CLIL Units 1 - 4

Which one of theses statements is true?: In CLIL classes, since comprehensible and meaningful content are the drivers of language learning, we keep teaching vocabulary and grammar but try to do so dressing it up a little differently and more inductively. In CLIL classes, since comprehensible and meaningful content are the drivers of language learning, we should teach vocabulary but not grammar, unless our students ask questions about it. In CLIL classes, since comprehensible and meaningful content are the drivers of language learning, we should forget about teaching vocabulary and grammar and focus on dialogues and group work.

There are many CLIL programs depending on: the linguistic outcomes. the amount of time that students are exposed to the language of instruction. the number of students in the classroom.

According to the CLIL approach, content and language learning will be effective even if learners are not cognitively engaged since learning is integrated: False. True.

In CLIL classes communication is of primary importance; therefore, it is more important for students to communicate than to worry about having perfect grammar: True. False.

The language, themes and content of CLIL classrooms must be: related to students' future. relevant and of interest to the students. those proposed by the textbook selected.

Assesment in a CLIL class is done: based on pre-established criteria shared with the students, through student portfolios, by using evaluation grids and checklists. both answers are correct. based on planned curriculum outcomes, through peers and through student self-evaluation.

Content and Language Integrated Learning is the term used to describe bilingual education in: Malaysia. Canada. Europe.

The aspect within the Language Triptych that explores what language learners will need to access new knowledge and understanding when dealing with the content is referred to as: language of learning. language through learning. language for learning.

In a CLIL approach content works as the driver of the classroom since it will often define the language that is employed and taught: False. True.

In a CLIL classroom, HOTS can be encouraged and fomented through: tasks that require describing, understanding and factual knowledge. mixed activities including pair, group and individual work. group activities that involve cooperation, problem solving and questioning.

Research has discovered that, against common sense, CLIL students perform as well as or even outperform non-CLIL students in terms of learning content. In fact, far from interfering with content acquisition, CLIL can actually facilitate it: False. True.

Which of these statements is the correct one?: The L1 can be used at the beginning of the course, when students are still not familiarized with the target language. Our teaching goal must be to develop our students' desire to learn and speak through their internal motivation and the intrinsic rewards their learning will bring. In CLIL classrooms the use of the L1 should be avoided at all cost.

The guiding principle of cognition closely relates to: students being able to synthesize, evaluate and apply knowledge and skills acquired in several subjects. students having the self-confidence and skills to work within a group balancing their personal interests and those of others. desk placement, displays on classroom walls and other available resources supporting learning.

The guiding principle of communication is closely linked to: students feeling members of a learning community. students analyzing achievement of learning outcomes independently, with other students and with the teacher. students and teachers co-constructing and negotiating meaning.

Regular, short, continuous exposure to CLIL delivered in the target language for 15 or 30 minutes several times a week. They are often associated with Primary schools and are usually taught in one subject area are typically known as: language showers. CLIL modules. partial immersion.

In order to keep challenging our students, we should: use a level of language in class that is one step ahead of theirs, that is, enough to make them work at it without making it too hard. use a level of language in class that is a slight step behind of theirs so that they do not feel frustrated for not understanding. take a placement test to find out the exact level of our students and use that level constantly.

As CLIL teachers we need to work to help students gain the knowledge and skills they need for success in the real world, that is why we should avoid teaching in compartmentalized subjects. One way of doing so is by means of: exposing students to a lot of information through the use of ICT. cross-curricular themes and projects that apply skills from several subjects simultaneously. creating debates about a very wide range of daily life topics.

What is a correct statement about CLIL?: The CLIL approach involves a new way of teaching and therefore breaking free from what teachers are used to doing in class. The CLIL approach is a subtractive model that seeks to enrich the learning environment. The CLIL approach encourages teachers to keep using the favorite strategies and to apply standard best practice in education.

The aspect within the Language Triptych that refers to the language that develops as new knowledge, skills and understanding is achieved is referred to as: language through learning. language of learning. language for learning.

_________ includes technical vocabulary, multiple meaning words, syntactical features and language functions: Content-obligatory language. Language through teaching. Content-compatible language.

When, as part of research, teachers were asked what they felt were essential elements in supporting language learning in content classes, one of the predominant answers was: creating a psychologically and physically safe environment. specific language learning activities. support materials.

The framework that illustrates CLIL as an integration of content, language, cognitive skills and culture is known as: The Language Triptych. The 4 Cs. The Cummins Matrix.

According to Bloom's taxonomy, HOTS are placed at the bottom of the pyramid representation and LOTS at the top of it: False. True.

One way of recognizing student effort and success in a CLIL classroom is through: both analysis and some form of public recognition separating praise from advice. the use of the expression "well done" after students' contribution. specific comments on the final record of grades.

In a CLIL classroom: individual activities need to predominate to facilitate internal and individual acquisition of the language and the content. collabotive work must be carried out before individual work. proactive strategies such as groupwork, pairwork and activity centers are more effective than having a class do primarily written exercises that are later corrected by just one student.

To determine existing student knowledge so we can plan teaching better, to determine student achievement levels for measuring progress in attaining content, language and learning skills, to understand student interests, attitudes and learning styles, to involve students in taken greater responsibility for their leanring and to obtain information needed to make decisions about how to deliver on improving learning are key reasons for: developing critical thinking skills. giving more weight to content over language. organizing assessment.

Language outcomes are difficult to arbitrarily sequence, as these outcomes are driven by content as well as student interes and needs: True. False.

Scaffolding refers to: favoring peer cooperative work. planning lessons involving parents and the whole educational community. building on a student's existing knowledge, skills, attitudes, interests and experience.

As CLIL teachers we should try: not to provide a wide range of language models so that our students do not get confused and overwhelmed with different accents. to provide a variety of language models so that students hear the CLIL language spoken by different people in different contexts. to change our voices, pitch and accent to imitate several language models for our students to acquire them.

The acronym HOTS stands for: higher-order thinking skills. high organization in time slots. high order in transitional sentences.

The language that could be helpful in a CLIL class, but is not absolutely necessary is typically referred to as: subject-specific language. content-compatible language. content-obligatory language.

The aspect within the Language Triptych that makes transparent the language needed by learners to operate in a learning environment where the medium is not their first language and understand the content of the lesson is referred to as: language of learning. language through learning. language for learning.

Teaching in CLIL does not necessarily requires more preparation time and greater cooperation among teachers: True. False.

The guiding principle of content has to do with: students applying new content and developing related skills through experiential activities. students and teachers as partners. language skills being promoted in all subjects.

The CLIL model that is based on the idea of BICS and CALP by comparing the cognitively demand with contextual language support of any given activity is known as: Bloom's taxonomy. the 4 Cs. the Cummins Matrix.

Focusing primarily on content helps to facilitate language learning, especially when language learning in content classes receives regular and systematic attention: False. True.

_______ is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language: Immersion. CLIL. Bilingualism.

The guiding principle of community is closely linked to: students actively using language to participate and communication in the classroom. cultural content being integrated into all subjects. students being able to define their role within the classroom.

According to the CLIL approach,: it is not necessary for teachers to plan on the four skills, textbook activities already consider them all. it is advisable to look for and provide opportunities to combine all four skills into one activity or a series of tasks. it is better to address one specific skill at a time and in each lesson.

Bilingual education is a twenty-first century new educational phenomenon: False. True.