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Uncovering CLIL [Books for Teachers]

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  • Formāts: Paperback / softback, 240 pages, height x width x depth: 246x189x14 mm, weight: 457 g
  • Sērija : Uncovering CLIL
  • Izdošanas datums: 31-Mar-2008
  • Izdevniecība: Macmillan Education
  • Valoda: British English
  • Līmenis: Native Speaker / Teacher
  • ISBN-10: 0230027199
  • ISBN-13: 9780230027190
Citas grāmatas par šo tēmu:
  • Books for Teachers
  • Pieejams tikai Igaunijā.
Uncovering CLILPalielināt
  • Formāts: Paperback / softback, 240 pages, height x width x depth: 246x189x14 mm, weight: 457 g
  • Sērija : Uncovering CLIL
  • Izdošanas datums: 31-Mar-2008
  • Izdevniecība: Macmillan Education
  • Valoda: British English
  • Līmenis: Native Speaker / Teacher
  • ISBN-10: 0230027199
  • ISBN-13: 9780230027190
Citas grāmatas par šo tēmu:
KEY FEATURES
• Ideal for teachers getting started in CLIL and exitsing CLIL practitioners in search of new ideas
• Presents a broad overview of CLIL essentials for teachers at both primary and secondary level
• Contains a wide range of practical ideas and activities that can be used in the CLIL classroom

Content and Language Integrated Learning (CLIL) refers to methodologies used in teaching situations where a second language is used as a medium for teaching non-language content. Uncovering CLIL has been written to act as a guide for both language and subject teachers to the various methodologies and techniques involved in CLIL teaching.

Packed with practical ideas and suggestions for CLIL teaching in a number of languages, Uncovering CLIL is the essential companion for CLIL teachers instructing students at all levels of education.
Acknowledgements 5(1)
Foreword 6(1)
Introduction 7(2)
Approaching CLIL
9(16)
Pre-CLIL
The rise of CLIL
CLIL foundation pieces
The many faces of CLIL
Bumps in the road to good practice in CLIL
Getting ready for CLIL
25(9)
Chapter navigator
Orientating towards CLIL
What is and isn't unique about CLIL?
Core features of CLIL methodology
What drives the 30 core features?
How does CLIL work for students?
What about me? What do I do for a 60-minute lesson?
Starting CLIL in the classroom
34(67)
Chapter navigator
A week in the life of a primary school CLIL teacher-getting started
A week in the life of a secondary school CLIL teacher-getting started
A week in the life of a vocational education CLIL teacher-getting started
Putting CLIL in motion
101(37)
Chapter navigator
Setting your sights on successful CLIL
Supporting language learning in content classes
Supporting content learning in language classes
Working through cross-curricular themes and projects
Reflecting on learning
Teaming up with fellow teachers
Opening windows for personal achievement
138(34)
Chapter navigator
Building scaffolds
Anchoring into previous learning
Chunking and repackaging knowledge
Fostering creative and critical thinking
Learning styles
Challenging students to take another step forward: Stepping just outside the comfort zone
Making CLIL come alive
172(39)
Chapter navigator
Creating the classroom climate
Connecting learning to learners' lives
Connecting classrooms to the local community
Connecting classrooms to the world
Making meanings matter
Helping learners help themselves
Cruising with CLIL
211(3)
Chapter navigator
Connect, inspire, deliver, advance
More tools
214(24)
Chapter navigator
How to guide students through a writing project: A step-by-step guide
Processes for selecting and admitting students
How using drama can extend your teaching repertoire
How to improve clarity of speech
How to create CLIL teaching materials from authentic texts
Year VI - Late CLIL programme sample application form
Sample agenda for a weekly CLIL team meeting
Planning and observation checklist
Index 238
Peeter Mehisto is a winner of several awards in education. Author, trainer, manager and educator, he has extensive experience of working with teachers and administrators to support the implementation of best practice in CLIL methodology. Originating from Canada, based in England and Estonia, Peeter is a frequent presenter and facilitator at CLIL conferences, seminars and workshops. David Marsh has worked on multilingualism bilingual education since the 1980s in Europe and South-east Asia. Marķa Jesśs Frigols Martķn has worked on Foreign Language Teaching Learning since the 1980s, and she specialized in multilingualism bilingual education in the early 2000s.
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