementing a CLIL lesson?

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

Question 3

What should assessments in a CLIL class include?

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

Question 4

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

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

Question 5

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 use extension activities for advanced learners only To focus only on the needs of lower-level language learners

Question 6

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 7

What is the importance of critical thinking in teaching CLIL?

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

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?

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

Question 9

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

Question 10

How should teachers integrate real learning materials in CLIL classes?

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

Module 3 - Teachers' self-assessment