1. Content and Language Integrated Learning (CLIL) Materials in Chemistry and English: ACIDS & BASES
LO scopo del presente lavoro è presentare i materiali CLIL realizzati per il progetto di sperimentazione del CLIL nel triennio che partirà quest’anno all’ITET Mantegna di Mantova.
In 2010 the Upper Secondary School Reform has introduced the CLIL methodology in the Italian school system which menas in the case of the Istituti Tecnici that one of the fifth-year- subjects has to be teached in English uning CLIL.
Stefania DELLA SCIUCCA, Valentina FOCHI
ITET Mantegna, Via G. Gonzaga 8, MANTOVA (MN)
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

2. CLIL The AIMS Tools for planning a CLIL module
Presentation of the project
Planning of the CLIL lessons
CLIL
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

3. the 4C’s Tools for planning a CLIL module
CULTURE
Exposure to alternative prespectives and share understandings
Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
CONTENT
the 4C’s
COGNITION
Develoing thinking skills which link concept formation, understanding and language
COMMUNUCATION
Using language to learn – whilist learning to use language
[Coyle D., Hood Ph., Marsh D., 2010]
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

4. CLIL linguistic progression: LANGUAGE THROUGH LEARNING
Tools for planning a CLIL module
LANGUAGE OF LEARNING
CLIL linguistic progression:
language using and language learning
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
[Coyle D., Hood Ph., Marsh D., 2010]
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

5. Tools for planning a CLIL module
THE CLIL MATRIX
[Cummins, 1984 adapted by Coyle, 2010]
Instilling confidence by starting with familiar work
Developing cognitive demands through mainly recycled or scaffolded language
Incorporating new language and new content- cooperative group work, technological and teacher mediation 2 3 1
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

6. Presentation of the project
I year of attuation
II year of attuation
TARGET GROUP
Students attending the 3th class of a Biotechnological Institute
Students attending the 4th class of a Biotechnological Institute
SUBJECT
AREA
Analytical Chemistry
TOPIC
Acids and bases
SCHOLASTIC
PERIOD
April-May 2017
September-October 2018
LANGUAGE
English – A2/B1 level
English – B1/B2 level
TEACHING TEAM
1 Chemistry teacher
1 English teacher
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

7. Planning of the CLIL unit
Acqisition
10%
Collaboration
20%
Discussion
30%
Inquiry
Production
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

8. Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

9. Planning of the CLIL unit
Acquisition 3%
Discussion
33%
Inquiry
21%
Practice
14%
Production
29%
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

10. Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

11. Planning of the CLIL unit
Collaboartion
31%
Discussion
15%
Practice
28%
Production
26%
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

12. Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

13. CONCLUSIONS
All the activities presented in this work have been planned taking into account:
the use of active methods based on cooperative work because a CLIL lesson should be student-centered;
the use of scaffolding techniques because students should be assisted to set goals for content and language learning;
the use of materials from the web as often as possible to create a connection between learning and student’s lives;
the changing of the teacher’s role because she/he acts as a facilitator more than anything.
CLIL
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

14. REFERENCES
Coyle D., Hood Ph., Marsh D., (2010) CLIL: Content and Language Integrated Learning, Cambridge Univertity Press, Cambridge.
Anderson, L. W. and Krathwohl, D. R. (eds.) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Longman.
Bier, A. (2015) An Exploration of the link between Language and Cognition, EL.LE, 4 (1)
Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy, Clevedon: Multilingual Matters.
Quartapelle, F. Assessment and evaluation in CLIL (2012), ECLIL-EACEA, Ibis Ed, p 106
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

15. The knowledge theories supporting CLIL
EVALUATION
SYNTHESIS
Bloom’s Taxonomy
[revised by Anderson and Krathwohl, 2001]
ANALISYS
APPLICATION
COMPREHENSION
KNOWLEDGE
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

16. Gardner’s Multiple Intelligences
The knowledge theories supporting CLIL
[revised by Anderson and Krathwohl, 2001]
Gardner’s Multiple Intelligences
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

17. The knowledge theories supporting CLIL
Vygotsky’s Approach
[Bier, A. 2015]
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

18. Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

19. Assessment grid for content
CRITERIA 5
EXCELLENT 4
GOOD 3
SATISFACTORY 2
ALMOST 1
UNSATISFACTORY
SCORE
Use of basic concepts and knowledge
Has acquired all the basic concepts and principle of the topic. Well structured, correct and comprehensive explanation; excellent personal evaluation.
Has acquired most of the basic concepts and principles of the topic. Generally well structured , correct and adequate explanation; good personal evaluation.
Has acquired some basic concepts and principles of the topic. Sufficient explanation with a limited number of errors; limited personal evaluation.
Has acquired only a few basic concepts and principles of the topic. The explanation shows major deficiencies in terms of logical structuring and formulation.
Hasn’t acquired any of the basic concepts and principles of the topic. The explanation is severely deficient in terms of logical structuring and formulation; no personal evaluation.
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

20. Assessment grid for content
CRITERIA 5
EXCELLENT 4
GOOD 3
SATISFACTORY 2
ALMOST 1
UNSATISFACTORY
SCORE
Application of knowledge
to new situations
Has used new knowledge with confidence and creativity, applying it in an original way.
Has used new knowledge and applied it correctly in new situations.
Has used new basic concepts and applied them in simple situations.
Has used a few simple concepts and applied them when guided.
Hasn’t achieved any knowledge.
Creativity/
evaluation
Has shown critical thinking, creativity and initiative.
Has shown good level of creativity and evaluation capability.
Has shown sufficient evaluation capability and sometimes original ideas.
Has not always shown sufficient evaluation ability and has presented poor creativity.
Has shown inability to evaluate and very poor creativity.
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

21. Assessmemt grid for language
CRITERIA 5
EXCELLENT 4
GOOD 3
SATISFACTORY 2
ALMOST 1
UNSATISFACTORY
SCORE
Use of language:
-listening
-speaking
- reading
- writing
-interaction
Consistent
grammatical
control and
appropriate
use of vocabulary.
Can express
him/herself
with a natural flow.
Good
generally
Can express him/herself
and interact with a good level of fluency. 
A few mistakes in grammar and vocabulary use do not lead to misunderstanding. Can express him/herself and interact with a reasonable degree of fluency.
Systematically makes mistakes in grammar and vocabulary use but the message is generally clear. Can manage the discourse and the interaction with effort and must be helped.
Systematic grammar mistakes and the narrow range of vocabulary makes the message meaningless.
Communications is totally dependent on repetition, rephrasing and repair.
Cooperative work
Original and creative.
Good level of interaction.
Sufficient level of interaction.
Partial
Cooperation.
Unable to work in group
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016