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    Bienvenida Cortés López
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    This document contains 8 questions about an article on successful teaching and planning strategies for CLIL (Content and Language Integrated Learning). The questions cover topics like why new tools are needed for CLIL, what types of materials provide meaningful input, defining pushed output and its relation to scaffolding, the difference between declarative and procedural knowledge and its significance for CLIL, the advantages of including multiple performance tasks in CLIL classrooms, defining the concept of languaging, explaining sustainable learning and how teachers can promote it, and explaining what the CLIL pyramid consists of and its connection to the 4Cs framework.

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    This document contains 8 questions about an article on successful teaching and planning strategies for CLIL (Content and Language Integrated Learning). The questions cover topics like why new tools are needed for CLIL, what types of materials provide meaningful input, defining pushed output and its relation to scaffolding, the difference between declarative and procedural knowledge and its significance for CLIL, the advantages of including multiple performance tasks in CLIL classrooms, defining the concept of languaging, explaining sustainable learning and how teachers can promote it, and explaining what the CLIL pyramid consists of and its connection to the 4Cs framework.

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    © All Rights Reserved
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    8 views3 pages

    Seminar 1 - Worksheet

    Uploaded by

    Bienvenida Cortés López
    This document contains 8 questions about an article on successful teaching and planning strategies for CLIL (Content and Language Integrated Learning). The questions cover topics like why new tools are needed for CLIL, what types of materials provide meaningful input, defining pushed output and its relation to scaffolding, the difference between declarative and procedural knowledge and its significance for CLIL, the advantages of including multiple performance tasks in CLIL classrooms, defining the concept of languaging, explaining sustainable learning and how teachers can promote it, and explaining what the CLIL pyramid consists of and its connection to the 4Cs framework.

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    05MEDB - UNIDADES DE APRENDIZAJE INTEGRADO: PROPUESTAS Y MATERIALES

    DIDÁCTICOS
    Verónica Asensio Arjona
    Máster en Educación Bilingüe
    _______________________________________________________________________

    Seminario 1
    ACTIVITY 1 - Meyer, O. (2010). Towards quality CLIL: Successful teaching
    and planning strategies. Pulso: Revista de Educación, 33, 11-29.

    1. According to Meyer, why are new tools and templates necessary in CLIL?

    2. What types of materials can provide meaningful input? Why?

    3. Define the concept of pushed-output and its relation to scaffolding.

    4. What is the difference between declarative and procedural knowledge? What is the
    significance of the latter in CLIL?

    5. What are the advantages of including multiple-performance tasks in CLIL


    (cooperative) classrooms?

    6. Define the notion of languaging (Swain, 2006) with your own words.
    7. What is sustainable learning? How can teachers promote it?

    8. Explain what the CLIL pyramid consists of. Which is its connection with the 4Cs?

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