Which is NOT a useful strategy for learners in CLIL?

learning a lot of vocabulary by heart

a support structure to help students get to their next level

What is activating in CLIL?

discovering what pupils know about language and content

Four words summarise CLIL: the 4Cs. What are they?

content, communication, cognition and culture

And now for the last question... What does NOT help learners to understand input?

Reading a text out loud around the class.

content and language integrated learning

What is the best definition of CALP?

Skills needed for formal academic learning

Activating in CLIL is important. Which of the reasons is NOT true?

Activating is related to constructivism.

What does the acronym BICS stand for?

Basic interpersonal communication skills

What do we mean by comprehensible input?

input that is slightly higher than the learners' level

Why are some texts difficult for CLIL learners?

more than 15 new words per page

Common European Framework of Reference

Which of these activities is NOT activating?

Watch this video about China's development.

What does the acronym CALP stand for?

Cognitive Academic Language Proficiency

The CEFR is a guideline used to

describe the level of language learners

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The CLIL Challenge (De Nassau)

25 termsStudBud Administration9 plays

quiz for CLIL #clil

Flashcards25 cardsFPractice quizPHost liveL

Questions 25

Answers

1
Rosie did this on her summer holiday.
walking in Portugal
biking in France
sea kayaking in Turkey
yoga in Spain
2
Which is NOT a useful strategy for learners in CLIL?
having meaningful interaction and producing output
learning a lot of vocabulary by heart
using all four language skills to learn
working with input just above their own level
3
What is a scaffold?
a support structure to help students get to their next level
a cognitive organizer to fill in when reading
a handout with questions to help students understand
a chart for learners to complete when watching a video
4
What is activating in CLIL?
getting pupils active in English in class
using current affairs in English with pupils
discovering what pupils know about language and content
getting pupils' brains working in English
5
Four words summarise CLIL: the 4Cs. What are they?
content, communication, cognition and culture
content, communication, co-operation and culture
content, communication, creativity and culture
content, communication, cognition and community
6
Which level on the CEFR? I can present a clear argument with an effective logical structure.
B2
C2
C1
B1
7
And now for the last question... What does NOT help learners to understand input?
Giving a task when they watch a video.
Activating prior knowledge and language about a topic.
Providing a lot of visual support when reading texts.
Reading a text out loud around the class.
8
What is CLIL?
content and learning international languages
content and language integrated learning
cognition and language integrated learning
communication and language integrated learning
9
What is the best definition of CALP?
Acquiring academic vocabulary
Academic writing skills
Skills needed for formal academic learning
Academic speaking skills
10
Activating in CLIL is important. Which of the reasons is NOT true?
Activating focusses learners on learning.
Activating can increase motivation to learn about something.
Activating helps to create expectations about a topic.
Activating is related to constructivism.
11
What is not a type of scaffold?
reception scaffold
production scaffold
transformation scaffold
cooperation scaffold
12
VWO students have to reach this level on the CEFR by the end of years 3 and 6:
B1 and C1
B2 and C1
B2 and C2
B1 and C2
13
What does the acronym BICS stand for?
Basic interpersonal cognitive skills
Basic interpersonal communication skills
Basic international communication skills
Basic international collaboration skills
14
What are LOTS?
Lower order technical skills
Lower order thinking skills
Language organisation thinking skills
Language opportunities for thinking skills
15
What do we mean by comprehensible input?
input that is slightly lower than the learners' level
input that all your learners can understand
input that is slightly higher than the learners' level
a special type of input for CLIL
16
Which is the highest HOTS?
evaluating
analysing
creating
applying
17
Why are some texts difficult for CLIL learners?
more than 15 new words per page
many short sentences
too many subtitles
no passive tenses
18
This one? I can deal with most situations ... when travelling ...where the language is spoken.
C2
B2
B1
C1
19
What are HOTS?
warm feelings for a CLIL student
higher order thinking skills
higher opinion thinking skills
Bloom's thinking skills
20
The CEFR is the
Common European Framework of Reference
Common English Framework of Reference
Central European Framework of Reference
Central English Framework of Reference
21
Which of these activities is NOT activating?
Write down five things you know about China.
Say if you agree or disagree with statements about China.
Make a word web with your class with CHINA in the middle.
Watch this video about China's development.
22
What does the acronym CALP stand for?
Communicative Advanced Language Proficiency
Cognitive Academic Language Production
Cognitive Academic Language Proficiency
Communicative Academic Language Proficiency
23
The CEFR is a guideline used to
describe the level of language texts
compare foreign language levels
describe the level of textbooks
describe the level of language learners
24
Which is the lowest LOTS?
analysing
remembering
understanding
applying
25
Which level on the CEFR? I can understand familiar names, words and very simple sentences.
A2
B1
B2
A1

The CLIL Challenge (De Nassau) Flashcards | StudBud