1. (Capacitació ANGLÉS)
WRITTEN TEXT
Written text score: (maximun 80 punts)
Adequacy and content: 40 punts
Coherence: 20 punts
Lexical cohesion: 10 punts
Gramatical cohesion: 10 punts
Accuracy -0'5 points per mistake
Choose one of the two proposals
1. Explain why the theme of assessment is a difficult and sometimes
contentious area amongst CLIL teachers.
2. How can we link language learning and communicative competence with
Bloom’s thinking skills?
QUIZ
Questionnaire (maximum 20 points)
Unfinished answers: 1 point/none
Empty answers: (0 point/none)
Wrong answers: (-1 points/none)
Choose the correct answer.
1. Portfolios and dossiers (language and subjects), classroom diaries,
observation grids, self- and Peer-assessment worksheets are some
examples of assessment _________ in CLIL lessons.
a.- goals
b.- experiences
c.- tools
2.- The distinction between assessment and evaluation is important as
each serves a different purpose. TRUE/FALSE
3.- Content language should be assessed using the most difficult format
of language which is appropriate for that purpose. TRUE/FALSE
4.- Feedback on learner’s performance should be provided. TRUE/FALSE

2. 5.- Being content teachers, CLIL teachers should always have content as
dominant objective. TRUE/FALSE
6.- Assessment is part of the teaching therefore it is relevant only after a
didactic unit. TRUE/FALSE
7.- Why is Bloom’s taxonomy useful for language learning?
A. Many activities and applications for language learning derive from it.
B. It classifies learning domains.
C. It shows the connection between cognition and language
8.- Bloom’s original taxonomy differs from Lorin’s modification only as far
as the names in the list (from nouns to verbs) and the order in which the
levels are organized. TRUE/FALSE
9.- How did Vygotsky define scaffolding instruction?
A. As the role of teachers and others in supporting the learner's
development. (c)
B. As the support structures to get to the next stage or level.
C. As the learner's abilities to assimilate the scaffolding provided.
10.- According to Vygotsky, the scaffolds provided by teachers so that
actual learning takes place should:
A. Simplify the task to make it more manageable and achievable for a
child (C)
B. Motivate or enlist the child's interest to communicate it to his/her
peers
C. Reduce stress and hard work
11.- How can teachers reduce the number of scaffolds in learning?
A. Through students’ cooperative learning (C)
B. By helping each other with their work
C. By working together with their educator
12.- Authenticity, as a core feature of the CLIL methodology, involves...

3. a) letting the students ask for the language help they need.
b) paying attention to students' interests.
c) a and b
13.- Active learning, as a core feature of the CLIL methodology, does not
involve...
a) students communicating more than the teacher.
b) students help set content, language and learning skills outcomes.
c) always teaching and learning through routines.
14.- The 4Cs apply to:
A) Culture, Collaboration, Cognition, Content
B) Communication, Culture, Civilization, Cognition
C) Content, Communication, Culture, Cognition
15.- Which of the teaching strategies below is not appropriate to support
language learning in content classes?
A) Provide students with a wide range of opportunities to interact among them
in L2
B) Avoid the use of other languages in the school environment.
C) Try to use the CLIL language permanently
16.- System, factor, level, are examples of ...
a) Content-compatible language
b) Content-obligatory language
c) Classroom-language
17. Here you have four statements about knowledge theories supportingg
CLIL. Read them and decide which one is true:
a. The common underlying linguistic competence was described by
Howard Gardner.
b. The verbal-linguistic intelligence includes the knowing which comes
through logic.
c. The Monitor hypothesis explains the relationship between
acquisition and learning.

4. 18.- Oliver Meyer suggests the “CLIL-Pyramid” as a systematic sequence
for planning CLIL units and materials. Here you have three sequences for
the “CLIL-Pyramid”. Which one is the right sequence?
a) Choice of Media – Topic Selection – Task design – CLIL workout
b) Topic Selection - Task design - Choice of Media – CLIL workout
c) Topic Selection – Choice of Media – Task design – CLIL workout
19.- Which of the teaching strategies below is NOT appropriate to support
content learning in language classes?
A) Incorporate texts from content class to practice structures included in the
language curriculum
B) Collaborate with the content teacher in the design of project work
C) Strictly follow the language contents in the syllabus to achieve students'
language proficiency
20.- Which step comes first in Scaffolding? (“You” is the teacher; I, the
student)
A. I do you watch
B. You do I watch
C. I do you help
SPEAKING
Choose one of the two proposals
1. Explain how Krashen’s distinction between learning and acquisition
affects the learning of a second language in plurilingual education.
2. What issues you consider more difficult when planning a CLIL unit and
what kind of training would help to overcome those difficulties.