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WorksheetsCLIL QUIZ 1
Total questions: 28
Worksheet time: 20mins
How do you feel?
The 4 Cs of CLIL are:
Content, communication, cognition and culture/citizenship/community.
Content, communication, cognition and culture.
Context, culture, citizenship and community.
Content, communication, culture and citizenship/ community.
"Links to real life" refers to....
Content
Communication
Cognition
Culture
"Awareness of community" refers to...
Content
Communication
Cognition
Culture
"Transferable skills" refers to...
Content
Communication
Cognition
Culture
Activation of Prior Knowledge is a way to...
assess how well students understood the current lesson.
address gaps in student's knowledge.
bridge earlier learning to current topic.
It is about written and oral production:
Culture
Communication
Cognition
Content
"Subject matter understanding" refers to...
Content
Communication
Cognition
Culture
"Awareness of self and others" refers to...
Content
Communication
Cognition
Culture
"_______ is the support the teacher gives in a number of different ways; it ranges from hints or feedback, to doing the task for the student as a demonstration".
Communication (4Cs)
Scaffolding
Learning Outcomes
Teaching Aims
CLIL classes aim to make students improve mainly their...(choose all the options that apply)
communicative skills
grammar skills
content knowledge
mathematical logic skills
"Negotiation of meaning" refers to...
Content
Communication
Cognition
Culture
"Learning skills" refer to ...
Content
Communication
Cognition
Culture
"Cross curricular topics and links" refers to...
Content
Communication
Cognition
Culture
"Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS)" refers to...
Content
COmmunication
Cognition
Culture
"Citizenship" refers to...
Content
Communication
Cognition
Culture
The best way to close a lesson is:
Ask students to create a written document summarizing the class content
Remind students about what they have learnt in the lesson
Propose a contents evaluation
All the options above are correct
Lead-in Activities...(choose all that apply)
link prior knowledge.
promote retrieval practice.
help students to be proactive.
stimulate students' knowledge integration.
don't need scaffolding
They are an example of information processing or concrete thinking skills. Choose all the options that apply:
identifying information
organising information
reasoning
hypothesising
They are an example of abstract thinking skills. Choose all the options that apply:
identifying information
organising information
reasoning
hypothesising
Which of the following are examples of scaffolding? Choose all the options that apply:
a graphic organizer to categorize student learning.
collaborative grouping for joint construction of meaning.
activation of prior knowledge to bridge content.
giving context to the material through realia.
Scaffolding is... (choose all the options that apply)
a way to support student learning
a permanent support
a planned curriculum progression over time
a set of tools/procedures for a particular activity
Providing extended and direct support to students, then slowly pulling pieces of this support away until the students are autonomous regarding the skill or content is called:
Lesson planning...(choose all the options that apply)
helps the teacher to align curriculum learning objectives, learning evidence, and assessment.
A CLIL lesson consists of the following stages (chose all that apply):
First individual then collaborative activity
Final reflective activity
Warm-up activities…(choose all the options that apply)
if appropriately planned, could promote inclusion.
allow a quick review of prior knowledge.
help ease student anxiety on the day of a big test or project.
should differ according to age of participants.
Content should be...(choose all the options that apply)
engaging according to students' interests
suitable for multimodal approach
concrete/ demonstrable
aligned with school curriculum
The language teacher in CLIL…(choose all the options that apply)
helps colleagues to improve language skills.
collaborates closely with subject teacher in planning and reviewing activities.
can correct tasks or tests made by the subject teacher.
works on subject language in her/his classes.
always work in pair with subject teacher during the CLIL classes.
