Educación para el bilingüismos: CLIL

The CLIL model that encompasses the types of language that are necessary to deal with in class and in the teaching and learning process is known as: the Language Matrix. the Language Triptych. the Language Pyramid.

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: organizing assessment. giving more weight to content over language. developing critical thinking skills.

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

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

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

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

Assessment in CLIL takes place: at the end of each unit and as a summary of a set of units as set by the teacher. at the beginning of the course and at the end of each unit and the course. at the program start-uo, daily, at the end of each lesson, at the end of each unit, at intervals set by the teacher and when learning appears to be hindered.

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.

According to the CLIL approach... it is better to address one specific skill at a time and in each lesson. 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.

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

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

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

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

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

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.

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.

What is a correct statement about CLIL?. 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 CLIL approach involves a new way of teaching and therefore breaking free from what teachers are used to doing in class.

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: true. false.

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

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: partial immersion. language shower. CLIL modules.

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

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.

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.

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

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

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

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 Cummins Matrix. the 4 Cs.

As CLIL teachers we should try: 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. not to provide a wide range of language models so that our students do not get confused and overwhelmed with different accents.

According to the CLIL approach: 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. it is not necessary for teachers to plan on the four skills, textbook activities already consider them all.

Bilingual education is a twenty­first century new educational phenomenon: true. false.

In CLIL: language is more emphasized than content. content dominates over language objectives. a balanced focused between content and language in the classroom is intended.

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

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.

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

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

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.

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

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. organizing assessment. giving more weight to content over language.

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: creating debates about a very wide range of daily life topics. cross-curricular themes and projects that apply skills from several subjects simultaneously. exposing students to a lot of information through the use of ICT.

Dual language education usually describes: a classroom with a higher number of majority students than minority ones, in which the dominant language is the medium of instruction. a classroom with with a higher number of minority students than majority ones, in which the dominant language is the medium of instruction. a classroom with approximately equal numbers of minority language students and majority language students, in which both languages are used for instruction.

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: specific language learning activities. support materials. creating a psychologically and physically safe environment.

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

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.

Assesment in a CLIL class is done: both answers are correct. based on planned curriculum outcomes, through peers and through student self-evaluation. based on planned curriculum outcomes, through peers and through student self-evaluation.

Which one of theses statements is true?: 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. 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.

Learning is achieved socially by means of interaction with other classmates and the teacher so that meaning is socially negotiated and co-constructed rather than an individualistic process: true. false.

In CLIL we should plan on using silence since: it is important to establish eye contact among classroom participants. some students may be silent in class because they have not acquired the active language skills for speaking or because they lack the required confidence to experiment with language in front of others. we need time to make decisions online about content.

Scaffolding in education refers to: a temporary supporting structure that students learn to use and to rely on in order to achieve learning outcomes. the complementary materials that support learning, including, books, blackboard, ICT tools, etc. peer work in collaborative tasks.

In _______ a teacher restates the student's sentences using accurate language: prompts. elicitations. recasts.

Questions are fundamental tools that can help our students reflect on content and develop understading. However... it is better if we ask questions at the end of the lesson as a recap. we should plan the types of questions we ask since there is a tendency to just ask for factual knowledge. they will emerge in class voluntarily and without need for careful planning.

The _______ learning style incorporates physical activity into the learning process: kinesthetic. Total Physical Response. PPP.

Some of the strategies linked to a kinesthetic learning style include: posting sticky notes with key information in highly visible places. having someone read to you, or reading to yourself outloud. reordering information on cards to reconstitute processes or formulas.

Some of the strategies linked to a visual learning style include: sharing notes and asking peers for feedback. scanning pictures, heading and charts before reading a text. learning some facts while going for a walk.

There is strong evidence that pre-teaching vocabulary can be more effective than just-in-time language teaching: true. false.

Brainstorming is: a follow-up task. an exercise in free association. . task to connect with other hard subjects.

Thinking skills in Bloom's taxonomy are represented by means of a: matrix. pyramid. continuum.

Building a personal dictionary, accepting some frustration and confusion and observing oneself are tips for: managing feeling in CLIL. negotiating meanings in pairs. twinning.

