Content - is intended to be used so that students are able to fully understand and not only acquire knowledge, Communication - is the use of language for learning, although the main point is through the use of the target language,, Cognition - the student must be challenged, not only to transfer knowledge, but also to help him develop new skills through reflection, Culture - is to extend the content through examples, placing the context of the content in different cultures, Monitoring and evaluating CLIL in action. - at this stage the main objective is not to evaluate, what is sought is to monitor the progress of the unit and qualify its progress, Assessment issues in CLIL. - is very important when teaching a class, which is why you should carefully think about how to evaluate a program, especially when we talk about a program designed with CLIL., Assessing language. - Finding how to evaluate courses with the CLIL method is somewhat difficult, since evaluation methods are needed where they are more specific, such as the Common European Framework of Reference for Languages,, Assessment in action - The objective of this section is to find various ways and methods to assess students in a CLIL environment and to demonstrate how these types of assessments can be used in the classroom, Matching information. - This method is about joining two halves to complete the same information, two halves can be joined with different definitions or sentences, which helps to assess comprehension and stimulate learning in a much more visual way, Productive assessment tasks. - Many times different types of evaluations are carried out, but just as they are all different, some focus on different aspects, but the main objective of all assessment tasks is to produce both orally and in writing,

CLIL Content and Language Integrated Learning 1st task

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