(Capacitació ANGLÉS) WRITTEN TEXT Written text score: (maximun 80 punts) Adequacy and content: 40 punts Coherence: 20 punts

Lexical cohesion: 10 punts ramatical cohesion: 10 punts Accuracy !0"# points per mista$e Choose one of the two proposals 1. Explain why the theme of assessment is a diffic lt and sometimes contentio s a!ea amon"st CL#L teache!s. $. %ow can we lin& lan" a"e lea!nin" and comm nicati'e competence with (loom)s thin&in" s&ills*

QUIZ %uestionnaire (maximum 20 points) &n'inished ans(ers: 1 point)none *mpty ans(ers: (0 point)none) Wron+ ans(ers: (!1 points)none) Choose the correct answer. 1. Portfolios and dossiers (lan !a e and s!"#ects$% classroo& diaries% o"ser'ation a.+ "oals ,.+ expe!iences c.+ tools -.( The distinction "etween assess&ent and e'al!ation is i&portant as each ser'es a different p!rpose. -./E01ALSE ..( Content lan !a e sho!ld "e assessed !sin the &ost diffic!lt for&at of lan !a e which is appropriate for that p!rpose. -./E01ALSE /.( 0eed"ac) on learner1s perfor&ance sho!ld "e pro'ided. -./E01ALSE rids% self( and Peer(assess&ent wor)sheets are so&e e*a&ples of assess&ent +++++++++ in C,I, lessons.

. 2oti'ate o! enlist the child3s inte!est to comm nicate it to his0he! pee!s C. Simplify the tas& to ma&e it mo!e mana"ea. as a core feature of the CLIL methodology..ed ce st!ess and ha!d wo!& 11./E01ALSE . -h!o "h st dents) coope!ati'e lea!nin" (C) (./E01ALSE 7. -. 1>.( 3ein content teachers% C.le fo! a child (C) (.( 3loo&1s ori inal ta*ono&4 differs fro& . (.. As the s ppo!t st! ct !es to "et to the next sta"e o! le'el.orin1s &odification onl4 as far as the na&es in the list (fro& no!ns to 'er"s$ and the order in which the le'els are or ani:ed. -.( 6ssess&ent is part of the teachin therefore it is rele'ant onl4 after a didactic !nit. As the lea!ne!3s a.ilities to assimilate the scaffoldin" p!o'ided. (y wo!&in" to"ethe! with thei! ed cato! 1-. teachers sho!ld alwa4s ha'e content as do&inant o"#ecti'e. .( Wh4 is 3loo&1s ta*ono&4 !sef!l for lan !a e learnin 8 A. involves. (y helpin" each othe! with thei! wo!& C. C. (c) (.le and achie'a.I.etween co"nition and lan" a"e 9. 2any acti'ities and applications fo! lan" a"e lea!nin" de!i'e f!om it.( Authenticity.2.( <ow did =4 ots)4 define scaffoldin instr!ction8 A. C. -.( <ow can teachers red!ce the n!&"er of scaffolds in learnin 8 A. . #t shows the connection ./E01ALSE 5. As the !ole of teache!s and othe!s in s ppo!tin" the lea!ne!3s de'elopment. #t classifies lea!nin" domains.( 6ccordin to =4 ots)4% the scaffolds pro'ided "4 teachers so that act!al learnin ta)es place sho!ld? A.

level. c) always teachin" and lea!nin" th!o "h !o tines. . -he 2onito! hypothesis explains the !elationship . c) a and .( The 4Cs apply to: A) C lt !e4 Colla. .) payin" attention to st dents3 inte!ests. -he 'e!. .( 6ctive learning.li"ato!y lan" a"e c) Class!oom+lan" a"e 17. are e&amples of .) st dents help set content4 lan" a"e and lea!nin" s&ills o tcomes.I.( %ystem.y %owa!d Ga!dne!. a) st dents comm nicatin" mo!e than the teache!.o!ation4 Co"nition4 Content () Comm nication4 C lt !e4 Ci'ili5ation4 Co"nition C) Content4 Comm nication4 C lt !e4 Co"nition 15. . -he common nde!lyin" lin" istic competence was desc!i. !hich of the teaching strategies "elo# is not appropriate to support language learning in content classes$ A) 6!o'ide st dents with a wide !an"e of oppo!t nities to inte!act amon" them in L$ () A'oid the se of othe! lan" a"es in the school en'i!onment. <ere 4o! ha'e fo!r state&ents a"o!t )nowled e theories s!pportin C.ed ... Read the& and decide which one is tr!e? a.le lan" a"e . 1/.. factor.. 1. C) -!y to se the CL#L lan" a"e pe!manently 15.) Content+o.a) lettin" the st dents as& fo! the lan" a"e help they need. as a core feature of the CLIL methodology.. does not involve.etween ac7 isition and lea!nin".al+lin" istic intelli"ence incl des the &nowin" which comes th!o "h lo"ic. c... a) Content+compati.

.I.I.(P4ra&idC as a s4ste&atic seD!ence for plannin C.19.!ashen)s distinction . :o do # watch C.( !hich of the teaching strategies "elo# is '(T appropriate to support content learning in language classes$ A) #nco!po!ate texts f!om content class to p!actice st! ct !es incl ded in the lan" a"e c !!ic l m () Colla.I. $..) -opic Selection + -as& desi"n + Choice of 2edia 8 CL#L wo!&o t c) -opic Selection 8 Choice of 2edia 8 -as& desi"n 8 CL#L wo!&o t 1.( Which step co&es first in Ecaffoldin 8 (BFo!C is the teacherG I% the st!dent$ A.( @li'er Ae4er s! ests the BC. Which one is the ri ht seD!ence8 a) Choice of 2edia 8 -opic Selection 8 -as& desi"n 8 CL#L wo!&o t . # do yo help EPE6HINI Choose one of the t#o proposals 1. Explain how . s to achie'e st dents3 lan" a"e p!oficiency ->. <ere 4o! ha'e three seD!ences for the BC. <hat iss es yo conside! mo!e diffic lt when plannin" a CL#L nit and what &ind of t!ainin" wo ld help to o'e!come those diffic lties.o!ate with the content teache! in the desi"n of p!o9ect wo!& C) St!ictly follow the lan" a"e contents in the sylla.etween lea!nin" and ac7 isition affects the lea!nin" of a second lan" a"e in pl !ilin" al ed cation. !nits and &aterials. # do yo watch (.(P4ra&idC.