CLIL

There are several criteria for success in CLIL. Which is NOT included? (Ch 1P.18)

• Teachers and learners are able to speak L2 well enough.

• Subject teachers don't have to use language-supportive strategies.

• Schools should pay more attention to subject standards.

It's necessary for CLIL teachers to build bridges between language and ????? . (Ch2 P28)

Which is the most challenging? (Ch3 P59)

• A

• B

• C

• D

The three dimensions of CLIL are language, concept and ???????. (Ch3 P63)

There are three layers of subject language.

The conversations of the classroom and the interactional language between learners and learners and teachers.

↑ What's this? (Ch4 P86)

• Subject-specific language

• General academic language

• Peripheral language

By guiding input, teachers reduce the complexity of input so that learners can arrive at meaning more easily.

Name three guiding input activities or practice.

(Ch 5 P109~133)

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Talking gets students to think, and thinking is needed for writing. (Zwiers, 2008)

When we express a new concept linguistically that we gradually develop it. (Clegg, 2002)

Name two supporting output activities or practices.

(One is for speaking, and one is for writing)

(Ch6 P138~171)

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Seven principles for CLIL materials design:

1. Thinking in sequences

2. The concept of difficulty in didactic materials

3. Making key language salient

What are the other four principles?

• Prioritizing the three dimensions of content

• The primacy of task

• Design individual work

• Guiding input and supporting output

• Scaffolding and embedding

End-of-unit examination belongs to ...

(Ch 8 P233)

• A

• B

• C

• D

When considering teaching a subject in L2, a teacher needs to think about two main capacities: L2 ability and ??? ??? ???.

(Ch9 P251)