Learning skills can be defined as: sources to remember and use language in relation to content. tools used to enhance our ability to learn. strategies to do homework in less time and more effectively.

Students can better manage their own behavior when they develop and agree on classroom norms, rules or principles of behavior to help them learn: true. false.

Some of the strategies linked to an auditory learning style include: verbalizing answers first in one's head before writing them down. highlighting key language and pieces of information. drawing a skeletal summary when listening to lectures or doing pairwork.

Anchoring new knowledge into students' previous learning is: crucial in CLIL since relational links are the glue that fixes learning in memory. part of CLIL learning outcomes. what scaffolding just consists of.

In CLIL language acquisition: goes hand in hand with content acquisition since new language is best acquired while acquiring new knowledge that is used in class to achieve new levels of understanding. happens tends to be ahead of content acquisition since, without language, content cannot be transmitted. occurs after content acquisition since it is a content-driven approach.

Learning styles are described as: the attitudes students bring to class about learning based on their past experiences. the individual preferences clearly existing regarding how we like to communicate and learn. the strategies used by students to communicate when they lack L2 proficiency.

Scaffolding is: removed bit by bit, but built up quickly where needed. changed from lesson to lesson. permanent crutch provided by the teacher and the classmates.

Mnemonic devices are: formulaes or rhymes typically used in class as an aid in remembering. evaluation grids that help us grade students' performance. graphic organizers that help us display important information in a sequenced and orderly manner.

The zone which lies between current knowledge and that which can be accomplished with the assistance of teachers and peers has been called: Language Acquisition Device by Stephen Krashen. Zone of Proximal Development by Lev Vygotsky. Scaffolding by Jerome Bruner.

In Bloom's taxonomy high-order skills are placed ________ and low-order skills_________: at the top / at the bottom. at the bottom / at the top. on the right side / on the left side.

Bloom's taxonomy is made up of: 6 thinking skills. 3 main thinking skills and 2 subtypes. 5 knowledge and cognitive skills.

Feedback on language and content given after the completion of an assignment is more likely to be assimilated and put to future use than feedback provided before the completion of the assignament: true. false.

In a ________, participants make still images with their bodies to represent a scene: brainstorm. tableau. twinning.

Critical thinking in the context of education can be described as: one of the main components of CLIL's 4 Cs framework. mental processes that learners use to plan, describe and evaluate their thinking and learning. one of the most important learning styles and communication strategies.

Piaget's 'cognitive conflict' refers to the fact that: when given a voice in the learning process, students are more likely to take charge of their own learning. all people in class need to feel important, liked and valued. the pace in a CLIL class needs to be challenging enough to make students expend effort and sufficiently moderate to allow students to stay on track.

The __________ learning style fosters learning through listening, speaking and auditory stimuli: auditory. listen. hearing.

In _______ teachers give students clues and ask them questions that help them point in the right direction: recasts. prompts. reformulations.

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: the 4 Cs. Bloom's taxonomy. Cummins matrix.

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

Bloom's taxonomy is made up of: 3 main thinking skills and 2 subtypes. 5 knowledge and cognitive skills. 6 thinking skills.

Anchoring new knowledge into students' previous learning is: what scaffolding just consists of. crucial in CLIL since relational links are the glue that fixes learning in memory. part of CLIL learning outcomes.

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.

The CLIL model that encompasses the types of language that are necessary to deal with in class and in the teaching and learning process is known as: the Language Pyramid. the Language Matrix. the Language Triptych.

Taking into account student interests: makes a teacher appear friendly. only influences content learning. does not just have implications for how content is taught, it also impacts language learning.

The zone which lies between current knowledge and that which can be accomplished with the assistance of teachers and peers has been called: Scaffolding by Jerome Bruner. Zone of Proximal Development by Lev Vygotsky. Language Acquisition Device by Stephen Krashen.

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: specific language learning activities. creating a psychologically and physically safe environment. support materials.

In a CLIL classroom: 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. individual activities need to predominate to facilitate internal and individual acquisition of the language and the content.

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

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

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