Professional Documents
Culture Documents
WRITTEN TEXT
Written text score: (maximun 80 punts)
Adequacy and content: 40 punts
Coherence: 20 punts
Lexical cohesion: 10 punts
Gramatical cohesion: 10 punts
Accuracy -0'5 points per mistake
Choose one of the two proposals
1. Explain why the theme of assessment is a difficult and sometimes
contentious area amongst CLIL teachers.
2. How can we link language learning and communicative competence with
Blooms thinking skills?
QUIZ
Questionnaire (maximum 20 points)
Unfinished answers: 1 point/none
Empty answers: (0 point/none)
Wrong answers: (-1 points/none)
Choose the correct answer.
1. Portfolios and dossiers (language and subjects), classroom diaries,
observation grids, self- and Peer-assessment worksheets are some
examples of assessment _________ in CLIL lessons.
a.- goals
b.- experiences
c.- tools
2.- The distinction between assessment and evaluation is important as
each serves a different purpose. TRUE/FALSE
3.- Content language should be assessed using the most difficult format
of language which is appropriate for that purpose. TRUE/FALSE
4.- Feedback on learners performance should be provided. TRUE/FALSE
5.- Being content teachers, CLIL teachers should always have content as
dominant objective. TRUE/FALSE
6.- Assessment is part of the teaching therefore it is relevant only after a
didactic unit. TRUE/FALSE
7.- Why is Blooms taxonomy useful for language learning?
A. Many activities and applications for language learning derive from it.
B. It classifies learning domains.
C. It shows the connection between cognition and language
8.- Blooms original taxonomy differs from Lorins modification only as far
as the names in the list (from nouns to verbs) and the order in which the
levels are organized. TRUE/FALSE
a) letting the students ask for the language help they need.
b) paying attention to students' interests.
c) a and b
13.- Active learning, as a core feature of the CLIL methodology, does not
involve...
a) students communicating more than the teacher.
b) students help set content, language and learning skills outcomes.
c) always teaching and learning through routines.
14.- The 4Cs apply to:
A) Culture, Collaboration, Cognition, Content
B) Communication, Culture, Civilization, Cognition
C) Content, Communication, Culture, Cognition
15.- Which of the teaching strategies below is not appropriate to support
language learning in content classes?
A) Provide students with a wide range of opportunities to interact among them
in L2
B) Avoid the use of other languages in the school environment.
C) Try to use the CLIL language permanently
16.- System, factor, level, are examples of ...
a) Content-compatible language
b) Content-obligatory language
c) Classroom-language
17. Here you have four statements about knowledge theories supportingg
CLIL. Read them and decide which one is true:
a. The common underlying linguistic competence was described by
Howard Gardner.
b. The verbal-linguistic intelligence includes the knowing which comes
through logic.
c. The Monitor hypothesis explains the relationship between
acquisition and learning.
SPEAKING
Choose one of the two proposals
1. Explain how Krashens distinction between learning and acquisition
affects the learning of a second language in plurilingual education.
2. What issues you consider more difficult when planning a CLIL unit and
what kind of training would help to overcome those difficulties.